Exam 1 Notes
Exam 1 Notes HDFS470011
Popular in FAMILIES & CHILDREN AT RISK
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This 10 page Bundle was uploaded by Rachel Mendelowitz on Wednesday October 14, 2015. The Bundle belongs to HDFS470011 at University of Delaware taught by Radnai-Griffin,Dorit in Summer 2015. Since its upload, it has received 29 views. For similar materials see FAMILIES & CHILDREN AT RISK in Human Development at University of Delaware.
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Date Created: 10/14/15
HDFS47O Exam 1 Study Guide Lecture 1 RelationshipCentered Practices with Families 0 Framework for Developing Relationships with Families 0 Families as systems All parts of the system are interconnected Family as a system can only be understood by viewing it as a whole Family system both affects and is affected by its environment Not a physical phenomenon but a way of understanding the organization and the experiences of families 0 Bioecological systemsfamily context Families situated within certain contexts and societal networks Cultureethnicity Location of residence History Current and past stressors Resources Familycentered amp relationshipbased interventionsservice delivery models 0 The context of the family is acknowledged o Family s strengths and resources are emphasized and used as the foundation for the intervention 0 Family in the role of the decision maker 0 Effective family support interventions rely on relationshipbased practice 0 Valuing relationship between families and professionals as means to support optimal positive change andor growth 0 Key characteristics of relationshipbased practice Nonjudgmental Acceptance Strengthbased Culturallysensitive Individualized Improvementfocused 0 Active ingredients for developing relationships Listen carefully Demonstrate concern and empathy Promote re ection Observe and highlight the relationship Respect role boundaries 000000 00000 o Respond thoughtfully in emotionally intense interactions Quote quotthe success of all intervention will rest on the quality of providerfamily relationships even when the relationship itself is not the focus of the interventionquot First Stage Getting Started 0 Respectful interactions Sensitivity to family priorities Family de nitions how do they de ne family Awareness of our roles as professionals Identifying family resources Establishing reciprocity Program and family as equal partners Second Stage Continuing the Relationship 0 Strengthsbased approaches 0 De ning concerns from the family s perspective 0 Develop plans and strategies jointly and negotiating these through the intervention process 0 Resolving problemschallenges jointly Third Stage Transitions 0 Transition processes may be developed to meet family members needs 0 Information that will prepare families to establish new relationships with future partner professionals 0 Formal and informal informationsupports that will be most sustaining for family members as they meet new chaHenges Learning with families 0 Families must be able to make their own decisions about their lives 0 As professionals we learn to respect family decisions 0 Professionals bring expertise knowledge and resources to the partnership families bring knowledge of their own families and context both are critical Roles in relationships 0 Victim Feels hopeless and powerless little or no control over situations Individuals in the victim s role may Complain about the way things are and what others do usually to people who are not directly involved 0 Calls out for help typically to people who don t have the power to change the situation Feels unable to make choices and deal with the consequences OOOOO o Eventually identify themselves as the victim o Rescuer Wishes to be needed and x things for others Individuals in the rescuer role may 0 Jump right in to respond to any call for help even if the situation does not involve him Promise resources he does not control Conclude which actions should be taken to solve a problem and proceed to take those actions whether or not the person needing help has asked him to do so 0 Disappointed surprised hurt ifwhen someone tells him that his help is not needed wanted or helpful 0 Persecutor Feels that he must maintain control over situations or people at all time and at all costs Individuals in the persecutor role may 0 Push forward with an agenda regardless of dif culties or wishes of others to do things differently Refuse to receive any assistance from other 0 Believe that there is only one way to solve an issue and hold persistently to his opinions and plans 0 Perceptions The victim is seen by 0 The persecutor as someone incapable of making decisions for himself 0 The rescuer as someone he can x things for The rescuer is seen by 0 The persecutor as an interferer The victim as initially a shoulder to cry on but then as an interferer or an untrustworthy individual The persecutor is seen by 0 Both the victim and the rescuer as controlling 0 As they interact individuals in this unhealthy triangle tend to move from one role to another o It is the responsibility of the provider to 0 Respect those that we are working with Accept those that we are working with Care about those that we are working with Emphasize the strengths of those that we are working with 000 0 whether or not it is reciprocated by those that we are working with It is also the provider s responsibility to keep current on best practices as well as take care of self in order to provide appropriate services to those that we are working with Things to remember when working with families 0 Learning occurs in the context of a relationship 0 Discuss