When tragedy strikes the workplace – whether it’s a sudden accident, natural disaster, act of violence, or a major organizational upheaval – the impact on your people can be profound and far-reaching. Events like these can shake their sense of safety and stability, leading to emotional and psychological effects that may linger long after the initial crisis has passed. 

At Magellan Healthcare, we understand how critical it is for organizations to respond quickly, compassionately, and effectively during these challenging times. That’s why our Critical Incident Response (CIR) services, part of our Employee Assistance Program (EAP), support organizations and employees through their most difficult moments. 

Why Crisis Support Matters 

During and after a crisis, employees often experience a range of emotional responses such as shock, fear, guilt, anxiety, confusion and denial. These reactions are normal; however, without proper support, they can escalate into long-term stress and decreased workplace performance. In fact, 61% of employees report significant stress during times of crisis, which can lead to a 33% drop in productivity. If unaddressed, the ripple effects of a crisis may contribute to absenteeism, turnover and reduced morale. 

By providing timely, expert support through CIR services, organizations can protect their employees’ mental health while promoting a faster recovery and return to productivity. 

Magellan’s CIR team comprises licensed behavioral health professionals who average 17 years of experience in trauma response. They are available 24/7, 365 days a year to guide organizations and employees through their most vulnerable moments with professionalism, empathy and skill. 

Our services are tailored to each organization’s specific needs and may include: 

• Psychological First Aid  

• Management consultation and coaching 

• Group and individual debriefings (onsite or virtual) 

• Telephonic crisis support 

Whether an incident affects one individual or an entire department, our CIR team conducts an initial consultation to understand the situation and develop a customized response plan. Support can be deployed quickly, with virtual or onsite services available within hours. 

Beyond the First Response 

Crises are not resolved in a single day; recovery often takes time. Magellan continues to support organizations beyond the immediate response. Our clinicians follow up with the organization in the days and weeks following the incident to assess recovery, recommend additional resources and ensure employees are coping well. This ongoing support helps organizations show care for their employees, build trust and prevent long-term impacts such as burnout or disengagement. 

The Power of Skilled Support 

With more than 3,000 responses per year, Magellan’s CIR team has built a reputation for excellence. Our clients consistently tell us that this service made a real difference for their teams. Employees feel supported, heard and reassured during moments of crisis. 

A crisis can change everything. With the right support in place, your organization can help employees recover and move forward. Learn more about how Magellan’s CIR services can make a meaningful difference during times of need. 

Sources: 
American Psychological Association. 

International Journal of Emergency Mental Health and Human Resilience. 

Spotlight Magellan gives colleagues and those we collaborate with the opportunity to get to know Magellan employees beyond the surface through facilitated interviews that explore their personal interests, experiences, and aspirations. Through intentional engagement, Spotlight Magellan fosters a sense of community and connection, strengthening relationships and creating a more enriching shared experience.

This month, we’re getting to know Jessie French Danzi, human resources business consultant. Jessie has been with Magellan since 2014.

Continue reading to learn more about Jessie:

Describe a typical workday in your life.

On a typical work day, I wake up early and take a few minutes for myself to meditate. Then I start getting ready for the day by checking my schedule for work and activities. I get breakfast ready for my eight and 10-year-old children and myself, my oldest loves to help me. We finish packing lunches and school bags and I drop them off, and then I usually go to the gym. When I get back I get myself ready to start meetings, which is what most of my work day entails. I consider myself very lucky to have great business partners that I enjoy working with. We come up with strategies to support their work and teams, consult on all kinds of human resources (HR) matters and find solutions to challenges. After work I begin my taxi driver service for my kids, taking them to all of their activities. I’m the cheerleading coach, the Girl Scout leader and I’m on the Parent Teacher Association (PTA) board so some of them are my activities, too! Then we have dinner and wind down to get to bed, and then start all over the next day!

What are you currently reading?

I don’t watch much television, but I read a lot. I am in the process of re-reading everything by Tom Robbins, currently on my favorite of his “Jitterbug Perfume” but others may know him from “Still Life with Woodpecker” or “Even Cowgirls get the Blues.” I haven’t read a book by him that I didn’t love!

Do you have a favorite recipe you love to make (or have made for you)?

I really enjoy cooking, especially on the weekends. I make really good meatballs and sauce (five stars from my local Long Island family) which my kids ask for weekly. We like it with a side of pasta, garlic bread and sauteed broccoli. The secret to my sauce is starting it really early in the day and letting everything slowly come together. We don’t rush it, but we do like to check in with some bread dipping throughout the day! My daughters also enjoy cooking so we are always trying new recipes and combinations of things. I have Celiac disease, so cooking at home is usually the best option, and we like to challenge ourselves to make gluten-free food that tastes the same as the gluten version.

