Embedded Files
Mental Health Services Cycle
Mental Health Framework
Our work with young children is anchored by the Department of Family and Support Services framework for Early Head Start (children ages 0 -2) and Head Start (children ages 3-5) children and their families, creating opportunities to achieve meaningful, long-lasting changes in the lives of children and their families. We are committed to providing our families with the highest level of service. Therefore our licensed Early Childhood Mental Health clinicians have been formally trained and specialize in working with children ages 0-8.
Our mental health team also completes observations within the classrooms. One focus of mental health observations is to assess the social-emotional state of the classroom and behavior trends in the classroom. Mental Health Workers offer the classroom staff and parents resources to support children with social-emotional development at home and in the classroom.
Mental Health services are free of charge to reduce barriers to care and are available to all children and their families regardless of income or insurance. Creating this internal support service allows us to address trauma and bridge the health disparities in our families who live in poverty and lack these critical resources in their communities. These mental health supports also help our families to address children’s obstacles to learning and ultimately increase resilience in the whole family. Children referred to our early childhood clinicians’ caseloads often struggle with the most intensive psychosocial stressors and significant academic challenges. In response, we offer individual and family therapy, group therapy, home visits, psychoeducational workshops, and case management. GHC supports the child’s entire ecosystem through skill-building, and trauma-informed services to parents and teachers—a strategy linked to social and academic improvements in children. Our early childhood mental health programs are staffed with master’s-level clinicians and master’s-level clinical and social work interns. These clinicians are further trained on a variety of clinical interventions and treatment plan development to ensure our families receive the best mental health care available.
Scope of Services
Gads Hill Center partners with a team of highly qualified mental health professionals to provide mental health services in accordance with the Head Start Program Performance Standards. These services include:
· General Observations – Mental Health Clinicians observe classroom/socialization environments and teacher-child interactions to provide feedback and recommendations.
· Individual Observations – With parent consent, mental health clinicians observe individual children in the classroom/socialization environment to provide strategies or recommendations for further referral. Teachers may recommend individual observations based on social-emotional concerns or requested by parents.
· Observation Consultation – Following observations, mental health clinicians provide consultation to parents and/or staff to provide recommendations and strategies.
· Parent Individual Consultations – Parents of children enrolled in the Early Childhood programs may refer to Gads Hill Center in-house mental health clinicians for a minimum of 8 free sessions per referral, before being referred out outside mental health resources congruent with his or her medical insurance.
· Staff and Parent Workshops -- Workshops on various mental wellness topics are provided to Gads Hill Center staff and parents throughout the year. Topics for parent workshops are selected by vote at the mental health orientation.
Mental Health Objectives
· Provide support for effective classroom management and positive learning environments; supportive teacher practices; and, strategies for supporting children with challenging behaviors and other social, emotional, and mental health concerns;
· Provide assigned mental health clinician services on consistent weekly schedules to ensure that a mental health clinician can partner with staff and families promptly and effectively.
· Obtain parental consent for mental health services at enrollment.
· Build community partnerships to facilitate access to additional mental health resources and services.
· Provide mental health support and services to CSD parents on an intentional level upon the parent’s request
· Provide mental health and wellness training and workshops for both children and families on a quarterly basis at minimum
· Increase parent and staff understanding and competencies in mental health and wellness
· Create and facilitate mental health and wellness initiatives in conjunction with site leadership
CSD Clinician: Credential and Qualifications
Requirements for mental health clinicians and consultants:
Clinicians must submit resumes, diplomas, and certifications for approval to the agency for those individuals identified to render services under the mental health services contract.
