Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist

Early Childhood Socio-Emotional andBehavior Regulation Intervention Specialist

(EC-SEBRIS) Certificate Program

Shulamit Ritblatt, Ph.D. Cassandra Conboy, M.A.Department Chair Program Manager

Department of Child and Family DevelopmentSan Diego State University

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.

“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).



“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).



The Training ModelThe 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.

Student

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)

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 http://www.fafsa.ed.gov for more information.



The Teaching PyramidThe 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.

The Recognition and Response (RR) system has 3 components: a) multiple tiers of increasingly intense interventions; b) a problem- solving approach to identify and evaluate instructional

strategies c) an integrated data collection and assessment system to monitor

student progress and guide decisions at every level.

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.

Current Evaluation Results

Current Evaluation Results

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.

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."

Practicum Placement SitesCohorts 1-5

AKA Head StartAlcott Early Head StartAutism Spectrum TherapiesBeth Am Preschool Bright Horizons: Kids On BroadwayCanyon Rim Children's Center Casa de Amparo in the Hayward Children's CenterCASE Inc. Center for Autism and Related DisordersCenter for Community SolutionsChabad Hebrew AcademyChaparral Elementary Children's Creative Learning Centers (CCLC)- San MarcosChristian Church of Lemon Grove PreschoolChula Vista Elementary School District City College Child Development Center Crown Preschool Delibrainy LLC Denise Arneson Home Childcare Don Allen Parent Care Family Recovery CenterEducational Enrichment Systems Child Development Center Emerson/ Bandini State PreschoolEscondido Community Child Development CenterFAA Merry Go Round Child Development CenterFallbrook Child Development CenterFamily Health Centers of San Diego Flahive Family ChildcareGrossmont College Child Development

Center Harbison Head StartHarmoniumHome Start, Inc. Horizon Christian PreschoolImperial County Office of Education- Infant Toddler ProgramKing Chavez PreschoolLa Jolla United Methodist Church Nursery SchoolLa Petite AcademyLambs of Faith PreschoolL.E.T.S. Grow Little Characters Preschool and Infant CenterLoma Portal Head StartMendoza Elementary School in South BayMission Valley YMCA Nana's Day CareNavy Child Development Center- Balboa HospitalNew Generations Learning Center NHA Head StartNorthminster Preschool North County Serenity House Discovery Center Otay Elementary Palomar Pomerado Health- Healthy Development ServicesParenting Workshops- Department of Child and Family DevelopmentPoint Loma CDCRice Elementary Rolando Head Start

San Diego City College Child Development CenterSan Diego County Office of Ed.- Hope Infant Family Support ProgramSan Diego Global Vision AcademiesSan Diego Jewish Academy- Beit Yeladim San Diego Regional CenterSan Ysidro Health centerSalvation Army Kroc Center San DiegoSDSU Children's CenterSherman Academy Soille San Diego Hebrew Day SchoolSt. Andrews Lutheran Church PreschoolSt. Mark PreschoolSt. Vincent de Paul Children's ServicesSt. Marks Nursery School Sunnyside Elementary SchoolTeri Inc. The Children's School La JollaTobey Wells YMCATogether We GrowTutor Time: Child Care Learning CenterUSCD Early Childhood Education CenterVerbal Behavior AssociatesVista Hill's Therapeutic Learning CenterYanez Sylvia Family Child CareYMCA Childcare Resource Services Healthline

Number of Students Enrolled

# students0

5

10

15

20

25

30

35

40

21

27

35

30

2010-20112011-20122012-20132013-20142014-2015

35

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.



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.



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.



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



For more information:Shulamit Ritblatt, Ph.D.

Department Chair and Professor(619) 594-5312

[email protected]

Cassandra Conboy, M.A.Program Manager

(619) [email protected]

Department of Child and Family DevelopmentSan Diego State University

5500 Campanile DriveSan Diego, CA 92182-4502



Documents

Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist