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ISBN: 978-1-927231-65-4

Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is a much-needed resource for mentors, leaders and teachers in early childhood education.

It is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of mentoring in early childhood education. The editors have drawn on writers from Aotearoa New Zealand and Australia who have carried out recent research into mentoring, as well as experienced mentoring practitioners. Topics cover Māori perspectives, different mentoring frameworks and approaches, and mentoring for a range of educators including student teachers. The final part discusses complexities and future directions for mentoring, and seeks to engage with decision makers outside the education sector.

This book fills a significant gap in the literature internationally. It comes at what has been described as a time of seismic shift in approaches to teacher learning and development, when professional mentoring is needed more than ever. Throughout the book, writers make a powerful case for improved education programmes to build the professional skills, knowledge and confidence of mentors.

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Mentoring in Early Childhood Education: A compilation of thinking, pedagogy and practice

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ISBN: 978-1-927231-65-4 Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is a much-needed resource for mentors, leaders and teachers in early childhood education. It is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of mentoring in early childhood education.

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"This has been such a great experience for us. We have had the opportunity to get a group of individuals together that otherwise never get together except maybe the odd workshop. It allowed us to hear what is happening at other centres, share ideas, frustrations and new things happening in our field. It was fabulous to share conversations with like-minded people and for there to be smiles and nods from around the table. It allowed us to share our learning and passion for our field and provide mentorship and inspiration to each other."
Dawson Creek Peer-Mentoring Group

Current Project

We are just beginning to analyze the data that are coming in. While we can't share results just yet, we can say that we are encouraged to see the mutual support educators are experiencing, through the peer-mentoring group gatherings, peer-mentor pair times, and online platform. We look forward to being able to share the results of this project in the future. In the meantime, you can check out publications from the pilot project below.

To learn about the history of this project, click here.

From the pilot project:

This induction support pilot project involved 22 early childhood educators in the interior of British Columbia who had a range of experience, from just beginning to 29 years in the field. Participants in the project were offered opportunities for peer mentoring, professional development, access to university faculty, visits to early learning programs, and online support. The results from the study include greater awareness on the part of participants of the value of peer mentoring and connection to community, increased knowledge, and increased sense of efficacy. At the end of the project, participants reflected on their experiences in semistructured interviews and focus groups. They also shared ways the pilot project could be improved, and the project is being revised based on their feedback.

This purpose of this study was to understand the experiences and needs of beginning early childhood educators in British Columbia. Utilizing a mixed methods approach, the research involved 114 beginning educators who took part in an online questionnaire, 11 of whom also participated in semistructured interviews. The key findings were that the work is both overwhelming and deeply satisfying; the induction support that beginning early childhood educators receive is haphazard; and beginning early childhood educators would like induction support in the form of mentoring or peer support, observations, feedback, and professional development. A model for induction support is presented.

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"This has been such a great experience for us. We have had the opportunity to get a group of individuals together that otherwise never get together except maybe the odd workshop. It allowed us to hear what is happening at other centres, share ideas, frustrations and new things happening in our field.

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Leadership Coaching pointers about virtual coaching

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Leadership Coaching pointers about virtual coaching

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This was written in 2015, but still rings true!

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Leaders are providing less explicit direction to their employees these days, and relying more on coaching as a leadership tool, as organizations become flatter and more dependent on knowledge work. But many people also manage teams that span locations and time zones, which means they must do at least some of their coaching virtually.

While most of my coaching with clients and MBA students at Stanford is conducted face-to-face in the Bay Area, over the last decade I've worked with people across the U.S. and internationally, from Brazil to London to South Africa. Here are some guidelines for virtual coaching that I've found useful.

Don't dictate the medium. You may have a preference for phone or video, or your organization may rely on one more than the other. But for coaching conversations, it's important that both parties choose what's right for the situation, rather than have it dictated by you as the leader or by the organizational culture.

In my experience, both phone and video can work well for coaching. One isn't better than the other, but they are different, and it's important to get a sense of which medium will work best for each relationship (this may change from call to call). Video can provide helpful visual context, but it can also be a distraction, particularly if there's a poor internet connection. Try experimenting with both phone and video to see what works best with different employees.

E-mail can play a useful role in virtual coaching, but I recommend using it to augment phone or video conversations. I often e-mail my clients and students follow-up questions and links to readings and other resources, but it's much less useful for in-the-moment coaching. Text and chat provide a sense of immediate connection, but it's difficult to use them to convey anything more complex than basic information.

Location still matters. The physical setting can have a significant impact on the success of a coaching conversation. When I'm coaching clients and students in person, we meet in a place that will allow for privacy and minimize distractions. This can take many forms, from a reserved conference room to a long walk around the placid Stanford campus.

Because it's far more difficult to pick up interpersonal cues when working virtually, it's even more important to ensure that both you and the other person are in a private, comfortable space where you won't be interrupted.

Focus, focus, focus. Effective coaching in any setting requires focused attention on the other person. That can be tough when we're coaching virtually, because of the pervasiveness of multitasking. A virtual coaching conversation is a special kind of interaction - very different from a typical conference call or online meeting, where we can often just partly tune in and still get the gist. When we're coaching, the most important details are easy to miss. If we allow ourselves to become distracted, we'll be less likely to notice things like a subtle change in someone's facial expression or tone of voice, or an unusual turn of phrase that may signify something more. We may also fail to monitor our own emotional responses and instincts, which are vital sources of data. Even worse, others can sense when our attention wanders, leaving them reluctant to discuss truly important issues.