Required consultant credentials:
1. Hold a Ph.D. in Psychology, Early Childhood Special Education, or Behavioral Sciences related to Psychology, such as Guidance Counseling and a Licensed Clinical Social Worker (LCSW) or Licensed Clinical Professional Counselor (LCPC);
2. Working under the supervision of a Ph.D., LCSW, or LCPC, hold a master’s degree in Social Work, Psychology, Early Childhood Special Education, or Behavioral Sciences related to Psychology, such as Guidance Counseling; and demonstrated experience of 1 year of working with infant/toddlers and preschool children (one of which is in a mental health setting) and families; or
3. Working under the supervision of a Ph.D., LCSW, or LCPC, hold a master’s degree in Social Work, Psychology, Early Childhood Special Education, or Behavioral Sciences related to Psychology, such as Guidance Counseling; and demonstrated experience of 1 year of working with infant/toddlers and preschool children (one of which is in a mental health setting) and families; or
4. Working under the supervision of a Ph.D., LCSW, or, LCPC, hold a bachelor’s degree or higher in Social Work, Psychology, Early Childhood Special Education, or Behavioral Sciences related to Psychology, such as Guidance Counseling; and demonstrated experience of 2 years working with infant/toddlers and preschool children (one of which is in a mental health setting) and families; and
5. Good communication skills, oral and written, and experience conducting group workshops; 6. Certified, registered, and Illinois licensed as applicable.
Mental Health Staff Supports
· Supports teachers to improve classroom management and teacher practices through strategies that include using classroom observations and consultations to address teacher and individual child needs and creating physical and cultural environments that promote positive mental health and social and emotional functioning;
· Supports other staff, including home visitors, to meet children’s mental health and social and emotional needs through strategies that include observation and consultation
· Assist staff and caregivers in developing positive attitudes toward mental health services and in acquiring the necessary skills and knowledge to understand and deal more effectively with common development and behavior problems seen in children.
· Strategies to staff to address prevalent child mental health concerns, including internalizing problems such as appearing withdrawn and externalizing problems such as challenging behaviors
· . Provide assistance and intervention to staff in crisis.
· Provide parents, staff, and caregivers with an understanding of child growth and development, an appreciation of individual and cultural/ethnic differences, and the need for a supportive environment.
· Provide for prevention, early identification, and intervention of problems that may interfere with child and family social functioning/relationships.
Mental Health Child Observations
Gads Hill Center Mental Health Clinicians provide Individual Child Observations for children for as many sessions as requested and agreed upon by the child caregiver. Individual Child Observations should be conducted in conjunction with individual child observations by a member of the assigned education team to support additional concerns.
The program must obtain a signed release form from the parent/guardian prior to conducting any individual child observation. The parent/guardian must be consulted and give consent before a child is referred for an individual observation. The relevant Grantee Parent Consent for Individual Observation form must be signed. This consent is valid for 60 days. Thereafter any individual observations requested require a new consent form that is no more than 60 days old.
An individual observation must be conducted within two weeks of either the date of the general observation in which a child was identified as needing further observation or from the request of the parent and /or center staff. The individual observation cannot be conducted on the same day as the general/group observation
Gads Hill Center Mental Health Clinicians must review the child’s records prior to conducting an individual observation.
Infants & Toddlers In the case of infants/toddlers, observation of the parent-child interaction is important. Every effort must be made to observe the child in the most natural setting, such as in the child’s home, or the site when the parent is present.
Following an individual observation, a mental health consultation staffing must occur with parent/guardian and appropriate staff, which may include center-based teachers, home visitors, family support, and content area coordinators to discuss the results of the observation.
If a mental health clinician recommends a child for further services, the center staff, home visitor, or coordinator must follow up and ensure recommendations and or referrals have been completed. Parent/guardian input must be obtained in the planning process.
All mental health consultants must complete a written summary of the observations and recommendations for children individually observed (on relevant grantee forms). A copy of the individual observation report should be included in the child’s mental health file. To protect the right to privacy as well as preserve confidentiality, the provider or staff may refer to the child either by using a code or the child’s initials.
The reports on the individual observation should include, but are not limited to, the following information: a. Presenting problems, child’s behaviors, and overall assessment from that specific observation. b. At the end of the individual observation, include recommendations with reference to those responsible for implementing any referrals and/or recommendations.
