Módulos de Capacitación (Archivo)
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Module 4

Paquete 4.2
Participant's Workbook

Reflection on Concerns and Vision

1. My concerns about the social/emotional development and behavior of the young children in my community are:

 

 

2. My vision for the social/emotional development and behavior of the young children in my community is:

 

 


Challenges to Using Evidence-based Practices to Promote Children’s Social/Emotional Development and Address Challenging Behavior

Focus groups of early childhood training and technical assistance providers, direct service personnel, program leadership, and family members revealed challenges to using evidence-based practices to promote young children’s social/emotional development and address challenging behavior. The categories of challenges and corresponding examples are listed below.

Category of Challenge Examples of Challenge
Lack of Knowledge/Skill
  • Limited awareness of evidence-based practices/resources by staff/consultants
  • Need more effective preservice and inservice training for early childhood educators, staff, pediatricians, and mental health professionals in topics such as positive behavior support or developmentally appropriate practices
  • Inconsistent beliefs about what works
  • Referrals/expulsions could be avoided with more knowledge/skills
  • Confusion over roles/responsibilities among programs, staff, consultants
  • Need clarity of terms: mental health, challenging behavior, social/emotional development, intervention, prevention, promotion, etc.
  • Lack of trained providers
  • High turnover in staff
  • Need parent materials and education opportunities
  • Inappropriate use of medications
  • Lack of a diagnostic, assessment, referral, intervention link
  • Poor quality of programs results in challenging behavior
  • Lack of understanding about link between literacy and social/emotional skills
  • Insufficient administrative support for evidence-based practices (priorities, knowledge, infrastructure)
  • of attention to social/emotional development in programs
  • Lack of supervision (follow through, etc.)
  • Supervisors need training/information in evidence-based practices and supervision skills
  • Need better and more accessible professional development mechanisms
  • Mental health providers often don’t have knowledge of young children
  • Lack of understanding that social development needs to be taught
  • Lack of resources for substitute teachers, etc.
  • Inappropriate use of mental health consultants
  • Effective teaming skills

Beliefs and Attitudes

  • Inappropriate expectations for young children; personal beliefs about children, families, behavior
  • Stigma of labels
  • Inconsistent beliefs about what works
  • Referrals/expulsions could be avoided with more knowledge/skills
  • Confusion over roles/responsibilities among programs, staff, consultants
  • Inappropriate use of medications
  • Need to partner more with parents
  • Lack of administrative support for evidence-based practices (priorities, knowledge, infrastructure)
  • Lack of attention to social/emotional development in programs
  • Need long range commitment to improving practice and systems
  • Kids and families are blamed
  • Lack of understanding that social development needs to be taught
  • Lack of resources for substitute teachers, etc.
  • Inappropriate use of mental health consultants

Lack of Adequate Fiscal Resources and Procedures

  • Insufficient staff development resources
  • Not enough money and time
  • Insufficient resources in the community for children and families
  • Ineffective reimbursement/payment procedures
  • Lack of supervision (follow through, etc.)
  • Supervisors need training/information
  • Families in poverty and not enough resources and supports to them
  • Restricted access to quality programs for families
  • Lack of resources for substitute teachers, etc.

Lack of Collaboration within the Program, with Families, within the Community

  • Lack of collaboration in the community results in gaps and duplication
  • Need single point of entry and a collaborative system for families
  • Need long range commitment to improving practice and systems
  • Better partnering/coordination between programs/agencies, staff and families, forms, procedures, etc.
  • Staff needs to feel a part of decisions


Leadership Strategies for Addressing Challenges to Using Evidence-based Practices to Promote Young Children’s Social/Emotional Development and Address Challenging Behaviors

You can use the following strategies to help overcome challenges that may prevent you from implementing an evidence-based practice. Evidence-based practices are important because they promote young children’s social/emotional development and address challenging behaviors.

Challenge: Lack of Knowledge and Skills
Strategies

Challenge: Beliefs and Attitudes
Strategies

Challenge: Inadequate Fiscal Resources and Procedures
Strategies

Challenge: Need for Collaboration with Programs, Families, and Communities
Strategies

Action Planning Form

Team Members: Sarah, John, Mary and Brenda
Challenge to be addressed: Confusion re: Meaning of “evidence-based practice”

Objective/ Strategy

Action Steps to be Taken

Date to be completed& Persons Responsible

Resources& Supports Needed

Date Accomplished

Impact

1a. Establish a definition

1a. Definition used by The Center for Evidence-based Practice used to establish our definitions: Level and type of evidence to support a practice (considerations: research data, published in peer-reviewed journal, etc.)

3/03- Sarah will coordinate

Sample Definitions

3/03

Program has a definition and focus for staff development options; need to meet with trainers and consultants to share definition and resources

1b. Identify resources that meet definition

NAEYC Accreditation criteria, DEC Recommended Practices, CSEFEL (www.csefel.uiuc.edu), Center for Evidence-based Practices (www.challengingbehavior.org)

4/03- John will coordinate

Time to explore resources

4/03


Group Meeting Record: Notes

Date: 2/10/03 Status: team meeting, reviewed concept of “evidence-based practice,” reviewed materials
Date: 2/25/03 Status: team meeting, decided on a definition and next steps for resources
Date: 3/15/03 Status: team meeting, reviewed resources and other places to look
Date:  4/5/03  Status: team meeting, prepared a packet on the definition and resources to share

Action Planning

Identifying Challenges

Identifying Strategies

Other Steps

Action Planning Form

Team Members:
Challenge to be addressed:

Objective/ Strategy

Action Steps to be Taken

Date to be completed& Persons Responsible

Resources& Supports Needed

Date Accomplished

Impact

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         


Group Meeting Record: Notes

Date:             Status:                                  
Date:            Status:                                  
Date:             Status:                                  
Date:             Status:                                  

Take-Home Activities

I. Draft an action plan that would address two challenges (one administrative, one skill development/supervisory).

II. Write steps for establishing a community collaborative planning team for developing a system of care to support young children’s social/emotional development and addressing challenging behavior.

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Este material fue desarrollado por el Centro sobre los Fundamentos Sociales y Emocionales del Aprendizaje Temprano (Center on the Social and Emotional Foundations for Early Learning) con fondos federales del Departamento de Salud y Servicios Humanos de EE.UU., la Administración para Niños y Familias (Administration for Children and Families) (Acuerdo Cooperativo N. PHS 90YD0119). El contenido de esta publicación no necesariamente refleja los puntos de vista ni las políticas del Departamento de Salud y Servicios Humanos de EE.UU., ni la mención de nombres comerciales, productos comerciales ni organizaciones implica ningún endoso del Gobierno de los EE.UU. Se puede reproducir este material para propósitos de capacitación e información.

Recibiríamos con gusto sus respuestas sobre este Módulo de Capacitación. Sírvase ir al sitio Web de CSEFEL (http://csefel.uiuc.edu) o llamarnos al (217) 333-4123 para ofrecer sugerencias.

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