What’s your favorite thing to do on the weekends?

On the weekends I love to go on adventures! I live on Long Island so there are lots of outdoor options in the summer like gardening, beaches, boat rides, nature preserves and pools. We are not very far from New York City so we also love to venture into the city to check out museums, Broadway shows and baseball games!

What’s the best piece of advice you’ve ever received?

“Find joy in everything you choose to do. Every job, relationship, home…it’s your responsibility to love it or change it.”  That’s a quote by author Chuck Palahniuk, but I’ve received that advice repeatedly in some form or another throughout my life. When I reflect on that, I think it helps to ground me in my immediate reality, and being in the moment is where I find the most joy. Present-moment awareness gives us the tools to move through many challenges without being caught in the past or future, neither of which we have control over.

Magellan provides behavioral health counseling to thousands of military families globally through the Military Family Life Counseling (MFLC) program. Our direct work with military children and youth is a cornerstone of supporting them as they grow and learn while being a part of a military family and living within military culture. MFLC counselors also connect with military parents and caregivers to help them better understand the developmental perspective of how their child’s overall mental health and wellbeing can be affected by being military-connected. Building these family relationships is critical to maximizing positive counseling outcomes for our nation’s military children and youth. 

MFLC counselors are licensed mental health professionals who have been trained to connect with families in a traditional therapeutic environment. We focus on building rapport, actively listening to each member’s perspective, and fostering open communication and collaboration.  

Solution-Focused Therapy 

There are many different approaches to strengthening connections with member families, which can be challenging due to infrequent and brief interactions with parents and caregivers. MFLC counseling sessions use solution-focused brief therapeutic interventions. Solution-focused therapy focuses on the present and future, actively seeking ways to create positive change rather than dwelling on the past. It is a future-oriented approach, encouraging clients to envision a desired future and develop steps to achieve it (de Shazer, S., & Dolan, Y., 2007).    

MFLC counselors suggest using solution-focused therapy following these four approaches for effective, brief interactions with military families. 

Build Rapport and Trust: 

• Create a safe and non-judgmental environment: Military families need to feel comfortable sharing their concerns and experiences without fear of criticism. Being available at the front desk or outside of the treatment facility at least once a week during pick-up times. Drop offs are usually rushed, but parents and caregivers might have more time to reach out and talk during pick up.    
• Show empathy and understanding: Acknowledge the family’s challenges and validate their feelings. Discuss the child’s behaviors within the program that day or week. Get to know if these behaviors are common in the home environment as well as in the program. Provide an understanding that functioning as a family as well as being a part of the military culture is a stressful environment to live in.    
• Be present and attentive: Pay close attention to both verbal and nonverbal cues from parents and caregivers when they arrive to pick up children. Notice if they are dressed up more than usual, in workout clothes, or getting some self-care in before picking up their children for the day. Having a spot where you can be seen, an empty chair, or a place where the parent can sit and talk with you while waiting for a child or before picking up the child can be very helpful. 
• Be flexible and adaptable: Understand that each family is unique and tailor your approach accordingly. If you know siblings who are either coming along for pick up or still need to be picked up, include them in your conversation or even assist in walking them to the car.  

Actively Listen and Communicate: 

• Encourage open communication:
  Create opportunities for family members to express their thoughts and feelings. Provide information and handouts as conversation starters.   
• Practice active listening:
  As you are present and attentive, use your observations to open a discussion about what might be going on. Discuss what you have seen within the counseling environment and your clinical impressions, just as insights, not diagnoses. Ask open-ended questions to open further and follow-up discussions.    
• Reflect and summarize:
  Paraphrase what family members have said to ensure understanding and build rapport. Discuss with children what they want to share with their parents and how you can assist them in communicating with their parents. When you notice the parent practicing self-care or using healthy stress management skills, provide that positive feedback and validation that you see the efforts they are making for themselves and their family.    
• Use non-defensive responses:
  Respond to family members with empathy and understanding, even when they are expressing difficult emotions. Inquire about what solutions they have tried already. Discuss the role of the counselor, what the limits of confidentiality are, and if there are any questions about the program.   

