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Children between the ages of birth and 5 years rely on adults for care, social-emotional relationships, safety, positive resilience building, and coregulation. Childcare workers and teachers may lack the educational background or access to the highly skilled continuing education of current evidence-based practice for mind, brain, and education connections (Whitebook et al., 2018). Occupational therapy (OT) practitioners traditionally support children with developmental delays or diagnoses and their specific caregivers through early intervention services. A comprehensive literature search showed limited documented and studied instances of using OT to support all children by supporting the childcare industry through education, training, and coaching (American Occupational Therapy Association, 2020; Bazyk et al., 2009; Jasmin et al., 2017; Marsh & Mathur, 2020; Shepley & Grisham-Brown, 2019). Knowledge sharing, interaction modeling, and coaching about topics such as self-regulation, emotional regulation, sensory processing, and trauma-informed interactions—and how these concepts interrelate—offer childcare providers and teachers support within the natural environments of their classrooms. The OT Coaching of the Childcare Provider in Early Childhood Mental Wellness is a professional development training and coaching program that aims to do that. Occupational therapists with advanced knowledge and experience in infant and early childhood mental health and wellness will deliver knowledge, education, coaching, and reflexive practices. This allows childcare providers with limited time and resources to advance their sensitive and responsive caregiving for the 6 million U.S. children in childcare. The program’s underpinnings are grounded in the action learning theory, coaching model, and situational learning theory (Cho & Egan, 2009; Revans, 2011; Rush & Sheldon, 2013). The program’s module-series topics are drawn from various theoretical frameworks, including mind–brain education science, the sensory-processing model, and sensory integration theory (Kuypers, 2011; Lane et al., 2019; Martini et al., 2016; Williams & Shellenberger, 1996).

The management and display of emotions has become a pervasive occupational role requirement for many workers in the service industry. Service workers’ interactions with clients or customers exposes them to occupational requirements where they must effectively display certain emotions, while at the same time internally suppressing other felt emotions—a type of work activity referred to by Arlie Hochschild (1983) as emotional labor. Despite a vast literature on the subject, there remain a number of knowledge gaps regarding the consequences of emotional labor. My dissertation addresses this issue by merging occupational-level data with a national survey dataset of American workers to examine a variety of consequences of emotional labor using a multidimensional approach. I reveal that emotional labor poses the greatest threat to well-being in resource deprived work contexts, and that occupations that have little job control are mostly occupied by minority women. I also find that high control beliefs serve as an important psychological resource for men that can buffer the strain that leads to customer/client conflict in emotional labor intensive occupations. / Thesis / Doctor of Philosophy (PhD)