Challenges of Balancing Parent Education & Crisis Management
Looking into the complexities of juggling parent education and crisis intervention, this insightful content delves into the United Arc Positive Parenting Program, its components, and the goals for empowering parents. Explore the journey of supporting families facing developmental disabilities, understanding crisis scenarios, and the importance of equipping parents with essential skills.
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UNDERSTANDING THE CHALLENGES OF BALANCING PARENT EDUCATION AND CRISIS MANAGEMENT The Front Line Worker 1
THE UNITED ARC POSITIVE PARENTING PROGRAM 294 AVENUE A TURNERS FALLS, MA 01367 Barbara Jaillet Positive Parenting Associate Director Betsy Misch Program Coordinator 2
THE POSITIVE PARENTING PROGRAM HOW 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 3
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 parents Program supported 152 families representing 505 individuals during the 2014 fiscal year. 4
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. 5
THE FRONT LINE WORKER The Front Line Worker educates and collaborates with families to promote positive change and encourage healthy environments for children and their family. 6
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 7
IMPACT ON SOCIETY Stabilize Communities School Readiness Community Health 8
IMPACT ON THE FAMILY Provide a Tool Box of Parenting Skills Reduce Child Abuse and Neglect Reduce Stress Maintain Intact Family Limit Social Isolation 9
IMPACT ON THE INDIVIDUAL Healthy, Happy Home Environments for Children Prepare Parents to Meet the Ongoing Needs of their Children Build Social Connections 10
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 11
EXAMPLES OF ALTERNATIVE SETTINGS Donut Shop Library Car ride Someone else s home Borrowed office space Fast Food restaurant Playground Park 12
CHALLENGES? Lack of privacy Distracting Parent being embarrassed Having to keep an eye on their children Running into someone you know or the parent knows No money for food or coffee 13
CRISIS VS. PREDICAMENT 14
Crisis: a situation that has reached a critical phase 15
Predicament: a difficult, unpleasant, or embarrassing situation. 16
CRISIS Forgo parent education and address crisis. 17
PREDICAMENT Ignore it Address the issue and move on 18
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 19
FOLLOW UP Regular Check Ins Collaboration Referrals as needed 20
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. 21
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) 22
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 23
THANK YOU Any Questions for Barbara or Betsy? 24