Get the right equipment. Investing in better technical gear can dramatically improve the virtual coaching experience. One of the clients I work with via video is a CEO who leads a virtual financial services firm. Almost all of his employees are spread out across the country, and they do most of their collaboration online. His home office is equipped with high-quality webcams, monitors, and microphones that give him a vivid virtual presence. Our video coaching sessions aren't quite as high-definition as real life, but they're close.

Even small investments in equipment can go a long way. I worked with a CEO who had a slight speech impediment that made it difficult for me to understand him over the phone. We had no problems communicating when we met in person, but most of our work was going to be virtual, so I bought the kind of immersive headset that's used used by video-gamers, which allowed me to understand him perfectly. I also have an external microphone and speakers so that when I'm working with clients via video I don't have to rely on my laptop components.

Manage the time. In most meetings, including phone calls and video conferences, the discussion goes right up until the end of the allotted time, at which point we rapidly conclude and move on to the next meeting. This is another way in which coaching conversations are different: It's part of your job, as the coach, to track time during the conversation - I usually set a timer to minimize distractions - and stop at a point you've agreed on in advance.

It's hard to tell where coaching conversations will end up. They tend to be more wide-ranging than typical meetings, which makes them more meaningful and valuable. But this also means you'll want to leave some time between the end of the session and the next event on the calendar. This enables both you and the person you're coaching to reflect on the conversation and deepen the learning. Coaching conversations can also bring up strong emotions, and it's essential to leave time to process those emotions. Even a few minutes can make a substantial difference, helping both you and the person you're coaching get the most out of the experience.

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Leaders are providing less explicit direction to their employees these days, and relying more on coaching as a leadership tool, as organizations become flatter and more dependent on knowledge work. But many people also manage teams that span locations and time zones, which means they must do at least some of their coaching virtually.

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From Frank Porter Graham

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Critical features of effective coaching for early childhood educators: a review of empirical research literature

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Critical features of effective coaching for early childhood educators: a review of empirical research literature

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The comprehensive review, drawing from methods of systematic review and rapid appraisal, confirmed that observation, feedback, goal-setting and reflection are common elements of successful coaching programmes. Analysis of the structures and processes of successful coaching interventions identified that in order to bring about practice change, the amount and content of coaching should be aligned with educators’ characteristics, skills and contexts. It further confirmed that effective coaching should allow educators opportunities to apply new skills, and support them to reflect on their practice and set self-directed goals.

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Abstract

There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children's learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered. This paper outlines the findings of a review of English-language empirical research literature on successful coaching interventions in early childhood education. It identifies critical features of successful coaching, as well as areas warranting further exploration and implications for practice. The comprehensive review, drawing from methods of systematic review and rapid appraisal, confirmed that observation, feedback, goal-setting and reflection are common elements of successful coaching programmes. Analysis of the structures and processes of successful coaching interventions identified that in order to bring about practice change, the amount and content of coaching should be aligned with educators' characteristics, skills and contexts. It further confirmed that effective coaching should allow educators opportunities to apply new skills, and support them to reflect on their practice and set self-directed goals. Further research is needed to explore not just what works, but why and in what context.

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Critical features of effective coaching for early childhood educators: a review of empirical research literature

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Abstract There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children's learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered.

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The Early Childhood Technical Assistance Center provides up-to-date and comprehensive information.

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Updated January 28, 2021, 12:21 PM

A number of states are providing remote service delivery as an alternate and effective way to serve young children with developmental delays and disabilities at home with their families, especially during the COVID-19 public health emergency. We have compiled information for state's early intervention Part C and early childhood special education IDEA Part B Section 619 programs- including technology and privacy, reimbursement, provider and educator use of technology, family resources, state guidance and resources, and research.
See also: Remote Screening, Evaluation, and Assessment
Terminology

We use the term remote service delivery and distance learning to describe the methodology used as an alternative to providing services and supports to young children and families in person. However, other terms may be used by states, funding sources and professional organizations. Some of those terms are:

remote early intervention

remote learning

tele-intervention

telehealth

telemedicine

telepractice

teletherapy

virtual home visits

virtual learning

Regardless of the terms used, this methodology primarily engages audio or video technology to connect providers and educator with parents or other caregivers in ways that support their child's learning and development throughout their daily activities and routines. But it can also include low-tech options, such as delivering instruction via a packet dropped off at the child's home. Providers and educators use a coaching approach to help parent(s), caregiver(s) and sometimes siblings to embed strategies that promote the child's learning and development.

Telehealth is the most common term when it comes to reimbursement under Medicaid and private health insurance plans.

"Telehealth is a collection of means or methods for enhancing health care, public health and health education delivery and support using telecommunications technologies.

Telehealth encompasses a broad variety of technologies and tactics to deliver virtual medical, health, and education services. Telehealth is not a specific service, but a collection of means to enhance care and education delivery."

Resources from Professional Associations

The following professional associations most directly tied to the provision of early childhood IDEA services have the compiled resources and guidance regarding the provision of remote service delivery.

Looking for information on whether you can use telehealth in your state and how to incorporate it into practice? AOTA has gathered the resources below to help members navigate this emerging area.

Telehealth, the use of electronic communication to remotely provide health care information and services, is gaining more and more attention as providers, patients, and payers all seek more effective and cost-efficient ways to deliver care. Physical therapy is no exception, and while those services have developed mostly in rural areas to accommodate the long distances between patients and providers, telehealth in physical therapy is being considered in other geographic and clinical settings.