Mental Health/ Parent Client Services
Parents are able to obtain individual mental health assistance throughout the program year, through GHC mental health clinicians. While an opportunity should be provided for parents to discuss individual problems regarding the child or family, a referral is emphasized after eight sessions. Referrals may include connecting the child and family to a provider agency for short/long-term services. It should be noted that crisis intervention services are carried out on an interim basis as an extension of Gads Hill Centers’ unique service model. Crisis Intervention Counseling— A family in crisis will be referred to a mental health provider after program staff (Mental Health Clinicians) determine that the family requires professional psychological support and intervention that endure for longer than eight weeks or two months. Crisis intervention will consist of not more than three sessions. An assessment will take place during the first sessions. Intervention and goal setting will occur with the family over the next two sessions; an action plan will be developed with the parent over the five weeks. If further assistance is needed, a referral to community-based, long-term assistance must be made.
Ante- and Post-Partum Assessment for Pregnant Mothers—An assessment of pregnant mothers to determine whether they should be referred for medical evaluation is required. An appropriately validated and reliable tool, such as the Edinburgh Postnatal Depression Scale, must be used to conduct the assessment. The mental health clinician may assist in the process of assessment and referral.
Mental Health Service and Staff Consultations
Onsite mental health consultation will also be available to staff who may be experiencing a crisis, such as emotional challenges, loss issues, domestic or community violence, mental health issues, trauma, etc, by contracted outside Mental Health Clinicians to avoid conflict of interest.
Staff Mediation- As a unique feature of our Mental Health Model, staff may be offered a peer-to-peer mediation facilitated by a Gads Hill Center Clinician. Mediations are offered to staff who may be experiencing peer conflict-related classroom concerns, work culture, or productivity as it relates to appropriate work expectations and practice. Staff may be provided a maximum of three sessions per occurrence. The process is as follows:
Mental Health and Children with Disabilities
Social-Emotional Behavior IFSP/IEP – For children with emotional/behavioral disorders with an IFSP or IEP, the mental health clinicians must support the classroom staff, home visitors, caregivers, and parents to ensure that the children’s social-emotional needs are being met.
This support may include but is not limited to the following:
· Reviewing the plan with the teacher or caregiver, support staff, and parents.
· Discuss ways of supporting the staff and caregiver when support staff is not on site.
· Adapting the environment when necessary to accommodate children’s special needs
· Supporting children and families
Mental Health Feedback Guidelines
Mental Health Clinicians’ reports on the classroom/child observation should include but are not limited to, the following information: Center, school, or classroom/group cultures and atmosphere, including, when possible, dynamics and interactions between caregiver and child and their families, parent and child, teacher and children, children with each other and in groups, and adults with each other.
Strategies for staff, families, and children may include:
Practical suggestions and strategies for managing the classroom, group, FCCH, or home. These suggestions and strategies must address how to build on the strengths of children and their families, and support children who may appear anxious, display aggression, are withdrawn, or present sensory concerns. In addition, the report must address how to foster appropriate interactions between children and adult caregivers and provide an overall assessment of the observation
Clinicians are required to assist Classroom Teachers, Education Coordinators, Site Managers, and other relevant staff in formulating a plan of action based on the recommendations and/or suggestions made to teachers, home visitors, and caregivers. The plan must be specific to address the individual and classroom/group needs, classroom strategies for managing behavior and supporting social-emotional development, activities to be implemented, and timetables for completion. Children needing further individual observation may be identified immediately, requiring an individual child consent form signed and agreed upon by the guardian.
Mental Health Supports for Children and Families
Strategies to identify and support children with mental health and social and emotional concerns.
· Assist parents and caregivers in developing positive attitudes toward mental health services and in acquiring the necessary skills and knowledge to understand and deal more effectively with common development and behavior problems seen in children.
· Support in helping parents and staff to understand mental health and access mental health interventions if needed.
· Assistance in the implementation of the policies to limit suspension and prohibit expulsion as described in
· Provide assistance and intervention to families in crisis
· provide children with disabilities and their families with mental health support services to ensure that the children and families achieve the full benefits of participation in the program
· Provide parents,and caregivers with an understanding of child growth and development, an appreciation of individual and cultural/ethnic differences, and the need for a supportive environment.
