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BUILDING COMMUNITY
BUILDING HOPE
2016 PREVENTION RESOURCE GUIDE
WORKING WITH FAMILIES COMMUNITY PARTNERS PROTECTING CHILDREN
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DEPARTMENT OF HEALTH & HUMAN SERVICES
ADMINISTRATION FOR CHILDREN AND FAMILIES
Administration on Children, Youth and Families
330 C Street, S.W.
Washington, D.C. 20201
Dear Colleagues:
We are pleased o inroduce he 2016 Prevenion Resource Guide: Building Communiy, Building Hope.
This year’s Resource Guide reflecs he heme o he Office on Child Abuse and Neglec’s 20h Naional
Conerence on Child Abuse and Neglec—Building Communiy, Building Hope. This guide is a join produc
o he U.S. Deparmen o Healh and Human Services’ Children’s Bureau, is Child Welare Inormaion
Gaeway, and he FRIENDS Naional Cener or Communiy-Based Child Abuse Prevenion.
This annual Resource Guide is one o he Children’s Bureau’s mos anicipaed publicaions, offering rused
inormaion, sraegies, and resources o help communiies suppor and srenghen amilies and promoe
he well-being o children and youh. Is conens are inormed by inpu rom some o our Naional ChildAbuse Prevenion Parners as well as our colleagues on he Federal Ineragency Work Group on Child Abuse
and Neglec.
Child abuse and neglec is a naional issue ha affecs us all. The consequences o child abuse and
neglec ripple across he liespan, negaively impacing a child’s chances o succeed in school, work, and
relaionships. The Adminisraion on Children, Youh and Families suppors he promoion o meaningul
and measurable resuls in social and emoional well-being, and we coninue o suppor evidence-based
and rauma-inormed services and pracices o achieve posiive oucomes or he children, amilies, and
communiies we serve.
The 2016 Resource Guide plays an imporan role in hese effors—offering suppor o service providersas hey work wih parens, caregivers, and children o preven child malreamen and promoe social
and emoional well-being. To do so, he Resource Guide ocuses on proecive acors ha build on amily
srenghs and promoe opimal child and youh developmen. Inormaion abou proecive acors is
augmened wih ools and sraegies ha help providers inegrae he acors ino communiy programs
and sysems. Agencies, policymakers, advocaes, service providers, and parens alike will find resources in
his guide o help hem promoe hese imporan elemens wihin heir amilies and communiies.
Effecive early prevenion effors are less cosly o our naion and o individuals han rying o fix he
adverse effecs o child malreamen. We hope his Resource Guide is helpul o you in your effors o
preven child abuse and promoe well-being. We hank you or paricipaing in his imporan effor and or
he work you do each day o build promising uures or our naion’s children and amilies.
/s/
Raael López, Commissioner
Adminisraion on Children, Youh and Families
Adminisraion or Children and Families
U.S. Deparmen o Healh and Human Services
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Table o Conens
Abou he Resource Guide ............................................................................................................................1
Chaper 1: Approaches o Building Communiy and Hope.........................................................3
Proecive Facors ................................................................................................................................................................3
Implemening a Proecive Facors Approach .....................................................................................................7
Chaper 2: Working Wih Families Using he Proecive Facors ..........................................11
Nururing and Atachmen ............................................................................................................................................11
Knowledge o Parening and Child Developmen ............................................................................................13
Parenal Resilience ............................................................................................................................................................15
Social Connecions ............................................................................................................................................................ 17
Concree Suppor or Families ....................................................................................................................................19
Social and Emoional Compeence o Children .................................................................................................21
Quesions o Ask o Explore Proecive Facors Wih Caregivers ..........................................................23
Proecive Facors in Pracice .................................................................................................................................... 25
Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership ..............................................................................27
Working Successully Wih Communiy Parners ........................................................................................27
Tips or Working Wih Specific Groups ................................................................................................................. 29
Building Communiy and Hope Through Media ..............................................................................................33
Chaper 4: Proecing Children ..............................................................................................................36
Undersanding Child Abuse and Neglec ............................................................................................................. 36
Working Wih Parens Who Have a Hisory o Trauma ...............................................................................41
Supporing Immigran and Reugee Families ................................................................................................... 43
Human Trafficking o Children ................................................................................................................................. 45
Chaper 5: Tip Shees or Parens and Caregivers ....................................................................... 49
How o Develop Srong Communiies ....................................................................................................................51
Cómo desarrollar comunidades ueres .................................................................................................................52
Keeping Your Family Srong........................................................................................................................................ 53
Cómo manener a su amilia uere ........................................................................................................................ 55
Making Healhy Connecions Wih Your Family ..............................................................................................57
Haciendo conexiones saludables con su amilia .............................................................................................. 58
Feeding Your Family ........................................................................................................................................................ 59
Cómo alimenar a su amilia .......................................................................................................................................60
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Managing Sress .................................................................................................................................................................61
Manejando el esrés ......................................................................................................................................................... 62
Managing Your Finances ............................................................................................................................................... 63
Manejando sus finanzas ................................................................................................................................................ 64
Bonding Wih Your Baby ............................................................................................................................................... 65Cómo oralecer los lazos de aeco con su bebé .............................................................................................. 66
Dealing Wih Temper Tanrums ............................................................................................................................... 67
Cómo lidiar con los berrinches ................................................................................................................................... 68
Parening Your School-Age Child .............................................................................................................................69
Cómo criar a su hijo en edad escolar ....................................................................................................................... 70
Connecing Wih Your Teen..........................................................................................................................................71
Cómo relacionarse con su hijo adolescene ..........................................................................................................72
Parening Your Child Wih Developmenal Delays and Disabil iies .............................................. 73
Cómo criar a su hijo con rerasos de desarrollo y discapacidades ...........................................................74
Ten Ways o Be a Beter Dad ........................................................................................................................................ 75Diez maneras de ser un mejor padre ....................................................................................................................... 76
Building Resilience in Children and Teens .......................................................................................................... 77
Cómo desarrollar resiliencia en los niños y adolescenes ........................................................................... 78
Teen Parens...You’re No Alone! ................................................................................................................................79
Hay muchos padres adolescenes como used ................................................................................................... 80
Raising Your Kin ................................................................................................................................................................. 81
Cómo criar a sus parienes ............................................................................................................................................82
Miliary Families ................................................................................................................................................................83
Familias miliares .............................................................................................................................................................84
Suppor Aer an Adopion ........................................................................................................................................... 85
Apoyo después de la adopción .................................................................................................................................... 86
Prevening Child Sexual Abuse ..................................................................................................................................87
Cómo prevenir el abuso sexual de menores ........................................................................................................ 88
Parening Aer Domesic Violence .........................................................................................................................89
La crianza de niños después de la violencia domesica ................................................................................90
Helping Your Child Heal From Trauma ..................................................................................................................91
Ayudando a su hijo a curarse del rauma ............................................................................................................. 92
Human Trafficking: Proecing Our Youh ......................................................................................................... 93
La raa de personas: cómo proeger a nuesros jóvenes .............................................................................94Aciviy Calendar or Parens .................................................................................................................................... 95
Calendario de acividades para los padres........................................................................................................... 96
Aciviy Calendar or Programs ................................................................................................................................ 97
Calendario de acividades para los programas ................................................................................................. 98
Aciviy Calendar or Communiies ........................................................................................................................99
Calendario de acividades para las comunidades ..........................................................................................100
Chaper 6: Resources .................................................................................................................................. 101
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Abou he Resource Guide
This Resource Guide was developed o supporservice providers in heir work wih parens,
caregivers, and heir children o preven child
abuse and neglec and promoe child and
amily well-being. I was creaed by he U.S.
Deparmen o Healh and Human Services'
Children's Bureau, Office on Child Abuse
and Neglec, is Child Welare Inormaion
Gaeway, and he FRIENDS Naional Cener
or Communiy-Based Child Abuse Prevenion.
The resources eaured represen he worko a broad-based parnership o naional
organizaions, Federal parners, and parens
commited o srenghening amilies and
communiies.
