let’s talk about meaningful family - community indicators … · 2018. 9. 27. · let’s talk...
TRANSCRIPT
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Let’s talk about meaningful family
and community indicators that
elevate assets and opportunities
Richard Chase, Betty Emarita, and Elizabeth Carlson
2018 CIC Impact Summit
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1. Audience participation
2. Identify sources of strength-
based family and community
indicators
3. Nudge policy discourse and
community development
narrative from problems to
opportunities, from deficits to
assets
Goals today
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612-823-5193 -- [email protected]
Betty is an ideation and strategic change consultant. A member of the National
Network of Consultants to Grant Makers, she is certified in Human Systems
Dynamics and part of the Polarity Management international learning
community. Betty works with local, state, and national foundations, government
agencies, and cross-sector collaborations of public agencies, foundations, and
nonprofit organizations. She has rich experience incorporating information
gathered at the community level into broader state-level systems.
Betty Emarita, Development and Training, Inc.
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Elizabeth Carlson, Institute of Child
Development, University of Minnesota
Senior Research Associate; Affiliate
Graduate Faculty; Director, Harris
Programs
612-626-8668
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Deficit lens:
Focus on problems and what
must be fixed
Compelling bleakness
No vision of a positive future
Why elevate assets?
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Why elevate assets?
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Asset lens:
Source of joy, solace, and
strength for all
Optimism
Invest in the future of
possibilities
Why elevate assets?
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Risks, negative outcomes, and
disparities of being Indian
Cultural identity, values, and
practices protect or buffer against
substance abuse, suicide, violence,
and other risks and negative
outcomes
American Indian youth indicators
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American Indian culture as a vital and
honored way of life and path of wellness.
Strengths-based development of
resilience and positive social, health, and
mental health.
Power of American Indian indigenous
culture and the capacity of indigenous
peoples to transform individuals, groups
of youth, and, ultimately, the planet
American Indian youth asset indicators
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Families with young children using parks to play
Respectful business practices (e.g., property
upkeep, no litter, plants and flowers, better
selection, and courtesy to customers)
Parents from all racial and ethnic groups
participate in community development decisions
at convenient times and places.
Number of opportunities for families of diverse
backgrounds to interact in meaningful ways
Resident-identified asset indicators
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Residents (including children) share a sense of
community pride and hope for the future.
Recent immigrants feel part of the community
and respected.
Hours of clinics and programs are flexible to
meet family needs.
Families have the social support they need
through neighborhood support networks and
families supporting each other
Resident-identified asset indicators
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Equitable Benefits Model An opportunity framework for recognizing and
adding value to community assets
A cautionary framework for understanding why
many programs do not lead to sustainable
change and may, in fact, deplete communities
BETTY EMARITA
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Asset lens
Strengthens family and community institutions
Systems adapt
Community self-determination advanced
Deficit Lens
Displaces community assets
Expects communities to fit into structures
Extracts value, perpetuating inequities
Ways to understand and interact with
communities
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The informal and
formal ways in
which children
learn in their
home and
community
environments
Family and
community
knowledge
systems:
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FaCET Survey Process
The Survey Tools were developed to
Promote and measure family and community engagement for healthy early childhood development.
Provide a platform for discussion.
As a result of Community dialogues across the state in 9 cultural communities: Hmong, Ojibwe, German, Swedish, Somali, Irish, Latino, African American, Norwegian.
Wilder Research and Development & Training, Inc.
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Families want their children to:
have good characters.
have a positive sense of
themselves and to be resilient.
be able to understand and
interact effectively with the
social networks and institutions
that are an integral part of their
communities.
Overarching themes from community dialogues
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Involving parents in learning activities at home
Supporting parents as advocates for their children
FaCET promotes and measures deeper family
engagement
Logistics of parent engagement -- when, where,
and what activities to attract parents
Using appropriate language and culture-relevant curriculum
Parents connected and supported in their parenting role
Families respected for their knowledge and experience
Families integral to program design and decisions
Programs join families at the level of transmitting cultural
identity and the values of respect, honesty, and integrity
Development and Training, Inc. and Wilder Research, July 2015
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Early Childhood Assessment – 14 items
– To what extent do you…
Quality Rating of Early Childhood Programs –15 items
– To what extent does this program…
4-point scale: a lot, somewhat, a little, not at all
Developed FaCET Survey Process
Wilder Research and Development & Training, Inc.