possible alternatives don t just limit undesirable behavior 0 Problems are opportunities 0 When something isn t working change it 0 Together is better Ask for support from others colleagues parents etc Lecture 2 Understanding Risk in Context What is resiliency O O quotthe ability to adapt well to adversity trauma tragedy threats or even signi cant sources of stressquot APA 2011 Protective factors characteristics of individuals families or systems that help them adapt to their changing context Ordinary magic 0 0 quotResilience does not require anything rare or extraordinary but instead requires that basic human adaptive systems are operating normally Children and older human individuals have impressive capacity for resilience when basic protections are working when they have the protection of parents looking out for them or the emotional security of close relationships with others When the human brain is functioning normally for learning problemsolving and trouble shooting when they have opportunities to experience the hopes and rewards of doing something that changes what is happening and when their environment supports these systemsquot Ordinariness of resilience Resilience is common and it usually arises from the normative functions of human adaptation systems Resilience is made of ordinary rather than extraordinary processes If the basic human adaptational systems are in good working order there should not be issues when faced with adversity if these systems are impaired then the risk for developmental problems is much greater Characteristics of resilient families 0 0 Commitment Cohegon Adaptability Communication Spirituality Connectedness Resource management Promoting resilience in children Early childhood is an important developmental period Encourage participation and appropriate responsibility Support healthy emotional development Sustained positive relationships with caregivers Responsiveness building trust Sense of belonging What is risk 0 Adversity o Context or event that is often associated with negative outcomes for children individuals or families 0 quotthe greatest threats to human resilience are circumstances that destroy or damage these basic protectionsquot Contemplating risk 0 Where does risk reside o Environments can create or contribute to risk 0 Risks are often cumulative or layered o Risks are not static or uniform in their impact on individuals families or communities Categories of risk 0 Poverty Social relationships Health and nutrition Natural disasters Peoplemade disasters war and political violence 0 Lack of access to high quality services and education What is poverty 0 De nition is socially constructed 0 quotThe state or condition of having little or no money goods or means of support the condition of being poorquot 0 2015 US federal guidelines 24250 for a family of 4 0 Research suggests that families typically need double the poverty level to live reasonably 0 Geographic variation in economic needs National landscape 0 Children 23 of the population and compromise 34 of people in poverty 22 of children live in poor families 45 of children live in lowincome families 00000 00000 O 0000 O 0 Risk factors for poverty Raceethnicity Parental educational attainment Family structure 51 of lowincome children living in rural areas and 42 live in urban areas 0 Types of poverty 0 O persons encounter persistent periods of income at or below the federal poverty threshold for at least two consecutive years experiencing poverty for brief periods of time for at least 2 months within a given year 0 Disability and poverty 0 O O 54 million Americans with disabilities 1 in 5 4 million children living in poverty with disabilities 5 times more likely to have a disability if a child is living in poverty 0 Impacting factors on children 0 0 00000 Health factors Under nutrition during pregnancy Limited access to health care Lack of money to afford nutritionally adequate diet Cognitive effects 0 Lower achievement on standardized assessments and IQ tests have been linked to living in long term poverty Emotional effects 0 Living in poverty can results in emotional challenges eg externalizing or internalizing behaviors for some young children Lack of transportation Lack of stimulating educational experiences Toys and materials Quality childcare Limited opportunities to participate in recreational activities Lack of quality housing Limited access to safe neighborhoods Emotional and physical health of the parent Interactions between children and families Parentchild Childsiblings Parentparent 0 Parenting within the context of poverty 0 Families who live in poverty are heterogeneous 0 Poverty does not equate to quotbad parentingquot Economic hardship can decrease parental responsiveness warmth and supervision and increase harsh punishment and inconsistent discipline practices 0 Poverty does create an environment where more stressors can in uence a child s development and learning Depression is primary parental mental health concern 0 Homes and neighborhoods 0 Homes may have less stimulating materials and more health and safety risks 0 Neighborhoods can in uence perceptions of safety play spaces transportation and provision of services 0 What does this mean for us and our work 0 Perceptions of children Consider context of child s experience 0 Perceptions of families Family systems approach Strengths needs resources Flexible approach multiple demands requires more exibility with families 0 Perceptions on neighborhoodscommunities Get to know your community strengths resources needs 0 Perceptions of ourselves and our relationships with families Plan for transitions Collaborate with family