Wha’s Inside
The Resource Guide was creaed primarily
o suppor communiy-based child abuse
prevenion proessionals who work o prevenchild malreamen and promoe well-being.
However, ohers including policymakers, paren
educaors, amily suppor workers, healh-care
providers, program adminisraors, eachers,
child care providers, menors, and clergy also
may find he resources useul.
Resources include:
Chaper 1: Approaches o Building Communiy
and Hope—Inormaion abou proeciveacors ha help reduce child abuse and neglec,
esablished proecive acors approaches, and
how Sae and local agencies are implemening
proecive acors approaches o creae lasing
change in how communiies suppor amilies.
Chaper 2: Working Wih Families Using heProecive Facors—Deailed inormaion
abou six proecive acors or prevening
child malreamen and ips and examples or
inusing hem ino programs and direc pracice
wih amilies and children. A he end o his
chaper, sample scenarios illusrae how muliple
proecive acors suppor and srenghen
amilies who are experiencing sress.
Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership—
Sraegies o help build communiy awareness
and suppor he developmen o broad-based,
meaningul communiy parnerships.
Chaper 4: Proecing Children—Inormaion
abou why child abuse occurs, risk acors,
consequences, ideniying and reporing
malreamen, ips or working wih parens
and children wih a hisory o rauma, how
o suppor immigran and reugee amilies,and how o ideniy and respond o human
rafficking.
Chaper 5: Tip Shees or Parens and
Caregivers—Srengh-based ip shees on
specific parening opics ha can be used
in discussions or visis wih caregivers, and
calendars o aciviies o help parens, programs,
and communiy parners recognize Naional
Child Abuse Prevenion Monh.
Chaper 6: Resources—Conac inormaion or
privae and Federal parners working naionally
o srenghen amilies.
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Many more resources or building communiy
and hope are available rom he naional
organizaions and Federal parners lised in
our resource direcory in chaper 6 or on heChild Welare Inormaion Gaeway websie
a hps://www.childwelare.gov/opics/
prevening/overview/relaedorgs/.
Suggesed Uses or heResource Guide
• Disribue copies o key communiy parnersworking wih children and amilies, including
child welare agencies, child advocacy ceners,public healh agencies, child care ceners,
amily herapiss, media represenaives,
schools, aih communiies, and policymakers.
• Use he Resource Guide as a opic ordiscussion a an upcoming meeing o
your amily-srenghening communiy
parnership.
• Make copies o he parening ip shees(chaper 5) or use in paren educaion
classes or paren suppor groups.
• Provide copies o his Guide o hose whoregularly oer raining o amily suppor
workers in your communiy.
• Use he inormaion in he Resource Guideand in he online media ki when developing
your own media kis, press releases, and oher
public awareness ools.
• Make he inormaion available o hose inyour communiy who are wriing grans osuppor amily-srenghening work.
Please le us know how you are using his year’s
Resource Guide and how we can beter mee
your needs! Take our brie survey by visiing he
ollowing URL: hp://www.surveygizmo.com/
s3/2417691/2016ResourceGuideSurvey
On he Web
The Child Welare Inormaion Gaeway websie
provides links o resources and inormaion
abou child abuse prevenion, amily
srenghening, amily-cenered pracice, amily
suppor, amily preservaion services, and many
relaed opics. Throughou he Resource Guide,
links o relaed Inormaion Gaeway webpages,
available a htps://www.childwelare.gov,
will provide you wih a wealh o addiional
inormaion.
This Resource Guide can be ordered or
downloaded rom he Prevening Child Abuseand Neglec secion o he Child Welare
Inormaion Gaeway websie. Also available
on he websie are an online media oolki,
video gallery, and downloadable logos and
graphics ha may be used o cusomize Child
Abuse Prevenion Monh resources or local
communiies, which you can access a
htps://www.childwelare.gov/opics/
prevening/prevenionmonh/.
The FRIENDS Naional Cener or Communiy-Based Child Abuse Prevenion websie offers
inormaion abou he Child Abuse Prevenion
and Treamen Ac (CAPTA), communiy-
based child abuse prevenion prioriies, Sae
Lead Agencies, oucome accounabiliy, paren
leadership, and oher imporan opics. Also
available on he sie are an evaluaion oolki,
archived eleconerences, a link o he FRIENDS
Online Training Cener, and downloadable
acshees, learning ools, and publicaions, allaccessible a htp://www.riendsnrc.org.
https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/http://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttp://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttps://www.childwelfare.gov/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/topics/preventing/preventionmonth/http://www.friendsnrc.org/http://www.friendsnrc.org/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/http://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttp://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttps://www.childwelfare.gov/topics/preventing/overview/relatedorgs/https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/
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Chaper 1: Approaches oBuilding Communiy and Hope
Proecive FacorsProecive acors are condiions or atribues
o individuals, amilies, communiies, or he
larger sociey ha reduce or eliminae risk and
promoe healhy developmen and well-being o
children and amilies. These acors help ensure
ha children and youh uncion well a home, in
school, a work, and in he communiy, oday and
ino adulhood. Proecive acors also can serve as
buffers, helping parens who migh oherwise be
a risk o abusing heir children o find resources,
suppors, or coping sraegies ha allow hem o
paren effecively, even under sress.
Research has ound ha successul inervenions
mus boh reduce risk acors and promoe
proecive acors o ensure child and amily
well-being. There is growing ineres in
undersanding he complex ways in which
hese risk and proecive acors inerac wihinhe conex o a child’s amily, communiy,
and sociey o affec boh he incidence and
consequences o child abuse and neglec.
Esablished ProeciveFacors Approaches
There are many proecive acors approaches
in developmen and use by various agencies,
programs, and praciioners who seek o prevenchild abuse and neglec and promoe child well-
being. While some approaches are more grounded
in research han ohers, here is no single “righ
way” o alk abou proecive acors. The mos
imporan message is ha ocusing on proecive
acors is criical and sorely needed or he
prevenion o child malreamen and promoion
o child and amily well-being.
This chaper highlighs approaches developed by
he Ceners or Disease Conrol and Prevenion
(CDC), he Cener or he Sudy o Social Policy
(CSSP), and he Adminisraion on Children,
Youh and Families (ACYF). Key differences
among hese approaches include he ollowing:
• Populaions o ocus. The ACYF concepualmodel ocuses on specific in-risk populaions,whereas he oher approaches are based on
research on general a-risk populaions.
• Domains o he social ecology. Social ecologicalheory examines how individuals exis
wihin and are shaped by heir individual
characerisics, amilies and oher relaionships,
heir communiies, and sociey as a whole.
All approaches define heir proecive acors
in ways ha apply across he social ecology;
however, he pars ha are emphasized varydepending on how he proecive acors were
sudied or differen populaions.
Despie hese differences, here are srong
similariies and alignmens across he
approaches. The overarching goal o hese
approaches is he same: promoion o child,
Social Ecological Model or Preveningand Responding o Child Malreamen
COMMUNITY SOCIETYINDIVIDU AL FAMILY
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Each proecive acor is suppored by research
rom several fields o sudy. The Srenghening
Families ramework includes a policy componen
or applying proecive acors in pracice
setings across muliple service sysems. The
Youh Thrive ramework describes how youh
can be suppored by parens and praciioners
in ways ha advance healhy developmen and
well-being and reduce he impac o negaive lie
experiences.
A deailed descripion o he Srenghening
Families ramework is available a
htp://www.cssp.org/reorm/srenghening-amilies.
A deailed descripion o he Youh Thrive
ramework is available a htp://www.cssp.org/
reorm/child-welare/youh-hrive .
