The impact of poor mental health on a person’s life is intensified when the problems begin in early childhood. In fact, many childhood mental health issues persist into adolescence and adulthood.
Early childhood mental health refers to the ability of children to experience, control, and express their emotions; form close and secure relationships; and learn while exploring their environment. These abilities are fostered and grow within the context of a positive caregiving environment. Children’s communities also play a large role in their mental health.
Our mental and physical health is interconnected in so many ways. Young children need to develop skills that will help them be mentally and physically healthy throughout their lives. Developing these skills can help to prevent chronic physical illnesses and behavioural, learning, and mental health problems later in life. These skills will also help children adapt to transitions and stress in their lives, including school.
of children and youth in BC have a diagnosable mental illness. In Saskatchewan, we do not collect statistics on early intervention.
The impact of poor mental health on a child’s, youth’s and adult’s life is heightened when the problems begin in early childhood. In fact, many childhood mental health issues persist into adolescence and adulthood.
The following list of diagnosable clinical disorders that has been compiled using the DC:0-3R, Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (2005). It is important to note that some clinicians choose to use the DSM-IV-TR Casebook and Treatment Guide for Child Mental Health (2009). The DC:0-3R is unique in that it views the child within his or her relationships and caregiving environment.
Mental health disorders in young children may be hard to detect as children may be unable to explain their emotional distress with words. More frequently, physical complaints and social behaviours are indicators that there may be a problem. The following behaviours in infants and young children that warrant concern and further intervention (Cohen, Onunaku, Clothier & Poppe, 2005) are:
Universal assessment of all children and early intervention when problems are identified are the most effective ways to address early childhood mental health concerns.
The language of resilience is I CAN, I AM, I HAVE. For example, for a two year old this might translate to: I AM loveable, I AM safe, I CAN get comfort and support, I CAN tell mommy I am sad, I HAVE people who love me, and I HAVE a safe haven.
Life is not stress free. It is guaranteed that each of us will experience stress, transitions, change, and problems throughout our life. When we are young, one of our caregivers’ roles is to help us cope with and protect us from the negative effects of stress and harm. It is in this protected environment that we are best able to learn how to cope with stress on our own.
There are many factors during childhood that affect a child’s resiliency skills. An example of a protective factor is the development of a secure attachment with a caregiver. A risk factor is having no one to support you during a difficult time.
What can family members do to support early childhood mental health?
What can communities do to support early childhood mental health?
What can professionals do to support early childhood mental health?
Many of the above suggestions apply to service providers in their practices. In addition, service providers can can:
The Saskatchewan Early Childhood Mental Health Provincial Network provides an opportunity for professionals interested and/or working in the area of early childhood mental health to network, share information about current services, collaborate, and keep up-to-date with current research.
The Saskatchewan Prevention Institute hosts this network and provides opportunities for communication through the website, professional development opportunities, and information brochures.