As so many of our day-to-day activities changed seemingly overnight in response to COVID-19, early intervention (EI) providers have found themselves facing new professional challenges. ASHA has heard many complex, wide-ranging questions and concerns regarding service delivery for infants, toddlers, and their families during this time. ASHA developed a series of recorded web chats to address the specific needs of those who operate or work in Part C EI programs or other EI practices.

This webpage features blogs, videos, webinars, articles and other resources that support early intervention and early childhood special education during the COVID-19 pandemic.

Additional Resources on Telehealth and Telepractice

Use of Tele-Intervention in Early Intervention (IDEA Part C): Strategies for Providing Services Under the COVID-19 Public Health Emergency

This webinar explores Part C policy and infrastructure issues for states to consider addressing in order to establish and fund early intervention through video-based tele-intervention, including:

Funding Opportunities: Medicaid and private insurance

Privacy Issues: HIPAA and FERPA

Consent from families (What is needed?)

Video Conferencing: Technology and Considerations

The good news is that barriers and challenges are less than some may think and a number of states have experience in delivering effective services through tele-intervention that we can learn from.

The Office for the Advancement of Telehealth (OAT) promotes the use of telehealth technologies for health care delivery, education, and health information services. Telehealth is especially critical in rural and other remote areas that lack sufficient health care services, including specialty care.

These twelve Telehealth Resource Centers (TRCs) support all states and territories. TRCs have been established to provide assistance, education, and information to organizations and individuals who are actively providing or interested in providing health care at a distance. Their charter from the Office for Advancement of Telehealth is to help expand the availability of health care to rural and underserved populations.

Equity

This page contains four guiding equity statements along with questions to guide the discussion of equitable early intervention and preschool special education for young children with disabilities and their families among system leaders, administrators, and teachers or direct service providers.

This page contains equity considerations for distance and online learning. These resources support equity work during the pandemic, and offer pandemic-specific articles, activity pages, manuals to help users navigate this new and evolving learning landscape.

The Hechinger Report focuses on inequality and innovation in education. This article provides a look at how teletherapy has been used successfully for years to deliver online special education services. Teletherapy can help maintain a level of continuity in children's lives during this time of upheaval.

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Remote Service Delivery and Distance Learning

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Updated January 28, 2021, 12:21 PM A number of states are providing remote service delivery as an alternate and effective way to serve young children with developmental delays and disabilities at home with their families, especially during the COVID-19 public health emergency.

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Mental Health Technology Transfer Center Network resource roundup

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Mental Health Technology Transfer Center Network resource roundup

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The Center for Connected Health Policy defines telehealth as "Telehealth is a collection of means or methods for enhancing health care, public health and health education delivery and support using telecommunications technologies." Given the current public health emergency, telehealth has become an essential way to provide mental health services.

Definitions and Evidence-Base:

Here we highlight MHTTC products and resources related to telehealth, as well as a compilation of telehealth resources from other reputable organizations.

MHTTC Products and Resources:

Administrators Consultation Office Hours: Best Practices for Telehealth | Southeast MHTTC

Best Practice Spotlight: The Brookline Center's Approach to Transitioning to Telehealth during the Pandemic | New England MHTTC

Within one week of Massachusetts Governor Charlie Baker's stay-at-home order, The Brookline Center (Brookline, MA) had finalized their telehealth policies and procedures, trained all their staff, and launched their telehealth services with all 80 staff clinicians. Now, six weeks later, they conduct 1,000 remote client visits weekly and have begun to conduct online group sessions as well.

CBT Telehealth Adaptations for Providers of Mental Health Care for Latino Populations | National Hispanic and Latino MHTTC

Due to the need for many mental health providers to transition to online service delivery as a result of COVID-19, this webinar provided general guidance on the use of telehealth services and recommendations for adapting common Cognitive Behavioral Therapy tools (e.g., repeating assessment, homework tracking, etc.). Special linguistic and cultural considerations for providers of Latino clients were presented as well.

Clinical Innovations in Telehealth | Global MHTTC

Clinical Innovations in Telehealth Learning Series is a weekly online series targeting high-priority clinical issues for providers using telehealth. Experts in clinical care and telehealth devoted the first segment of each hour-long session to a specific topic, then addressed questions submitted by registrants.

Counseling Adolescents through Telehealth | Mid-America MHTTC

Northeast South Dakota Area Health Education Center in collaboration with Northeastern Mental Health Center developed a telehealth training webinar series that works to enhance the experience of patients and providers' understanding of telemedicine, especially in the current COVID-19 environment. The webinars in the series focus on areas of telehealth specific to mental health professionals transitioning to virtual appointments during the COVID-19 pandemic. This webinar, presented by Mid-America MHTTC faculty trainer Holly Roberts, Ph.D., will introduce best practices in counseling adolescents using telehealth.

Recording coming soon!

Cultural and Linguistic Responsiveness in Telehealth | South Southwest MHTTC

This brief identifies issues to consider when conducting mental health services and supports through telehealth with culturally diverse communities and provides strategies to ensure that the national Culturally and Linguistically Appropriate Services (CLAS) standards continue to drive efforts towards culturally competent care. Now available in Spanish!