ACYF P roecive FacorsConcepual Model
ACYF’s goal in compleing a comprehensive
lieraure review and developing he resuling
concepual model was o provide inormaion
ha can be used o guide pracice and policy
approaches aimed a increasing proecion;
enhancing resilience; and promoing physical,
menal, social, and emoional well-being or he
children, youh, and amilies who are he ocus
o ACYF services. This includes five vulnerable
populaions: children and youh exposed o
domesic violence, pregnan and parening
youh, runaway and homeless youh, vicims
o child abuse and neglec, and youh in or
ransiioning ou o oser care. These children
are primarily in-risk (versus a-risk), so he ocus
o he lieraure review was o ideniy acors
mos salien or hose already coping wih
adverse experiences and siuaions. Through
an exensive review o available research,
ACYF idenified 10 proecive acors wih he
sronges evidence or ACYF populaions. These
exis a muliple levels o he social ecology:
Individual Level
• Sel-regulaion skills• Relaional skills• Problem-solving skills• Involvemen in posiive aciviies
Relaionship Level
• Parening compeencies• Posiive peers• Caring aduls
Communiy Level
• Posiive communiy environmen• Posiive school environmen• Economic opporuniies
More inormaion is available in he Prevenion
secion o he websie or Child Welare
Inormaion Gaeway a htps://www.
childwelare.gov/opics/prevening/.
http://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/child-welfare/youth-thrivehttps://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/http://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/strengthening-families
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Proecive Facors in ThisGuide
Since 2007, his Resource Guide has employed aproecive acors ramework adaped rom he
Srenghening Families ramework developed
by CSSP, wih he addiion o a sixh acor:
nururing and atachmen.
Atachmen reers o he relaionship ha
develops as a resul o a caregiver’s sensiive
atenion o a child and he child’s responses o
he caregiver. A srong and secure emoional
bond beween children and heir caregivers
is criical or children’s physical, social, andemoional developmen, including heir abiliy
o orm rusing relaionships and o exhibi
posiive behaviors. Helping parens learn and
pracice he nururing skills ha lead o srong,
secure atachmens is a well-suppored pahway
o posiive oucomes or children.
While “nururing and atachmen” is no
delineaed as a separae proecive acor wihin
Srenghening Families, i is an implici and
valued componen o he enire ramework.Similarly, CDC’s Essenials or Childhood
promoes nururing relaionships on he
socieal level, while he ACYF proecive acors
concepual model acknowledges he imporance
o nururing and atachmen in acors such as
“relaional skills,” “parening compeencies,” and
“caring aduls.”
In his way, alhough dieren organizaions
use varying approaches o promoe proecive
acors, i is clear ha he various modelsand rameworks complemen one anoher,
and in ac overlap in many areas. T his year’s
Resource Guide, while coninuing o draw
primarily rom he Srenghening Families
ramework wih he addiion o nururing
and aachmen, highlighs elemens rom he
CDC and ACYF eors where synergies exis.
By implemening a comprehensive proecive
acors approach, we move closer o a
prevenion-oriened sociey, where all secorsrecognize he value o healh and well-being
or all individuals, amilies, and communiies.
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Implemening a Proecive Facors ApproachImplemening a proecive acors approach
involves more han changes o individualpracice. Programs, policies, and sysems also
mus adap in order o creae incenives, capaciy,
and impeus or individual workers o ake on a
proecive acors approach. The ollowing are
some o he ways ha Sae and local agencies are
implemening proecive acors.
Paren Caés and
Communiy CaésParen caés and communiy caés are
imporan ools used o engage parens direcly
in building proecive acors or hemselves
and heir amilies. Adaped rom he World Caé
(htp://heworldcae.com/), paren caés and
communiy caés are srucured, small-group
conversaions ha bring parens ogeher o
discuss issues ha are imporan o hem.
Alhough hey sem rom he same model,here are some d ierences beween paren
caés and communiy caés, as il lusraed in
he ollowing able.
The general approach is as ollows:
• A casual caé environmen is creaedby seting up small ables (six or eigh
paricipans per able) and including ood,
ableclohs, flowers, and oher accessories.
• Parens are invied o join conversaions ahese inimae caé ables, where a rained
paren leader leads he discussion, using
careully craed quesions.
• Aer a shor period o ime on he firsquesion, he groups inermingle a new ablesor a second quesion. Table hoss convey
he key poins rom he previous group’s
conversaion o help each conversaion build
on he las. Each session involves abou hree
inerrelaed quesions.
In many cases, caés are offered in series.
Caé series provide an opporuniy o build
relaionships among parens over ime, and o
engage hem in hinking in a deeper and ongoing
way abou a paricular issue.
Paren Caé Communiy Caé
Approach obuilding proeciveacors
The ocus is direcly on sharinginormaion abou and discussing heproecive acors.
The ocus is on using heproecive acors o discuss anissue o concern o he communiy.
Caé design Caés ollow a se orma o workhrough each o he proecive acors. Each caé is designed by is hosso address an issue o concern.
Local variaionThere is room or local and culuralmodificaions wihin he srucure.
Each caé is differen; culuralmodificaions are encouraged.
For moreinormaion
Be Srong Families:htp://www.besrongamilies.ne/build-proecive acors/paren-caes/
The Communiy Caé: htp://hecommuniycae.com
http://theworldcafe.com/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://thecommunitycafe.com/http://thecommunitycafe.com/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://theworldcafe.com/
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Caés are being implemened across he counry
in communiy ceners, schools, early care and
educaion programs, and oher setings whereparens and caregivers gaher. For example:
• Firs Five o Alameda Couny, CA, parnerswih Oakland Parens Togeher o bring
paren caés o public schools in Oakland.
Wach hree parens share heir sories o
paricipaing in hese paren caés a htp://
www.youube.com/user/OakParensTogeher.
• In Wisconsin, Waukesha Couny’s Deparmen
o Healh and Human Services sponsorsparen caés ha bring ogeher oser parens,
biological parens wih open child welare
cases, and Head Sar parens o paricipae
in caé conversaions abou he proecive
acors. Building on he success o hese
effors, hree addiional Wisconsin counies
began implemening paren caés in 2013.
• Communiy caés are being implemened incommuniies hroughou Alaska wih suppor
rom he Alaska Children’s Trus Fund. Wacha video ha describes he process and shows
scenes rom several caés a htp://www.
calliance.org/alaskavideo.hm.
• A number o Saes have used he caé processo engage a broad range o paren leaders who
have been rained as caé hoss bu also manage
and lead he caé process hroughou he Sae.
Srenghening FamiliesSel-Assessmen
The Srenghening Families sel-assessmen is a
simple ool o help programs ideniy pracical
changes ha will enhance heir abiliy o build
proecive acors. I was developed based on a
yearlong sudy o exemplary program pracice
involving nearly 100 programs across he
counry. The sel-assessmen helps programs
ideniy boh heir srenghs and concree,
acionable areas where hey can improveheir pracice. An online version o he sel-
assessmen allows programs o rack which
iems hey have compleed, where heir program
srenghs and areas o ocus are, and wha
acion plans are in process.
The sel-assessmen is designed o be compleed
by a eam ha includes a leas one paren, one
saff member, and he program direcor. When
eam members complee he sel-assessmen on
heir own and bring i o a meeing, differences
in perspecive are revealed ha can poin he
way o small bu significan changes.
Programs have used he sel-assessmen in a
variey o ways. For example:
• In one early care and educaion program, hedirecor was surprised o learn hrough he
sel-assessmen process ha parens and saff
members were no aware ha she had many
maerials available o share abou parening
and child developmen. In response, a brochure
rack was placed in a common area, socked
wih resources ha had previously been in a
file cabine in he direcor’s office. The maerials
increased parens’ knowledge o parening and
child developmen and even became a caalys
or parens o connec wih one anoher around
common concerns, such as oddler anrums.
• In several Saes, groups o early care andeducaion cener direcors have come ogehero complee one secion o he sel-assessmen
a a ime and discuss he srenghs and areas
or improvemen hey idenified. Meeing
regularly over ime, hey became a learning
communiy, sharing heir experiences
implemening changes in heir programs and
supporing each oher in coninuing he work.
http://www.youtube.com/user/OakParentsTogetherhttp://www.youtube.com/user/OakParentsTogetherhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.youtube.com/user/OakParentsTogetherhttp://www.youtube.com/user/OakParentsTogether
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CSSP offers our versions o he sel-assessmen,
specific o differen kinds o programs. For more
inormaion, visi htp://www.cssp.org/reorm/srengheningamilies/pracice#program-sel-
assesmens.
