Child Care Expulsion Prevention (CCEP)

Mary Mackrain, M.Ed- Statewide CCEP TA and Training Consultant

Overview of the Michigan Initiative

A Day in the Life of a Child in Michigan

Source: Children’s Defense Fund, The State of America’s Children Yearbook 2002

•Every 26 minutes…a child is born into poverty

•Every 21 minutes…a child is abused or neglected

•Every 8 hours…a child dies before their 1st birthday

•Every 3 days…a child or teen is killed by gunfire

• One fourth to one third perceived as not being ready for school with concerns centering around emotional development

• Preschool children being “expelled” from early childhood settings

• Some are showing “scars” stemming from serious family problems

• Others show signs of serious emotional difficulties

• Pediatricians are prescribing psychotropic drugs for very young children with behavioral problems

How Are Our Children Being Affected?

(From the National Center for Children in Poverty article by Raver & Knitzer)

Social and Emotional Competence and School Readiness

Young children who act in anti-social ways are provided with less instruction and less positive feedback, they tend to like school less, learn less and attend less

These children are at greater risk of dropping out and engaging in delinquent acts

Across studies, the social and emotional competence of young children predicts their academic performance in 1st grade, OVER and above their cognitive skills and family background!

(From the National Center for Children in Poverty article by Raver & Knitzer)

Interventions that Work

For preschoolers at higher risk, research supports the use of interventions that target both parents and providers

Early findings from one on-site mental health consultation national demonstration indicate consistent cross-site effects of improved parenting and better child outcomes.

When surveying caregivers across the country, what was the number one issue that they complained about?

CHALLENGING BEHAVIORS!

What Exactly is Child Care Expulsion Prevention?

A Collaborative Effort Funded by

The Department of Human Services, public assistance, child and family welfare agency

Administered by

The Department of Community Health

Early Childhood Mental Health Consultation Model

(Cohen and Kaufman, 2000)

The mental health perspective emphasizes:

•Prevention of mental health disorders and fostering social and emotional well-being in all children

•Identifying and helping children at risk

•Recognizing that some children have serious challenges requiring more intensive services

•Viewing parents, teachers and child care staff as collaborative partners.

•Programmatic and child/family centered consultation

•Skilled consultants

•Reflective Consultation

•Technical Assistance

•Evidence-based practice

•Collaboration

The Cornerstones

Our Goal“To support families and child care providers in successfully nurturing the social and emotional development of infants, toddlers and young children (0-5) who are in early care settings.”

What does it do?

An early childhood mental health consultant builds a relationship designed to improve the ability of parents, staff,

programs and systems to prevent, identify, treat, and reduce the impact of social and emotional problems

among children in licensed child care settings, from birth to age five.

The key to quality service throughout the state

All children deserve to benefit from early childhood mental health consultation

Families and providers are active partners in all service provision

All children deserve safe, stable, caring and nurturing environments

Children exhibiting challenging behavior are trying to communicate

Building healthy relationships among children, families providers and other early childhood professionals is core to building emotional/social competence

Services should be strength-based, developmentally appropriate and culturally competent

Consultants should strive to understand and respect the uniqueness of the values, beliefs and practices of others

Consultants should assist others to view children’s behavior within the ecological model, utilizing a reflective approach

CCEP is part of building resilience, not just managing

symptoms.

How do the projects work?These are pro-active & voluntary projects. A request for child or programmatic consultation may occur from parents or providers. Both the parent and the childcare provider/teacher must agree to participate in child centered consultation.

Once a referral is signed, a consultant will contact the parent and/or provider to set up a time to observe in the preschool/childcare setting and the home if applicable.

Following the observation, a meeting is then set up with the parent and/ or the provider to discuss and develop a plan of action.

Services AvailableOn site observations

Home visits for parents

Consultation for childcare providers

Parent-Provider conferences

Developmental Screening

Coordination of services and linkages to community resources

Training for childcare providers and families

Parenting support groups

When Should You Refer?

“It is much easier to build a child than it is to repair and adult.”

If infants…

• Do not want to be held

• Can not be comforted

• Rarely look at caregivers

• Are difficult to engage

• Rarely coos, babbles or smiles

Adapted from the S/E Development Wheel, MIAIMH, 2004

If Toddlers…

• Are very fearful or irritable

• Show little preference for parent/caregiver

• Can’t express feelings

• Are unsmiling or withdrawn

• Have extreme temper tantrums

• Lack curiousity or enthusiasm

Adapted from the S/E Development Wheel, MIAIMH, 2004

If Caregivers….

• Are concerned about a child’s behavior

• Are experiencing challenges with relationships

• Are concerned about the emotional environment of the care setting

• Want to strengthen partnerships with parents

If You or Someone That You Know…..

• Have unrealistic expectations of children• See this role as temporary, not invested• Feel a lack of respect for their profession• Feel unimportant• Are overwhelmed with personal

problems• Seem depressed• Has difficulty with communication skills• Has too many demands• Just wants Support!

