Transcript Lisa, slides to insert in Power Point

Dr. Arlene Andrews, Professor Emeritas, USC School of Social Work
Lisa Potts Kirchner, Esq., Chief Executive Officer, FamilyCorps
Parent mutual support …
Involves voluntary parent-to-parent interaction
Is peer-to-peer
Is reciprocal
Is nonjudgmental
Occurs in diverse ways (groups, one-on-one, electronically,
other ways)
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Self help
Social support
Natural helping networks
Trained parent helping “needy” parent
Parent education or skills development
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Can be learned
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Requires facilitation at first, by trained peer leaders
Formal family services may help parents cope, learn, heal,
nurture, and manage in many ways;
But when formal parenting programs are done and gone…
Parental mutual support and self-help are all
there is.
How do we best strengthen families’ capacity to help
themselves and one another?
The value of parent mutual support has solid theoretical
grounding, e.g.:
social ecology and systems theory,
cultural sensitivity,
family strengthening,
social learning,
self-determination and empowerment, and
reciprocity and collective efficacy.
Source: Andrews, AB. (2014). Addressing Child Maltreatment through Mutual Support
and Self-Help Among Parents. In Korbin, J., & Krugman, R. (Eds.) (pp. 411-429).
Handbook of child maltreatment. NY: Springer.
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Social environment: Individual, family, community,
organizations, policies
“Chronosystem’: Time – people change, mature – needs &
assets change
Systems change, adapt, positively and negatively – parts of
the system, ie., various parents in it, are changing together
Mutual support helps parents adapt positively
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Parents learn to be parents within their various cultures
Historically, parents highly value mutual support within their
culture, particularly when they have faced oppression
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Mutual support does not assume a parent has deficits and
needs improvement
Mutual support acknowledges risk but focuses on assets
Parent mutual support becomes an asset, available when the
parent needs it – not as confined to schedules and limited
interactions as formal services
Higher levels of parental support are associated with lower
levels of parental stress, ineffective parenting, and child
difficulties (McConnell et al. 2011). With support, families are
stronger.
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Parents still report, when they interact with service workers,
they are often excluded or treated as objects in need of
correction. They feel an imbalance of power between service
worker and parent.
Parents report the mutual support relationship is a safe place
to share pain or distress without fear of sanctions. They find
hope, acceptance, and belonging (Davidson et al. 1999, Hogan et al. 2002).
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Social learning theory predicts – and research confirms –
people learn from one another and become open to new
ideas.
When parent learn in the context of mutual support, they are
more likely to retain new knowledge and practice new skills
(Dunst et al. 1994).
Peer mutual support among parents often leads to…
personal transformation
development of advocacy and
empowerment skills. (Kurtz, 1990)
Parents who help one another report the benefits of mutual aid –
they feel
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joy in sharing,
faith in strengths,
courage to accept and stay in the mess and chaos of mutual aid,
and curiosity to seek and understand diverse views and feelings. [Steinberg,
1997; 2010]
Parental mutual support groups (distinct from professionallyled parent support groups or training) can…
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reduce child maltreatment and juvenile delinquency
et al. 2010, Nelson et al. 2001) and,
for parents in the child welfare system, promote
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self-esteem,
confidence,
less reliance on services,
fewer child placements, and
agency savings
(Polinsky
(Budde & Schene 2004, Cameron 2002, Cameron & Birnie-Lefcovitch 2000, Thompson
1995).
Parent leaders who support one another and participate in
service system system governance leads to enhanced …
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client commitment,
program relevance, and
positive child and family outcomes
(Andrews et al. 2003, Buck et al. 2004,
Cunningham et al. 1999, McAllister & Walsh 2004, Taub et al. 2001, Resendez et al. 2000).
Formal parent leader training is necessary
but rarely sufficient
to produce effective parent leaders.
Trained parent leaders who sustain their leadership are likely
to have engaged, mutually supportive relationships with one
another (Polinsky 2007).
The professionals might ask:
“Will you help me understand how you and your friends and
family support one another?”
“How may I partner with you to strengthen your support?”