FRIENDS ProeciveFacors Survey
The FRIENDS Proecive Facors Survey is a
pre-pos evaluaion ool or use wih caregivers
receiving child malreamen prevenion
services. I is a sel-adminisered survey ha
measures proecive acors in five areas:
amily uncioning/resiliency, social suppor,
concree suppor, nururing and atachmen, and
knowledge o parening/child developmen.
The primary purpose o he Proecive Facors
Survey is o provide eedback o agencies
or coninuous improvemen and evaluaion
purposes. The survey resuls are designed o
help agencies measure changes in proeciveacors and ideniy areas where workers can
ocus on increasing individual amily proecive
acors. For example:
• The Child and Family Services Agency (CFSA),Washingon, DC, is using he Proecive
Facors Survey or ongoing evaluaion and
assessmen wih is paren educaion and
suppor granees. Findings hus ar indicae
an improvemen in amily uncioning,
decreased risk, and increased proeciveacors. CFSA will work wih FRIENDS
o analyze he program survey scores o
deermine wheher program inervenions
were meaningul in achieving posiive
behavior change ha enhances amily
proecive acors.
• Since 2010, New York Sae Family ResourceCeners, suppored hrough he Communiy-
Based Child Abuse Prevenion (CBCAP)program, have adminisered he Proecive
Facors Survey o paricipans beore and
aer receiving services. The survey has
helped o demonsrae saisically significan
improvemens in amily uncioning among
populaions a hisorically greaer risk or
child malreamen, including hose wih low
incomes and less han a high school educaion.
• In Michigan, all direc service grans ha areunded hrough he Children’s Trus Fund(CTF) adminiser he Proecive Facors
Survey o program paricipans. Sysemaic
use o he survey has improved CTF’s abiliy
o assess and repor on paricipan oucomes
rom a diverse array o programs. In he
las reporing period, improvemens
were seen across each subscale, wih he
greaes improvemen in he area o amily
uncioning.
For more inormaion, visi
htp://riendsnrc.org/proecive-acors-survey.
Online Proecive FacorsTraining
Several organizaions have developed raining
ools o suppor implemenaion o a proecive
acors approach. These include he ollowing:
• The FRIENDS Online Learning Cener isa resource designed o mee he demands
o providing high-qualiy, subjec-specific
raining ha is ree o charge or CBCAP Sae
Lead Agencies, heir granees, and ohers. The
Online Learning Cener offers coninuing
educaion and proessional developmen
http://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://friendsnrc.org/protective-factors-surveyhttp://friendsnrc.org/protective-factors-surveyhttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesments
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opporuniies ha are available 24 hours a
day, 7 days a week. To learn more, visi
htp://riendsnrcelearning.org/.
• The Naional Alliance o Children’s Trusand Prevenion Funds offers a ree onlinecurriculum. Developed by he Alliance in
parnership wih members o he Alliance’s
Early Childhood Iniiaive and CSSP,
“Bringing he Proecive Facors Framework
o Lie in Your Work—A Resource or Acion”
includes seven 2-hour modules: an overview,
one module or each proecive acor, and a
final “review and reflecion” module.
To learn more, visi htp://learner.calliance.org or conac [email protected].
Proecive FacorsFrameworks or Child WelarePracice
A growing number o child welare jurisdicions
are adoping a proecive acors approach
or child welare pracice. These jurisdicions
are looking a proecive acors no jus asa prevenion sraegy bu as a ramework
or hinking abou how hey can work wih
caregivers in ways ha enhance heir abiliy
o nurure and suppor he well-being o he
children in heir care and reduce he likelihood
o uure malreamen.
For example, Connecicu has adoped aSrenghening Families pracice model or is
child welare services. All amilies ha are par
o he Family Assessmen Response rack (an
alernaive response rack or amilies where
here is no immediae saey hrea) are assessed
no jus or risk bu also or proecive acors.
New raining maerials and guidance have been
developed o suppor caseworkers in applying
a proecive acors approach in key aspecs o
casework pracice.
A char oulining he ways ha oher Saes
are incorporaing proecive acors ino heir
child welare pracice can be ound on he CSSP
Srenghening Families websie a htp://www.
cssp.org/reorm/srengheningamilies/abou/
body/SF_in_CW_2015.pd .
A similar char also is available or child abuse
and neglec prevenion a htp://www.cssp.org/
reorm/srengheningamilies/abou/body/SF_in_CANP_2015.pd .
http://friendsnrcelearning.org/http://learner.ctfalliance.org/http://learner.ctfalliance.org/mailto:info%40ctfalliance.org?subject=http://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfmailto:info%40ctfalliance.org?subject=http://learner.ctfalliance.org/http://learner.ctfalliance.org/http://friendsnrcelearning.org/
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Chaper 2: Working Wih FamiliesUsing he Proecive Facors
Nururing and AtachmenJuggling he demands o work, home, and
oher responsibiliies leaves many parens
eeling like hey do no have nearly enough
ime wih heir children. Bu even small acs
o kindness, proecion, and caring—a hug, a
smile, or loving words—make a big difference
o children. Research shows ha babies who
receive affecion and nururing rom heir
parens (a relaional-level proecive acor) have
he bes chance o developing ino children,
eens, and aduls who are happy, healhy, and
possess individual-level proecive acors such
as relaional, sel-regulaion, and problem-solving
skills. Research also shows ha a consisen
relaionship wih caring aduls in he early years
o lie is associaed wih beter grades, healhier
behaviors, more posiive peer ineracions, and an
increased abiliy o cope wih sress laer in lie.
Inan brains develop bes when a ew sable
caregivers work o undersand and mee he
inan’s need or love, affecion, and simulaion.
Conversely, neglecul and abusive parening
can have a negaive effec on brain developmen.
A lack o conac or ineracion wih a caregiver
can change he inan’s body chemisry, resuling
in a reducion in he growh hormones essenial
or brain and hear developmen. Furhermore,
children who lack early emoional atachmenswill have a difficul ime relaing o peers.
As children grow, nururing by parens and oher
caregivers remains imporan or healhy physical
and emoional developmen. Parens nurure heir
older children by making ime o lisen o hem,
being involved and ineresed in he child’s school
and oher aciviies, saying aware o he child or
een’s ineress and riends, and being willing o
advocae or he child when necessary.
How Workers Can Help
• Sugges a amily game nigh! Loan games or
parens o play wih heir children, i possible,and remind hem ha even young children
can play board games on an adul’s “eam.”
• Offer parens maerials or a simple cra hahey can make wih heir child.
• Teach new parens basic inan massage.Encourage parens o make eye conac and
name each body par as hey rub loion on
heir baby.
Words to live by: Srong amilies showhow much hey love each oher.
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How Programs Can Help
• Use paren educaion sraegies (workshops,lending libraries) as opporuniies o share
inormaion abou how a srong paren-
child bond enhances brain developmen and
suppors posiive behavior in
young children.
• Share resources available rom your agencyand hroughou he communiy on how
parens can nurure and connec wih heir
children a every age.
• Engage and include all imporan aduls in achild’s lie, including ahers, grandparens,
and exended amily, as par o a child’s
“nururing nework.”• Acknowledge culural differences in how
parens and children show affecion.
• Recognize ha when a child does no showa posiive response o he paren (due o an
emoional, developmenal, or behavioral
disabiliy, or example), he paren may need
addiional suppor.
CBCAP Sae Example: Nebraska Children and Families Foundaion
Nebraska Children and Families Foundaion provides Paren-Child Ineracion Therapy (PCIT)
or children ages 2 o 7, wih a ocus on improving he qualiy o he paren-child relaionship
and changing paren-child ineracion paterns. One primary use is o rea clinically significan
disrupive behaviors. Families demonsraed significan improvemens in nururing and atachmen
and oher proecive acors, including parenal resilience and knowledge o parening and child
developmen.
