Program Curricula for Preparing Medical Professionals on Early Childhood Mental Health, Socio-Emotional Development, and Adverse Childhood Experiences in Primary Care Settings: A Phenomenological Study
- Authors
- Publication Date
- May 01, 2024
- Source
- University of Nebraska - Lincoln
- Keywords
- License
- Unknown
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Abstract
Primary care settings serve as the frontline for addressing the holistic well-being of individuals and particularly for children, they play a pivotal role in shaping early childhood experiences. Pediatric primary care physicians are pivotal in addressing the scarcity of mental health resources for children aged zero to five. There is limited knowledge regarding the competence of pediatric primary care providers in providing developmentally appropriate mental health care in early childhood. Therefore, this phenomenological study examined how early childhood mental health, social-emotional development, and adverse childhood experiences and their related screening practices were integrated into the curricula for preparing prospective pediatric primary care providers. Four medical program training instructors participated in semi-structured interviews on the curricula of their program for preparing prospective primary care providers in providing mental health care to children. Through thematic analysis, the findings showed that training programs tailored their content to the mental health competencies in providing age-appropriate care recommended by the American Academy of Pediatrics. However, program offerings varied in approach, structure, and depth. These findings have significant implications for training programs and policymakers in creating standardized curriculums that fully incorporate the American Academy of Pediatrics’ mental health competencies. Advisor: Julia Torquati
