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