For more inormaion:
Kahy SokesAssociae Vice Presiden or Child Abuse Prevenion
402.476.7226
htp://www.nebraskachildren.org
mailto:kstokes%40nebraskachildren.org?subject=http://www.nebraskachildren.org/http://www.nebraskachildren.org/mailto:kstokes%40nebraskachildren.org?subject=
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Knowledge o Pareningand Child DevelopmenParens who undersand he usual course
o child developmen are more likely o be
able o provide heir children wih respecul
communicaion, consisen rules and
expecaions, developmenally appropriae limis,
and opporuniies ha promoe independence.
Bu no paren can be an exper on all aspecs o
inan, child, and eenage developmen or on he
mos effecive ways o suppor a child a each
sage. When parens are no aware o normaldevelopmenal milesones, inerpre heir child’s
behaviors in a negaive way, or do no know how
o respond o and effecively manage a child’s
behavior, hey can become rusraed and may
resor o harsh discipline.
As children grow, parens need o coninue o
oser heir parening compeencies by learning
abou and responding o children’s emerging
needs. Inormaion abou child developmen
and parening may come rom many sources,including exended amilies, culural pracices,
media, ormal paren educaion classes, or a
posiive school environmen ha suppors
parens. Ineracing wih oher children o
similar ages also helps parens beter undersand
heir own child. Observing oher caregivers who
use posiive echniques or managing children’s
behavior provides an opporuniy or parens o
learn healhy alernaives.
Parening syles need o be adjused or each
child’s unique emperamen and circumsances.
Parens o children wih special needs may
benefi rom addiional coaching and suppor
o reduce rusraion and help hem become he
parens heir children need.
How Workers Can Help
• Encourage parens o see he world rom heirchild’s poin o view. For example, you mighexplore a room ogeher on hands and knees,
o help a paren undersand how o child-
proo or heir oddler.
• Talk wih parens abou wha childrencan ypically do a differen ages. Discuss
any concerns abou wha heir child can or
canno do. Family-riendly inormaion abou
developmenal milesones rom 2 monhs
o 5 years can be ound on he CDC websiea htp://www.cdc.gov/ncbddd/acearly/
milesones/index.hml .
• Encourage parens o join a parening groupor class where hey can share and learn new
parening sraegies.
Words to live by: Being a grea paren ispar naural and par learned.
http://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.html
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How Programs Can Help
• Offer inormal, daily ineracions beweenparens and program saff, plus coaching rom
saff on specific developmenal challenges
when hey arise (e.g., inconsolable crying,
eaing or sleeping problems, biing, sharing
oys, lying, problems wih peers).
• Educae saff on parening and childdevelopmen so ha hey can play a more
effecive role in coaching parens on hese issues.
• Provide paren-child ineracion rainingopporuniies hrough classes or workshops
ha address opics parens reques or harespond o curren issues.
• Provide observaion opporuniies such asvideo moniors or windows ino classrooms
and oudoor space, where parens can wach
heir child ineracing wih oher children andlearn new echniques by observing saff.
• Give parens opporuniies o paricipaein conversaions wih oher parens abou
heir own experiences as children and how
hey wan o change heir parening.
• Offer a lending library o educaionalmaerials abou parening and child
developmen.
CBCAP Sae Example: PASOs or Parens (Souh Carolina)
PASOs sands or “Perinaal Awareness or Successul Oucomes” in English and ranslaes o “Seps”in Spanish. This communiy-based program serves Laino amilies wih children ages birh o 12, opreven firs incidences o child abuse and neglec by enhancing amily proecive acors. I useshe Group Triple P (Posiive Parening Program) curriculum o provide educaion on amily healhand posiive parening skills, offers individual guidance or paricipans in need o resources, and
parners wih healh-care and social service providers o enhance effeciveness o heir services.
Teams o promoores, or communiy healh workers, are being developed across he Sae ohelp exend he program’s reach. The promoores are Laino parens who have graduaed romhe parening course and have received addiional raining in parening skills and communiyresources o suppor heir peers. These empowered paren leaders reach isolaed members ohe Laino communiy who may be a higher risk o child abuse or neglec and provide urherparening resources o vulnerable amilies. The promoores receive coninuing educaion andsuppor hrough monhly meeings and an annual conerence.
For more inormaion:Julie Smihwick, LMSW
Execuive Direcor803.777.5466 [email protected] htp://www.scpasos.org/
mailto:julie%40scpasos.org?subject=http://www.scpasos.org/http://www.scpasos.org/mailto:julie%40scpasos.org?subject=
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Parenal ResilienceParens who can cope wih he sresses o
everyday lie, as well as an occasional crisis,have resilience—he flexibiliy and inner
srengh o bounce back when hings are no
going well. Parens wih resilience also know
how o seek help in imes o rouble. Their abiliy
o deal wih lie’s ups and downs serves as a
model o coping behavior or heir children. This
can help children learn criical sel-regulaion
and problem-solving skills (individual-level
proecive acors).
Muliple lie sressors, such as a amily hisory
o abuse or neglec, physical and menal healh
problems, marial con lic, subsance abuse,
and domesic or communiy violence—and
inancial sressors such as unemploymen,
inancial i nsecuriy, and homelessness—can
reduce a paren’s capaciy o cope eecively
wih he ypical day-o-day sresses o
raising children. Conversely, communiy-
level proecive acors—such as a posiive
communiy environmen and economicopporuniies—enhance parenal resilience.
All parens have inner srenghs or resources
ha can serve as a oundaion or building heir
resilience. These may include aih, flexibiliy,
humor, communicaion skills, problem-solving
skills, muually supporive caring relaionships,
or he abiliy o ideniy and access ouside
resources and services when needed. All o
hese qualiies srenghen heir capaciy oparen effecively, and hey can be nurured
and developed hrough concree skill-building
aciviies or hrough supporive ineracions
wih ohers.
How Workers Can Help• Ask parens o keep a sel-care diary, o help
hem remember o make ime or hemselves
each day.
• Offer o mee parens and children ouside,or ake a walk wih hem on a nice day.
Emphasize he imporance o resh air and
exercise in managing sress.
• Teach parens concree sraegies orrelaxaion. For example, guide hem o akea ew deep breahs and allow heir body o
relax while hinking o a place where hey eel
happy. Le hem know ha hey can do his
any ime hey eel uncomorable or sressed.
Words to live by: Flexibiliy and innersrengh keep amilies srong in imes osress.
How Programs Can Help
• Hire or develop saff who can orm andmainain rusing relaionships wih
amilies, and provide opporuniies or hese
relaionships o flourish.
• Undersand ha menal healh consulansare an inegral par o he saff eam, available
o saff and o parens when addiional
suppor is needed.
• Train saff o observe and assess childrenor early signs o child or amily disress and
respond o children and heir amilies wih
encouragemen and suppor.
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• Parner wih resources in he communiy hahelp amilies manage sress and deal wih
crises, including programs ha offer amily-
o-amily help or personalized, susainedsuppor, as well as services such as menal
healh counseling, subsance abuse reamen,
domesic violence programs, and sel-help
suppor groups.
• Provide resources o help parens undersandhe causes o sress and how i affecs healh,
relaionships, and amily lie.
• Teach parens concree skills o prevensress, such as planning and goal seting,
anicipaing difficulies, problem-solving,
communicaion, and sel-care.• Link parens wih resources or sress
managemen, such as exercise opporuniies,
relaxaion echniques, and venues or
mediaion or prayer.
