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Early Childhood Socio-Emotional and

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1 Early Childhood Socio-Emotional and
Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program Shulamit Ritblatt, Ph.D. Cassandra Conboy, M.A. Department Chair Program Manager Department of Child and Family Development San Diego State University

2 EC-SEBRIS Certificate
The Certificate in Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) is an interdisciplinary program focusing on professional preparation and skills enhancement of early childhood professionals who work with young children with socio-emotional and behavioral concerns and their parents. In accordance with Congressional recommendations, the training certificate instructs and mentors early childhood educators to implement early intervention behavioral support services based on the Response to Intervention (RTI) and the Recognition and Response models. The certificate program follows the training Guidelines and Personnel Competencies for Infant-Family and Early Childhood developed by Childhood Mental Health Training Guidelines Workgroup, 2009. EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

3 “Troubled early; troubled late.” Dr. Jeff Rowe
• Greenspan (1999) emphasizes the role of social competence in intellectual functioning. Brain research indicates that the critical period for emotional control is from 9-months to two years; for peer relations is from 3-6 years of age. • No doubt that the first years of life are critical, as about 90% of the brain has developed by age 3 (Perry, 2001). This certificate program will prepare early childhood educators to provide socio- emotional and behavioral support to children attending their programs and their families. According to a national survey, state-funded programs report a rate of 6.7 expulsions per 1,000 preschoolers enrolled (Gilliam, 2005, 2008). In the private child care sector which is less regulated, expulsion rates are even higher, ranging from 10 expulsions per 1,000 enrolled preschoolers in Colorado (Hoover, 2006) to more than 27 per 1,000 in Massachusetts (Massachusetts, Department of Education, 2003) and in the Detroit area (Gilliam 2006). EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

4 “Troubled early; troubled late.” Dr. Jeff Rowe
Early childhood mental health consultation can make important contributions to reducing the expulsion rate of children with challenging behaviors (Gilliam & Shahar, 2006; Perry, Dunne, McFadden & Campbell, 2008). Unfortunately, only 23% of teachers in early childhood settings report regular access to a mental health consultant (Gilliam & Shahar, 2006). In a state-wide random-controlled study Gilliam (2007) found that childcare sites that receive mental health consultations had significant decreases in teacher-rated-acting-out behavior problems and hyperactivity. Longer duration and higher intensity of consultation services to early childhood sites correlates with lower turnover of teachers, improved effectiveness of teachers, and enhanced program quality (Alkon, Ramler & MacLennan, 2003; Brennan, Bradley, Allen, Perry & Tsega, 2005). Consultants who were better integrated into the program and who developed good relationships with their teachers were found to be more effective and were able to facilitate change (Green, Simpson, Everhart, Vale & Gettman, 2004). EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

5 The Training Model The Certificate EC-SEBRIS program utilizes a training model that includes three main domains: Knowledge, Experience, and Reflection. Placement of the students in their own job sites and coaching them when they encounter behavioral problems and challenges, through the use of modeling, guiding, and reflective facilitation will enhance the competencies of the professionals in the childcare field.


7 Reflective Facilitation
Theories & Education Student Reflective Facilitation Group Sessions Site Placement One-On-One Coaching Knowledge Base Application

8 Components of Field Experience
CFD 697A Course Requirements 500 hours of field experience (250 hours per sem./ 20 hours per week) Videotaping with parent consent (30 minutes/ week) On-site coaching visits (4/ year) Evaluation visits (2/ year) Reflective practice supervision Group reflective supervision (2 hours/ week) Individual reflective supervision (1 hour/ every other week)

9 Features of the EC-SEBRIS Program
One-year academic program: 20 graduate credit hours Courses can be applied towards graduate degrees (M.S. in Child Development, MSW, LPCC starting Fall 2015) Four foundation courses based on best practices Two practicum courses with reflective practice facilitate by experienced clinical supervisors Reflective process includes use of digital videotapes to record interactions of EC-SEBRIS students with children Videotapes are then reviewed by faculty supervisors for feedback and guidance Course content aligned with Revised Training Guidelines and Personnel Competencies for Infant, Preschool, and Family Mental Health, 2009 Designed for working professionals Diverse student population Federal financial aid is available! Visit for more information. EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

