coaching parents and caregivers of multi stressed families
TRANSCRIPT
Coaching Parents and Caregivers of Multi-Stressed Families
Jackie Woodside CPC, LICSWwww.JackieWoodside.com508-333-5520
Setting Your Intention for the Day What I intend to experience or
take away from this day is…
Course Objectives
Understand coaching Understand how context impacts
experience Understand levels of consciousness
and how it impacts caregivers and service providers
Develop a coaching model for coaching caregivers in multi stress families
Multi Stressed Families
Violence or corporal punishment Substance abuse and other addictions Poverty Lack of employment or under employment Mental health problems Multi-generational problems Engaged with various service providers
Multi Stressed Families
Lower educational levels Lacking positive role models Often lowered self-esteem Multiple problems over multiple
generations
Parents of Multi-Stressed Families
Frazzled Overwhelmed Stressed Often feel defeated Want to do well in life Uncertain how to improve Lack of opportunity Stigmatized Low level of consciousness
Service Providers of Multi Stressed Families
Often experiencing secondary trauma Lack of resources Excessive administrative demands (stats
and numbers) Interacting with multiple service sectors Changing service models and regulations Stigmatized Overwhelmed with work load and demands Stressed
Danger Zone
The Challenge:
Levels of Consciousness
Survival:
Predominant feeling that life is hard Often feels victimized by things and
people Apathy and disengagement Angry that life is so hard Blames others
Stress
Life is difficult but I try to do better Hard worker Resigned Willing to learn more to get ahead Able to work with others in a
cooperative fashion
Stress
Transformation
Living beyond the notion that life is hard Committed to personal growth and the
growth of all that one is involved with Recognizes the natural flow of life and is
able to align with it Takes little personally and maintains
harmonious relations with all people and circumstances
Transformation
Transcendence Lives in peaceful harmony and joy Recognizes the ease and sacredness in life Able to create extraordinary outcomes for
oneself and for large groups of people Natural motivator Feels at one with life and humanity
Transcendence
Therefore, creating a high consciousness context of self-care is KEY!
Understanding Context
The attitudinal or energetic environment inside of which anything lives
Context gives rise to experience What is the context of multi
stressed families? What is the context of service
providers of multi stressed families?
10 Ways to Practice Self Care at Work
1. Start your day with an intention. 2. Remove yourself from negative
conversations. 3. Never gossip, complain or blame others. 4. Take a breath-break between every activity. 5. Plan your day and what you want to
accomplish. Leave room in your schedule for unplanned interruptions.
10 Ways to Practice Self Care at Work
6. Express appreciation and gratitude to coworkers. 7. Express appreciation and gratitude to your
supervisors and managers. 8. Eat lunch and healthy snacks throughout the day. 9. Drink plenty of water. 10. Go for a walk, move your body.
Content vs. Context
Establishing Your Personal Context
Your values as a child welfare worker
Your professional collegial values
Coaching Defined
An action-oriented discipline designed to help people achieve their dreams, goals and visions.
Coaching Process
Engage
Engagement
Establish a positive connection between self and caregiver Evaluate and intentionally determine your
perception of the client: who do you say they are?
Handling the business side of the relationship: paperwork, rules, policies
Affirming the caregivers desire for a better future Establishing an empowering perspective:
Focus on what they want and are doing well.
Envision
Envision Help clients think about and create a vision for
what they want for their children and family. Ask open-ended, compelling questions like:
In a perfect world, how would you be parenting your children.
What is the best possible image of your family life. What do you wish it was like?
What are you already doing that is similar to this vision?
What would you like to be doing more of?
Assess
Assess
This phase of coaching helps to identify the gap between the client’s vision for what they want and how they are actually living and behaving.
Use self assessment inventories, self-monitoring tools and checklists to help them identify the areas for skill development.
Design
Design
Create a plan of action to move toward the vision
What resources are needed? What behavior changes are needed? What support does the client need to change
those behaviors?
Integrate
Integrate
The new behavior becomes more ingrained. A new normal is being established. Help client identify their progress – however
small that progress may be.