Understand Family Dynamics: 

• Employ psychoeducation:
  Provide families with information about mental health, communication, and family dynamics. Utilize available psychoeducational information regarding specific family dynamics: communication suggestions for dinner topics, mindfulness activities, and managing transition stress tips.    
• Observe family interactions:
  Pay attention to how family members interact with each other during pick-up and drop-off. Discuss your observations with the child, parents, or caregivers. When a parent seems to be in a lighter mood, attempt to ask if any stress management techniques have been put into practice. Assist in helping the child gather their items from the day when you notice their parent is in a hurry, and discuss alternatives that can help in the next similar situation. Let parents know that they can call the center ahead of time and have an older child change into their sporting clothes and self-release in order to meet them in the parking lot next time there is a follow-up appointment. Sometimes parents do not know or remember ways in how the counselor is there to support and relieve some of their stress (Kazak, A. E., & Noll, R. B., 2015).          
• Identify power dynamics and communication patterns:
  Understand how family members relate to each other and how communication patterns impact the family system. Provide information to caregivers about the behaviors throughout the day so they can be aware of the evening, such as extra moodiness, tiredness, or hunger.    

Collaborate and Empower: 

• Involve all family members: When appropriate, encourage participation from all members, including children and teenagers. Even when toddlers come in to pick up older siblings or older siblings come in to pick up their younger siblings with their parents.  
• Empower family members: Help them identify their strengths and resources. This is especially important if you have seen changes and positive developments in their behaviors and relationships. Parents often do not receive positive feedback on their children at this age. It is important not only to reach out to parents when there is an issue but to praise them as well (Saleebey, D., 2012). 
• Provide ongoing support: Stay in contact with the family and provide ongoing support and guidance. Provide resources specific to the family from organizations such as Military OneSource and Thrive, as well as the on and off base resources that you know of in the area.   
• Celebrate successes: Acknowledge and celebrate the family’s progress. Pay attention to changes in behaviors and PCS timelines. Acknowledge with families you may be working with that the stress of being a part of the military community affects the entire family (Park, N., & Riggs, D. S., 2015). Celebrate family time spent together, trips, and the positives about PCSing and deployments.    

These are a few suggestions and examples that hopefully can help foster a therapeutic connection with military families, no matter how brief. These solutions emphasize identifying and building on the observed strengths, utilizing known resources, and encouraging successes to live less stressed lives. Do not be afraid to be authentic and build the connections where you can. Keep doing the great work of supporting our military communities, meeting them where they are.  

 Resources

• **Military Family Life Counseling (MFLC) Program**
  – Department of Defense, Military Family Life Counseling Program Overview: https://www.militaryonesource.mil/confidential-help/non-medical-counseling/military-family-life-counseling-mflc/ 

• **Challenges Faced by Military Families and Children**
  – Park, N., & Riggs, D. S. (2015). Military Children and Families: Strengths and Challenges During Deployment and Reintegration. *Journal of Family Social Work*, 18(1), 1-15.
  – Chandra, A., & London, A. S. (2013). The impact of military deployment on children and families. *Future of Children*, 23(2), 121-141. 

• **Solution-Focused Brief Therapy (SFBT)**
  – de Shazer, S., & Dolan, Y. (2007). *More Than Miracles: The State of the Art of Solution-Focused Brief Therapy*. Routledge.
  – Gingerich, W. J., & Peterson, L. T. (2013). Effectiveness of solution-focused brief therapy: A systematic qualitative review of controlled outcome studies. *Research on Social Work Practice*, 23(3), 266-283. 

• **Building Rapport and Trust in Counseling**
  – Norcross, J. C. (2011). *Psychotherapy Relationships That Work: Evidence-Based Responsiveness*. Oxford University Press.
  – American Psychological Association. (2017). Building rapport in counseling. https://www.apa.org/education/ce/building-rapport 

• **Active Listening and Communication Skills**
  – Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory. Houghton Mifflin.
  – Miller, W. R., & Rollnick, S. (2012). *Motivational Interviewing: Helping People Change*. Guilford Press. 

• **Psychoeducation and Family Dynamics**
  – Kazak, A. E., & Noll, R. B. (2015). Psychosocial Interventions for Children and Families in Pediatric Oncology. *Pediatric Clinics of North America*, 62(1), 1-13.
  – Military OneSource – Resources` for Military Families: https://www.militaryonesource.mil/family-relationships/mental-health/ 

• **Empowerment and Collaboration with Families**
  – Saleebey, D. (2012). *The Strengths Perspective in Social Work Practice*. Pearson.
  – National Military Family Association – Support and Resources: https://www.militaryfamily.org/ 

About the Author 

Cindee Oswald, BSW, MSW, LCSW, Military Family Life Counselor currently serving overseas in School Aged Care and Teen Center. Cindee obtained her bachelor’s degree in social work and a master’s in social work with a concentration in Mental Health of Military Veterans and their families. Her professional background includes community mental health, child welfare, and adolescent support services. As a military spouse living in Italy with her veteran husband and three children, she brings firsthand understanding to her deep commitment to serving military families. 

