Positive Solutions for Families:

1. Positive Solutions for Families: Overview of Pyramid Model Parent Curriculum Dawn Varney, Licensed Social Worker Emily Levesque, Social Emotional Specialist May 2018

2. Pyramid Model • Pyramid Model • Ie. Positive Behavior Interventions and Supports (PBIS), CSEFEL • Resources for teachers and families • Practical Strategies • Trainings (preschool, infant/toddler, suspension and expulsion) • Parent Training • Much more. . . • http://www.pyramidmodel.org • http://challengingbehavior.org • http://csefel.vanderbilt.edu

3. HS Performance Standard 1302.51 Parent activities to promote child learning and development. (a) A program must promote shared responsibility with parents for children’s early learning and development, and implement family engagement strategies that are designed to foster parental confidence and skills in promoting children’s learning and development. These strategies must include: (1) Offering activities that support parent-child relationships and child development including language, dual language, literacy, and bi-literacy development as appropriate; (2) Providing parents with information about the importance of their child’s regular attendance, and partner with them, as necessary, to promote consistent attendance; and, (3) For dual language learners, information and resources for parents about the benefits of bilingualism and biliteracy.

4. HS Performance Standard 1302.51 (b) A program must, at a minimum, offer opportunities for parents to participate in a research-based parenting curriculum that builds on parents’ knowledge and offers parents the opportunity to practice parenting skills to promote children’s learning and development. A program that chooses to make significant adaptations to the parenting curriculum to better meet the needs of one or more specific populations must work with an expert or experts to develop such adaptations.

5. Facilitator’s Guide • Overview of the sessions • Tips for Facilitators • Format of the Sessions

6. Positive Solutions for Families • Six Sessions • Making a Connection • Making It Happen • Why Do They Do What They Do? • Teach Me What to Do! • Facing the Challenge Part 1 • Facing the Challenge Part 2

7. Who should facilitate? • Family Worker • Interns • Mental Health Team

8. Successful Planning • Barriers/Concerns • Where? Space? • When? • Childcare • Transportation • Preparation • Materials • Space • Food • Review of curriculum

9. Family Participation • Elevated ASQ: SE from family • Referral from Family Worker • Parent Interest

10. Recruitment • PERSONAL CONTACT • Flyers • Reminders • Incentives

11. Session Materials • Power Point • Facilitator Scripts • Agenda, Materials needed, Handouts • Script attached to PowerPoint slides • Activities attached to Family Workbook • Video Vignettes • Role Plays • Home Activities • Family Workbook

12. Making A Connection Building relationships, quality time, positive comments and encouragement • Discuss the purpose of the group and the importance of social-emotional development for young children. • Meet each other and learn about our families. • Discuss goals and ground rules we might have for our group. • Identify the importance of building positive relationships with children. • Discuss the “power” of using positive comments and encouragement with children.

13. Session 1 Let’s try some of the activities • Relationship Activity-Activity #1 • Benefit and Boundaries

14. Making It Happen! Play as a powerful parenting practice, supporting the development of friendship skills, encouraging positive behavior • Discuss Things to Try at Home from previous session and link to the importance of supporting social-emotional development. • Understand how play can be a powerful parenting practice. • Learn ways to help children develop friendship skills. • Link building relationships, using positive comments/encouragement, and play to children’s behavior.

15. Session 2 • Let’s look at this activity • Role Play #2A • Role Play #2B

16. Why Do They Do What They Do? Determining the meaning of behavior, making expectations clear, developing and teaching household rules • Examine why children do what they do. • Practice ways to determine the meaning of behavior. • Understand how to make expectations clear for children. • Understand effective ways to develop and teach household rules.

17. Session 3 • Positive Words-Activity 10 • Household Rules-Activity 11 and Handout 12

18. Teach Me What to Do! Emotional vocabulary, managing anger and handling disappointment, problem solving • Define the concept of emotional vocabulary. • Identify feeling words and identify effective ways to teach feeling vocabulary. • Demonstrate the use of books to support emotional vocabulary and social-emotional development. • Identify how the turtle technique can be used to cope with feelings of anger and disappointment. • Learn how to teach problem-solving skills. *Note-Use our Tucker Home Book

19. Session 4 • Measuring Behavior at Home-Activity 21

20. Facing the Challenge, Part 1 Strategies to promote positive behavior • Examine specific strategies that can be used to promote positive adult and child behavior in home and community settings.

21. Session 5 • Logical Consequences • Handout 23 • Slide 6

22. Facing the Challenge, Part 2 Problem solving, challenging behavior, and everyday routines • Identify that problem behavior has meaning. • Identify the meaning of behavior by examining what happens before and after the problem behavior. • Identify the three parts of a behavior plan: preventions, new skills to teach, and new responses. • Learn to use the Family Routine Guide to identify supports for use with children during daily routines.

23. Session 6 • Family Planning Sheet-Activity 29

24. Sharing • Who has run the full group? • What were your favorite parts/aspects of the group? • Who has utilized materials from the curriculum? • How have you done this?

25. Questions and Comments

26. Next Steps • Learn More • pyramidmodel.org  Resources  Educators & Families  Parent Training Modules • csefel.vanderbilt.edu  Training Modules  Pre-K Parent Modules

27. Small Brainstorming Groups 3-4 per group based on location • Nashua-full day, part day, home based • Manchester-full day, part day, home based • Rural • Raymond + Derry • Seacoast • Greenville and Hillsboro

28. Planning • How will you offer the training in your area? • How can you work together with each other or other agencies?