Interagency collaboration and the social -emotional development of preschool children: Perceptions of practices and outcomes for children

This study investigated the effective application of program practices, and services and supports, in early childhood mental health across three Head Start classrooms from the perspectives of parents, teachers, and mental health providers. This study also examined the social-emotional developmental progress of children in the three Head Start classrooms to determine if the application of program practices, and services and supports, as implemented in the three Head Start classrooms, had an effect on the social-emotional development of children.;Quantitative measures used in the study included parent and service provider surveys (the Child Behavior Change Survey) and the Devereux Early Childhood Assessment (DECA) (LeBuffe & Naglieri, 1999). Qualitative methods used in the study included interviews with parents and service providers (the Early Childhood Collaboration Interview) and two open-ended questions on the Child Behavior Change Survey.;The results of the study indicated that program practices, and services and supports, were generally provided in the Head Start classrooms, and that most children improved in their social-emotional development through the supports and services provided in their classroom program. Findings also revealed the need for additional supports and services for families with more intense needs. The study identified factors that may have interfered with service provision, such as: (a) insufficient collaborative planning time, (b) insufficient training and resources, (c) inconsistency in program staff throughout the year, and (d) the appropriateness of the classroom model for the population served. The findings suggested that serving children with significant mental health needs in the Head Start classroom continues to be problematic. Ensuring sufficient and skilled teaching staff, classroom program consistency, and the appropriateness of the classroom model were deemed critical to the success of the collaborative program. These findings suggest that additional research is needed to fully understand the elements of providing an effective collaborative program that addresses the mental health needs of young children and their families.