An Introduction to Supporting Kids with Storytelling 

Have you ever finished reading a book and felt like it somehow understood exactly what you were going through? Or maybe you’ve watched your child connect deeply with a character who was facing similar challenges? If so, you’ve experienced the power of bibliotherapy—and you might not have even realized it. 

What Exactly Is Bibliotherapy? 

Bibliotherapy is the practice of using books and literature as a therapeutic tool to help people work through emotional, psychological, and behavioral challenges. Think of it as counseling through storytelling. When we read about characters navigating difficult situations, we often find comfort, insight, and new ways of understanding our own experiences. 

This approach can be especially powerful with children, who naturally connect with stories and characters in ways that can help them process complex emotions and situations they might struggle to articulate on their own. 

Why Books Work So Well for Kids 

Reading aloud to children offers countless benefits beyond just entertainment. It strengthens the parent-child bond, supports development, and nurtures a lifelong love of learning. But when we use books therapeutically, something even more magical happens. 

Children’s books used in bibliotherapy can: 

• Provide comfort during difficult times 

• Normalize experiences that might feel overwhelming or isolating 

• Validate feelings that children might not know how to express 

• Teach coping skills through character examples 

• Spark imagination and creative problem-solving 

• Build empathy by showing different perspectives 

• Develop social skills and emotional regulation 

Perhaps most importantly, books give parents a natural way to bring up challenging topics. Instead of having an awkward conversation out of nowhere, you can explore feelings and solutions alongside beloved characters. Children often find it easier to talk about what a character is experiencing before opening up about their own similar feelings. 

Perfect for Back-to-School Season 

With the school year upon us, bibliotherapy can be incredibly helpful for easing those back-to-school jitters. Whether your child is starting kindergarten or just feeling nervous about a new grade, the right book can make all the difference. 

Here are some tried-and-true favorites that tackle school-related anxiety: 

For the Nervous Newcomer: 

• “First Day Jitters” by Julie Danneberg 

• “The Kissing Hand” by Audrey Penn 

• “The Night Before Kindergarten” by Natasha Wing 

For Building Confidence: 

• “The Koala Who Could” by Rachel Bright 

• “We’re All Wonders” by R.J. Palacio 

• “The Day You Begin” by Jacqueline Woodson 

For Managing Big Feelings: 

• “The Color Monster” by Anna Llenas 

• “Ruby Finds a Worry” by Tom Percival 

• “The Pigeon Has Feelings, Too!” by Mo Willems 

For Social Situations: 

• “Strictly No Elephants” by Lisa Mantchev 

• “Llama Llama Misses Mama” by Anna Dewdney 

• “David Goes to School” by David Shannon 

It’s Not Just About Reading—It’s About Talking 

Here’s the key: bibliotherapy isn’t just about reading a book and calling it a day. The real magic happens in the conversations that follow. The story serves as a springboard for deeper discussions about feelings, experiences, and solutions. 

Try asking questions like: 

• “What do you think this character is feeling right now?” 

• “Have you ever felt the same way?” 

• “What would you do if you were in this situation?” 

• “What advice would you give this character?” 

• “How do you think the story will end?” 

These questions help children process their own experiences through the safe lens of storytelling. 

Getting Started with Bibliotherapy 

Ready to give bibliotherapy a try? Start by thinking about what your child might be dealing with—whether it’s anxiety, friendship issues, big life changes, or just everyday emotional ups and downs. Then explore books that address those topics. 

The wonderful thing about children’s literature today is its incredible diversity. You can find books that tackle everything from everyday worries to more serious challenges like grief, illness, or family changes. The key is choosing books that are appropriate for your child’s age and developmental level. 

Where to Find the Right Books 

Not sure where to start? Your local library is a treasure trove of resources, and librarians are often incredibly knowledgeable about books for specific situations. You can also search online for curated lists—organizations like the Child Mind Institute, National Alliance on Mental Illness, Reach Out and Read, and Catalyst Kids offer excellent book recommendations organized by topic. 

The Bottom Line 

Bibliotherapy isn’t a replacement for professional help when it’s needed, but it’s a wonderful tool that every parent can use to support their child’s emotional well-being. Books have an incredible power to help us feel less alone, more understood, and better equipped to handle life’s challenges. 

So the next time you’re snuggled up for story time, remember: you’re not just reading a book—you’re opening up a world of healing, understanding, and connection. And that’s pretty amazing, isn’t it? 

References 

Kris, D. F. (2018). Why reading aloud to kids helps them thrive.

Lenkowsky, R. S. (1987). Bibliotherapy: A review and analysis of the literature. The Journal of Special Education, 21, 123-132. 