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Signs of extended family
support and connections
Signs of transmitting moral
and cultural values
Signs of experiencing
responsive institutions,
programs, and agencies
Early childhood assessment
Wilder Research and Development & Training, Inc.
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Signs of building character
and integrity in children
Signs of helping a child
develop a sense of self
Signs of understanding
and valuing community
Quality rating of early childhood programs
Wilder Research and Development & Training, Inc.
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Invite families to talk about advanced (out-of-the-
ordinary) skills, abilities, and capacities that their child
exhibits at home or in their community.
Change or adapt program frameworks, requirements,
methodologies, practices, and/or strategies in response
to what it learns from families and communities.
Effectively combat and counteract any negative images
or behaviors toward child or a lack of positive images
and interactions that affect the child.
Wilder Research and Development & Training, Inc.
Signs of understanding and valuing community
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Create bridges between parents, programs, and
agencies.
Increase local capacity.
Maintain the integrity of the process.
Create local ownership and a learning
community.
Connect with facilitators in other locations.
Building a cadre of skilled facilitators
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Deeper levels of engagement…
within and between families: They reflect upon
their own practices and share strategies that
benefit their children.
between families and staff: They begin to learn
from each other as peers.
between program staff, families, and community:
Synergies develop that increase capacity for all.
Potential engagement impacts
Wilder Research and Development & Training, Inc.
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Create a framework for supporting children’s
transitions between home and other learning
environments.
Institutionalize feedback loops between families,
child care centers, agencies, and ratings
organizations.
Generate new data that can improve policies,
programs, and practices for children across
education, health, and human service agencies.
Multidimensional systemic uses
Wilder Research and Development & Training, Inc.
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Completion of Family and Community
Knowledge Systems training and use of data
from tools for engagement worth points in QRIS
rating
Review and transform Family Engagement
accreditation standards and how to provide
technical support
Early care and education uses
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Risk and Reach partners and advisors
Wilder Research
University of Minnesota
MN Department of Health
MN Department of Education
MN Department of Human Services
Special thanks to the Irving Harris Foundation for a grant to
the University of Minnesota supporting this effort.
MN Early Childhood Risk and Reach Report
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County-level report on
economic, health, and family
stability “risks” to healthy
development
Extent of “reach” or coverage
of publicly-funded services to
meet early learning, health,
and basic needs
Indicators of community
resilience.
What is the Risk and Reach Report?
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Tables and
Maps
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Developmental Research
– Physical, social, economic health and well-being of adults strongly influenced by experiences in early childhood.
– Building healthy citizens and strong communities begins in infancy
Young children in Minnesota
– Infants born in poverty, without adequate prenatal care
– Majority of children in foster care under age of three
– African American/American Indian children at greatest risk
Why a Risk and Reach Report?
Background
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Inform and guide decision-making for early
childhood resource allocation and policies.
Explore how we can work across counties in
our state-supervised, county-administered
system of service delivery.
Address systemic disadvantages and
inequalities that underlie disparities in health
and wellbeing.
Why a Risk and Reach Report?
Future Opportunities
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Many children under age 3 need bigger
boosts out of poverty
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Economic
– Education, unemployment, poverty
Health
– Teen birth, inadequate prenatal care, low-
weight birth, infant mortality rate, lack of
health coverage, lack of immunizations
Family stability
– Child mobility, maltreatment report, out-of-
home placement
Overall risk status
Report: Risk
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Health programs
– WIC enrollment, home visiting participation
Human services
– MFIP coverage, CCAP participation,
mental health in MN Health Care
Education program
– Early childhood screening, Headstart
enrollment, early childhood special
education services enrollment
Report: Reach
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Risks
– Incarcerated parents, food insecurity
Reach
– Dental health, mental health consultation
Resilience
– Healthy attachment relationships, father
involvement
– Social support: faith, school, and community
connections
– Neighborhood parks and libraries
Report: Emerging Risk, Reach, Resilience
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Challenges
– Measurement
– Common metrics
– Integrated data
Future directions
– Focus on prenatal to three experiences
– Focus on racial/ethnic disparities
– More localized data
– Emerging assessments of benevolent experiences
Challenges and Future Directions
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Richard Chase, Ph.D.
Wilder Research
451 Lexington Parkway North
Saint Paul, Minnesota 55104
651-280-2700
www.wilderresearch.org
www.mncompass.org
For more information: