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31 August 2011

31 August 2011. Three Components of Keeping Kids in Mind. Case Management Service 2. Group 3. DVD. Key Principles Of Keeping Kids in Mind. Wellbeing of Children & Good Parenting Conditions. CASE MANAGEMENT August 2011. Keeping Kids in Mind Course August 2011.

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31 August 2011

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  1. 31 August 2011

  2. Three Components of Keeping Kids in Mind • Case Management Service • 2. Group • 3. DVD

  3. Key Principles Of Keeping Kids in Mind Wellbeing of Children & Good Parenting Conditions

  4. CASE MANAGEMENT August 2011

  5. Keeping Kids in Mind Course August 2011

  6. Aims of the Keeping Kids in Mind Course • knowledge regarding the impact of parental behaviour on children’s wellbeing • attitudes towards their own behaviour and that of the other parent • knowledge of skills and strategies for managing their own and the other parent’s behaviours related to co-parenting and other associated areas.

  7. Background Research Findings • Three key areas that need to be in place so that children flourish post separation: • High parental reflective functioning • Low level of parental conflict • Strong parental alliance to “support the weight • of the developing child” (McIntosh, 2004)

  8. “ Psychological ideas underpinning KKIM Parental Reflective Functioning Differentiation Responsibility for self Emotion Coaching Developmental impact on children of high parental conflict

  9. Session Topics of the Keeping Kids in Mind Course • Grief and loss after separation • The hidden world of children • Rebuilding Resilience • Bridging the Gap • Look Back, Moving Forward

  10. Who are the Participants? • Pitch of the program is at the moderate to beginning of highly conflicted parents. • There are assumptions that these parents may not be child focused, even if they claim to be. • Parents must be able to function in a group setting. • These parents differ from those requiring purely one on one interventions. Pre-group assessment helps to differentiate these parents. • Former partners are never in the same group.

  11. Facilitation • Uses educational and group process methods that include: • didactic - to give clear unambiguous information, delivered with some degree of authority • experiential - to invoke emotion & facilitate embedding of new skills & ways of seeing from a child focused perspective • Socratic questioning - to challenge parents to reflect

  12. Facilitation • Examples and activities are topical and realistic to parents • The focus of the group is on children’s needs, not grief and loss work for parents. However we acknowledge some aspects of this as it builds therapeutic relationship between facilitators & participants. • Tries to pack an emotional punch, particularly around the child’s developmental forecast.

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