Rizza, M. (1997). A parent’s guide to helping children: Using bibliotherapy at home. The National Research Center on the Gifted and Talented. 

On July 29, 2025, Kimberly Elias, a National Board-Certified Health and Wellness Coach and Partnership Executive at Magellan Health, led a 15-minute webinar titled Improve Your Self-Esteem. Whether you joined us live or are just catching up now, this recap highlights the key takeaways from her thoughtful discussion. 

How do you define self-esteem, and why is it so important in daily life?
Self-esteem is an individual’s overall evaluation of their own worth and value as a person. It’s a core part of who we are and often takes root in childhood. While it’s deeply ingrained, it’s not necessarily fixed and can shift depending on the life events and circumstances we experience. 

Having healthy self-esteem is important because it affects our overall quality of life. When our self-esteem is low, it can hold us back from pursuing goals, taking risks or fully enjoying life. It can create a constant inner dialogue of self-doubt that limits our potential. 

What’s the difference between self-esteem and self-confidence?  

Self-confidence is more about believing in your ability to accomplish a specific task or succeed in a particular situation. Self-esteem is your overall sense of self-worth. 

For example, someone might feel very confident in the kitchen. They can follow a recipe, prepare a healthy meal and serve it to their family with ease. But when they receive compliments for that meal, they might struggle to accept them. Deep down, they may not feel worthy of the praise or even worthy of enjoying the meal themselves. That’s low self-esteem, despite high confidence in a particular skill. 

The reverse is also true. A person can have healthy self-esteem but still lack confidence when trying something new or unfamiliar.  

What does low self-esteem look like in someone’s day-to-day life? 

Someone who’s struggling with low self-esteem will often experience persistent negative self-talk. This internal dialogue can be overly critical and, at times, excessive. People with low self-esteem often engage in people-pleasing, have a hard time trusting their own decisions and struggle to advocate for themselves. They tend to compare themselves to others constantly, which reinforces feelings of inadequacy. Setting healthy boundaries can also be a major challenge. 

What does healthy self-esteem look and feel like in action? 

Healthy self-esteem is rooted in an internal sense of worth, not external achievements or opinions. A person with healthy self-esteem doesn’t define themselves by what’s happening around them. 

Take the example of someone training for a marathon. Let’s say they didn’t hit the time they were aiming for. Instead of seeing that as a personal failure or a reflection of their worth, they’re still able to view themselves in a positive light. They recognize the effort they put in, celebrate the progress they made and maintain their sense of self-worth regardless of the outcome. 

People with healthy self-esteem believe they have value simply because they exist, not because they checked a box, earned an award or met someone else’s expectations. That belief empowers them to take on challenges, bounce back from setbacks and keep moving forward without letting self-doubt take over. 

What are some simple tools and strategies someone can use to build stronger self-esteem? 

If you’re struggling with low self-esteem, there are several practical things you can try to start rebuilding that inner sense of value. 

Get Out of Your Head and Into the World
People with low self-esteem often get stuck in their heads, cycling through negative thoughts. One of the best antidotes to that mental chatter is action, especially helping others. Volunteering for a cause you care about, helping a neighbor or spending time at an animal shelter can help you feel purposeful and valued. And in giving your time or skills to someone else, you’re also showing yourself that you matter. 

Limit Social Media Intake
If you find yourself constantly scrolling and feeling worse about yourself afterward, it might be time for a digital detox. Try reducing the time you spend on social media or even taking a break altogether. Many people report a boost in self-worth and clarity once they’re no longer comparing themselves to the highlight reels of others. 

Use Affirmations with Action
Affirmations can be powerful, but only when backed by real behavior. Simply repeating “I am a healthy person” won’t move the needle unless you follow it up with choices that reinforce that belief. 

For example: 

• Affirmation: I am a healthy person. 

• Supporting behaviors: 
  • Go for a 20-minute walk daily
  • Replace soda with water
  • Meditate five days a week

Commit to reinforcing your affirmation with action for 30 days. You’ll start to notice meaningful changes not just in how you feel, but how you show up. 

Reflect Daily on What You Did Well
Take a few minutes each evening to write down two or three things you did well. This simple habit trains your brain to recognize your strengths and efforts, which boosts self-esteem over time. 

Remove Barriers That Undermine Your Self-Worth
Sometimes, improving self-esteem isn’t just about what you do, it’s also about what you stop doing. If there are toxic relationships, excessive drinking or unhealthy environments holding you back, begin taking steps to distance yourself from them.

Try Mental Check-Ins Throughout the Day
Here’s how it works: 

• Set an alarm to go off every 2–3 hours during your day. 