Engaging with Clients Over the Telephone and Using Text | Northeast and Caribbean MHTTC

This resource provides information on tips and methods on how to engage clients during the pandemic and as well with those who live in remote, rural, and otherwise difficult to access areas. Please note that it is best to talk with your agency's administration to determine any potential issues or concerns with providing remote services, including, but not limited to, HIPAA compliance, reimbursement, and authorizations.

EPLC | Online Discussion Series 2 - Telehealth 101 & A Provider's Perspective on TeleMental Health | New England MHTTC

Recently, the New England MHTTC held an online discussion session led by Reid Plimpton, MPH, and Terry Rabinowitz, MD, DDS. In this session, they discussed telehealth from a provider's perspective.

EPLC: Supporting Young People at Risk for Psychosis through Telehealth | New England MHTTC

This CEDAR Clinic clinical brief describes telehealth and discusses its benefits in the treatment of young people at risk for psychosis. It also discusses the benefits of using telehealth vs. traditional therapy.

In's and Out's of Facilitating Virtual Support Groups | Great Lakes MHTTC

In this time of changing methods to deliver services, everyone is looking to make sure they have the skills and knowledge to provide clients with the best possible experience. This webinar provided an overview on how to facilitate a virtual support group with practical advice and experiences from two current facilitators.

Indian Health Care Providers Series | Northwest MHTTC

Part 1 - Addressing Barriers and Highlighting Innovations in Telebehavioral Health: This event is an open engagement/discussion among participants focused on addressing barriers and highlighting innovations in telebehavioral health. Recording coming soon!

Part 2 - Introduction to Telebehavioral Health: This event features Dr. Chris Fore, Director, IHS TeleBehavioral Health Center of Excellence at Indian Health Service, presents "Introduction to Telebehavioral Health for IHCPs", covering topics such as defining telehealth, workflow considerations, configuring the space and privacy issues, billing and reimbursement and special considerations and more. Recording coming soon!

Let's Look For The Silver Lining: Using Evidence Based Practices For Remote Telehealth | Great Lakes MHTTC

Looking for the silver lining: Resolving our ambivalence about using MI in telehealth? This webinar discussed the differences between using MI face-to-face or via telehealth, discussed solutions to common barriers, and prepares you to use/improve your use of MI in the resolution of ambivalence via telehealth.

Making a Good Connection: Engaging Students and Families in School Tele-Mental Health | Global MHTTC

Making a Good Connection: Engaging Students and Families in School Tele-Mental Health is a three-part webinar series geared toward providers who are making the transition from in-person to telehealth services. Session content focused on practical strategies and equity concerns related to engaging children, adolescents and families using distance technology. All materials include the webinar recording, slide deck, and an FAQ document.

Mental Health Challenges, Racial Inequality, Burnout, & Telepsychiatry during COVID-19: An Overview | Southeast MHTTC

This infographic highlights the current stressors that may impact mental health patients and providers during this time as well as provides additional resources for addressing these challenges.

Native Youth Telehealth Initiative | National American Indian and Alaska Native MHTTC

This is a recording of the Native Youth Telehealth Initiative Webinar, which took place on May 14, 2020. The recording begins at slide 12 of the presentation. Dr. George Baston, MHRD, Ed.D CTE, and Natasha Peterson, BS, covered how to implement telehealth using the "Let's Talk Interactive" platform and opportunities to collaborate with the National American Indian and Alaska Native MHTTC.

Providing Mental Health Telehealth Services in Farming and Rural Communities | Great Lakes MHTTC and Mountain Plains MHTTC

This webinar addressed how the COVID-19 pandemic affects access to care, specifically mental health services. Presenters discussed how access to care is critical for farming and rural and frontier communities and highlighted the unique barriers these communities face.

Providing Telehealth Services and Instruction to Students and Clients with a Focus on those with Developmental Disabilities and on the Autism Spectrum | Northeast and Caribbean MHTTC

The focus of this webinar was to provide the support and information that teachers, supervisors, BCBAS, therapists and other professionals supporting youth during COVID 19 have been seeking. Topics discussed in this webinar include challenges for students and clients, strategies for outreaching and educating students through virtual classrooms, and how to support individuals with developmental disabilities and autism during the pandemic.

Region IV Telemental Health Landscape in Response to COVID-19 | Southeast MHTTC

Supporting WA State Behavioral Health Providers to Optimize Telehealth in Response to COVID-19 | Northwest MHTTC

The Northwest MHTTC and the Behavioral Health Training, Workforce and Policy Innovation Center of the partnered to present an 8-session telehealth learning series for behavioral health providers across the continuum of behavioral health care in Washington State in response to COVID-19. The webinar series met twice weekly for four weeks and addressed a variety of topics related to telehealth, including operational and administrative issues (such as billing), equipment and technology requirements, and strategies to provide effective clinical care.

Telehealth Adapted Motivational Interviewing (MI) for Latino Populations | National Hispanic and Latino MHTTC

The current worldwide public health emergency has promoted many mental health providers to adapt to an online method of service delivery. This webinar provided general guidance on the integration of Latinx cultural values, motivational interviewing principles via telehealth, and on how to provide strategies for adapting motivational interviewing through a culturally affirming lens.

Telehealth Clinical and Technical Considerations for Mental Health Providers | Pacific Southwest MHTTC

The Pacific Southwest MHTTC's new handbook is written for licensed behavioral health providers who are working to transition to telehealthcare. In this time of rapid change, clinicians need quick, accessible information on telehealth basics and best practices. Developed in consultation with mental health providers in our region, this guide includes tips and checklists, research-informed considerations, and more resources.

