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Futterer J, Mullins C, Bulotsky-Shearer RJ, Guzmán E, Hildago T, Kolomeyer E, Howe E, Horen N, Sanders LM, Natale R. Initial validation of the Health Environment Rating Scale-Early Childhood Consultation-Classroom (HERS-ECC-C). Infant Ment Health J 2024. [PMID: 38780350 DOI: 10.1002/imhj.22116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 02/19/2024] [Accepted: 04/01/2024] [Indexed: 05/25/2024]
Abstract
The present study validated a newly developed easy-to-use observational instrument, the Health Environment Rating Scale-Early Childhood Consultation-Classroom version (HERS-ECC-C), to measure the quality of the classroom environment within early care and education centers participating in a mental health consultation program in a diverse area of the southeastern United States. Using a confirmatory factor analysis, three factors emerged capturing critical aspects of a high-quality classroom environment and demonstrated good reliability: (1) Supportive Practices, Positive Socioemotional Practices, and Classroom Management (α = .88), (2) Health and Family Communication (α = .79), and (3) Individualizing to Children's Needs (α = .80). Criterion-related validity was established through concurrent associations between the three HERS-ECC-C subscales and the domains of the Classroom Assessment Scoring System (CLASS) and predictive associations with the Childcare Worker Job Stress Inventory. The HERS-ECC-C Supportive Practices and Health and Family Communication subscales were associated with all three CLASS domains, and the Individualizing to Children's Needs subscale was associated with the CLASS Instructional support domain. Higher HERS-ECC-C subscale scores were associated with lower teacher-reported job stress. Findings provide initial evidence to support the use and continued development of the HERS-ECC-C as a tool to evaluate programs and classrooms engaged in mental health consultation professional development interventions.
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Affiliation(s)
- Jenna Futterer
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
| | - Casey Mullins
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
| | | | - Emperatriz Guzmán
- Department of Pediatrics, Mailman Center for Child Development, University of Miami, Coral Gables, Florida, USA
| | - Tatiana Hildago
- Department of Pediatrics, Mailman Center for Child Development, University of Miami, Coral Gables, Florida, USA
| | - Ellen Kolomeyer
- Department of Pediatrics, Mailman Center for Child Development, University of Miami, Coral Gables, Florida, USA
| | - Elizabeth Howe
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
- Department of Pediatrics, Mailman Center for Child Development, University of Miami, Coral Gables, Florida, USA
| | - Neal Horen
- Center for Child and Human Development, Georgetown University, Washington, District of Columbia, USA
| | - Lee M Sanders
- Department of General Pediatrics, Stanford University, Stanford, California, USA
| | - Ruby Natale
- Department of Pediatrics, Mailman Center for Child Development, University of Miami, Coral Gables, Florida, USA
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Thompson ESJ, Howe E, Kenworthy LaMarca T, Natale R, Jent JF. Diverse Parents Decision-Making to Vaccinate Their Child under Five Attending Childcare Programs. J Clin Med 2024; 13:2299. [PMID: 38673572 PMCID: PMC11051460 DOI: 10.3390/jcm13082299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2024] [Revised: 02/29/2024] [Accepted: 04/07/2024] [Indexed: 04/28/2024] Open
Abstract
Background: On 18 June 2022, Moderna and Pfizer-BioNTech COVID-19 vaccines were authorized under an Emergency Use Authorization by the United States Food and Drug Administration to prevent severe coronavirus disease in children six months to four years of age. Despite approval of the COVID-19 vaccinations for young children, there remain ongoing challenges reaching widespread coverage due to parental decision-making. Parental decision-making plays a pivotal, yet understudied, role governing vaccine adoption among this priority demographic. Methods: This cross-sectional analysis examined COVID-19 vaccine intentions for 320 predominately Hispanic parents of two to five-year-olds attending Miami-Dade County childcare programs in Florida USA, several months following the June 2022 emergency authorization. Parent's self-reported survey data encompassed vaccine choices and rationales, social determinants of health, and parent immigrant status. Data analyses illustrate the associations between parent decision-making and these variables. Regression modeling and tests of independence identified predicting factors for parental vaccine decision-making. Results: Only 25% of parents intended to vaccinate their young child, while 34% resisted and 41% felt unsure, despite 70% personal vaccination rates. Household income under $25,000, identifying as a migrant, or testing COVID-19-positive significantly predicted unsure decision-making. The majority of hesitant groups expressed concerns around side effects (20%), safety (2.9%), and sufficiency of vaccine knowledge (3.3%). Conclusions: In this sample, the predominance of parents were unsure and resistant rather than accepting of having their child vaccinated despite emergency approval of the pediatric vaccine. Associations and predictive factors are examined.
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Affiliation(s)
| | | | | | | | - Jason F. Jent
- Mailman Center for Child Development, Department of Pediatrics, Miller School of Medicine, University of Miami, Miami, FL 33136, USA (T.K.L.)
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Loomis AM, McLaughlin RX, Lyon M, Mitchell J. Infant and early childhood teleconsultation and training: Program description and feasibility outcomes from a statewide implementation. Infant Ment Health J 2024; 45:185-200. [PMID: 38230980 DOI: 10.1002/imhj.22101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 12/22/2023] [Accepted: 12/28/2023] [Indexed: 01/18/2024]
Abstract
To address high rates of mental health and developmental concerns facing young children ages 0-6 in the United States and internationally, providers across professional sectors need Infant and early childhood mental health (IECMH) training and support. The training and teleconsultation program (TTP) is a state-funded program developed in one Mountain West state in the United States to provide free IECMH training and teleconsultation to any provider working with young children. The TTP included access to webinars and individual or group consultation with licensed mental health providers. Webinars focused on increasing awareness and knowledge related to attachment and child development, supporting parents and caregivers, trauma-informed practice, supporting emotional health of staff and providers, and culturally responsive practices with infants, young children, and caregivers. Teleconsultation included case consultation, reflective individual and group supervision, and collaboration supports/referrals. During the 18-month evaluation period, 1568 unique providers engaged in either training or teleconsultation services, an average of 9% growth in new providers each month, with representation from all professional sectors and all state counties. This program demonstrates the feasibility and need for statewide training and teleconsultation programs to help meet the needs of providers who interact with and support young children and caregivers.
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Affiliation(s)
- Alysse M Loomis
- College of Social Work, University of Utah, Salt Lake City, Utah, USA
| | - Rose X McLaughlin
- Department of Psychology, University of Utah, Salt Lake City, Utah, USA
| | - McCall Lyon
- The Children's Center Utah, West Valley City, Utah, USA
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