1. Self-Awareness2. Social Awareness3. Self-Management4. Relationship Skills5. Responsible Decision Making
The 5 EQ Competencies
Coaching Parents to Raise Emotionally Intelligent Children
Emotional Intelligence Competencies
Self-Awareness
Accurately assessing one’s own thoughts, feelings, interests, values, and strengths
Recognizing how they influence choices and actions
Maintaining a well-grounded sense of self-confidence
Across Development
Elementary Grades:
Able to recognize and accurately label simple emotions such as sadness, anger, and happiness
Middle School:Should be able to analyze factors that trigger their stress reactions.
High School: Are expected to analyze how various expressions of emotion affect others.
Social Awareness
Taking others’ perspective and empathizing with them
Recognizing and appreciating individual and group similarities and differences
Recognizing and using family, school, and community resources
ACROSS DEVELOPMENT
ELEMENTARY GRADES:
SHOULD BE ABLE TO IDENTIFY VERBAL, PHYSICAL, AND SITUATIONAL CUES INDICATING HOW OTHERS FEEL.
MIDDLE SCHOOL: SHOULD BE ABLE TO
PREDICT OTHERS’ FEELINGS AND PERSPECTIVES IN VARIOUS SITUATIONS.
HIGH SCHOOL: SHOULD BE ABLE TO
EVALUATE THEIR ABILITY TO EMPATHIZE WITH OTHERS.
Self-Management
Regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles
Setting and monitoring progress toward personal, academic and religious goals
Expressing emotions appropriately
Across Development
Elementary Grades:
Children are expected to describe the steps of setting and working toward goals.
Middle School:
Should be able to set and make a plan to achieve a short-term personal or academic goal.
High School:
Should be able to identify strategies to make use of available school and community resources and overcome obstacles in achieving a long-term goal.
Relationship Skills
Establishing and maintaining healthy and rewarding relationships based on cooperation, respect and mutual support
Resisting inappropriate social pressure Preventing, managing, and resolving
interpersonal conflict Seeking help when needed
Across Development
Elementary Grades:
Should have an ability to describe approaches to making and keeping friends.
Middle School:Are expected to demonstrate co-operation and team-work to promote group goals.
High School:Are expected to evaluate uses of communication skills with peers, teachers and family members.
Responsible Decision-Making
Making decisions based on consideration of: Ethical standards Safety concerns Appropriate social norms Respect for others, and Likely consequences of various actions
Applying decision-making skills to social and academic situations
Contributing to the well-being of one’s family, school and community
Across Developm
ent
Elementary Grades:
Should be able to identify a range of decisions they make at home and school.
Middle School: Should be able to
evaluate strategies for resisting peer pressure to engage in unsafe or unethical activities.
High School: Should be able to
analyze how their current decision-making affects their yeshiva, seminary, or college and career prospects
Family LifeOur first school for emotional learning
Family Life
Feel about ourselves and how others will react to our feelings
Think about these feelings and what choices we have in reacting
Express hopes and fears
Through family life, we learn how to:
Family Life
This learning takes place: In what parents say and do In how adults treat each
otherWhen parents are emotionally competent in their own relationships, they are more capable of helping their children work through their emotional challenges.
Emotionally Intelligent Parent
How to be an
How do Parent’s See Their Role? Gain compliance
Children should do as they are told.
Eliminate negative behaviors and emotions.
Sees negative emotion and behavior as manipulation.
Instills fear rather than gains respect.
Sees self as “The Boss”
Develop the child Sees negative
emotion and behavior as a normal part of the child’s growth.
Helps child label feelings
Sets clear, consistent limits and allows freedom within them.
Shows empathy with the child’s emotional upsets.
Sees self a “Teacher or Guide.”
How Beliefs Shape Our World Common Parental Beliefs:
Life is hard My children must show love and respect to me My children should (must) do what I say I’m the boss My children’s behavior says something about me My job is to make my children behave/gain
compliance Children should have the same expectations as
adults
How Do These Beliefs Impact Behavior?
Seeing the Link How do you want your child to be when
they are grown up? For example: confident, happy,
independent, kind What actions/behavior from you will help
them develop those characteristics? For example: being a role model,
showing unconditional love, helping them learn social skills
Coaching Multi Stressed Families Means
Collaborator Educator Mentor Guide Cheerleader Emotionally intelligent role model Communicator
You are a:
Coaching is taking a people where they want to go but cannot take themselves.
Contact me for more assistance with the important work you do! www.JackieWoodside.com www.Facebook.com/JackieWoodsideSpeaker www.LinkedIn.com/in/JackieWoodside 508-333-5520