3-5-7 model © building parenting capacity and emotional family well-being through the relational...
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Building parenting capacity and emotional family well-being
through the relational practice of the 3-5-7 Model©
Darla L. Henry PhD, MSW,MRS
Panel Members:Honorable Jolene Kopriva, - Blair CountyHonorable John Kuhn, - Adams CountySue Cohick, Administrator – Adams County CYA
Proprietary: Darla L Henry & Associates, Inc.
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Objectives• Highlight the integral practice concepts for working with
traumatized families through the lens of grief using the 3-5-7 Model©.
• Explore the challenges for families who experience trauma from separation and losses.
• Empower professionals to successfully engage and empower families in enhancing their parenting capacities.
• Enhance opportunities for public and private child welfare professionals to experience hope and success in their work of building foundations of hope for families in renewing their relationships.
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Family Finding
Family Group Decision Making
Teaming
Engagement meetings of ALL types
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To truly engage
families we need to
understand where they have been, where they
are, and where they are goingProprietary: Darla L Henry & Associates, Inc.
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EMOTIONAL WELL-BEING
• Achieving autonomy• Mastery• Growth• Positive relationships• Self-acceptance• Sense of purpose
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IMPACT of LOSSES on WELL-BEING
• FAMILIES• History of life experiences-generational• Resultant behaviors may be abuse/neglect• Limitations in parenting capacity• Feelings of failure as parent
• CHILDREN/ADOLESCENTS• Primary losses-abandonment, rejection, opportunity • Secondary losses-maize strangers
• PROFESSIONALS• Secondary trauma
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The FGDM process is often emotionally intense and anxiety-ridden
Separation and loss are common themes
Schmid, Harris, Hassabu, and Barnwell (2007)
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Why pay attention to loss?
• Issues of grief and loss can have a substantial impact on the process of rebuilding family relationships
• If losses are acknowledged and recognized, the trust, security, and openness needed for a successful decision making conference will be more readily achieved
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• Pervasive and painful feelings of loss• Threats to:
• Self-Esteem• Parental and Family Identity• Sense of Belonging/togetherness• Security
• Lacking of a sense of purpose• Criticism and Blame
Field Guide to Child Welfare: Placement and Permanence, Child Welfare League of America, 1998
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• Helplessness/frustration• Concern for both the child and the parent• Embarrassment• Anger/Resentment
• Toward parent and/or child welfare system• When relative becomes caregiver:
• Loss of future plans (retirement, etc)• Move from one role to another
• Grandparent to Parent• Aunt/Uncle to Parent• Sibling to Parent
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Themes of Loss (for Families with Child Welfare System Involvement)
Loss of controlLoss of dignityLoss of securityLoss of identity
Loss of belongingness in family
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3-5-7 MODEL
Evidence-informed relational practice approach that supports the work of children, youth, and
their families
• To grieve losses resulting from their traumas • To rebuild relationships established in the
perception of safety• To empower individuals
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3-5-7 MODEL
•3 TASKS: frame engagement strategies to support the work of children, youth, and families
•5 QUESTIONS: support the work of the 3 tasks and address the issues that are the
results of relationship and family traumas
•7 SKILLS: the abilities, knowledge and philosophical perspectives of professionals
and caregivers who work with children, youth and families
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TASKS • CLARIFICATION:
Events of one’s life are explored through activities, listening, support, conversation
• INTEGRATION: Relationships are identified and recognized for
their ongoing place in one’s life. Meaning is given to each important relationship
• ACTUALIZATION: Permanency in relationship(s) is visualized
based on perceptions of safety and belongingness
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Conceptual Questions
• Who Am I?………………………Identity
• What Happened To Me?………Loss
• Where Am I Going?……………Attachment
• How Will I Get There?………….Relationships
• When Will I Know I belong?... Permanency/Safety/BelongingProprietary: Darla L Henry & Associates, Inc.
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Skills * ENGAGING individuals & families in their work (3
tasks)
* LISTENING to their stories & life experiences
* BEING PRESENT & BRIEFLY SPEAKING in response to stories, questions, comments, reactions of child/youth/families
* AFFIRMING current perspectives of their Life Stories
* Establishing the perception of SAFETY through authentic listening, physical location and continuity of time spent with child/youth/family
* EXPLORING past life events in present time building on strengths
* RECOGNIZING and ACCEPTING that
current BEHAVIORS reflect GRIEF RESPONSES from past traumas and current events
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Clarification: Supporting the Work of Grieving and Identity Formation
• Continuity of time with individual• “Normalizing” the grief work• Knowledge of and use of activities• Development of Life Book• Awareness of self –
• Own losses• Skills and ability to comfort another• Supportive relationships
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Integration: Supporting the Work of Relationship Building
• Recognizing the loyalty within families• Recognizing the most children and youth love
their birth parents; and, parents love their children
• Accept the human need to be in relationship with another
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Actualization: Supporting the Work of Relational Permanency & Belongingness
• “permanency begins at home”
• Exploring all possible relationships
• Future view of a caring connection and/or relationship that is secure
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OUTCOMES1. ENCOURAGE EXPRESSION of FEELINGS
2. EMBRACE PAST LIFE EVENTS, RELATIONSHIPS, CULTURE
3. CLARIFY CONFUSIONS, QUESTIONS
4. ESTABLISH SUPPORTIVE CONNECTIONS
5. VISUALIZE POSITIVE FUTURE
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Impact of Grief & Loss Courts & County CYS System
• Honorable Jolene Kopriva – Blair County• Honorable John Kuhn – Adams County
• Sue Cohick – Adams County
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References
• Henry, D. L. (2005). 3-5-7 Model: Preparing children for permanency. Children and Youth Services Review, 27, 197-211.
• Rycus, J. & Hughes, R. (1998). Field Guide to Child Welfare: Placement and Permanence, CWLA Press: Washington D.C.
• Schmid, J., Harris, C., Hassabu, I., & Barnwell, L. (2007). Using family group conferencing in the context of death and dying. Protecting Children, 22, 51-60.
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For more information on the 3-5-7 Model:
Darla L. [email protected]
Proprietary: Darla L Henry & Associates, Inc.