resource centers and others who provide additional services and supports to families Suspend judgment Lecture 3 Empowering Families 0 What does empowerment mean 0 quotEmpowerment is a little bit like obscenity you have trouble de ning it but you know it when you see itquot o What does empowerment mean for human services 0 Family or client having control 0 Egalitarian relationship between professionals and families 0 Providing experiences that promote families sense of control over important life events 0 Why empowerment 0 Families are experts on their lives and contexts Support only takes families so far Resist the risk of dependency on professionals Promote sustainable outcomes for families Affirm experience and positive capabilities for families OOOO o Is needed for families in order to make it through the times and possible challenges ahead 0 Evidencebased practice 0 The guiding principles of an empowering philosophy 0 All people have existing strengths and capabilities as well as the capacity to become more competent o The failure of a person to display competence is not due to de cits within the person but rather to the failure of social systems to provide or create opportunities for competencies to be displayed or acquired o In situations where existing capabilities need to be strengthened or new competencies need to be learned they are best learned through experiences that lead people to make selfattributions about their capabilities to in uence important life events 0 How to empower families 0 Empathic listener l re ective and active listening 0 Consultant l provide information and opinions in response to requests for information and questions 0 Resource act as a broker of community resources and information o Mobilizer help families connect with peers and interested others I 0 Mediator l promote cooperation and partnership 0 Promote positive and proactive interactions with families Believing that individuals are competent Beginning with a positive attitude that will last Develop a trusting relationship with families Offer help in response to familyidenti ed needs 0 Offer help that is normative Staying with the family s assessment of the situation Building on the family39s strength Beingremaining culturally sensitive 0 Offer suggestions that provide the family with immediate success in mobilizing resources Beginning with an immediate need Building on positive experiences Assisting in fostering positive partnerships Taking small steps Demonstrating success 0 Promote the use of the family s natural support networks as principal ways of meeting needs Using what the family is comfortable with Using the Family System theory principles as a guidance 0 O O O O 0 Promote a sense of cooperation and joint responsibility for meeting family needs Using multidisciplinary approach Seeing the family as equal partners assuring that service providers are partners and not to do or x everything Permit the family to decide to accept or reject serviceshelp Families ultimately do know what is the best for them Permit help to be reciprocated and offer opportunities to do so Allowing families to show their appreciation Promote independence and the acquisition of skills and behaviors necessary to meet family needs Enabling experiencesopportunities naturally occurring or created that allow for family s competence to be learned and demonstrated Promote family members ability to see themselves as an active agent responsible for the outcome Reinforcing partnership concept Strengthening family s con dence in their own abilities o It is not simply a matter of whether family needs are met but the manner in which needs are met that results in family empowerment A Doula Story 0000 O O O O 0 Free doula services poor neighborhood Works with pregnant teens during and after pregnancy Helps them without judging Empower by giving support loving relationship sets an example for how the teens are supposed to act with their kids Give them support whenever they need drop everything when they need the support Compassionate Teaches them things they can do themselves to help make their children successful Listens empathically l quotI can t tell you not to have sexquot Always there for the girls in their times of need O How the Doula used the strategies from lecture 2 offer help in response girl said she needed a stroller so that s what she helped her with 9 quotI can t tell you not to have sexquot giving them the knowledge to make their own decisions 7 gave out phone number went around in community telling people about services 0 Quote quot Empowerment implies that many competencies are already present or at least possibleEmp0 werment implies that What you see as poor functioning is a result of social structure and lack of resources Which make it impossible for the existing competencies to operate It implies that in those cases Where new competencies need to be learned they are best learned in a context of living life rather than in arti cial programs Where everyone including the person learning knows that it is really the expert Who is in charge Lecture 4 Communicating with Families Building Partnerships Communication efficacy 0 Sharing information in multiple ways 0 Asking that families share information prior to or during a meeting 0 lnvolving families in mutual problem solving 0 Communication strategies that facilitate partnership 0 Attending and active listening Demonstrating understanding interest and empathy o Seeking and verifying Demonstrating responsiveness to speaker s concern 0 Joining and supporting Seeking to understand and identifying next steps
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