Workshops/How To Work With Families

• Child Focus
• Fetal Alcohol Syndrome
• Foster Parent Training - Options For Youth
• Inclusion in Schools: Real and Perceived Views of Full Inclusion - Dark Ages? Bright Futures
• Infants and Toddlers in Your Care: How to Nurture 0-3 Year-Olds in Group Care and at Home
• Learning and Teaching Styles
• Preparing Personnel to Work With Parents and Families
• Reducing Stress in the Lives of Young Chlldren
• Sample Forms for Teachers
• Ask Dr. Susan

Home Based Brief Family Focused Intervention Strategies With Resistant Families and Learning Profile

 

This is the collaborative, interdependent generation

DON’T tell families what do to, but “coach,” give practical feedback

DON’T be a loner; collaborative/consult with colleagues

DON’T do anything for a family that he, she or it can do by him/her or themselves with guidance and support!

DON’T use a sick model; use a health and strength approach.

 

Phase I - Know Why You Are Involved

Prepare mentally and physically.  It is a family affair and they are in charge.  You are an invited guest and you are on their turf.  You have positive information to provide, resources and knowledge of child development.  You are a trusting observer who shows respect.

Phase II – Doing Three Things at One Time

1. Say Thank You
2. Engage in a collaborative consult (What family wants?  What concerns?  Issues?)
3. Talk in a “conversational tone” (use objects & props)
4. Mutually agree to focus on what the parent wants (not you)

5. Conduct play-learning activities

6. Create a “conversational” conclusion/give cues,

7. Finish collaborative consult/review telling what you saw, what you did, what you heard (observe and report back strengths and not weaknesses).

Phase III – Evaluate/Review/Practice

Choose:

1. family/parent report style of record-keeping
2. child learning profile (see overhead)
3. a simple journal entry for shared feedback to the family/parents/school/agency.

 

What happened?  (make conversational field notes, or an eco-map).

 

What props and objects did you use?  What words?                                                               What actions?

 

Learning Profile

Family Information	Your PERSONAL data
Physical description and motor development:    (give examples, what you saw and heard)    Temperament and personality
Language and communication skills:
Social and affective abilities and behaviors:
Emotional development:
Cognitive (sensory) and intellectual skills:    Mental abilities    Intellectual abilities    Sensory-motor development
Summary of strengths and weaknesses:

                                                     

Recommendations:

Always say THANK YOU when you arrive and when you leave.

Now, practice what you need to know to do brief, family focused-intervention with resistant and soon-to-be cooperative families.

DO record only what you see and hear, make lists, draw eco-maps.

DO take turns listening, talking.

DO “Conversational” style assessment/interview/informal talk.

DO write down strengths first, then family priorities, then your recommendations.