10 The Teaching Pyramid The conceptual model of competences and practices was developed by the National Center in the Social and Emotional Foundations for Early Learning (CSEFEL) faculty and it provides evidence-based practices that are needed to optimally offer services and supports to young children and their families. Our certificate program addresses three levels of service provision to address emotional and behavioral problems among young children: Promotion- services that recognize the central importance of early relationships on brain development, learning and the emotional wellbeing of all young children (positive parent-child relationships and primary caregiver in child development settings); Preventive Intervention- Services that mitigate effects of risk and stress and address potential early relationship challenges or vulnerabilities that have documented impact on early development (major focus on preventing progression of parent-child relationship to have further difficulties and challenges) Treatment- Services that target children in distress or with clear symptom indicating mental health disorder.

11 The Recognition and Response (RR) system has 3 components:
multiple tiers of increasingly intense interventions; a problem-­solving approach to identify and evaluate instructional strategies an integrated data collection and assessment system to monitor student progress and guide decisions at every level.

12 EC-SEBRIS Evaluation • Quantitative and qualitative results suggested that students’ knowledge of child development theories, intervention and prevention, eco-behavioral assessment and intervention, positive behavior support and applied behavior analysis improved from time one (pre survey) to time two (post survey). • Quantitative and qualitative results suggested that students’ understanding of reflective supervision and ability to experience his or her skills in their work site increased from time one (Fall pre survey) to time two (Fall post survey) and continued to improve from time one (Fall post survey/Spring pre survey) to time two (Spring post survey). • Students stated, “The EC-SEBRIS Program has enhanced my skills as a social worker and early childhood educator” and “I have had the opportunity to present a training for parents at a child care center about how to use the principles of functional analysis and positive behavior support at home.” • Seven out of eight supervisors stated, “Student models an appreciation in the importance of relationships, which are at the core of infant-family and early childhood mental health.” • The results of this evaluation suggest that all courses of the EC-SEBRIS Certificate Program are valuable, interactive and provide students with knowledge and experience in the area of early childhood mental health.

13 Current Evaluation Results

14 Current Evaluation Results

15 Cohort 4 Supervisor Comments
She excelled in building bonds with parents as her role was to meet with them, provide resources, and create goals. She has a much stronger understanding of social emotional development and is a more competent parent educator, specifically for in-home behavioral support services. She started out this year as a pretty strong student. Throughout the year, however, she has been able to really hone her skills and confidence. The biggest strength I see in her is her ability to really highlight the strengths of parents and teachers and use those highlights to build confidence with the parents and adults in her interactions with the children. She has gained respect from the teachers in our program to where they feel confident in asking her questions about how to work with children in their classrooms that are exhibiting challenging behaviors. She has helped to model for the teachers how to communicate with the parents, how to work with challenging behaviors in the classroom, and support them when a referral is needed to be made. She has really worked hard to understand and respect the children and their parents. She really seems to understand the art of redirecting, engaging the children in their own solutions, and asking questions when she is unsure.

16 Cohort 4 Student Comments
I feel much more confident in my ability to identify infants, toddlers, and children who have typical or atypical attachments with their parents. I have learned techniques/ implementation for doing a positive behavioral support plans and how to individualize them towards the child I am working with. I may be becoming a behavioral interventionist due to this material covered during this program. I definitely gained knowledge about self-awareness and enhance skills sets in reflective capacity, emotional literacy, self and interactive regulation. Establishing mindful practice has been such an amazing experience. I have loved watching the videos and receiving feedback from them. Also, sharing tough cases and getting other tips and ideas of different strategies and approaches has been so helpful! I learned a lot about a different side of myself. This year has been very rough but also very eye-opening. I learned to be "okay" with my feelings and to learn to "not know" I am trying to continue reflecting on my self and how I look others and my interactions with other people. I loved reflective supervision and one thing I learn this year was to "let go and don't cling to feelings or situations."

