RS/C Provider Training Spring 2023
With this VIRTUAL EVENT, professionals can develop skills for providing safe, regular, and collaborative support for their colleagues and staff. This training series enables leaders to expand the use of feelings, impact of values and sharing in parallel process to enhance other professionals’ work with families and peers.
What’s next for Infant Mental Health/Early Relational Health in New Jersey?
Stay tuned for exciting announcements about:
- State-wide website for resource sharing and connections for the Early Relational Health workforce!
- Access to a Quick Connection Coaching line for in-the-moment coaching on early relational health work!
- Links to the Doula Dialogues, conversations with community doulas about their work during Covid-19!
- New professional development workshop topics from the Center for Autism and Early Childhood Mental Health!
- Exciting announcement about a new Endorsement category from NJ-AIMH!
Learn About the Positive Impact of MIECHV in New Jersey
The Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program provides federal funds to states, territories, and tribal entities for voluntary, evidence-based home visiting services. This program was reauthorized in 2018 through FY2022 and will expire September 30, 2022. Given the urgent need for reauthorization, FFYF has created fact sheets for all 50 states and D.C demonstrating the positive impact of MIECHV.
Voluntary home visiting programs, like those made possible by MIECHV, pair families who often have limited support and resources with trained home visitors such as nurses, social workers, and educators. Home visitors meet with parents one on one from pregnancy through their child’s kindergarten entry to help lay the foundation for the health, education, development, and economic self-sufficiency of the entire family.
MIECHV is the recognized gold standard in voluntary, evidence-based policymaking. However, federal funding for MIECHV has not increased since FY2013, which has diminished the ability of states to support families who are in need. Prior to FY2013, MIECHV funding was increased from $100 million to $250 million in FY2011, $350 million in FY2012, and $400 million annually in FY2013 and subsequent years. The National Home Visiting Resource Center (NHVRC) estimates that 22,976,500 children and 17,637,800 families could benefit from home visiting.
After nearly a decade of level funding, the National Home Visiting Coalition, of which FFYF is a member, recommends a 5-year reauthorization that would increase funding by $200 million annually (reaching $1.4 billion in FY2027); doubling the MIECHV tribal set-aside from 3% to 6% to reach more families in American Indian and Alaska Native communities; and continuing to allow virtual home visiting implemented with model fidelity as a service delivery option for families who choose it.
Learn more about the positive impact of MIECHV in New Jersey here.
Reaction and Resources Regarding the Texas School Shooting
A statement from our colleagues at the MSU Center for Autism and Early Childhood Mental Health regarding the massacre yesterday of children and teachers at the Robb Elementary School in Uvalde, Texas:
We are heartbroken to be sending this guidance again.
We are enraged to be sending this guidance again.
We are demoralized to be sending this guidance again.
We are exhausted to be sending this guidance again.
We are gut wrenchingly disgusted to be sending this guidance again.
We are overwhelmed to be sending this guidance again.
We can’t believe we are sending this guidance, yet again.
May is children’s mental health month.
What are we doing?
What are we doing?
Children and teachers have endured and sustained and persevered for the past three school years, trying to keep safe.
Trying. To. Keep. Safe.
The question is not, what are we doing…
it is what aren’t we doing…
We share guidance on how to talk to children after acts of violence.
Again. And again. And again.
And it feels futile and repetitive.
Yet, we share it believing that it may be supportive to those of us who support young children and their families at this time.
This is only a selection of the resources that are available.
There are many.
There have been too many ‘opportunities’ to publish these documents in the past ten years.
At this time…
10 hours after gun violence has impacted at least 100 people across our country, as it does, every day.
10 days after the white supremacist action of hate in Buffalo.
Almost 10 years after Sandy Hook.
What have we learned? What have we done?
Dismantle systems of oppression.
CLICK BELOW FOR RESOURCES
Anxiety around School Shootings
Ansiedad por los Tiroteos en las Escuelas
From the National Association of School Psychologists
Talking to Children about Violence – National Association of School Psychologists
From the National Child Traumatic Stress Network
Talking to Children about Shootings
From the Center for Autism and Early Childhood Mental Health
Beyond Reflection: Advancing Reflective Supervision/Consultation (RS/C) to the Next Level
This paper focuses on reflective suprevision/consultation in the infant and early chuildhood mental health field.
