Lessons Learned in Providing Infant and Early Childhood Mental Health Consultation During the COVID-19 Pandemic

Authors

• Rashele Wade, Arkansas State UniversityFollow

Document Type

Article

Abstract

Access to quality childcare is a protective factor from lifelong issues such as school failure, school drop-out, and incarceration. Conversely, preschool suspension and expulsion are significant risk factors. Evidence-based interventions, such as Infant and Early Childhood Mental Health Consultation, aim to reduce and eliminate the incidence of preschool suspensions and expulsions. The COVID-19 pandemic disrupted access to quality childcare for many children across the country and globally. This study utilized a qualitative action research approach and generic qualitative inquiry to examine the research question, “How can we improve Infant and Early Childhood Mental Health Consultation through lessons learned during the COVID-19 pandemic?” The study applied Bronfenbrenner’s ecological theory as the theoretical framework. Participants in this study included certified Infant and Early Childhood Mental Health consultants. The sample included four social worker consultants and four other professional consultants who participated in semi-structured interviews.

Additionally, a subset of two social worker consultants and two other professional consultants participated in a focus group. Data was analyzed using thematic analysis. Through analysis, four themes were identified: (a) the importance of relationships and rapport; (b) the benefit of flexibility; (c) drawbacks to virtual consultation; and (d) advantages of a hybrid model. Findings revealed that consultants favor the traditional in-person model of consultation, but also found some benefits to virtual options for providing certain consultation services, and that consultants value the ability to build relationships and rapport with early childhood educators using the traditional model, but also place importance on the ability to be flexible in consultative service provision when needed. Study findings were disseminated from the program director and participants, who will use them to guide future consultation services.

Recommended Citation

Wade, Rashele (2026) "Lessons Learned in Providing Infant and Early Childhood Mental Health Consultation During the COVID-19 Pandemic," Journal of Global Awareness: Vol. 7: No. 1, Article 5.
Available at: https://scholar.stjohns.edu/jga/vol7/iss1/5