Readiness for change in early childhood education: Insights from social emotional coaches and infant and early childhood mental health consultants.

IF 2.1 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Infant Mental Health Journal Pub Date : 2025-04-23 DOI:10.1002/imhj.70014

Kaela M Tidus, Amanda P Williford

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Abstract

This study explores readiness for change (RFC) in infant and early childhood education through the perspectives of infant and early childhood mental health (IECMH) consultants and social-emotional (SEL) coaches. Specifically, this research examines how these professionals perceive educators' RFC, identify barriers and facilitators to engagement, and implement strategies to tailor intervention efforts based on educators' individual levels of readiness. Semi-structured qualitative interviews were conducted with 13 IECMH consultants and SEL coaches in the southeastern United States, with demographic data indicating a predominantly female sample, diverse in racial backgrounds and professional experience. Thematic analysis identified key themes, including the importance of individualized approaches, supportive relationships, and the influence of both structural and internal barriers on educators' RFC. Findings underscore the need for validated measures of RFC and suggest that enhancing RFC may strengthen the impact of IECMHC and practice-based coaching interventions. These insights contribute to a deeper understanding of the complexities involved in fostering RFC and offer practical implications for practitioners, researchers, and policymakers.

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幼儿教育变革的准备：来自社会情感教练和婴幼儿心理健康顾问的见解。

本研究从婴幼儿心理健康（IECMH）咨询师和社会情感（SEL）教练的角度探讨了婴幼儿教育中的变化准备（RFC）。具体而言，本研究考察了这些专业人士如何看待教育工作者的RFC，识别参与的障碍和促进因素，并根据教育工作者的个人准备水平实施定制干预措施的策略。对美国东南部的13名IECMH顾问和SEL教练进行了半结构化的定性访谈，人口统计数据表明，样本中主要是女性，种族背景和专业经验各不相同。专题分析确定了关键主题，包括个性化方法的重要性、支持性关系以及结构和内部障碍对教育工作者RFC的影响。研究结果强调了对RFC有效措施的需求，并表明加强RFC可能会加强IECMHC和基于实践的指导干预措施的影响。这些见解有助于更深入地理解培育RFC所涉及的复杂性，并为实践者、研究人员和政策制定者提供实际意义。

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来源期刊

Infant Mental Health Journal PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.10

自引率

8.30%

发文量

期刊介绍： The Infant Mental Health Journal (IMHJ) is the official publication of the World Association for Infant Mental Health (WAIMH) and the Michigan Association for Infant Mental Health (MI-AIMH) and is copyrighted by MI-AIMH. The Infant Mental Health Journal publishes peer-reviewed research articles, literature reviews, program descriptions/evaluations, theoretical/conceptual papers and brief reports (clinical case studies and novel pilot studies) that focus on early social and emotional development and characteristics that influence social-emotional development from relationship-based perspectives. Examples of such influences include attachment relationships, early relationship development, caregiver-infant interactions, infant and early childhood mental health services, contextual and cultural influences on infant/toddler/child and family development, including parental/caregiver psychosocial characteristics and attachment history, prenatal experiences, and biological characteristics in interaction with relational environments that promote optimal social-emotional development or place it at higher risk. Research published in IMHJ focuses on the prenatal-age 5 period and employs relationship-based perspectives in key research questions and interpretation and implications of findings.