17 Practicum Placement Sites
Cohorts 1-5 AKA Head Start Grossmont College Child Development Center          Rice Elementary Alcott Early Head Start Rolando Head Start Autism Spectrum Therapies Harbison Head Start San Diego City College Child Development Center Beth Am Preschool Harmonium Bright Horizons: Kids On Broadway Home Start, Inc. San Diego County Office of Ed.- Hope Infant Family Support Program Canyon Rim Children's Center Horizon Christian Preschool Casa de Amparo in the Hayward Children's Center Imperial County Office of Education- Infant Toddler Program San Diego Global Vision Academies San Diego Jewish Academy- Beit Yeladim CASE Inc. King Chavez Preschool San Diego Regional Center Center for Autism and Related Disorders La Jolla United Methodist Church Nursery School San Ysidro Health center Center for Community Solutions Salvation Army Kroc Center San Diego Chabad Hebrew Academy La Petite Academy SDSU Children's Center Chaparral Elementary Lambs of Faith Preschool Sherman Academy Children's Creative Learning Centers (CCLC)- San Marcos L.E.T.S. Grow Soille San Diego Hebrew Day School Little Characters Preschool and Infant Center St. Andrews Lutheran Church Preschool Christian Church of Lemon Grove Preschool St. Mark Preschool Chula Vista Elementary School District Loma Portal Head Start St. Vincent de Paul Children's Services City College Child Development Center Mendoza Elementary School in South Bay St. Marks Nursery School Crown Preschool Mission Valley YMCA Sunnyside Elementary School Delibrainy LLC Nana's Day Care Teri Inc. Denise Arneson Home Childcare Navy Child Development Center- Balboa Hospital The Children's School La Jolla Don Allen Parent Care Family Recovery Center Tobey Wells YMCA New Generations Learning Center Together We Grow Educational Enrichment Systems Child Development Center NHA Head Start Tutor Time: Child Care Learning Center Northminster Preschool USCD Early Childhood Education Center Emerson/ Bandini State Preschool North County Serenity House Discovery Center Verbal Behavior Associates Escondido Community Child Development Center Vista Hill's Therapeutic Learning Center Otay Elementary Yanez Sylvia Family Child Care FAA Merry Go Round Child Development Center Palomar Pomerado Health- Healthy Development Services YMCA Childcare Resource Services Healthline Fallbrook Child Development Center Parenting Workshops- Department of Child and Family Development Family Health Centers of San Diego Flahive Family Childcare Point Loma CDC

18 Number of Students Enrolled

19 Connections to San Diego Community
We believe that an investment in the students of the EC-SEBRIS Certificate Program will benefit the San Diego early childhood community of professionals, organizations, and families. The impact of students is spread countywide across many organizations in the community. The remaining slides provide examples of the sites where former and current students have conducted their field experience placements. The sites in which students are placed have direct and indirect connections to First 5 San Diego services and families. Students have a positive impact on families of children ages 0-5 at every site in which they are placed, including sites both related and non-related to First 5 services or Healthy Development Services. EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

20 M.S. Degree in Child Development
The focus of the program is on the early years and prevention with an emphasis on parent-child intergenerational relationships to enhance school readiness and prepare teachers to work with families with a focus on socio-emotional and behavior support in educational settings and homes. EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

21 M.S. Degree in Child Development
Concentration in Early Childhood Mental Health The Master of Science in Child Development with a concentration in early childhood mental health is designed to prepare students, who completed EC-SEBRIS (Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist) certificate and continue to the Master’s in child development and wish to pursue clinical licensure under the Board of Behavioral Sciences- Licensed Professional Clinical Counselor (LPCC), for practice in the field of early childhood mental health. EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

22 Application Process Application Cycle- October 1st- March 2nd
2 applications: CSU Mentor Application & Supplementary Program Application EC-SEBRIS Certificate Certificate Program 1 letter of recommendation, resume Master’s Program 3 letters of recommendation, resume, personal statement, GRE EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

23 For more information: Shulamit Ritblatt, Ph.D. Department Chair and Professor (619) Cassandra Conboy, M.A. Program Manager (619) Department of Child and Family Development San Diego State University 5500 Campanile Drive San Diego, CA EC-SEBRIS Certificate is funded by the County of San Diego Health & Human Services Agency.

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