• When it rings, pause and ask yourself: 
  • What have I been thinking about?
  • What’s the quality of those thoughts? Are they helpful or hurtful?
  • How am I feeling emotionally and physically right now?
  • What do I need in this moment?

Maybe it’s a glass of water, a five-minute break in the sun or simply a deep breath. This practice builds self-awareness, helps reframe negative thoughts and encourages self-care in real time. 

Building self-esteem isn’t about becoming someone different, it’s about remembering who you are underneath the noise of self-doubt, comparison and outside expectations. It’s a lifelong process of learning to value yourself, advocate for your needs and show up with self-compassion, even on the hard days. 

If you missed the Magellan Minute, listen to the recording here. 

As summer winds down, it’s time to gear up for the school year ahead. Here are some tried-and-true tips to make the transition smoother for both kids and parents:

• Start easing into the school routine early—adjust bedtimes gradually a week or two before the first day.
• If your child is starting at a new school, schedule a tour to help them feel more comfortable in the new environment.
• For nervous kids, share encouraging stories (even your own!) about overcoming back-to-school jitters.
• Keep everyone on track with a visible family calendar in a common space like the kitchen.
• Fuel focus and energy with a healthy breakfast that includes protein.
• Set up a consistent, distraction-free space at home for homework and study time.

Visit MagellanHealthcare.com/about/bh-resources/mymh or call your program for confidential mental health resources.

Working on Career Wellbeing

Career wellbeing means doing meaningful work that fits your strengths and feeling supported while doing it. But even high achievers can struggle with imposter syndrome. If self-doubt creeps in:

• Focus on facts, not fear. Track your wins and revisit positive feedback.
• Talk to a mentor or peer for perspective.
• Remember: your work matters, and so do you.

Confidence grows when you align with purpose and recognize your progress.

Spotlight Magellan gives colleagues and those we collaborate with the opportunity to get to know Magellan employees beyond the surface through facilitated interviews that explore their personal interests, experiences, and aspirations. Through intentional engagement, Spotlight Magellan fosters a sense of community and connection, strengthening relationships and creating a more enriching shared experience.

This month, we’re getting to know Rebekah Hardin, director, employer strategy & vendor management. Rebekah has been with Magellan since June 2021.

Continue reading to learn more about Rebekah:

Describe a typical workday in your life.

A typical workday for me involves working closely with our employee assistant program (EAP) vendor partners and acting as a liaison between the vendors and internal teams. I really enjoy getting to collaborate with so many different teams and diving into problem solving! Whether it’s addressing immediate issues that impact our customers and members or finding long-term solutions, it’s a good mix of challenge and reward. I also support the employer monthly operations report and our all-hands meetings, where I enjoy bringing a little fun each month with new themes, people celebrations, spotlights and maybe some random trivia.

Do you have a favorite recipe you love to make (or have made for you)?

I have three kids under the age of five-years-old, so I like to say that I’m on an episode of “Chopped.” Every night is a new challenge of putting together a well-rounded, delicious meal in under 30 minutes with the ingredients I already have and for the strongest critics (toddlers)!

In one word, how would your family and friends describe you?

Adventurous! I’m always up for a good adventure!

What is the farthest place you’ve traveled (or would like to travel to one day)?

I’ve been very fortunate to travel to over 50 countries so far! My favorite destinations are in South America: Patagonia, Easter Island, Galapagos Islands and Buenos Aires. I’d love to return with my kids to see these places through their eyes.

Do you have any pets? Tell us about what quirky personality traits your animals have!

We have three dogs with eclectic personalities. Pepperoni (Heeler/Aussie mix), George Barkington (Heeler/Pitt Mix) and Hank (Heeler/Pitt/Lab mix). Pepperoni is our bossy old lady, George is our cranky, comfort-loving middle-aged guy, and Hank is our enthusiastic, animal chasing, lovable pup.

What is your self-care routine after the work week/ favorite ways to unwind after work?

I love to get outside and work in my garden to unwind. There’s something super relaxing about digging in the dirt, yanking out some weeds, moving and arranging my flower beds and just being surrounded by green. It’s my happy place and totally clears my head and makes me feel refreshed. Plus, watching plants grow is kind of magical!

What is your favorite family or cultural tradition you’d like to share with others?

Almost every Christmas since before I was born, my extended family has done a live re-enactment of the Nativity. Some years, we had specific themes (for example, “the three caballeros” instead of the three wise men). New family members play “Baby Jesus,” and the costumes continue to evolve a little bit every year. We’ve now continued this tradition with my kids and nieces and nephews using many of the same costumes such as Burger King crowns, tinsel angel halos and shepherds’ robes all used from the last 40+ years!

