Abstract
This chapter describes Project Adversity and Resiliency Interventions for Social Emotional Development in Early Childhood (Project ARISE), a preservice interdisciplinary training for early childhood special education (ECSE) and social workers (SW) to support young children and their families with high-intensity social emotional needs who require early childhood mental health support (ECMH) through collaborative and inclusive services. One key to understanding why many young children continue to be excluded from inclusive settings is understanding the differences between disciplines, as well as systemic inequities. To address these challenges, the program honors a holistic and interrelated development approach within the tenets of ECMH. This chapter begins with an overview of the program's essential theoretical frameworks. Then, the chapter shares key elements that define the program. Finally, the chapter shares reflections and next steps for interdisciplinary programmatic development.
TopIntroduction
Experiences and interactions in early childhood impact overall development, leaving a lasting impression on learning, physical, and mental health outcomes of young children (Center for the Developing Child at Harvard University [CDCHU], 2016). Developmentally appropriate practice recognizes children as part of families and their communities, where young children begin to develop a sense of self, identity, and belonging, while beginning to construct ideas of differences (Derman-Sparks et al., 2020; National Association for the Education of Young Children [NAEYC], 2020a). In the early years, it is vital young children have enriching learning experiences and supportive, nurturing adults to support them in acknowledging and valuing differences in others. Moreover, high-quality early childhood learning environments and practitioners can support this by fostering positive self-awareness, comfort, and joy with human diversity in themselves and others (Derman-Sparks & Edwards, 2019).
Equipping practitioners with the knowledge, skills, and dispositions to support the holistic interrelated development of young children with disabilities and their families who are from culturally and linguistically diverse (CLD) backgrounds is critical. Practitioners, institutions of higher education (IHEs), and governing bodies share a responsibility to prioritize and promote high-quality early childhood education for all young children, regardless of race, ethnicity, native language, gender, ability, socioeconomic, and other characteristics (American Federation of State, County, Municipal Employees et al., 2020). A component of professional preparation is the theoretical frameworks included in programs (e.g., antibias education); other essential pieces include opportunities for practice and feedback throughout their program. Practitioners must have opportunities to learn with and about individuals of different personal (e.g., disability, race) and professional backgrounds (e.g., training field, experiences) to equitably provide positive early learning experiences for young CLD children with disabilities and their families (NAEYC, 2019).
With limited to no training in preservice preparation programs, it is unreasonable to expect new practitioners to know best practices for collaboration and working with related fields once they enter the workforce. It is time for IHEs and disciplines who work with young children with disabilities and their families to remove discipline silos so they can embrace the healthy development of disciplinary identities that includes the spirit of collaboration and partnership. Interdisciplinary personnel preparation is more important than ever to serve young children with disabilities and their families from CLD backgrounds in inclusive learning environments. Collaborative efforts must shift to a more equity-empowered and interdisciplinary focus (Blanchard et al., 2021; NAEYC, 2019). The Project Adversity and Resiliency Interventions for Social Emotional Development in Early Childhood (Project ARISE) values and mission align with the empowerment of families and other practitioners to have strong partnerships within and across interdisciplinary teams.
Key Terms in this Chapter
Whole Child Policy Toolkit: Framework of goals and resources aimed at acknowledging interrelated development of a child’s physical, psychological, and academic needs.
Social Justice Framework: A theoretical framework that focuses on actions and beliefs that attempt to address oppression and inequity while promoting access, participation, and freedom for all individuals.
Adverse Childhood Experiences: Potentially traumatic events or environmental aspects that may impact a child’s sense of safety, stability, and bonding with caregivers.
Antibias Practices: A framework that seeks to support the development of safe and supporting learning environments for all children, informed by its four core goals of identity, diversity, justice, and activism.
Social Work: Practice of professionals who have specialized knowledge in early childhood mental health, coping strategies, antioppressive practice, and trauma informed care/restorative practices.
Toxic Stress: Sustained, intensive, and/or frequent adversity or trauma that negatively impacts brain development.
Inclusion: Practice that promotes access, participation, and support through individualized accommodations and unique supports for each child.
Family Systems Framework: A theoretical framework that considers the ways disability can impact the roles, interactions, and functions of a family, including the complexities, fluidity, and goals of a family.
Early Childhood Special Education: Professionals who offer expertise in learning and curricular needs for young children with disabilities and their families.
Interdisciplinary Program: When two or more professions learn about, from, and with each other over the course of a personnel preparation program to enable effective collaboration and improve outcomes for individuals and families.
Family: Any primary caregiver(s) for a child.
Early Childhood and Family Mental Health: Study and practice of the promotion of positive interrelated development (i.e., emotional, psychological, social, and overall health and well-being) that impact daily life and routines.
Practitioner: Professionals who support the learning, development, care, and overall well-being of young children identified as at-risk and with disabilities and their families.
Antioppressive Practices: Goal of eradicating oppression and challenging traditional power structures through collective institutional and societal changes.
Ableism: The systemic oppression of individuals with disabilities based on negative biases about normalcy and disability.
Reflective Practice: Actions aimed at practitioners to build in regular opportunities to slow down, deepen their understanding of systematic barriers and the impact they have on their thoughts and actions, mindfulness, and to take time afterward to consider next steps.