CBCAP Sae Example: Paren o Paren o Pennsylvania
The mission o Paren o Paren o Pennsylvania (P2P o PA) is o link amilies o children andaduls wih disabiliies or special needs o voluneer peer supporers over he phone or purposeso suppor and inormaion. P2P o PA helps srenghen parens’ capaciy o cope effecively wihhe day-o-day sresses o raising children wih disabiliies or special needs. Uilizing an exensivemenor base o more han 1,700 peer supporers, P2P o PA maches amilies based upon hephysical disabiliies, developmenal disabiliies, special healh-care needs, and behavioral/menalhealh concerns o heir children. P2P o PA also helps parens and amily members locae a supporgroup ha mees heir needs and provides echnical assisance o grassroos groups ha are
ineresed in saring a suppor group where none exis.For more inormaion:Fiona ParickProgram Direcor1.888.727.2706htp://www.parentoparen.org/
http://www.parenttoparent.org/http://www.parenttoparent.org/
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Social ConnecionsParens wih a nework o emoionally
supporive riends, amily, and neighbors oenfind ha i is easier o care or heir children
and hemselves. Mos parens need people
hey can call on once in a while when hey
need a sympaheic lisener, advice, or concree
suppor such as ransporaion or occasional
child care. In oher words, a posiive communiy
environmen—and he paren’s abiliy o
paricipae effecively in his or her communiy—
is an imporan proecive acor. On he oher
hand, research has shown ha parens who areisolaed and have ew social connecions are a
higher risk or child abuse and neglec.
Social connecions suppor children in muliple
ways. A paren’s posiive relaionships give
children access o oher caring aduls, a
relaionship-level proecive acor ha may
include exended amily members, menors,
or oher members o he amily’s communiy.
Parens’ social ineracions also model imporan
relaional skills or children and increase he
likelihood ha children will benefi rom
involvemen in posiive aciviies (individual-
level acors). As children grow older, posiive
riendships and suppor rom peers provide
anoher imporan source o social connecion.
Being new o a communiy, recenly divorced,
or a firs-ime paren makes a suppor nework
even more imporan. I may require exra effor
or hese amilies o build he new relaionshipshey need. Some parens may need o develop
sel-confidence and social skills o expand
heir social neworks. In he meanime, social
connecions also can come rom oher caring
aduls such as service providers, eachers, or
advocaes. Helping parens ideniy resources
and/or providing opporuniies or hem o
make connecions wihin heir neighborhoods
or communiies may encourage isolaed parens
o reach ou. Oen, opporuniies exis wihin
aih-based organizaions, schools, hospials,communiy ceners, and oher places where
suppor groups or social groups mee.
How Workers Can Help*
*Some aciviies adaped rom he Cener or he Sudy o SocialPolicy’s Srenghening Families Proecive Facors Acion Shees: htp://www.cssp.org/reorm/srengheningamilies/abou/proecive-acors-ramework.
• Work wih parens o develop an EcoMapshowing he people and insiuions ha are
sources o suppor in heir lives.
• Role play wih parens o help hem praciceapproaching anoher paren wih whom heywould like o be riends. Choose a realisic
scenario, such as a a school even, on he
playground, or in a place o worship.
• Plan a group class or ge ogeher and invieall o he amilies you work wih o he even.
Words to live by: Connecing wih riends
builds a srong suppor sysem.
http://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-framework
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How Programs Can Help
• Se aside a welcoming space or parens omingle and alk. Provide coffee, snacks, or
oher “perks.”
• Creae opporuniies or parens o plan socialevens ha reflec heir ineress or culure.
• Use regular poluck dinners wih parensand children o reach ou o new parens and
oser new riendships.
• Sponsor spors and oudoor aciviies orparens, including ahers.
• Provide classes and workshops on parening,cooking, healh, and oher opics o ineres.
• Creae special oureach aciviies or ahers,
grandparens, and oher exended amilymembers.
• Offer parens who seem ineresed specificsuggesions, inormaion, or services o
help hem make social connecions.
• Offer resources o help parens overcomeransporaion, child care, and oher barriers
o paricipaing in social aciviies.
CBCAP Sae Example: Family Hui Hawaii
Family Hui Hawaii (FHH) coordinaes peer-o-peer suppor hui (groups) or amilies based on he
age o heir children (birh o 5 years) and neighborhood. FHH offers amilies a sae place o build
relaionships hrough 12 weeks o discussions using a research-based curriculum o parening
sraegies and early childhood developmen knowledge.
The peer-led ramework builds communiy and hope by eaching posiive parening principles ha
empower parens and promoe healhy child developmen hrough adolescence. I also provides social
suppor o reduce isolaion and parenal depression.
The impac o FHH is eviden in he commimen o is members o give back o he program. Many
paricipans in a group have agreed o lead anoher hui aer heirs has concluded. Oher groups
coninue o mee long aer he 12-week program—some or more han 15 years. Recenly FHH has
expanded o Caliornia, Norh Carolina, and Virginia hrough he effors o ormer hui members
who moved away rom Hawaii and waned o posiively impac heir new communiies. Family Hui’s
program has exised or more han 35 years and coninues o reach amilies, one by one, wih is ried
and rue ormula o parenal suppor, encouragemen, and empowermen.
For more inormaion:
Jade Sice FinleyProgram Manager
808.230.7112
htp://amilyhuihawaii.org/
mailto:jade%40familyhuihawaii.org?subject=http://familyhuihawaii.org/http://familyhuihawaii.org/mailto:jade%40familyhuihawaii.org?subject=
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Concree Supporor FamiliesFamilies whose basic needs (or ood, clohing,
housing, and ransporaion) are me have more
ime and energy o devoe o heir children’s
saey and well-being. When parens do no
have seady financial resources, lack a sable
living siuaion, lack healh insurance, or ace
a amily crisis (such as a naural disaser or
he incarceraion o a paren), heir abiliy o
suppor heir children’s healhy developmen
may be a risk. Families whose economicopporuniies are more limied may need
assisance connecing o social service suppors
such as housing, alcohol and drug reamen,
domesic violence counseling, or public benefis.
Parnering wih parens o ideniy and access
resources in he communiy may help preven
he sress ha someimes precipiaes child
malreamen. Offering concree suppors also
may help preven he uninended neglec ha
someimes occurs when parens are unable oprovide or heir children.
When needed services do no exis in your
communiy, work wih paren-advocaes and
communiy leaders o help esablish hem.
Parens who go public wih heir need usually
find ha hey are no alone. The ac ha
a paren is willing o publicize a cause may
mobilize he communiy. Parens who are new
o advocacy may need help connecing wih he
media, businesses, unding, and oher pars o
he communiy o have heir needs heard and
ideniy soluions.
How Workers Can Help
• Teach amilies abou calling “2-1-1” (i availablein your communiy) o find resources o
mee a specific need or learn more abou
organizaions ha suppor amilies in heir
communiy.
• Suppor parens in learning how o navigaeservice sysems, ask or help, and advocae or
hemselves o receive needed suppor.
• Encourage amilies o organize a clohingswap or babysiting co-op in heirneighborhood.
Words to live by: Srong amilies ask orhelp when hey need i.
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How Programs Can Help
• Connec parens o economic resources suchas job raining and social services.
• Serve as an access poin or healh care, childcare subsidies, and oher benefis.
• Provide or immediae needs hrough aclose wih exra winer coas and a direc
connecion o a ood panry; aciliae help
rom oher parens when appropriae.
• Help amilies access crisis services such asa batered women’s sheler, menal healh
services, or subsance abuse counseling
by helping amilies make iniial calls andappoinmens, assising wih ransporaion,
and providing he name o a conac person in
addiion o a phone number.
• Link parens wih service providers who
speak heir language or share a similarbackground, when available.
• Train saff o lisen or amily sress andiniiae posiive conversaions abou amily
needs.
• Le parens know abou all availablecommuniy resources, so hey may selec
wha is mos appropriae or heir needs.
• Develop processes or parens o share
inormaion abou ormal and inormalresources ha hey ind helpul.
CBCAP Sae Example: Oregon’s FamilySuppor and Connecions Program
This CBCAP-unded program serves amilies who are receiving Temporary Assisance or Needy
Families (TANF). Families and service providers work ogeher o ideniy criical needs and creae
soluions o address hem. This includes boh providing inormaion abou communiy resources and
ensuring ha he amilies are capable o accessing hem.
