This article presents findings from a qualitative research study exploring child care teachers’ experiences receiving early childhood mental health consultation (ECMHC). As an emerging intervention in early childhood education, ECMHC is already yielding promising results, namely in helping teachers better address challenging behaviors in their classroom and promote a more nurturing classroom environment. However, there remains a lack of personal testimony from teachers who receive this intervention. Considering that teachers are the primary focus of most ECMHC interventions, the purpose of this study was to examine child care teachers’ personal experiences receiving consultation. Eight child care teachers were interviewed for this study. Results from this study illuminate key interpersonal processes in the development of the consultant–consultee relationship, indicate what teachers consider to be the most helpful components of consultation, and speak to the challenges that teachers experience in consultation. By examining the personal testimony of child care teachers who have received ECMHC services, consultants and researchers can consider ways to expand and improve future implementation of ECMHC.

中文翻译：

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幼儿心理健康咨询：护理人员的咨询关系经验。

本文介绍了一项定性研究的结果，该研究探索了幼儿教师接受幼儿心理健康咨询（ECMHC）的经验。作为对幼儿教育的一种新兴干预措施，ECMHC已经取得了可喜的成果，即帮助教师更好地应对教室中具有挑战性的行为，并促进了更具育人力的教室环境。但是，接受这种干预的教师仍然缺乏个人证词。考虑到教师是大多数ECMHC干预措施的主要重点，因此本研究的目的是检验接受咨询的幼儿教师的个人经历。八名育儿老师接受了这项研究的采访。这项研究的结果阐明了顾问与顾问关系发展中的重要人际关系过程，指出了教师认为是咨询中最有帮助的组成部分，并谈到了教师在咨询中遇到的挑战。通过检查接受过ECMHC服务的托儿老师的个人证言，顾问和研究人员可以考虑扩大和改进ECMHC未来实施的方法。