What is Happening Now?Currently, there are 12 CCEP projects across the state, serving 27 counties that operate as a collaborative effort of the Michigan 4C Association and the MI. Dept. of Community Health through funds from the Family Independence Agency.

OntonagonBaraga

Iron

Marquette

Dickinson

Alger

Delta

Schoolcraft

L u c e

Chippewa

Mackinac

Antrim

Cheboygan

CharlevoixOtsego

Presque Isle

Alpena

Manistee

Benzie

Wexford

Kalkaska Crawford Oscoda Alcona

Iosco

Mason Lake Osceola Clare Gladwin Arenac

Oceana Newaygo Mecosta Isabella Midland Bay

MuskegonKent

Montcalm Gratiot Saginaw

Tuscola

Huron

Sanilac

OttawaIonia

Clinton

Genesee Lapeer

St. Clair

AlleganIngham

LivingstonOakland

Van Buren

Barry Eaton

KalamazooCalhoun

CassSt. Joseph Branch Hillsdale Lenawee

JACKSON Washtenaw

Monroe

WayneDetroit

Roscommon Ogemaw

Macomb

Menominee Emmet

Montmorency

Leelanau

SHIAWASSEE

CCEP PROJECT SITES

Child Care Expulsion Prevention(CCEP) projects funded by FIA

Wayne County hasthree CCEP Projects

Indicates newly funded CCEP projects for fiscal year 2004-2005

The Child Care Expulsion Prevention Initiative, funded by FIA and administered by the Department ofCommunity Health, is an early childhood mental health consultation project serving child care providers,

children birth through five years and their families.

9/04/2004

Are We Making an Impact?

All results that follow are adapted from the

2003-2004 End of year Quarterly Report

(Adapted from the CCEP end of year 2003-2004 Quarterly Report)

Number of Children Served

551Directly

7,646 Indirectly

Types of Settings Served

206

26 21 11 20

50

100

150

200

250

Num

ber

of c

hild

ren

Type of care setting

Center-based

Family Home

Group Home

Relative Aide

In-Home Aide

23.3%20.6%

10.5%

28.0%9.5%

8.1%

Aggression Regulatory

Sensory Developmental

Physical Externalizing/NOS

Reasons Children Are Referred for Services

Strategies Used

45

87

73

43

12

20

Referral Direct Service

Phone consultation Resources

Training Reports/written plans

Ages of Children Served

1% 7%

21%

28%

34%

9%Less than one year

One year

Two years

Three years

Four years

Five years

Status of Child Care Placement

7%1%13%

61%

11%7%

Expelled

Expelled-new center

New center-parentchoice

In same center

Graduated

Other

Consultations provided to child carechild care settings

YTD 3,401

Consultations provided to parentsparents

YTD 2,111

(Adapted from the CCEP end of year 2003-2004 Quarterly Report)

Training

118 trainings held

2,563 child care providers

Examples of Training Topics

•Attachment sensitive practice in adoption and foster care

•Working effectively with violent and aggressive states

•Understanding grief and loss in early childhood

•Adult relationship building

•Social and emotional development 0-5

Examples of Strategies Used

•Social and emotional programs (DECA)

•Environmental tools (ITERS)

•On-going workshops to support the mental health of staff

•Relationship based practice (listening, consistency and empathy!)

•Parent groups

Technical Assistance Includes:

On-site consultation

Resource development

Training

Development and outreach

Technical Assistance

18 trainings held

903 professionals

219 consultations to new and existing

sites

Our Belief

Early intervention is the key to helping children succeed in school. By enhancing the early care and

learning experience, young children with behavioral difficulties are

supported, their social & emotional competency is enhanced, and they

are better prepared for school.

Helpful ResourcesInformation for this presentation was a collective

adaptation of material from the following Michigan resources:  

         

Social and Emotional Development in Young Children, A Guide developed by the Michigan Department of Community Health can be downloaded at:http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_Guide_88553_7.pdf Social and Emotional Developmental WheelThe developmental wheel can be ordered for $1.00 plus shipping and handling by contacting Deborah Kahraman at : Michigan Association for Infant Mental Health,13101 Allen Road, Southgate, MI 48195 Phone : 734-785-7700, ext. 7194, Fax: 734-287-1680 dkahraman@guidance-center.org

Social Emotional Health and School Readiness

“What, how, and how much a child learns inschool will depend in large part on the socialemotional competence they have developed as preschoolers… Children who do not beginkindergarten socially and emotionally competent are often not successful in the early years of school and can be plagued by behavioral, emotional, academic and social development problems that follow them into adulthood” (Peth-Pierce, 2000).

For more information about Michigan’s CCEP Initiative or to receive TA consultation,

please contact:

Mary Mackrain, M.EdStatewide CCEP TA

Consultant248/594-3250

mackrain@aol.com