Assisance provided includes he ollowing:
• Paren menoring o develop an oucome-driven, srengh-based amily plan• Crisis services and emergency unds, including provision o household iems ha will enhance
amily sabiliy and ha canno be provided hrough oher resources
• Inormaion and reerral o communiy resources o enhance amily sabiliy, such as housingservices, domesic violence shelers, legal aid, menal healh services, clohing closes, ood panries,
and recreaion opporuniies
• Transporaion o parening classes, suppor groups, and oher services
For more inormaion:Lawrence Piper
Child Care Policy Uni
Oregon Deparmen o Human Services
503.945.6074
htp://www.oregon.gov/dhs/assisance/Pages/sc.aspx
mailto:Lawrence.piper%40state.or.us?subject=http://www.oregon.gov/dhs/assistance/Pages/fsc.aspxhttp://www.oregon.gov/dhs/assistance/Pages/fsc.aspxmailto:Lawrence.piper%40state.or.us?subject=
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Social and EmoionalCompeence o ChildrenChildren’s emerging abiliy o orm bonds and
inerac posiively wih ohers, sel-regulae
heir emoions and behavior, communicae heir
eelings, and solve problems effecively has
a posiive impac on heir relaionships wih
heir amily, oher aduls, and peers. (Wihin
he ACYF concepual model, hese are reerred
o as individual-level proecive acors.)
Parens and caregivers grow more responsive o
children’s needs—and less likely o eel sressedor rusraed—as children learn o ell parens
wha hey need and how parenal acions make
hem eel, raher han “acing ou” difficul
eelings.
On he oher hand, children’s challenging
behaviors or delays in social-emoional
developmen creae exra sress or amilies.
Parening is more challenging when children
do no or canno respond posiively o heir
parens’ nururing and affecion. Thesechildren may be a greaer risk or abuse.
Ideniying and working wih children early
o keep heir developmen on rack helps keep
hem sae and helps heir parens aci liae
heir healhy developmen.
How Workers Can Help*
*Some aciviies adaped rom he Cener or he Sudy o SocialPolicy’s Srenghening Families Proecive Facors Acion Shees:htp://www.cssp.org/reorm/srengheningamilies/abou/proecive-acors-ramework.
• Ask parens o share an experience haypically makes heir child sad, rusraed,
or angry. Explore wha he child does when
eeling hose emoions, how he paren
responds, and how he child responds o he
paren. Help parens ideniy opporuniies o
suppor heir child in using words and skills
o cope wih srong emoions.
• Engage parens and children in a game or araciviy ha helps children learn o express
hemselves in ways oher han words.
• Creae a lending library o picure booksabou coping wih differen emoions, or
parens o read wih heir children.
How Programs Can Help
• Use boh srucured curriculum and inormalineracion o each children o share, berespecul o ohers, and express hemselves
hrough language.
• Include discussions abou he imporanceo eelings in programming or children and
parens.
• Creae and pos a char ha describes whichsocial and emoional skills children ypically
do and do no possess a differen ages.
• Provide ar programs ha allow children oexpress hemselves in ways oher han words.
Words to live by: Children ge alongbeter wih ohers when hey have words
o express how hey eel.
http://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-framework
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• Foser ongoing engagemen andcommunicaion wih parens abou heir
children’s social and emoional developmen
and he acions he program is aking oaciliae i. Children oen ake home wha
hey are learning a school.
• Encourage and provide opporuniies orparens o share resources wih each oher and
exchange ideas abou how hey promoe heir
children’s social and emoional developmen.
• Take imely acion when here is aconcern—his migh include asking anoher
experienced eacher or saff member o help
observe a child, alking wih he paren, orbringing in a consulan.
CBCAP Sae Example: Second Sep (Georgia)
The Second Sep program is a classroom-based curriculum designed o promoe children’s social and
academic success by decreasing problem behaviors, increasing sudens’ school success, and promoing
sel-regulaion. Organized by grade level, he program eaches children o ideniy and undersand
heir own and ohers’ emoions, se and achieve posiive goals, and make beter decisions when hey are
upse. The Second Sep program is appropriae or whole classrooms o children, no jus hose a risk.
Second Sep lessons ocus on building concree skills. They address opics such as skills o
suppor learning, empahy, managemen o srong eelings, and riendship skills. Lessons provide
opporuniies or discussion, modeling, coaching, and role-plays. They can be incorporaed ino
a variey o classes, including healh, science, mah, social sudies, and language ars. Take-homemaerials or parens bolser amily engagemen and suppor and reinorce learning beyond he
school seting.
For more inormaion:
Carole Seele
Direcor, Office o Prevenion and Family Suppor
Georgia Division o Family and Children Services
404.656.2631
htp://dcs.dhs.georgia.gov/office-prevenion-and-amily-suppor
mailto:carole.steele%40dhs.ga.gov?subject=http://dfcs.dhs.georgia.gov/office-prevention-and-family-supporthttp://dfcs.dhs.georgia.gov/office-prevention-and-family-supportmailto:carole.steele%40dhs.ga.gov?subject=
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Quesions o Ask o ExploreProecive Facors Wih CaregiversAsking quesions is an imporan par o
parnering wih parens. Parens may eel more
comorable voicing concerns and exploring
soluions when providers ask quesions ha:
• Focus on he parens’ own hopes and goals orheir children.
• Help parens ideniy and build on heircurren srenghs.
• Model nururing behavior byacknowledging rusraions andrecognizing he parens’ eors.
The ollowing are some specific quesions
ha may help providers parner wih amilies
o ideniy srenghs and needs around each
proecive acor.
Using hese quesions, you can help caregivers
ideniy heir own sresses and needs, as well
as he successul coping sraegies hey alreadyuse and heir personal, amily, and communiy
resources. You can hen make reerrals o
essenial services, suppors, and resources
ha will eel mos relevan and helpul. Some
parens migh need addiional suppor in
ideniying heir needs, addressing heir eelings
abou asking or help, navigaing eligibiliy
requiremens, or overcoming oher barriers
(such as ransporaion or child care).
Nururing and Atachmen
• When you spend ime wih your child, whado you like o do ogeher?
• How do you engage your child duringeveryday aciviies (e.g., diapering, meals,
driving in he car)?
• Wha happens when your child [cries or along ime, has a anrum, skips school]?
• How do you le your child know ha you lovehim or her?
• Wha do you do when your child doessomehing grea?
Knowledge o Parening andChild Developmen
• Wha do you like abou your child?
• Wha are some o he hings you findchallenging as a paren?
• Why do you hink your child [cries, easslowly, says “no” breaks rules]?
• How have you le your child know wha youexpec?
• How have you seen oher parens handle his?Wha would your parens have done in his
siuaion?
• How do you hink your child compares ooher children his/her age?
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Parenal Resilience
• Wha do you do o ake care o yoursel andgaher srengh?
• Wha kinds o rusraions or worries do youdeal wih hroughou he day? How do you
solve hese problems as hey come up?
• How are you able o mee your children’sneeds when you are dealing wih sress?
• How do you and your spouse or parnersuppor each oher in imes o sress?
• Wha are your dreams and goals or yourseland your amily? Wha seps are you aking
oward hose goals?
Social Connecions
• Do you have amily members or riendsnearby who help ou once in a while?
• Do you find i easy or challenging o makeriends?
• Would you be ineresed in meeing oher
parens who also [have a new baby, have aeenager, like o cook, sing in a choir]?
• Wha kind o suppor would you need in ordero be able o ge ou or an evening?
Concree Suppor or Families
• Wha do you need o be able o [say in yourhouse, keep your job, pay your heaing bill]?
• How have you handled his problem so ar? Isi working? Why or why no?
• Are here communiy groups or oher localservices ha migh be able o help?
• Did you know ha [local program] provides[ree job raining, meals on weekends, low-
cos childcare, ec.]?
• Wha kind o help do you need o ge o heseservices?
Social and EmoionalCompeence o Children
• Wha happens when here is a conflic in yourhouse?
• Are your child’s emoions ever hard or you odeal wih?
• Wha kinds o hings help your child calmdown when he or she is upse?
