Poster #86 - Advancing Anti-racist Practices through Reflective Supervision in Infant and Early Childhood Mental Health Consultation

• In Event: Poster Session 05

Abstract

In recent years, a growing number of Black scholars have examined the intersections of racism, bias, and child development, resulting in a call for research on anti-racist and anti-bias approaches in early care and learning (Curenton et al., 2022; Iruka et al., 2020). One such emerging approach is Infant and Early Childhood Mental Health Consultation (IECMHC). IECMHC is a relationship-based approach to supporting the mental well-being of early care and learning professionals and the young children they serve (Center of Excellence for IECMHC, n.d.). A number of studies reveal that IECMHC has the potential for advancing anti-racist practices in early care and learning settings. The evidence shows that when teachers have access to IECMHC they tend to have more positive teacher-child interactions, use more positive discipline practices, and have increased self-efficacy and closeness to children than those who do not, especially when the child is Black or a Black boy (Davis et al., 2018; Shivers et al., 2021; Tidus et al., 2022). Additionally, evidence shows that IECMHC produces strong child-level outcomes including improved attachment behaviors and resiliency (Tidus et al., 2022). These findings are promising, especially when one considers the persistent data that show young Black children are more harshly disciplined than their white peers (Meek et al., 2020), often have negative interactions with teachers (Paschall et al., 2022), and are subjected to the differential effects of implicit bias (Gilliam et al., 2016).

Exploration of the key mechanisms of change within IECMHC shows that the relationship-based nature of consultation and the curious stance that consultants embody in their work uniquely prepares mental health consultants (MHCs) to develop positive relationships with early care and learning providers (Johnston & Brinamen, 2006). In the context of these supportive relationships, MHCs support teachers’ openness and willingness to have difficult conversations, especially about race, power, and privilege (Davis et al., 2020; Shivers et al., 2021). It is likely these mechanisms drive positive changes in teacher’s self-efficacy and use of positive practices, especially with Black children. Research shows that MHCs rely on practices such as reflective supervision (RS) and ongoing professional development to work through any emotional responses or challenges when issues of racism and bias arise during consultation and to develop the skills of curiosity and inquiry (Barron & Eaves-Simpson, 2022; Eaves-Simpson, Robinson & Brown, 2018; Lingras, 2022; Weatherston, 2009). The opportunity to attend to emotional responses to their work provides MHCs opportunities to model anti-racist approaches for teachers such as remaining curious and perspective-taking, thus leading to a more efficacious and race-conscious early care and learning workforce.

In this talk, I will describe open-ended survey responses collected from 154 IECMHC professionals. Respondents described the ways in which their work enhances equity and uses the consultative stance, often spontaneously highlighting the role of ongoing training and reflective supervision. Results of a thematic analysis will be shared with an emphasis on practical take-away points for IECMH professionals. We will also discuss implications for future anti-racist research and interventions.

Authors

• Evandra Catherine, Arizona State University
  Presenting Author

• Annie Davis Schoch, Georgetown University