Telehealth in a Public Health Emergency: A Quick Start Guide | Great Lakes MHTTC

Presenter Jonathan Neufeld, director of the Great Plains Telehealth Resource and Assistance Center, provided an overview of telehealth issues for behavioral health providers as they rapidly transition to virtual delivery of services and supports. Topics covered include definitions, modalities, and basics of delivering psychotherapy and other specialty mental health services.

Telehealth Learning and Consultation (TLC) Tuesdays | Mountain Plains MHTTC, Mid-America MHTTC, and Mid-America ATTC

Hosted by the Mountain Plains MHTTC and the Mid- America MHTTC and ATTC, this weekly online series is for providers who are unfamiliar with telehealth. Our Technology Transfer Center (TTC) Network specialists devoted the first 20 minutes of each hour-long session to a specific topic, then addressed questions submitted by TLC Tuesday registrants. Recordings and FAQs of the 20-minute presentations are posted below.

Telehealth Pearls, Pitfalls, and Strategies to Improve Patient Experience | Pacific Southwest MHTTC

This session discusses some of the benefits of a telehealth practice, as well as reviewing the risks. Dr. James Armontrout places particular emphasis on discussions of potential pitfalls, both legal and clinical, that may be encountered in the telehealth setting.

Telemedicine in the wake of COVID-19: Updates on the landscape of telemedicine in Minnesota and nationally | Great Lakes MHTTC

This webinar discusses how telemedicine is positively impacting behavioral health care's ability to provide services during the COVID-19 pandemic. The webinar also provides updates on new and moving federal and state telemedicine policies.

Recording coming soon!

Telemental Health & Engagement | Mid-America MHTTC

This webinar, presented by Mid-America MHTTC faculty trainer Holly Roberts, Ph.D., introduces best practices in telemental health while exploring the importance of telephonics.

Recording coming soon!
Tele-Mental Health During Turbulent Times: Practical Tools to Enhance Your Practice Southeast MHTTC
Dr. Glenda Wrenn provides an overview of the unique challenges created by the pandemic that impact mental health and present ways to mitigate provider fatigue and burnout while providing both telepsychiatry and in person care. She also discusses how the intersection of mental health and current racial tensions may impact your practice, with helpful tools to navigate the discomfort and uncertainty of these unprecedented times.

Recording coming soon!

This fact sheet is a summary of the information shared in the SMI Advisor Webinar titled Telepsychiatry in the Era of COVID-19. The fact sheet covers the telepsych regulation changes that are currently in place during the COVID-19 pandemic, and covers equipment, platforms, and license information that may be helpful to mental health clinicians during this time.

TeleSupervision: Clinical Supervision for Pandemic Times | Pacific Southwest MHTTC

This presentation provided a brief overview of practices and strategies for telesupervision: clinical supervision provided via video or phone. Presenters addressed best practices for communicating through tele-modalities to ensure that supervisors can recreate nuanced communication practices akin to in-person approaches. This session explored ethical and legal considerations across a range of topics, from informed consent to managing crises that arise in supervisees' clinical encounters.

Teletherapy Tip Sheets | Central East MHTTC

Teletherapy connects clients to vital health care services through virtual formats, phone, or via other online or electronic means.

The Effectiveness and Utility of Telebehavioral (Telehealth) Services: The Future is Here | National American Indian and Alaska Native MHTTC

This webinar includes a brief review of telebehavioral health research and its efficacy, strategies that promote skill development, and resources related to guidelines, privacy/security, and confidentiality rules/regulations. Finally, the virtualization of behavioral health services post PHE are highlighted.
The Role of Technology in Peer Support Services | Tools for Behavioral Health Professionals During a Public Health Crisis | Using Technology to Improve Access and Quality of Child Mental Health Care Southeast MHTTC Northeast and Caribbean MHTTC Central East MHTTC
Recording coming soon!

The purpose of this four-webinar series is to disseminate information and discuss applications of person-centered tools available to help engage and activate individuals with serious mental illness and/or substance use disorders in person-centered treatment and services.

A public health crisis can cause distress for all involved, including providers of behavioral health services. Attending to your personal well-being during this time is just as important as supporting the individuals you serve. Providers are encouraged to be aware of the toll that working with others in distress can have on their own mental well-being.

Drs. Kenneth Ruggiero and Margaret Anton described strategies to address COVID-related and other barriers to care and demonstrated an iPad-based toolkit that houses a collection of games and activities clinicians can use to improve quality of care in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT).
Center for Connected Health Policy, National Telehealth Policy Resource Center National Organization of State Offices of Rural Health SAMHSA U.S. Department of Health and Human Services Office for Civil Rights
Virtual Learning Guide | Pacific Southwest MHTTC

Pacific Southwest MHTTC provides a workbook resource that focuses on ways for facilitators to design and deliver effective and engaging digital learning during COVID-19. It includes tips, examples, and reflective questions for those who are leading online professional development and other group learning events. This guide provides technical and interactive strategies and approaches to virtual learning to support the mental and school mental health workforce. Two study sessions are also provided that specifically discuss technology and facilitation practice. Each session covered different sections of the guide.