• How do you alk o your child abou eelings?• How does your child ge along wih riends?
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Proecive Facorsin PraciceThe ollowing scenarios illusrae how muliple
proecive acors suppor and srenghen
amilies who are experiencing sress. These
vignetes may be used during raining or new
amily suppor workers, as a learning ool
when working one-on-one wih parens, or o
simulae discussion a a Paren Caé.
Scenario 1
Lina, age 25, and her 3-year-old son, Diego, moved rom Bogoá, Colombia, oVirginia 1 year ago o be wih her older siser and her amily. Lina is happy o be
wih her older siser bu misses her parens, who are sill in Colombia. Alhough
Lina is able o speak English, she is experiencing some culure shock in her new
environmen. Lina is working in her siser’s hair salon.
Lina’s siser recenly helped her enroll Diego in Head Sar. He is verbal and very
energeic; however, his behavior is someimes aggressive, and he occasionally
pushes oher children. He has a hard ime finishing any classroom aciviy. When
his eacher ries o alk o him abou his behavior, he shrugs and ducks his head,
oen appearing sarled or araid. His eacher learned rom he Head Sar amily
advocae ha Lina has recenly sared seeing a new boyriend. Because he amilyadvocae has a good relaionship wih he amily, i was decided o schedule a
amily eam meeing o discuss Diego’s behavior and offer suppor o Lina.
Consider he degree o which each proecive facor is presen a he end of he
scenario.
• Nururing and atachmen• Knowledge o parening and child developmen• Parenal resilience
• Social connecions• Concree suppor or amilies• Social and emoional compeence o childrenWha oher kinds of suppor migh help srenghen his family?
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Scenario 2
Seven, a 30-year-old aher, is raising his wo children alone aer losing his
wie in a ragic car acciden 6 monhs ago. Seven and his children—Dana, age 8,
and Johnny, age 10—have suffered emoionally over his loss. Seven is also
sruggling wih he pracical ask o geting himsel o work and he children o
school on ime during he week, alhough amily and riends are assising wih
he children on weekends.
Dana and Johnny are having increasing difficulies a home and in school. Dana
is no eaing well and wans o be le alone mos o he ime. Johnny is geting in
fighs wih he children in his class. Seven, along wih his siser Renee, recenly
me wih he school counselor and eachers o discuss he children’s siuaion.
School officials are aware o he children’s recen loss o heir moher and have
suggesed ha he amily receive bereavemen counseling and ar herapy o
help hem hrough his raumaic ime. Renee has agreed o help Seven wih he
children in he evenings.
Consider he degree o which each proecive facor is presen a he end of he
scenario.
• Nururing and atachmen• Knowledge o parening and child developmen• Parenal resilience• Social connecions• Concree suppor or amilies• Social and emoional compeence o children
Wha oher kinds of suppor migh help srenghen his family?
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Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership
Working Successully Wih Communiy ParnersEveryone has somehing o conribue o a
amily srenghening effor. All secors o he
communiy need o be aware o he imporance
o he proecive acors and undersand how
everyone can play a role in building hese acors
o suppor amilies and children. Working wih
any one o he groups lised below can be a
grea way o engage and suppor more amilies.
However, he more groups ha you involve, hemore people you will reach and he sronger
your communiy parnership will be. When all
members o he communiy work ogeher as a
whole, amilies eel suppored and are beter able
o nurure and care or heir children.
Embrace Diversiy
Every communiy group has unique belies,
ineress, and approaches o supporing amiliesand children. Parnering wih communiy
members o diverse racial and ehnic backgrounds,
liesyles, and values will require an organizaional
invesmen in addressing differences in posiive
and producive ways. Consider he ollowing ips:
• Make your communiy group welcoming oall by making meeing imes and locaions
flexible and accessible o all. Insis on
diversiy in leadership.
• Seek o undersand he belies, values,ineress, and concerns o each group wih
whom you wish o parner. Wha are heir
mission and goals, and how will a amily
srenghening effor urher hose goals?
• Differen culures define he concep o“amily” in very differen ways. Learn abou
how he differen groups in your communiy
define amily, and respec he definiion o
each amily, Tribe, or ehnic group.
• Beginning a meeing or workshop wih ademonsraion o spiriualiy drawn rom
one o he culural groups represened
can prepare paricipans emoionally and
menally or he aciviies o he day, as well
as acknowledge he srengh o ha culure
o he enire group.
• Programs ha inroduce radiional child-rearing pracices rom various culures,
such as cerain Naive American Tribes or
immigran groups, may help young parens
raise heir children in a posiive and culurally
knowledgeable manner.
Suggesions orCommuniy Evens
Offer raining or workshops abou he
proecive acors o various groups. General
alking poins can be ound in he Media
Toolki (htps://www.childwelare.gov/opics/
prevening/prevenionmonh/media-oolki/ );
be sure o cusomize your presenaion o your
audience. End by inviing paricipaion on
your communiy amily srenghening council.Audiences migh include he ollowing:
• Judges and oher cour personnel involvedin making bes-ineress deerminaions
or children
• Child care cener saff or parens• Employees o a large local business
https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/
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• Paren-eacher organizaions (e.g., PTAs),Mohers o Preschoolers (MOPS) groups, or
oher paren groups
Congregaions or ineraih groups••
Local physicians, perhaps hrough “grand
rounds” a local hospials
Sponsor communiy evens ha suppor amilies
and include a broad represenaion o your amily
srenghening parnerships. Examples:
• “Parens’ Day” ocused on he proecive acors. Find ools and resources rom a successul
paren-led even in Alaska a htp://dhss.alaska.
gov/ocs/Documens/amilies/documens/AK_ParenEvenToolki.pd .
• Town hall meeing. Invie local legislaors,paren leaders, and oher communiy leaders
o discuss issues affecing local amilies.
• Healh air. Bring ogeher local clinics andproviders o offer ree screenings, as well as
social service organizaions who can alk
abou low-income healh insurance opions.
• Human services air. Invie parner organizaionso presen on opics ha help parens meeheir amilies’ needs, such as finding adequae
medical care, sae and affordable child care, and
subsance abuse reamen.
• Job air. Invie local businesses o atend andmee wih prospecive candidaes, as well as
nonprofi organizaions ha can provide help
wih child care, inerview clohing or ips,
ransporaion, and oher job-relaed needs.
• Ehnic sree airs. These evens offer amiliesa way o enjoy heir culural heriage in he
company o ohers. Communiy organizaions
can provide prevenion inormaion and
educaional maerials a boohs and hrough
amily-riendly aciviies such as paren-child
cra aciviies and puppe shows.
Essenials or Childhood: Creaing Sae, Sable, and Nururing Relaionships andEnvironmens or all Children
As a complemenary proecive acors ramework, CDC’s Essenials or Childhood provides a sep-by-sep approach ha communiy parnerships can ake o suppor amilies and preven childmalreamen. I includes our goals:
1. Raise awareness and commimen o promoeand preven child malreamen. The firs sepsinclude esablishing a vision or children andamilies, raising awareness, and building acommuniy parnership unied behind he vision.
2. Creae he conex or healhy children and
amilies hrough norms change and programs. Promoe a communiy norm o sharedresponsibiliy or child well-being, as well asposiive communiy norms abou accepableparening behaviors. Implemen evidence-based programs or parens and caregivers.
3. Use daa o inorm acions. Gaher andsynhesize relevan communiy daa, ideniyand fill criical daa gaps, and use he daa osuppor urher acion seps.
4. Creae he conex or healhy children andamilies hrough policies. Ideniy policies ha
may improve he lives o children and amiliesin your communiy, and provide communiyleaders and decision-makers wih inormaionabou he benefis o evidence-based sraegies.
Inormaion abou he ramework is available ahtp://www.cdc.gov/violenceprevenion/childmalreamen/essenials/.
http://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://www.cdc.gov/violenceprevention/childmaltreatment/essentials/http://www.cdc.gov/violenceprevention/childmaltreatment/essentials/http://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdf
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