CCTAN - The Child Care Technical Assistance Network, a service of the Office of Child Care

This brief provides a crosswalk of three common community supports that enhance children's social and emotional health: (1) infant and early childhood mental health consultation, (2) pyramid model/practice-based coaching, and (3) mental health treatment. It provides information such as definitions, professional qualifications, and service examples.

This issue brief shares seven experiences children need to become resilient including building new relationships, developing a powerful identity, feeling in control, and fostering a sense of one's own culture and that of others.

This brief outlines the "soft skills" that are needed to be successful in the workplace in the 21st century, and how Out-of-School Time (OST) practitioners can be more proactive in supporting the development of these employability skills. This resource may be especially useful to those OST practitioners working with older youth.

This issue brief provides an easy-to-understand overview of the research on the development of social and emotional competencies in youth. It includes work done on how to define the concepts, research on how Out-of-School Time (OST) programs contribute to growth, and recommendations on next steps for practitioners and researchers.

This fact sheet helps families, caregivers, and teachers recognize common reactions of children, by age group, after experiencing a disaster or traumatic events. It offers tips on how to respond in a helpful way and useful resources. There is also a Spanish version available on the youth.gov website here: https://youth.gov/federal-links/spanish-version-tips-talking-and-helping-children-and-youth-cope-after-disaster-or

This brief outlines five core executive function/self-regulation skills needed for success in life: (1) planning, (2) focus, (3) self-control, (4) awareness, and (5) flexibility. Noting that adolescence is a critical window of opportunity, it offers tips on how practitioners can build these skills, insights into how stress affects the development of core skills, and five ways for programs to deliver services that reduce stress.

This issue brief describes three distinct models for effective afterschool system governance. The models emerged out of a literature review and interviews with leaders from 15 cities. The three models are named based on where the city system is housed: (1) public agency, (2) nonprofit (either single purpose or multiservice), and (3) networks where several organizations share management and oversight.

This issue brief includes a review on research and practice in social-emotional learning for three traditionally under-served groups of youth: (1) those with disabilities, (2) English Language Learners, and (3) justice-involved. It highlights the need for population specific social emotional curriculum and research.

This issue brief reviews what states need to know to meet CCDF (Child Care Development Fund) regulations for training and professional development (PD). It includes examples of five state PD system frameworks and resources for building the system's six key components: (1) professional standards and competencies, (2) career pathways, (3) advisory structure, (4) articulation, (5) workforce information, and (6) financing.

This issue brief shares three mindfulness practices that can help children who are growing up in a culture that constantly stimulates a stress response. By using mindful breathing, mindful listening, and paying attention to emotions, we can help strengthen neural pathways in the prefrontal cortex to build resilience.