Integral Family Support Seeing Families Whole - PowerPoint Presentation

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Integral Family Support

Seeing Families WholeSlide2

Gary Johnson:

Credentials: M.Ed. University of Missouri – St Louis, Family Development Credentialing (FDC) Senior Facilitator and Facilitator Trainer

Current Employment:

Director of Parenting Life Skills Center – A Great Circle Agency 600 S Jefferson Springfield, MO 65806

417-831-9596

Gary.Johnson@great-circle.org

Tracey Sheets:

Credentials:

BS from Drury University, majors Psychology & Sociology, Certified Mediator, Foster Care Case Manager, Parent Educator and In-Home Service Provider

Current Employment:

Parenting Life Skills Center – Parent Educator and In-Home Service Provider

600 S Jefferson Springfield, MO 65806

417-831-9596

Tracey.Sheets@great-circle.orgSlide3

A Bone Deep Longing

“ Within each person lies a bone-deep longing for freedom, self-respect, hope, and the chance to make an important contribution to one's family, community, and the world ... No government program can help families become self-reliant, integrated members of their communities unless it is built on a recognition of the power of this bone-deep longing for freedom, self-respect, hope and the chance to contribute.“

Christiann Dean, creator of the FDC Curriculum

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MAPS We USE

Eco-MapGenogramFamily Circles AssessmentMission Map

Passion Map

Integral AQAL

The map is not the territory Slide6

Four QuadsSlide7

AQAL: Five Aspects

QuadrantsLines

Levels

States

TypesSlide8

Lines and Levels:

Ken Wilber’s: Integral PsychographSlide9
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Integral Assessment

Upper Left

Subjective: ‘I’ - personal values, intentions, meanings, mindsets and desires

Upper Right

Objective: ‘It’ - vis

ible individual behavior and skills, neurology

• Spiral Dynamics Value Memes

• Ego Development Levels/Action Logics

• Kegan's Orders of Consciousness

• Maslow's Hierarchy of Needs (+ beyond)

• Myers-Briggs Personality Types

• Enneagram Types

• Emotional Intelligence/EQ

• Multiple Intelligences • Perry's Intellectual/ethical levels• Kohlberg’s moral reasoning stages• Fowler's Stages of Faith• IQ (+ Dog IQ videos!) • Belbin team roles test • Adizes Management Styles• Jaques’ Levels of Complexity/time horizons • Managerial Grid (People vs task focus)• Brain sex test etc• Kolb’s Learning Styles• Sexual Essence (Deida) Slide11

Integral Assessment Continued

Lower Left

Intersubjective: ‘We’ - culture, customs and shared values

Lower Right

Interobjective: ‘Its’ - business systems, processes, environment and technology

• Inglehart's Post-materialist Value Shift

• Bridges’ Organizational Character Index

• Cultural Creatives

• Creative Class

•

Ten Lenses

(cultural diversity)

• Vitamin T (social capital)• Organizational Creativity • Torbert Organizational Stages • Corporate Lifecycle stage• The 'Learning organization' and Knowledge Management• Ecological Footprint• Political Compass • Organizational 'Excellence'• Social Network AnalysisSlide12

CDC Effective Program Components

Child Development Knowledge and Care Positive Interactions with Child

Responsiveness, Sensitivity, and Nurturing

Emotional Communication

Disciplinary Communication

Discipline and Behavior Management

Promoting Children’s Social Skills or

Prosocial

Behavior

Promoting Children’s Cognitive or Academic Skills Slide13

CDC Continued

Curriculum or Manual Modeling Homework Rehearsal, Role Playing, or Practice

Separate Child Instruction

Ancillary Services Slide14

Protective Factors

• enhancing parent resilience• providing an array of

social connections

• facilitating

parent knowledge & skills

as it relates to child development

• providing

concrete support for parents

• supporting healthy

social & emotional development

in young children

• promoting

nurturing and attachment

by parents and other caregiversSlide15

Characteristics of Successful Evidence-Based Parent Education Programs:

Strength-based focus.

Family-centered practice.

Individual and group approaches.

Targeted service groups.

Clear program goals and continuous evaluation

Qualified staff.

Collaborations. Slide16

References

AQAL image google search [images]. (n.d.). Retrieved from http://www.google.com/‌search?q=AQAL&hl=en&rls=com.microsoft:*&prmd=ivns&tbm=isch&tbo=u&source=univ&sa=X&ei=R6G1TcjSPJKztwfiuNDnDg&ved=0CCQQsAQ&biw=1259&bih=654

Beckmann, K. A., Knitzer, J., Cooper, J., & Dicker, S. (2010, February).

Supporting parents of young children in the child welfare system

. National Center for Children in Poverty.

Bolen, M. G., McWey, L. M., & Schlee, B. M. (2008). Are at-risk parents getting what they need? Perspectives of parents involved with child protective services.

Journal of Clinical Social Work

, (36), 341-354.

Goodyear, R. K., & Rubovits, J. J. (1982, March). Parent education: A model for low-income parents.

The Personnel and Guidance Journal

, 409-412.

Harden, B. J. (2010, July). Home visitation with psychologically vulnerable families.

Zero to Three

, 44-51.

Besser, R. E., Falk, H., & Hammond, R. W. (2009). Parent Training Programs: Insight For Practitioners. U.S. Dept. Health and Human Services, CDC. Slide17

House-Palmer, K., & Forest, C. (2003).

Empowerment skills for family workers. Ithaca, New York: Cornell University Press.Kerrigan, D. (2004, Spring). An introduction to integral social services. AQAL: The Journal of Integral Theory and Practice, 1

(2), 1-15.