Mental Health & Monitoring
The goal of the Children’s Services Mental Health Specialist is to function as a member of a comprehensive team to provide direct early childhood mental health services with a strong developmental lens to children, families, and agency staff. Our mission is to provide comprehensive mental wellness services, through the identification and early intervention services that address the challenges that interrupt the social, emotional and cognitive development of children. Early Head Start/Head Start mental health services will support the overall goal of social competence and school readiness.
Gads Hill Center programs, as well as partner sites, will receive written feedback from the Children’s Services Mental Health Clinician within 5 business days, of completing general classroom, group, or individual observations. As well as written feedback within ten days of all completed feedback consultation services i.e., teacher and parent consultations. All reports related to crisis services will be completed and given to the Family Support Specialist and/or Site Manager within one business day and/or on a case-by-case basis.
· Reports will be received by either hard or electronic copy
· Teacher consultation services regarding individual child and classroom observations must be completed within five days of the completed observation.
· A copy of the mental health report of services must be given to the corresponding site manager and/or partner network manager within the previously stated timeline.
o Partner Network sites will receive copies of reports directly from the Mental Health Clinician, or Partner Site manager; either a hard copy or electronic copy will be provided.
· The mental health clinician will have the option to conduct feedback consultation services via phone conference.
Mental Health Planning Process
A planning session must occur between the mental health clinician and the agency staff before rendering services. The purpose of this introductory session aims to: 1. Establish the relationship between the consultant from the provider agency and the agency staff. 2. Discuss and identify the mental health service needs of the program and its children and families. 3. Plan the annual schedule of mental health-related activities for children, families, and staff, including parent orientation and mental health/emotional wellness workshops for parents a. Orientation and workshops should be conducted in the parent body’s majority language. Interpretation services will not be reimbursed. Simultaneous interpretation is permitted. 4. Outline the referral process for children suspected/identified as having special social/emotional or mental health needs. 5. Outline the strategies for working with children with challenging behaviors. ii. The session is to occur no later than 60 days before the start of the program year and should include at least two parent representatives from the parent committee. iii. During the planning session, the Mental Health Activity Record will be completed including how and when the mental health services plan will be implemented. iv. During the planning session, the Parent Mental Health Activity Record must be completed and signed by the appropriate agency staff, the clinician, and the two parent representatives. The signed Parent Mental Health Activity Record should be posted on the parent bulletin board.
Mental Health and Program Training
Parent Orientation—An orientation to mental health services session must be conducted for families by the end of October. The session must include a discussion of and/or information on: Emotional wellness, mental health services, and disabilities. The sorts of interpersonal, behavioral, or other problems for which children and families may receive a referral for individual consultation. The referral process for individual consultation services for children and families. The availability of and how to access resources in the community. Developmental screenings. EI and CPS referral process for children with special needs and/or disabilities. vii.
Topics for future parent workshops related to mental health and emotional wellness. Parents should make recommendations for future workshops.
Parent and Staff Education and Training—The mental health clinician should provide education and information to staff and parents. This education and information may be delivered through a variety of methods, including but not limited to discussion groups, meetings, training, workshops, and informational materials/newsletters, based on resources and the needs of the organization and target audience.
Topics should be determined by the agency and community. Recommended topics include
1. Purpose of the screening process and results
2. Understanding changes in developmental stages, typical and atypical development
3. Child observations
4. Appropriate developmental guidance
5. Aggression/other externalizing behaviors and withdrawal/other internalizing behaviors
6. The meaning of mental wellness
7. Coping with stress
8. Limit-setting, disciplines, and family dynamics
9. Language and literacy development
10. Dealing with violence in the home and in the community
11. Early detection, identification, and follow-up of special needs in young children
12. Recognizing disabilities in young children
13. Problem-solving, friendship skills, emotional management, and coping with anger
14. Stages of learning, teaching, and embedding opportunities for social-emotional skill development
Page updated
Google Sites
Report abuse