This webinar, created for MIECHV programs, considers staff selection and recruitment practices that decrease turnover and increase quality. It discusses how a professional development system can allow for supervisor input and support staff retention.
Defines mental health competencies, offers a brief overview of six competency systems currently in use in states (California, Colorado, Florida, Michigan, Ohio, and Vermont), provides comparisons of the six systems, and suggests the relevance of these competency systems to the early childhood mental health movement.
Defines infant mental health, highlights the workforce competencies across disciplines, describes essential components of a competent infant and toddler mental health workforce, and provides national examples of successful workforce development approaches.
Identifies cross-disciplinary competencies for practitioners working with infants and toddlers that support effective practices across these disciplines. It also discusses research findings on the impact of competencies on program quality and provides a tool for identifying core competencies that are universal to the diverse early childhood workforce.
Provides practical knowledge for practitioners in the government, business, and nonprofit sectors to implement their own intersector initiatives. It is designed to support practitioners in navigating the differences in languages, cultures, and work practices that exist across sectors—differences that can prove challenging to align when pursuing shared goals in a consensus-oriented environment.
Reviews some of the strategies used by states to address issues related to infant and early childhood mental health. It provides recommendations for nurturing change in state-level infant and early childhood mental health supports and services.
Helps state and community leaders improve the capacity of their early childhood systems. Comprehensive early childhood systems require work across the health, early learning and development, and family support and leadership sectors to achieve agreed-upon goals for thriving children and families.
Reviews what has been accomplished to date in the development of the “family voice” in all the child-serving systems—not just the substance abuse system but also the systems of mental health, child welfare, juvenile justice, trauma support, education, and primary care. It also includes recommendations to create true cross-systems collaboration supporting family involvement so that youth and their families can fully access the services and supports they need to obtain and maintain optimum health.
Offers valuable information from the BUILD Initiative for those seeking to build early learning systems, based upon fiscal analysis and the latest research and evidence of the need for and value of additional investments in early childhood services
Offers an overview of critical early childhood system components according to their evidence base, status of development, exemplary state actions in building the component, and exemplary state actions in linking each component with other components.
