Julie H. Rutland, Ph.D. Morehead State University

1. Supporting Families… What’s important to them?!? Julie H. Rutland, Ph.D.Morehead State University

2. AGENDA • Introductions • Stressors for Modern Day Families • Strategies • Practice • Share

3. Four Corners Activity 2 1 3 4

4. What would you prefer to do on this RainyTuesday afternoon? 1 2 3 4 1. Have Coffee with some friends at a coffee shop? 2. Read a good BOOK snuggled up in front of a fire 3. Go SHOPPING 4. Attend an awesome conference SESSION

5. Now…Let me know about your perspective? 1 2 3 4 1. Community Partner 2. Teachers (Childcare, Pre-service, Preschool, Early Head Start) 3. Service Provider 4. Administrator

6. Objectives • understand stressors in modern day families • understand how stressors impact behaviors and attitudes of the parents we support • learn strategies for working with, communicating with, and involving families  • apply “what we know” through an understanding of “what’s important to families”

7. Stats on Families • % household headed by married couples 21% down from 24% in 2000 • Increase in grandparents raising grandchildren • 15 million (21%) children live below poverty line • 42% live in low-income families

8. Parents have MANY roles!!! “That’s nothing, try juggling three kids and a full time job.” http://www.youtube.com/watch?v=RxT5NwQUtVM

9. What are these ROLES? Nurturer Adult Relationships Individual Worker Consumer Community Member Educator

10. Our role… Enable and empower families Help families develop new skills and resources Support parent-child interactions and relationships Link parents to resources Focusing on family priorities and strengths …Reduce Stress! But how????

11. StressorsBehaviors

12. Eva’s Family Small group case story discussions….

13. Eva’s Family Eva, a relatively new 4-year old student at the learning village, is a very happy, playful, young girl. Eva has low muscle tone and requires support with certain activities: holding crayons, pulling up her pants, putting on a coat. Eva also has speech and language delays. Ms. Caroline initially met 4-year old Eva’s parents on a home visit last spring. As a young family, Eva has two other siblings, one who is two years and one who is two months old. Eva’s mom works part-time (2 days a week) and her dad full-time, and they expressed a desire to be VERY involved in her class! Ms. Caroline really liked them and thought “What great News” …parent involvement! Now in the third week of school, Eva has settled into the class nicely and enjoys art and pretend play with friends. However, she is 10-15 minutes late almost every day. On two occasions now, Eva’s Dad has been very short and expressed how “difficult” the mornings have been. It seems as if he is in a rush to leave and Ms. Caroline never has time to discuss the forms and materials that Eva’s family was responsible for bringing. It really wasn’t much…just a few art materials and some basic classroom supplies. As Ms. Caroline completes the classroom- based assessment on Eva and prepares for upcoming parent conferences, she reflects on these experiences and considers bluntly explaining that she doesn’t appreciate Dad’s attitude in the mornings...maybe Eva’s Mom should know about this. Also…how can she get this family to bring those items???

14. Strategy 1: Understanding Behaviors

15. What’s Beneath the Surface?

16. What’s Beneath the Surface? Late In a Rush Dad is “short” No materials/forms

17. Eva’s Family Behind the scenes: No increase for Dad this year Need a larger home with growing family Due to financial need Mom has started back to work Full Time: FT child care for infant

18. What’s Beneath the Surface? Late In a Rush Dad is “short” No materials/forms

19. 6 Protective Factors • Parental Resilience • Social Connections • Knowledge of Child Development • Concrete Support in Times of Need • Social and Emotional Competence of Children • Nurturing and Attachment

20. So…how can we support families??

21. Strategy 2: Discover needed supports

22. Family Ecology What is a family’s ecology?

23. Where do we get this information?

24. The ECOMAP Hartman, 1995

26. Types of Support Emotional Material Informational

27. Within the categories, supports can be Formalor Informal

29. Supporting Families • Match programs to parent characteristics and needs • Encourage parents to share experiences with other parents • Support what parents are doing well • Expose parents to new ideas

30. 6 Protective Factors • Parental Resilience • Social Connections • Knowledge of Child Development • Concrete Support in Times of Need • Social and Emotional Competence of Children • Nurturing and Attachment

31. Strategy 3: Build confidence

32. Adult Learning Theory • Adults’ learning is self-directed. • Adults learn when they perceive a need to know. • Adults learn in order to complete a task.

33. Assumptions Underlying Parent Education • Parents are adults who have specific needs and wants • Parents are motivated to learn things that would improve life for them and their children • All parents need information and support

34. Adult Learning Theory In other words. . . It must be important to them.

35. Confident families…. understand goals, share thoughts, watch development, and make changes when necessary.

36. 1. Can you explain, please?

37. 2. Could I share my ideas?

38. 3. How will I really understand my child’s progress?

39. 4. Can we change something ?

40. 6 Protective Factors • Parental Resilience • Social Connections • Knowledge of Child Development • Concrete Support in Times of Need • Social and Emotional Competence of Children • Nurturing and Attachment

41. What are some of your experiences/strategies when supporting families? Give an example of something that has: ….disappointed you. .…gone well.

42. Any Closing Questions/Comments??Remember….Session Feedback!

43. THANK YOU!!!