What Peer Support Specialists Need to Know about Telehealth in the Current Crisis - Part 1and Part 2 | Central East MHTTC

As peer support specialists seek to quickly and effectively offer digital peer support across the United States, it is important that they - and their organizations - know the practical aspects of using digital peer support to deliver support services. Hosted by the Central East MHTTC, this presentation covered topics including the latest scientific developments on digital peer support and presents guidelines and emerging best practices to support service users through remote and telehealth technologies.
Tips for Patients to Keep Their Telehealth Visits Private (PDF) Tips for Patients to Keep Their Telehealth Visits Private (Video)
Other Telehealth Resources:

Fact Sheets/FAQs

Telehealth for Mental Health

American Psychiatric Association and The American Telemedicine Association
Best Practices in Video-Conferencing-Based Telemental Health

California School-Based Health Alliance
School Telehealth Webinar Series | May 14, 19, 21, 27

Center of Excellence for Protected Health Information (CoE-PHI)
Telehealth and Privacy: Federal Guidance for SUD and Mental Health Treatment Providers

Center for Practice Innovations at Columbia Psychiatric, New York State Psychiatric Institute
Telehealth Tips: Managing Suicidal Clients During the COVID-19 Pandemic
Telehealth for the Treatment of Serious Mental Illness and Substance Use Disorders
National Action Alliance for Suicide Prevention
Strengthening Faith Community Connectedness During the COVID-19 Pandemic

National Telebehavioral Health Institute
Bibliography Telemental Health

Northeast Telehealth Resource Center
Telehealth Resource Webliography for COVID-19 Pandemic

Office of the Assistant Secretary for Planning and Evaluation
Using Telehealth to Identify and Manage Health And Substance Use Disorder Conditions in Rural Areas

Project ECHO
Best Practices in Adoption of Telehealth: COVID 19 and Beyond Mini Series

SAMHSA
Rural Behavioral Health: Telehealth Challenges and Opportunities

SMI Adviser

Suicide Prevention Resource Center
Treating Suicidal Patients During COVID-19: Best Practices and Telehealth

TA Network
Early Childhood Learning Community Webinar - Supporting Mental Health Needs of Very Young Children Via Telehealth - August 20, 12-1pm PT / 3-4pm ET

Telehealth Certification Institute
States' Rules and Regulations

Zero Suicide Institute
Telehealth and Suicide Care During the COVID-19 Pandemic

Toolkits

Bringing Recovery Supports to Scale Technical Assistance Center Strategy (BRSS TACS)
Peers Supporting Recovery From Mental Health Conditions

Center for Medicare and Medicaid Services, Medicare Learning Network
Telehealth Services

Great Plains Telehealth Resource and Assistance Center
Telehealth Start-Up and Resource Guide Version 1.1

National Consortium of Telehealth Resource Centers
COVID-19 Telehealth Toolkit

National Council for Behavioral Health
Resources and Tools for Addressing Coronavirus (COVID-19)

Rural Health Information Hub
Rural Prevention and Treatment of Substance Use Disorders Toolkit

SAMHSA
Treatment Improvement Protocol (TIP) 60: Using Technology-Based Therapeutic Tools in Behavioral Health

USC Adolescent Trauma Training Center
Trauma Teletherapy for Youth in the Era of the COVID-19 Pandemic: Adapting Evidence-Based Treatment Approaches

COVID-19: Policy Announcements

American Society of Addiction Medicine
COVID-19 Supporting Access to Telehealth
American Telemedicine Association
Centers for Medicare and Medicaid Services
Medicare Telemedicine Healthcare Provider Fact Sheet
Center for Medicare & and Medicaid Services Medicare Telemedicine Health Care Provider Fact Sheet Center for Technology and Behavioral Health
***Institute for Innovation and Implementation, University of Maryland School of Social Work
COVID-19 Telehealth Medicaid Expansions: A State-by-State Guide (roll-over map; updated daily)
Health Information Technology Training and Technical Assistance Center National Consortium of Telehealth Resource Centers Office of the National Coordinator for Health Information Technology Rural Health Research Gateway Telehealth Center of Excellence MUSC Telehealth Center of Excellence UMMC Telehealth Resource Centers
Office for Civil Rights, Department of Health and Human Services
Notification of Enforcement Discretion on Telehealth Remote Communications

U.S. Department of Health and Human Services
Telemedicine and Prescribing Buprenorphine for the Treatment of Opioid Use Disorder

U.S. Department of Justice Drug Enforcement Administration
Use of Telemedicine While Providing Medication-Assisted Treatment

SAMHSA
COVID-19 Public Health Emergency Response and 42 CFR Part 2 Guidance

National Resources for Telehealth Information

Center for Connected Health Policy National Telehealth Policy Resource Center

Health Information Technology, Evaluation, and Quality Center

SAMHSA's Disaster Distress Helpline is standing by 24/7 to support you during the pandemic & beyond. Toll-free, multilingual, & confidential support services are available to all residents in the U.S. & its territories. Call 1-800-985-5990 or text TalkWithUs to 66746 to connect with a trained counselor.

Thank you to the Great Lakes MHTTC for helping curate the content on this page.

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The Center for Connected Health Policy defines telehealth as "Telehealth is a collection of means or methods for enhancing health care, public health and health education delivery and support using telecommunications technologies." Given the current public health emergency, telehealth has become an essential way to provide mental health services.

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Recorded webinars, resources, and other videos. Some are members-only but some are accessible to all.

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EarlyEdU - Alliance for Early Education Institution

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Infant and Early Childhood Mental Health Consultation Supports

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Infant and Early Childhood Mental Health Consultation Supports

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Please check back often at the web page of the Center of Excellence for Infant and Early Childhood Mental Health Consultation

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Infant and Early Childhood Mental Health Consultation programs are not operating "normally" right now. Everyone needs to pivot to meet the needs of communities and partners. We want mental health consultants and consultation programs to be utilized and recognized as the incredible resources they are.

