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| School can be an unsettling experience for many children. | Top of Page |
| Some children
become shy or withdrawn; others may be overly active in the classroom. Some may
have difficulty focusing on the lesson. Some may need help making friends or have trouble getting along with other children.
Left unchecked such behaviors may lead to serious school adjustment problems in
later grades. Sometimes children have experiences at home that affect their
ability to feel successful while at school. Family changes including separation,
divorce, death, a new sibling, a new school or parental job changes that create
stress for the child at school. Programs funded by the Early Mental Health Initiative (EMHI) reach out to
these children.
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- To help children get a good start in school by fostering resiliency and helping to develop a positive self-concept.
- To help the child feel safe at school and to develop a sense of belonging.
- To help the child settle in to school so that they can become a better student.
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| Children do some
of their most important learning through play. As they play, they learn about
their world and how it works. They learn about their own capabilities and how
they fit into the world. They learn how to experiment with objects and people.
Play is a child’s natural means of self-expression. The positive feelings
experienced during play give children confidence. They learn to solve problems
and to develop a sense of power and control. Although play may seem silly to
adults, it is the child’s way of making sense of his or her world. Play is a
child’s work. |
Programs funded by the Early Mental Health Initiative (EMHI) are for children in Kindergarten through third grades. The process begins by screening children to determine who would benefit
most by participating in the program. Once parent permission is received, the child meets individually or in a small group with an adult paraprofessional (aka, a child aide). The
Child Aide dedicates 30 to 40 minutes, once a week, to spend with each child in
a specially designed and equipped playroom. The children choose how they will
spend the time together, playing games, drawing or just talking. In small groups, children may work on prosocial skills such as making friends and resolving conflicts. Whether seen individually or in small groups, children receive unconditional
acceptance in a safe positive environment. The Child Aide is a trained
and supervised adult who demonstrates personal maturity, experience and the
innate ability to relate well with children. Typically a child will attend 12 to
15 sessions. Programs are evaluated regularly and data statistically analyzed to determine their effectiveness.
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