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UNDERSTANDING THE CHALLENGES

OF BALANCING PARENT

EDUCATION AND CRISIS

MANAGEMENTThe Front Line Worker

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THE UNITED ARC POSITIVE PARENTING PROGRAM294 AVENUE ATURNERS FALLS, MA 01367

Barbara Jaillet

Positive Parenting Associate Director

Betsy Misch

Program Coordinator

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THE POSITIVE PARENTING PROGRAMHOW WE STARTED

1980’s – Initial referrals from DMR and DPW primarily to support parents during TPR

Early 1990’s – Panel discussions at disability conferences in MA regarding unmet needs of parents with ID and DD and their families

1995- Urban and rural county surveys of professionals & focus groups with parents to identify service gaps and unmet needs

1997 – Initiation of parenting group with CTF PESP funds

1998 – Establish Positive Parenting Resource Center with DDS Innovation Grant

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THE UNITED ARC MODEL:POSITIVE PARENTING PROGRAM COMPONENTS Individual parenting support, case management & skills

training – providing PE services to 45-50 families each month Parent education & support groups – typically 3 ongoing

groups (contingent on funding) in addition to 2 ongoing Grandparent support groups

Transitional Supported Living - (quasi-residential services) an apartment building housing 6 apartments for families, and supportive neighbor, community space and outside play area

Volunteer mentoring – 15-20 active volunteers that provide program and family support

Supervised Visitation-provide observation/monitoring or supportive instructional visitation for 12-14 families with out- of home children and their parentsProgram supported 152 families representing 505 individuals during the 2014 fiscal year.

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GOALS FOR TODAY Learn the benefits of teaching child

development and strengthening parent skills.

Gain an understanding of providing Parent Education in alternative settings

Evaluating crisis versus predicament. Identify when it is appropriate to forgo

Parent Education and engage in crisis management.

Recognize the consequences parents face for not addressing crisis.

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THE FRONT LINE WORKERThe Front Line Worker educates and collaborates with families to promote positive change and encourage healthy environments for children and their family.

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THE HUMAN SERVICE FRONT LINE WORKER PROVIDES MANY SERVICES TO THE FAMILY

Support Education Individual Goal Planning Tailor Made Curriculum Community Resources Advocacy Self Sufficiency

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IMPACT ON SOCIETY

Stabilize Communities

School Readiness

Community Health

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IMPACT ON THE FAMILY

Provide a Tool Box of Parenting Skills

Reduce Child Abuse and Neglect

Reduce Stress

Maintain Intact Family

Limit Social Isolation

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IMPACT ON THE INDIVIDUAL

Healthy, Happy Home Environments for Children

Prepare Parents to Meet the Ongoing Needs of their Children

Build Social Connections

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ALTERNATIVE SETTINGS

The family resides in a shelter

The family “couch surfs”

The family has an unsafe situation at home

The family is not comfortable with an in-home visit but is willing to meet in the community

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EXAMPLES OF ALTERNATIVE SETTINGS

Donut Shop Library Car ride Someone else’s home Borrowed office space Fast Food restaurant Playground Park

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CHALLENGES?Lack of privacyDistractingParent being embarrassedHaving to keep an eye on their childrenRunning into someone you know or the parent knowsNo money for food or coffee

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CRISIS VS.

PREDICAMENT

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Crisis: a situation that has reached a critical phase

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Predicament: a difficult, unpleasant, or embarrassing situation.

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CRISISForgo parent education and address crisis.

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PREDICAMENT

Ignore it

Address the issue and move on

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HOW TO PREVENT A PREDICAMENT FROM BECOMING A CRISIS Train parents to use a calendar and follow through

Be present when parents are making appointments and follow through with reminder calls around appointment dates.

Make to do lists and assist with parental follow through

Offer to look through mail once a week with the parent and follow through

Break tasks into smaller more manageable parts and follow through

Listen closely to concerns to better identify when a predicament is about to become a crisis.

Take action and follow through

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FOLLOW UP

Regular Check Ins

Collaboration

Referrals as needed

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KNOW YOUR AREA SERVICE PROVIDERS

Be able to make referrals to other service providers in your area.

No one agency can provide all services to a family.

Develop a network with local providers.

Attend community agency meetings

Know emergency services in your area.

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PARENT EDUCATION CURRICULUM AND HOME VISITING MATERIALS

Use of Evidence-based Curricula: Health & Wellness – Alexander Tymchuk Nurturing Parent – Alexander Tymchuk Family Game – Maurice Feldman Sunny Side of the Street - Iris Media Circles of Security Supplemental Materials: Channing Bete Scriptographic booklets Activity or Game-based learning, role

play, flash cards and Bingo (WELLNESS REPRODUCTION &

PUBLISHING)

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REFENCES Boydell, K, M., Gladstone, Brenda, M., McKeever, Patricia. (2006).

Recasting Research into Children’s Experiences of Parental Mental Illness: Beyond Risk and Resilience. Social Science & Medicine. Volume 62, pp. 2540-2550.

Center on the Developing Child (2012). Executive Function (In Brief). Retrieved from www.developingchild.harvard.edu.

Center on the Developing Child (2013). The Science of Neglect(InBrief). Retrieved from www.developingchild.harvard.edu.

Centers for Disease Control, The Department of Health and Human Services. Preventing Child Maltreatment Through the Promotion of Safe, Stable, and Nurturing Relationships Between Children and Caregivers. Retrieved from http://www.cdc.gov/ViolencePrevention/pdf/CM_Strategic_Direction--Long-a.pdf

Hancock, Terry, B., Kaiser, Ann, P. (2003). Teaching Parents New Skills to Support Their Young Children’s Development. Infants & Young Children Volume 16, Number 1, pp. 9–21. https://www.med.unc.edu/earandhearing/pediatric-services/the-childrens-cochlear-implant-center-at-unc/trainings/csi/copy_of_kaiser_16_1.pdf

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THANK YOUAny Questions for Barbara or Betsy?