Early childhood education plays a crucial role (National Scientific Council on the Developing Child, 2007) in shaping children’s cognitive, emotional, and social development. The quality of classroom environments significantly influences these outcomes, particularly in mental health and behavioral wellbeing. While individual child interventions address individual-focused challenges, counselors, educators, and child development professionals can foster positive emotional and social experiences by improving “classroom climates.” Here are tips for creating a supportive, nurturing learning environment.  

Why Classroom Climate Matters: Especially for Military Children 

A child’s emotional, social, and cognitive development is deeply influenced by the quality of their classroom learning environment. Emotional security, structured routines, and positive teacher-child interactions significantly impact greater emotional regulation and resilience in children, improved peer relationships and cooperation, and strong self-management of behaviors and emotions. For children from military families (Park, 2011), classroom climate is particularly important as transitions, parental deployment, and relocation stress impact their emotional wellbeing.  

Addressing Systemic Challenges in Early Childhood Settings 

Supporting children’s behavioral and emotional wellbeing in development centers presents numerous challenges. Early childhood educators today face growing challenges (Lester & Flake, 2013), including limited resources, staff turnover, and increasing numbers of children who require additional support to thrive. Amid these demands, the focus often leans heavily toward academic preparedness, leaving less opportunity for professional development around fostering supportive emotional climates. 

Access to resources for mental health and emotional wellbeing is also limited, with in-person, professionally trained licensed mental health providers being scarce (National Research Council and Institute of Medicine, 2009), highlighting the need for proactive interventions within the classroom. These challenges are even more pronounced in military-connected early childhood settings, where frequent relocations and deployments can leave both parents and educators with limited knowledge of available community resources, further complicating efforts to support children’s social-emotional development. 

Aligning with Existing Frameworks for Greater Impact 

The principles of a “climate scale” can provide consistency in the classroom. By providing interventions modeled after the Preschool Mental Health Climate Scale tool, early childhood counselors and educators can provide support across staff and centers and give practical tools to ensure that teachers are better equipped to manage some of those challenges. Here are two scales that have been effective in our years of providing counseling to military families. 

The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) is a tool to assess and enhance classroom environments and practices. It provides a structured framework that allows educators to evaluate key aspects of the learning environment using consistent, research-based criteria. By working within a system that employs ECERS, a child development professional can align consultations with a language and set of expectations already familiar to staff. This shared reference point streamlines communication and facilitates more targeted, collaborative problem-solving. As a result, the counselor or teacher is better equipped to provide relevant and actionable support that resonates with children and families and reinforces existing developmental goals. 

Another framework to consider is the Preschool Mental Health Climate Scale (PSMHCS) (Borelli et al., 2019). The PSMHSC is composed of several sections that emphasize various classroom environmental factors. Each section enables a child development professional to recognize deficiencies and implement appropriate interventions. The PSMHCS details how classroom environments impact child behaviors. It will help identify common stressors, such as chaotic transitions or a lack of emotional support strategies and provide actionable strategies to improve classroom climate without major disruptions to routines. 

Applying the Preschool Mental Health Climate Scale   

Here are some common classroom challenges and interventions for teachers and counselors to address with military children, youth, and families.

1. Transitions Between Activities 

Challenge: Children become restless and disruptive during transitions.
Teachers: Model strategies for pre-transition warnings and use verbal and visual cues during classroom instruction.
Counselors: Ask reflective questions like, “How do you think you should respond when there’s a sudden shift in activities?” or “What small changes could make transitions smoother?” to promote self-reflection and ownership of improvement.

2. Directions & Rules 

Challenge: Inconsistent enforcement of rules or lack of clear expectations.
Teachers: Assist in developing visual rule charts, creating consistent rule systems, and integrating social stories to reinforce expectations.
Counselors: Model using positive reinforcement and consistent follow-through with consequences.

3. Behavior Challenges 

Challenge: Behavior escalation due to limited classroom monitoring.
Teachers: Demonstrate active supervision techniques, including effective classroom movement and awareness.
Counselors: Train on recognizing early signs of distress and strategies for proactive engagement. 

4. Emotional State 

Challenge: Emotional state negatively impacts the classroom climate.
Teachers: Facilitate self-reflective discussions about how personal stress, including military-related challenges, influences attention.
Counselors: Train on stress management tools, have individual support sessions, and provide referrals to appropriate resources as needed. 

5. Child Interactions 

Challenge: Limited engagement, minimal physical warmth, and lack of responsive dialogue from staff to children.
Teachers: Ask open-ended questions, have eye-level interactions, and use warm engagement strategies like high-fives and active listening.
Counselors: Demonstrate personalized connection-building techniques with children to promote relational trust and engagement.

