Focuses on the social emotional skill building, behavior and well-being of individual children. The goal is to support collaboration among parents, teachers, and administrators to create an effective plan to expand the child’s social emotional skill set and reduce behavioral and emotional challenges with appropriate support.

ECMHC services can support adults caring for young children who:

• Have difficulty regulating their emotions and/or behaviors
• Engage in frequent hitting, biting, throwing, or scratching
• Struggle with daily routines and transitions
• Have a hard time making friends or getting along with others
• Often appear sad, angry, anxious or withdrawn
• Have experienced a big life event (e.g., moving, new sibling, loss, divorce)
• Are often disciplined or excluded because of their behavior
• Are at risk of suspension or expulsion from childcare

Focuses on the social emotional climate and day-to-day functioning in early childhood groups (e.g., infant, toddler or preschool classrooms, daycare, in-home care groups, etc.). The goal is to increase the capacity of classroom/care staff to create a safe, healthy environment where children and caregivers can thrive.

ECMHC services can support teaching teams or classrooms that:

• Struggle with daily routines or transitions
• Need support to bolster social emotional learning
• Would benefit from coaching related to positive behavior guidance
• Are interested in exploring and strengthening co-teaching relationships
• Care for populations with high rates or trauma or challenging behavior
• Are experiencing burnout, overwhelm or workplace stress
• Are seeking guidance on developmentally or culturally responsive practices

Focuses on creating systemic improvements within early childhood programs that positively impact staff and families and improve the quality of care. The goal is to reflect on and adapt current practices, policies, and procedures using a trauma informed, relationship-based approach that supports well-being.

ECMHC services can support programs interested in:

• Staff trainings or workshops to support professional development
• Groups to support deeper reflection on teaching/leadership practices
• Infusing social emotional well-being into program practices and policies
• Reducing rates of suspension and expulsion
• Developing or maintaining trauma informed, culturally responsive programs
• Strengthening staff relationships or addressing relationship ruptures
• Offering parenting workshops or groups