Our Center will offer support to the field, (whether you are a mental health consultant, a researcher, a program director or a recipient of consultation) in three ways:

This product was developed [in part] under grant number 1H79SM082070-01 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.

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COVID-19 and Infant and Early Childhood Mental Health Consultation (IECMHC): How to Provide Services When Everything is Different

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Infant and Early Childhood Mental Health Consultation programs are not operating "normally" right now. Everyone needs to pivot to meet the needs of communities and partners. We want mental health consultants and consultation programs to be utilized and recognized as the incredible resources they are.

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This is a brief summary of several other resources. It includes handouts and videos to learn more about tele-intervention. Much is specific to Early Intervention, however, these are helpful for the context of serving providers who care for children younger than three!

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April 2020 Resources Within Reason - Telepractice

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Virtual Classroom from the childcare provider prospective 

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Virtual Classroom from the childcare provider prospective 

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https://blog.himama.com/remote-teaching-for-eces/?utm_source=newsletter&utm_medium=email&utm_campaign=newsletter_03312020&mkt_tok=eyJpIjoiWTJNMllqYzJOMkV3TXpVMSIsInQiOiI3V0k5YXlrZVZhWGlEeHpaZ3hJenB3VDV2eGJTMWlhNERYYTVIS1VIWEgrUzN4a0tcL1U2OHhXVThkWFJBRlk0SVM5S2NKOVRDenVZVlkwM0cyUEZZWWZGQVNRNEF2MzhmN2RFK2NhXC92ZE9Cd1dXZ2RFbU1Ydk1HVDlMNEdVTHBNIn0%3D

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HIPPY USA Cornavirus Guidance and Supporting Documents (1)

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Resources for Using Technology to Enhance Professional Development...

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Resources for Using Technology to Enhance Professional Development...

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Includes training, coaching, other strategies.

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Planning for the Use of Video Conferencing

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Planning for the Use of Video Conferencing

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Pretty comprehensive list of resources.

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Dathan Rush, co-author of The Coaching Handbook, offers gentle and friendly guidance. These recommendations are specific to Early Intervention, and are also pretty applicable to coaching, too!

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Providing Early Intervention Services through Distance Technology

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Several key ideas are briefly introduced here. Many links within.

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As community members practice social distancing due to the COVID-19 pandemic, the home visiting field-which serves many families that face challenges related to economic hardship, mental health, and substance use-can no longer meet with families in person. Research shows that child abuse, intimate partner violence, and substance abuse increase during times of crisis, so it is now more important than ever to provide support to families who may face barriers to accessing services. Some service providers and states are implementing remote services, including virtual home visits, on which home visitors can learn from their peers in medicine and behavioral health.

Two fields-medicine and behavioral health-have explored the use of telehealth, defined as the use of electronic platforms such as video, texting, or online content to support long-distance health services. Studies comparing in-person and telehealth models have generally found similar outcomes across the two modes of service. Because of the overlap between the kinds of services that both telehealth services and home visiting programs provide-including assessment, information sharing, and support-lessons learned from telehealth can be valuable to home visiting.

The following research-supported technological outreach strategies may be options for home visiting:

Video calls. Many home visiting models and states are allowing home visitors to use video calls to parents to address families' needs for support. Other service providers, including child welfare caseworkers, are also moving toward the use of video-conferencing to reach families. Parents as Teachers has partnered with the University of Southern California to test the use of video calls to offer home visiting services; preliminary research shows high rates of parent satisfaction. While video calls are a great way to reach families, not all families will be able to take advantage, and home visitors can support families through other means.

Texting and messaging apps. Telehealth may also include providing supports using texting or messaging services, and some research finds that these technologies enhance the effectiveness of traditional home visiting programs. Texting that accompanied a home visiting program increased responsive parenting and use of parenting strategies, and decreased incidences of children acting out and parental depression.

Online content. Telehealth may also involve home visitors providing relevant information online. Some parenting programs that typically offer information to parents in a group-based setting have offered online versions of their programs to reduce barriers to access, finding that outcomes were the same for in-person and web participation. Programs that use online content for parents have found that online versions of parent support can improve outcomes for families and for children. Parent engagement with online content can be strengthened when providers check in with parents about the content and reinforce ideas.

Home visitors may need to adjust typical service delivery strategies to best recognize and meet the needs of families. For example:

Families and home visitors need technology support. When using video conferencing, technology glitches may affect the quality of home visitors' interactions with families. Home visiting programs should provide support to both staff and parents to troubleshoot problems. Not all families will have regular access to web-supported devices for virtual visits (although some providers are offering open access to wifi during the crisis), so programs should provide a range of telehealth support.

Home visitors must be even more attentive to privacy concerns than usual during virtual visits, particularly around challenging topics such as depression or intimate partner violence. For example, a parent's risk is potentially amplified given that they or other family members may be in close contact with an abuser who is also practicing social distancing. Home visitors must be able to communicate with other practitioners who have expertise in these difficult topics and can provide additional services to families-both of which can be done remotely.

While the field is learning how to best implement telehealth, home visiting programs can also adapt strategies from traditional home visiting as they move to virtual home visits during the COVID-19 crisis.