Larkin, H. (2005, Summer). Social work as an integral profession.

AQAL: The Journal of Integral Theory and Practice, 1

(2), 2-30.

National Resource Center for Foster Care and Permanency Planning, & National Resource Center for Family Centered Practice. (2002, July).

Family centered assessment guidebook: The art of assessment

. Retrieved from http://www.hunter.cuny.edu/‌socwork/‌nrcfcpp/‌downloads/‌tools/‌family_centered_assessment_guidebook.pdf

University of California, Davis, Extension, & The Center for Human Services (Eds.). (2009, April).

A strength-based approach to working with youth and families: A review of research

. Www.humanservices.ucdavis.edu/‌academy.

Wilber, K. (2000).

A theory of everything

. Boston, Massachusetts: Shambhala.Slide18

All people and all families have strengths.

All families need and deserve support. How much and what kind of support varies throughout life.

Most successful families are not dependent on long-term public support. They maintain a healthy interdependence with extended family, friends, other people, spiritual organizations, cultural and community groups, schools and agencies, and the natural environment.

Diversity (race, ethnicity, gender, class, family form, religion, physical and mental ability, age, sexual orientation) is an important reality in our society, and is valuable. Family workers need to understand oppression in order to learn to work skillfully with families from all cultures.

The deficit approach, which requires families to show what is wrong in order to receive services, is counterproductive to helping families move toward self-reliance.

Changing from the deficit model to the family development approach requires a whole new way of thinking, not simply more new programs. Individual workers cannot make this shift without corresponding policy changes at agency, state, and federal levels.

Core principles of family development (Forest, 2003)

Family development is based on the following core principles: Slide19

Core principles of family development

Continued

Families need coordinated services in which all the agencies they work with use a similar approach. Collaboration at the local, state, and federal levels is crucial to effective family development.

Families and family development workers are equally important partners in this process, with each contributing important knowledge. Workers learn as much as the families from the process.

Families must choose their own goals and methods of achieving them. Family development workers’ roles include helping families set reachable goals for their own self-reliance, providing access to services needed to reach these goals, and offering encouragement.

Services are provided so families can reach their goals, and are not themselves a measure of success. New methods of evaluating agency effectiveness are needed to measure family and community outcomes, not just the number of services provided.

For families to move out of dependency, helping systems must shift from a “power over” to a “shared power” paradigm. Human service workers have power (which they may not recognize) because they decide who gets valued resources. Workers can use that power to work with families rather than use power over them.Slide20

Child Abuse and PreventionSlide21

Parenting is an active, cognitive process. Accordingly, program designs that enable parents to digest and integrate new perspectives on parenting with existing beliefs and practices are likely to have greater effects than programs that approach parents as “blank slates” to be written upon with all new knowledge.

by: Douglas PowellSlide22

Parent Education:

Help parents acquire and internalize parenting and problem-solving skills necessary to build a healthy family.

Effective parent training and family interventions promote protective factors and lead to positive outcomes for both parents and children

Protective factors include nurturing and attachment, knowledge of parenting and of child and youth development, parental resilience, social connections, and concrete supports for parents.Slide23

Some Risk Factors for Child Abuse and Neglect:

Factors Associated with Poverty

Unemployment

Low Level of Education

Annual Income of less than $15,000.00

Closely Spaced Children

High Level of Conflict in Family

Unrealistic Expectations

Negative Attitude About Your Child(ren)

Teen Parent

Authoritarian (Dictator) Parenting Style

Substance Abuse

Low Self-Esteem, Depression, Anxiety or Mental Health

Use of Physical Punishment

Lack of Social Support SystemHigh Level of StressHistory of Abuse as the Victim or PerpetratorSlide24

How Can Parent Education Programs Reduce the Risk Factors and Enhance Protective Factors?Slide25

Help Parents Improve Their Relationships with Their Children and Other People

Communication:

Praise & Encouragement

Active Listening

Tone of Voice

Clearly Stating Wants and Needs

Use of Body LanguageSlide26

Increase Parents’ Knowledge About Children

Awareness of Child Development:

Emotional Development

Physical Development

Cognitive Development

Understanding Your Child’s DisabilitySlide27

Teach Parents How to Manage Their Children Without Abusing Them

Understanding Why Children Misbehave:

How to Avoid Arguments with Your Children

How to Handle Temper Tantrums

What is Punishment / What is Discipline

Being Consistent

Targeted ChildSlide28

Teach Parents How to Manage Stress

Life with Order and Structure

How to set up routines

Who are my support systems

How to access support in the community

What can school do for meSlide29

Give Parents a Chance to Practice Using What They Have Learned

Home Visitation

Work one-on-one with parent to address specific issues.

Demonstrate skills and techniques through roll playing.

Homework for parents to journal what they are doing.Slide30

Parent Education / Home Visitation Program

1. Parent’s Value System

2. Parenting Styles

Home Visit

3. Communication

4. Child Development

Home Visit

5. Self Worth / Self Esteem

6. Why Children Misbehave

Home Visits

7. Rules, Routines, Boundaries

8. Using Behavior Charts & Chore Charts Home Visits9. Mutual Respect10.Review Home VisitsSlide31

Types: Male & Female

Lawrence Kohlberg: Stages of Moral Development

Carol Gilligan: Stages of the Ethic of Care

“The difference between women and men which I describe center on a tendency for women and men to make different relational errors – for men to think that if they know themselves, following Socrates’ dictum, they will also know women, and for women to think if only they will know others, they will come to know themselves.” Carol Gilligan