Ten Tips for Talking with Children about Violence
- If you feel uncertain about how to start this conversation with children, practice with adults first. Notice the parts of the conversation where you might need assistance and ask for support from other adults.
- Ask children what they know and what they have heard. Listen to the child’s story and follow the child’s lead. Use simple language and correct any misunderstood accounts. Tell a child what they need to know, not all that you know.
- Be there and be calm. Monitor your own emotion and tone of voice. Pay attention to your gestures, affect, and voice because children pay special attention to these ways of communicating. Children scan the faces, voices, and movements of others to discern safety. Your presence, voice, words, soft and loving touches, provide each child with the best ways of feeling safe.
- Share your feelings. It is okay and important for children to know that the adults in their lives have the same feelings when bad things happen. Ask about their feelings. Often children will experience and express their feelings through their body states. Ask them “what” and “where” they feel (e.g., head, tummy, chest, neck, etc.) as well as “how” do they feel.
- Recognize that there are some feelings that we can only share and cannot fix: Children need us to be there with and for them at such times. It’s appropriate to both not have an answer and be with the children in their sadness and confusion.
- While we encourage telling children about the events of January 6th, monitor repeated exposure to images and reports of the events. Provide enough exposure to inform, but not frighten.
- If children do get scared, remember the 3R’s of security: Relationships, Routines and Restoration. Highlight relationships with familiar and consistent caregivers, family, and friends. Protect and increase routines that are familiar and normalizing.
- Provide structure and communicate safety: Uncertainty is the province of adulthood. While we as adults may feel unsure of the state of our democracy, we must always let children know that we will take care of them and protect them.
- A sense of mastery can help alleviate fear and uncertainty. Encourage your children to get involved in a community or service program such as collecting items for a food bank, making a call to their Congressperson, signing a petition, or writing a letter to someone in local government about something that they would like to help change in their community.
- Remember to take care of yourself: We have all been living with the collective stress of Covid-19 and political uncertainty for a l-o-n-g time. Yet, we know that if the adults in a child’s life are overwhelmed, overstressed, and overtired, it will be more difficult for the child to feel safe, secure and stable. Prioritize the cultivation of the “ABCs” of self-care: awareness, balance, and connection, in your own life.
(Costa, G. & Mulcahy, K, 2021)
Diez consejos para hablar con niños sobre la violencia
IECMH Clinical Workforce Solution Pathways
We are pleased to remind you of a 5-part graphic from ZERO TO THREE!
IECMH Clinical Workforce Solution Pathways was co-created by stakeholders from around the country to capture the myriad of pathways of influence and opportunity related to increasing the size, diversity, quality, and accessibility of the Infant and Early Childhood Mental Health (IECMH) Clinical Workforce.
NJ-AIMH is pleased further to note that four of our members were a part of the contributors group: Gerry Costa, Kathy Mulrooney, Joaniko Kohchi, and Muhammad Zeshan, MD, a former Board member and ZERO TO THREE Fellow.
Take a look at this wonderful document and join me in thanking our members for their work.
Diversity-Informed Tenets for Work with Infants, Children and Families
NJ-AIMH is committed to supporting diversity, equity and inclusion, and the use of the Diversity-Informed Tenets for Work with Infants, Children and Families.
Kelly Gets a Vaccine: How We Beat Coronavirus
Kelly Gets a Vaccine: How We Beat Coronavirus
by Lauren Block MD MPH and Adam Block PhD; Illustrated by Debby Rahmalia
Discover along with 8-year-old Kelly the science behind the COVID-19 vaccine, what to expect during and after the vaccine, and how vaccination will help us begin to move beyond the pandemic.
Authors of “Kelly Stays Home: The Science of Coronavirus” and “Kelly Goes Back to School: More Science on Coronavirus” which have been downloaded over 25,000 times are back with their most important book yet on how the vaccine works and the importance of being vaccinated.