6. Transitions Between Activities: Emotional Awareness & Problem-Solving 

Challenge: Children struggle to express emotions and rely on adults to resolve conflicts.
Teachers: Help label emotions and guide children through peer conflict using visual tools like emotion charts.
Counselors: Model emotional coaching strategies and demonstrate conflict resolution techniques in the classroom setting. 

7. Individualized & Developmentally Appropriate Lessons 

Challenge: Rigid, non-differentiated instruction for children with varying needs.
Teachers: Model strategies that promote flexibility, such as offering choices, using sensory-friendly materials, and adjusting activities to meet diverse needs.
Counselors: Reinforce self-regulation skills, offer coping strategies during challenging activities, and help children navigate transitions through individualized support.  

8. Child Interactions 

Challenge: Peer conflicts are frequent; socialization needs.
Teachers: Model strategies for promoting cooperative play and supporting positive social interactions among peers, offering real-time examples in classroom settings.
Counselors: Work with children on positive peer engagement, modeling turn-taking, social invitations, and conflict resolution skills. 

Transforming Environments & Supporting Futures 

By breaking down each component of the preschool mental health climate scale and integrating interventions into daily classroom activities, counselors, educators, and child development professionals can provide support and consultation and exemplify best practices for educators. Enhancing classroom climates can ultimately create healthier, more supportive learning environments to benefit both educators and students. These climate scale principles can be used as a support tool to positively transform early childhood learning environments, ensuring every child receives the emotional and social foundation for long-term success. 

References 

• Park, N. (2011). Military children and families: Strengths and challenges during peace and war. American Psychologist, 66(1), 65–72. https://doi.org/10.1037/a0021249 

• National Scientific Council on the Developing Child. (2007). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. https://developingchild.harvard.edu/resources/the-science-of-early-childhood-development-closing-the-gap-between-what-we-know-and-what-we-do/

• National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. The National Academies Press. https://doi.org/10.17226/12480 

• Lester, P., & Flake, E. (2013). How wartime military service affects children and families. The Future of Children, 23(2), 121–141. https://doi.org/10.1353/foc.2013.0015 

• Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2009). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS curriculum. Journal of Primary Prevention, 30(3-4), 329–345. https://doi.org/10.1007/s10935-009-0171-0 

• Bartlett, J. D., Smith, S., & Bringewatt, E. (2017). Helping young children who have experienced trauma: Policies and strategies for early care and education. Child Trends. https://www.childtrends.org/publications/trauma-early-care-education 

• Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Teachers College Press.
• Borelli, J. L., Callaghan, C. L., Smiley, A. J., & Westervelt, H. (2019). Development and Validation of the Preschool Mental Health Climate Scale (PMHCS). Early Education and Development, 30(3), 318–338. https://doi.org/10.1080/10409289.2018.1546095 

Further Reading 

For those supporting young children’s social-emotional development and mental health, several established tools and resources can provide valuable guidance. The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) and the Preschool Mental Health Climate Scale (PMHCS) offer frameworks for assessing classroom environments and the emotional climate within early learning settings. Additionally, resources such as the Devereux Early Childhood Assessment (DECA) Program, the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), the National Center for Pyramid Model Innovations (NCPMI), and ZERO TO THREE provide practical strategies, evidence-based practices, and training materials to strengthen resilience, promote positive social-emotional growth, and address the needs of young children, particularly in dynamic environments like military-connected early childhood programs. 

Additional Recommended Resources for Counselors Working in Early Childhood Settings 

• Devereux Early Childhood Assessment (DECA) Program: A strength-based assessment and planning system designed to promote resilience in children aged 4 weeks to 6 years. https://centerforresilientchildren.org  

• Center on the Social and Emotional Foundations for Early Learning (CSEFEL):  Resources and training materials focused on promoting social-emotional development and school readiness in young children. http://csefel.vanderbilt.edu  

• National Center for Pyramid Model Innovations (NCPMI): Support for the implementation of the Pyramid Model framework to promote young children’s social-emotional competence and address challenging behavior.  https://challengingbehavior.cbcs.usf.edu/   

• ZERO TO THREE:  An organization dedicated to ensuring that all babies and toddlers have a strong start in life, with a wealth of mental health, trauma-informed care, and early development resources. https://www.zerotothree.org/ 

About the Author 

Mary Sol Weston, LCPC-S, is a dedicated Licensed Clinical Professional Counselor with a specialization in family life counseling, trauma-informed care, and early childhood mental health. Coming from four generations of active-duty Service members, country and community is woven into her identity. She honors the legacy of her father’s distinguished 33-year military career and takes pride in her son’s current service in the armed forces.