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The purpose of this tutorial is to provide early childhood mental health consultants with a detailed understanding of the behaviors related to social and emotional health in infants and young children as well as strategies that adult's (parent's and other caregivers) can use to support these behaviors within every day routines in the home and within early care and education settings.

Webinar Recording: Linking and Integrating with Primary Care: Medical Home Model for Children's Mental Health Hosted by the National Technical Assistance Center in Children's Mental Health and the American Academy of Pediatrics (AAP), February 17, 2011 Watch this webinar to learn about the role of primary care in linking social, emotional, mental and behavioral health services to children. The webinar involves an examination of the opportunities to enhance collaboration between primary care and the medical home model for children's mental health.

This is Part Three of a series of posts that will concentrate on the inherent benefits of play for children with special needs. In this post we focus on how toys and the experience of play help with emotional development. Part Two of the series was related to physical development and the growth of fine motor skills. Part One was devoted to toys and the development of gross motor skills.

In support of the DCoE mission to identify and promote effective instructional material for wounded warriors, families, and health care providers, we developed the Children of Military Service Members Resource Guide – an online resource to assist families and health care providers address the mental and emotional health needs of military children.

The United States is facing a child mental health crisis, and Montana is no exception. Untreated or undertreated child and adolescent emotional-behavioral problems often lead to psychiatric disorders in adults, representing a significant public health problem. In fact, mental illness is the No. 1 cause of disability in the U.S. and in Canada, according to the World Health Organization.

A lack of providers who will see children with mental illness or emotional or behavioral challenges; waiting lists to see mental health professionals or therapists; and coverage issues combine to form a quagmire that advocates and professionals from around the state struggle to solve.

The long-term effects of being bullied by other kids are worse than being abused by an adult, new research shows.Among a large group of children in England, those who were bullied were 60% more likely to have mental health problems as adults than were those who suffered physical, emotional or sexual abuse. And among a large group of children in the United States, the risk of mental health problems was nearly four times greater for victims of bullying than for victims of child abuse.

More than 15% of children in the United States have special health care needs.1 However, less is known about the prevalence of these needs among military-connected children. For this conference, “special health care needs” was defined as having or being at increased risk for a chronic physical, developmental, behavioral, or emotional condition that requires health and related services of a type or amount beyond that required generally.

When: February 8, 2011 12:00 - 1:00pm Where: Mansfield Health Education Center Room 7 Billings, MT Target Audience: Primary Care Providers to include but not limited to Family Practice, Pediatrics, Emergency Department physicians, physician assistants, nurse practitioners, advanced practice nurses, registered nurses, and all other healthcare providers of pediatric/adolescent patients Lecture Specific Objectives: At the end of this educational activity, participants should be able to: Discuss the pathophysiologic changes associated with brain trauma in children. Identify emotional and cognitive short and long term sequelae of brain trauma in children. List effective therapies for emotional and cognitive sequelae of mild brain injury in children. Series Objectives: At the end of this educational activity, participants should be able to: Apply current medical guidelines in the treatment of pediatric/adolescent patients.  Utilize multidisciplinary approach to the management of complex pediatric patients. Recognize the need for consultation and/or referral to pediatric specialists/subspecialists in a timely manner. Discuss the diagnostic approach and treatment of variety of pediatric diseases. If you would like to attend via videoconference contact: St. Vincent Healthcare University at 406.237.3348 or email svhu@svh-mt.org.  Reservations for videoconferencing must be made at least 24 hours prior to live activity.

Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well.Kids with special health needs, such as epilepsy or food allergies, also may be at higher risk of being bullied. Bullying can include making fun of kids because of their allergies or exposing them to the things they are allergic to. In these cases, bullying is not just serious, it can mean life or death.

Click here to register for this webinar About our series: The impact of violence, abuse, neglect, disaster, war, and other harmful experiences continues long after the traumatic event has ended. Exposure to trauma is a pervasive issue that has significantly impacted the health and well-being of millions of Americans and nearly everyone seeking services in the public health and social services systems. Understanding how trauma affects the emotional, behavioral, cognitive, social, and physical functioning of the people we care for can improve our services. When: March 17, 2011 12:00 - 1:00pm Mountain Presented by: Bruce Perry MD, PhD Senior Fellow at the ChildTrauma Academy Adjunct Professor at Northwestern University After participating in this webinar participants will: Understand the effect of trauma and neglect from a neurodevelopmental perspective Identify signs and symptoms of trauma and neglect in young children Learn new strategies for care, program development and policy as related to developmental trauma

Exposure to traumatic or violent experiences negatively affects the health, education, and development of preschool-aged children in Kansas City's urban communities and in rural and suburban communities throughout the state of Missouri. Without intervention, these children often experience lifelong emotional disturbance, social developmental delays, and learning problems.

She said that the biggest question children are likely to have is whether something similar can happen to them. Parents should reassure them and help them feel safe while also providing age and developmentally appropriate information. Her other tips for talking to your children about the shooting include: Take care of yourself first. Calm your own fears and anxiety before talking to your children. They pick up on your emotions, and your calm demeanor will go a long way to reassure. Turn off TV and other media. Graphic details and images can be upsetting to all of us. Younger children may think that the event is happening over and over. Tuning in for the latest is tempting; pace yourself with the news and listen in only when children are out of earshot. Consider the child’s age when deciding whether bring it up. A preschooler may not know about the event and probably doesn’t need to know about it. Answer questions if they ask. Be proactive with older children. You can start the conversation with “you may have heard about…” and ask what questions they may have. Help the child understand that it is OK to feel sad or angry that this had happened. Reassure and emphasize their safety. Discuss the steps that adults in their life take to keep them safe, such as their schools’ safety plan and safety measures taken at home. Help your child find ways to cope with their fear and grief. Providing outlets like artwork or imaginative play can help them process their feelings. Draw on ways your family typically copes with a crisis such as sending a card, making a donation as a family to help the victims or praying together. If you or your child need additional help dealing with this tragedy, be sure to contact your doctor or mental health provider.