(1) (a) On or before July 1, 2022, the department shall design, implement, and operate the statewide voluntary program of early childhood mental health consultation to expand and enhance current practices across the state. The department, through the program, shall support mental health in a variety of settings, including but not limited to early child care and learning, elementary schools, home visitation, child welfare, public health, and health care, including settings providing prenatal and postpartum care.
In designing and developing the program, the department shall work in consultationwith the national center of excellence for infant and early childhood mental health consultation funded by the United States department of health and human services; nationally recognized entities that support implementation of sustainable systems or programs that focus on promoting the social, emotional, and behavioral outcomes of young children; and key stakeholders in the state, including mental health professionals, nonprofit organizations with expertise in mental health, organizations representing parents of children who would benefit from early childhood mental health consultation, hospitals and other health care provider organizations with expertise working with children facing behavioral health and other challenges to optimal growth and development, early child care and education providers, and clinicians with expertise in infant and early childhood mental health.
The department shall coordinate with community-based organizations to ensure theeffective implementation of the program and model of consultation established pursuant to section 26-6.5-403, as well as support the availability of resources across the state to support the program and the mental health consultants in the program in their work.
The department may promulgate rules for the design, implementation, and operationof the program.
(2) The purpose of the program is to:
Increase the number of qualified and appropriately trained mental health consultantsthroughout the state who will consult with professionals working with children across a diversity of settings, as well as other adults, including family members, who directly interact with and care for children;
Support and provide guidance and training, through visits with mental health consultants in the program, to families, expecting families, caregivers, and providers across a diversity of settings in addressing the healthy social-emotional developmental needs of children and families during the prenatal period through eight years of age;
Develop a defined model of consultation that is rooted in diversity, equity, and inclusion for the state pursuant to section 26-6.5-403 that includes qualifications and competencies for mental health consultants, job expectations, expected outcomes, and guidance on ratios between mental health consultants in the program and the settings they support; and
Develop and maintain a statewide professional development plan pursuant to section26-6.5-404 that assists the mental health consultants in meeting the expectations and developing the competencies set forth in the model of consultation established pursuant to section 26-6.5403;
(3) Nothing in this part 4 creates or expands the regulatory authority of the department over mental health professionals who are not funded by appropriations made to the department for the program pursuant to this part 4.
Source: L. 2020: Entire part added, (HB 20-1053), ch. 249, p. 1217, § 4, effective July 8. 26-6.5-403. Model of early childhood mental health consultation - standards and guidelines - qualifications. (1) On or before July 1, 2022, the department shall design and develop, in consultation with the stakeholders listed in section 26-6.5-402 (1)(b), a model of consultation for the program that includes qualifications for mental health consultants, job expectations, expected outcomes, and guidance on ratios between mental health consultants and the settings they support, referred to in this section as "the model". The model must include standards and guidelines to ensure the program is implemented effectively, with primary consideration given to evidence-based services. The standards and guidelines must include:
Clear qualifications for mental health consultants in the program, including, at a minimum, expertise in adult and child mental health theory, practice, and services; early childhood, child development, and family systems; knowledge of, and skills to address, circumstances that affect children's behavior and mental health; knowledge of developmental science and milestones; knowledge of a consultative model of practice; and available resources and services to children and families to alleviate family stress;
Expectations for the placement of regional consultants that will most effectively meetlocal community need for mental health consultants in the program. The department shall periodically conduct an open and competitive selection process for the placement of any publicly funded mental health consultants in the program.
Guidance concerning the scope of work that mental health consultants in the programmay provide to professionals working with young children and families, including guidance on appropriate referrals, training, coaching, prevention, and any other appropriate services;
Methods to increase the availability of bilingual or multilingual mental health consultants in the program and otherwise ensure the cultural competency of mental health consultants in the program and ensure that the consultant population reflects an array of characteristics and backgrounds and is reflective of the diversity of the providers, children, and families being served;
Guidance on the diverse settings in which and types of providers with whom mentalhealth consultants in the program may work to meet the varied needs of children and families from prenatal through eight years of age. The model must include provisions that ensure that mental health consultants in the program may work with a diversity of professionals and caregivers, including but not limited to early child care and education teachers and providers, elementary school teachers and administrators, home visitors, child welfare caseworkers, public health professionals, and health care professionals, including settings providing prenatal and postpartum care.
Anticipated outcomes that the program and mental health consultants in the programshould achieve, including:
Promoting social-emotional growth and development of children;
Providing guidance to professionals and caregivers to effectively understand and support children's positive behavior and development;
Understanding the effects of trauma and adversity, including oppression, prejudice,discrimination, racism, and gender inequity, on the developing brain to ultimately reduce challenging behaviors and increase positive early experiences;
Promoting high-quality interactions and relationships between children and adults;
Supporting the mental health and well-being of adults who care for children;
Connecting and referring children, families, and providers to programs, resources,and supports that will assist them in their development and success while addressing barriers to accessing such resources and supports;
Supporting equitable, inclusive outcomes for the diverse providers, children, andfamilies throughout the state; and
(g) Guidance on appropriate ratios of mental health consultants and the settings they support, as well as caseload expectations.
Source: L. 2020: Entire part added, (HB 20-1053), ch. 249, p. 1218, § 4, effective July 8.