Good communication skills remain important to engage with families. To communicate well using video, providers should set up equipment to allow eye contact with the family to strengthen rapport. They should minimize distractions such as background noise and think carefully about what is in their background (for example, choose a blank wall as a backdrop).

Support to parents extends beyond the home visit. Programs can text to check in on parents or reinforce content between meetings. Texting to support parents can increase their overall engagement in the program.

It's important to create day and time boundaries for communication with families. Since telehealth technology is available around the clock, home visitors must be supported by programs to clearly set expectations and boundaries when they engage with families.

Families' needs during the COVID-19 crisis will likely change day to day: Many families will lose supports and services or face modified services and become even more at risk. Telehealth options are a promising opportunity to ensure that families receive vital support in this difficult time.

Additional resources:
Telehealth in infant mental health home visiting
Specific model guidance to date: ABC, Healthy Families America, HIPPY, Nurse Family Partnership, Parents as Teachers
HHS guidance relaxing HIPAA requirements about confidentiality

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During the COVID-19 pandemic, telehealth can help connect home visiting services to families

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As community members practice social distancing due to the COVID-19 pandemic, the home visiting field-which serves many families that face challenges related to economic hardship, mental health, and substance use-can no longer meet with families in person.

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ABC (Attachment Biobehavioral Catch-Up) Model

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ABC (Attachment Biobehavioral Catch-Up) Model

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Telemedicine and Telehealth | HealthIT.gov

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The Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services defines telehealth as the use of electronic information and telecommunications technologies to support and promote long-distance clinical health care, patient and professional health-related education, public health and health administration.

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Teleconsultation Guidance for Colorado CCHCs (1)

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May change as things continue to evolve

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Temporary guidance, may change

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Nurse-Family Partnership Home Visiting Model

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Nurse-Family Partnership Home Visiting Model

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General guidance, not temporary, but new additions may be made in the future

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Please note these may change.

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Scaling virtual services has always been part of the nonprofit's plan, but due to the crisis, PATNC has decided to take the project out of the piloting phase and to launch its availability to its partner sites nationwide. The use of virtual visits as an interim delivery mode of in-person visits will serve as a vehicle to support the continuity of existing services to families, as well as helping to contain the spread of the infection in the community.

Just as the telemedicine industry is attempting to reach families in their homes, virtual home visiting connects families to services via laptop, tablet, or smartphone, while safe at home. Yesterday, the federal Health Resources and Services Administration (HRSA) approved the use of virtual home visits during the crisis.

"Parents as Teachers is often a source of steady support during an emergency," said Constance Gully, PATNC's president and CEO. "Social isolation and coping with the crisis while parenting is a challenge. Our programs primarily serve families living with limited resources and little access to systems of support. By using video technology, our affiliate organizations can continue to provide services to families with, we hope, minimal disruption."

Professional home visitors partner with families to share information on development-centered parenting, parent-child interaction, and family well-being. These supports are critical in this time where parental and child stress, and the need for resources, are increasing. Changes in routines and increased stress can impact children's behavior, putting them at a higher risk for child abuse and neglect.

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National Nonprofit Organization Turns to Telehealth to Help Mitigate Coronavirus Outbreak - Parents as Teachers

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Scaling virtual services has always been part of the nonprofit's plan, but due to the crisis, PATNC has decided to take the project out of the piloting phase and to launch its availability to its partner sites nationwide.

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In this video, we share the "Live Guidance" document above and answer questions related to both EQIT courses and Coaching with the EQ RELATE. The coaching portion is the last 20 minutes.

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We had an open agenda and discussed coaching quite a bit. Guidance that came form this video is included in the "Live Guidance" document above.

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EQIT Office Hours Tuesday March 24, 2020

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This playlist includes several videos about EQIT and EQ RELATE Coaching (including the ones listed above recorded the week of March 23, 2020)

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EQ Initiative Administrative Videos - YouTube

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These videos are intended to answer questions you might have about the WHY HOW and WHAT of implementing EQ Initiative activities in your community including,...

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Interesting, a long read if you are having a hard time sleeping!!

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This fantastic resource is specific to serving in a consultative role when the children at the center of the consultation are younger than three. It includes a nice one-page summary of the  knowledge and competencies you have.

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This document describes what coaching looks like in short sentences. It is applicable to EQ Coaching, too.

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Simple Questions to encourage reflection

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Simple Questions to encourage reflection

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You can have this handy while you are facilitating your reflective conversation with a coachee--they don't have to know you are reading off your reminder sheet!

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Healthy Child Care Colorado Nurse Consultant Temporary Guidance for Tele-health

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Healthy Child Care Colorado Nurse Consultant Temporary Guidance for Tele-health

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This is somewhat specific to the nurse consultant scope of work, but there are also some great general resources such as useful platforms.

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Teleconsultation Guidance for Colorado CCHCs

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LIVING Guidance for EQIT Courses and EQ RELATE Coaching during this temporary pandemic

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LIVING Guidance for EQIT Courses and EQ RELATE Coaching during this temporary pandemic

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This link should take you to the live document. It is pretty long. It includes both old and new information as updates are added. Please reach out to Lisa Matter (lisa.matter@state.co.us) and Eva Jankovsky (eva.jankovsky@state.co.us) with any questions!

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DRAFT Guidance for EQIT courses Spring 2020

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This is somewhat specific to Infant and Early Childhood Mental Health Consultation, however, as we know--the unique developmental needs of infants, toddlers, families, and caregivers are the same whether the helping adult is a coach or a mental health consultant