- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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An Evaluation of Partnerships for Early Childhood Mental HealthShamblin, Sherry R. 10 June 2013 (has links)
No description available.
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Social-Emotional Problems Among Low Income Preschool-Aged Children and Potential Factors Affecting Early InterventionLevinson, Courtney, M.D. 20 September 2011 (has links)
No description available.
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Teacher-Child Interaction Therapy: Efficacy with a Clinical Preschool PopulationSchaffner, Kristen Friedrich 27 March 2013 (has links)
Teacher-Child Interaction Therapy (TCIT), which is an adaptation of the empirically-based treatment of Parent-Child Interaction Therapy (PCIT), addresses the needs of children and teachers through increasing positive teacher-child interactions while educating teachers on effective discipline techniques. The theoretical and empirical basis for PCIT provides the foundation for the appropriate and effective application of the adaptation of this treatment model for use with teachers.<br>The efficacy of Teacher-Child Interaction Therapy (TCIT) with a clinical preschool population was evaluated through a single subject A-B design conducted across subjects. The current study examined the impact of the intervention, TCIT, on child behavior, teacher skill development and use, as well as the quality of teacher-child relationships. Results suggest that the intervention positively impacted the behavior of preschool children diagnosed with a Disruptive Behavior Disorder, as indicated by a reduction of disruptive behaviors and increase of prosocial behaviors within a therapeutic classroom setting. Additionally, teacher skill use and the quality of teacher-child relationships were evaluated following implementation of the TCIT intervention. Findings indicate that the intervention positively impacted teachers use of the positive attention skills over the course of the intervention.<br>This study, which examined the efficacy of Teacher-Child Interaction Therapy with preschool-aged children diagnosed with a Disruptive Behavior Disorder, provides initial support for the implementation of a relationship-based technique to support teachers in addressing the disruptive behaviors of children within a classroom environment. / School of Education; / School Psychology / PhD; / Dissertation;
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Our way of being: Infant and Early Childhood Mental Health Workforce Development in TennesseeMorelen, Diana, Friday, Keena, Otwell-Dove, Rebecca, Paradis, Nichole, Webster, Angela, Moser, Michele, Peak, Allison 01 January 2021 (has links)
The optimal relational experiences of infants and young children demand a cross-sector workforce informed by Infant and Early Childhood Mental Health (IECMH) principles and practices. A recent review by the Alliance for the Advancement of Infant Mental Health, Inc identified seven themes that help define “What makes an IECMH association strong?”: (1) Identity, (2) Cross-Systems Collaborations, (3) Sound Organizational Structure, (4) Competency-Informed Training, (5) Reflective Supervision Capacity, (6) Policy, and (7) Higher Education. The present paper documents the story of the Association of Infant Mental Health in Tennessee (AIMHiTN) and the role of the Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting IECMH in that growth across those seven themes with the additional themes of (8) Funding and, (9) Diversity, Equity, Inclusion, and Belonging. First, foundational literature is reviewed to summarize IECMH-informed workforce development. Next, AIMHiTN's story of workforce development is mapped onto the nine themes and challenges and lessons learned are summarized. The article aims to serve as a roadmap for other states, provinces, territories, or nations hoping to develop their own Association for Infant Mental Health (AIMH) as well as a guide for those with existing AIMHs for promoting continued growth and sustainability.
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Taking Care of the Caregivers: The Moderating Role of Reflective Supervision in the Relationship Between COVID-19 Stress and the Mental and Professional Well-Being of the IECMH WorkforceMorelen, Diana, Najm, Julia, Wolff, Megan, Daniel, Kelly 01 January 2022 (has links)
The present study examined the relationships between COVID-related stress, mental health and professional burnout in the infant and early child mental health (IECMH) workforce and examined reflective supervision and consultation (RSC) as a potential protective factor in the context of COVID-related stress. Participants included 123 adults (n = 121 female, modal age range 30-39 years) in the TN IECMH workforce (mean years of experience = 13.6 years) surveyed in June/July 2020. Sector representation was quite varied (home visiting, childcare, child welfare, early intervention). Results indicated the majority (63%) of the sample was caring for someone else (e.g., child or elderly person) while working at home, 46% of the sample had depression symptoms (18% in the moderate-severe range), and 75% of the sample had anxiety symptoms (33% in the moderate-severe range). Higher COVID stress was associated with higher internalizing symptoms and burnout levels and this relationship was mediated by self-care behaviors such that the more COVID stress one reported, the fewer self-care behaviors they engaged in, and the higher the risk for internalizing and burnout. Finally, the pathway from COVID stress to self-care behaviors was moderated by RSC. IECMH professionals who received less than 1 year (or no experience) of RSC showed a significant decrease in self-care behaviors during times of low, average and high levels of COVID stress compared to those who received 1 year or more of RSC. Implications for both policy and practice will be discussed.
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