Seeing Is Believing

1. Seeing Is Believing The Children’s Center Nick Tsandes, LCSW

2. Seeing Is Believing • Developed by the Irving B. Harris Foundation—University of Minnesota • A strengths-based videotaping strategy designed to enhance the caregiver-child relationship • Specifically designed for in-home visitors • Can be used in a variety of settings (homes, offices, shelters, schools)

3. Attachment • All infants develop attachments to their caregivers • Attachments are either secure or insecure • Caregiver sensitivity is the most important antecedent to infant security • Sensitivity involves reading infants’ signals correctly and responding to them appropriately

4. Caregiver Sensitivity • A sensitive caregiver: • Recognizes that even a tiny baby has cues and signals (gestures, voice, facial expressions, body movements) • Tries to interpret those cues accurately • Responds to the infant based on the cues • Responds consistently

5. Caregiver Sensitivity • The child in a secure attachment relationship has learned to trust that caregivers will meet his/her needs. • The secure child has also learned to trust in his/her ability to solicit care

6. Insensitive Care • Is defined by: • A pattern of chronic unresponsiveness, when a caregiver ignores infant’s cues • Erratic or unreliable responses—the infant cannot predict how he/she will be cared for • Parental intrusiveness, when a caregiver overstimulates the child, ignoring the child’s cues

7. Insensitive Care • Is not defined by: • The occasional inability of a parent to respond quickly to a baby’s needs • An occasional misinterpretation of a baby’s cues

8. Principles of Practice • Principle One--Relationship Based • A good, trusting relationship is essential to effective service • Promise no more than you can deliver (Be clear about how often, and what you can and cannot provide) • Do what you say you will do (trust takes time) • Keep going back (even when it’s difficult)

9. Principles of Practice • Principle Two—Strengths Focused • Focusing on strengths builds confidence and trust • Every child, parent, and caregiver has strengths and motivations that serve them well • Parents want to do what’s best for their children

10. Principles of Practice • Principle Three--Care is Individualized • Worker focuses on: • This child • This parent • This family

11. Principles of Practice • Principle Four--Context is Valued • Every parent-child relationship is embedded in: • Nuclear and extended family • Culture • Community • Larger society

12. Promoting Sensitivity • Videotaping parent(s) interacting with their children, and later watching the video with the parent(s) • Encouraging parents to observe, identify, and accurately respond to their child’s cues • By asking open ended questions • Honoring the parallel process—modeling sensitivity in our work with families

13. Why Videotape? • Focus is on caregiver-child relationship • The strengths of the relationship can be easily observed • Highlights parent’s expertise • Caregivers can observe, identify, and build on their parenting strengths • Caregiver can begin to see the world from the child’s perspective • Offers new perspective of the relationship • A keepsake is created for the family

14. Presenting the Idea • Videotaping is: • Voluntary • Strengths focused and fun • The tape is for the family • Confidential

15. Setting the Tone • Have Fun • Model a non-judgmental tone • Wonder with the parent • Match the parent’s tone where appropriate

16. Activities to Videotape • Everyday childcare tasks • Feeding, bathing, dressing, diapering • New accomplishments • Holding head up, rolling over, walking, saying “bye-bye” • Favorite activities • Experimentation • Exploring a new toy

17. Technicalities—the Camera Shot • Focus on face-to-face interactions • Decide on the activity before you film • Adjust the camera angle to get the best image of the parent-child interaction • Full-Length • Chest • Close-up • Waist

18. Taking Cues From the Baby and Caregiver • Follow the family’s lead at all times • The Baby: • Fatigue, irritability • The parent(s) • Anxiety, distraction • (Don’t be afraid to ask) • Know when to stop taping

19. What to Observe • Baby’s development • Baby’s cues • Caregiver’s response to cues • Caregiver’s use of language • Caregiver’s beliefs (about themselves and the baby) • Unrealistic expectations of child and/or parenting

20. How Much to Talk • Keep it Relaxed • Use Open Ended Questions • Invite parents to reflect on the experience of caring for this child • Comment on the “good stuff” • “She is so comfortable with you.”

21. Intervention Hints • Make positive, and very specific comments about the baby and parent • Offer verbal cues to the parent that bring him/her back to the child’s cues • Explore the parent’s hopes and dreams for this child • When things aren’t going well, gently “talk through the baby”

22. Viewing the Tape Together • Focus on strengths • Ask, don’t tell • Encourage perspective-taking • Address Broader Issues

23. Words to Use While Viewing • “You seemed to know just what she wanted there. How did you know?” • “What do you think your baby was feeling then?” • “I wonder how it feels to a baby when…” • “Look at what your baby just did. What do you think he was trying to tell you?”

24. Words to Use While Viewing • If you know the caregiver is reading a signal incorrectly, gently lead: • “Maybe so. Sometimes,though, when babies do that it means…what do you think?” • What does that feel like for you?

25. Practice Tape Structure • Introduction • Goals of the practice session • Viewing the clip • Analyzing strategies used by the worker • Putting yourself in the role of the home visitor

26. Seeing Is Believing • Special thanks to: • Terrie Rose, PhD • Kay Barickman, PhD