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ONLY EVIDENCE BASED PARENT SUPPORT GROUP
PROGRAM MODEL IN THE COUNTRY
Evidenced based to measurably strengthen a caregivers protective
factors ,decrease the likelihood of future child maltreatment, and
reduce impact of adverse childhood experiences
Since 1979, “Parents who participate in a PA program,
regardless of whatever other services were being provided,
were much more likely to have their problems resolved than
clients who did not participate”
Cohn, 1979, P.495
HISTORY, MISSION, AND RESEARCH
ONTHE PARENTS ANONYMOUS®
PROGRAM MODEL
 Started in 1969 by a courageous and tenacious mother, Jolly K. with Leonard
Leiber, Social Worker
 Child in foster care
 Frustrated with traditional therapy
 Developed mutual support and shared leadership® model
 Testified in Congress about her personal journey
 Inspired millions all around the world
 Launched a worldwide Network
 Interviewed in the LA Times, Life Magazine , 60 Minutes and Nightline
 Original Parent Leader
Recognize the value and expertise of Parent Leaders
Advocate and model shared leadership® between parents,
agencies and policy makers to ensure evidence-based results
that benefit families
Advance an innovative conceptual framework and ambitious
research agenda on Parent Leadership and Shared Leadership®
that promote the strengthening of families and communities
National Parent Helpline® (1-855-427-2736)
Training and Certification of Parents to participate at governance,
management and service delivery level within the system of care
State Parent Leadership Team/ National Parent Leadership Team
formed from Parent Group Leaders in Groups
Shared Leadership® in Action for Agencies/Organizations
Jolly K. Awards
State Parent Leadership Month in February
Stand with Families Campaign – preserving the family voice
advocacy campaign in August of 2015
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The 2007 National Outcome Study of Parents Anonymous® conducted
by the National Council on Crime and Delinquency funded by the
Office of Juvenile Justice and Delinquency Prevention, U.S. Department
of Justice.
◦ Reduced Child Maltreatment Outcomes
◦ Reduced Risk Factors
◦ Increased Protective Factors
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Reduced Child Maltreatment Outcomes
◦ 73% of Parents Decreased Their Parenting Distress
◦ 65% of Parents Decreased Their Parent Rigidity
◦ 56% of Parents Reduced Use of Psychological Aggression
Towards Their Children
◦ For Parents Who Reported Using Physical Aggression,
◦ 83% Stopped Physically Abusing Their Children
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Increased Protective Factors
◦ 67% of Parents Improved Their Quality of Life
◦ For Parents Starting Out Needing Improvement:
 90% Improved in Emotional and Instrumental Support
 88% Improved in Parenting Sense of Competence
 84% Improved in General Social Support
 69% Improved in Use of Non-Violent Discipline Tactics
• 67%Improved in Family Functioning
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Reduced Risk Factors
◦ 86% of the High Stressed Parents Reduced Their
Parental Stress
◦ 71% of Parents Reduced Their Life Stressors
◦ 40% of Parents Reduced Any Form of Domestic
Violence
◦ 32% of Parents Reduced Their Drug/Alcohol Use
Baseline of Survey:
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Due to the time frame involved, participants were surveyed if they met the
following criteria:
◦ Participant was a SCDSS referred adult attendee within Charleston
County
◦ Participant attended a minimum of 6 weeks of Parents Anonymous®
Parenting Support
◦ At least 12 months time had passed since Participant’s first group
meeting attended
Of the 85 adults who attended a PA Group within Charleston County over
the past 12 months, 46 of those adults met all three criteria above. Of the
46 meeting criteria, 37 attendees were located and surveys were completed
(80% relevant population surveyed).
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Of the 37, 35 (94.5%) reported that the facilitator for Parents
Anonymous® navigated them to services that they addressed
voluntarily, and included :
Mental health (19 Participants)
Legal assistance (31 Participants)
Wrap around services (26 Participants)
Triple P (17 Participants)
Concrete Needs met, such as food bank or clothing (25
Participants)
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Of the 37 surveyed, 16 (43%) had an Open DSS case when they first
attended and their children were already removed from the home when first
attended.
Of the 16,
reunification of children
(94%) out of 16 cases
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into their home occurred in 15
(19%) participants had children reunified by the 6th week of PA attendance
(38%) participants had children reunified by 3 months of PA attendance
(25%) participants had children reunified by 6 months of PA attendance
(12.5%) participants had children reunified between 6 and 12 months of PA attendance
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Of the 16 Participants with an open DSS case whose
children were removed at their first meeting of PA and who
attended a minimum of 6 weeks of PA,
the number of participants who had any
further allegations of abuse and/or neglect
was ZERO (0) 12 months following their first
group meeting.
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Of the 37 surveyed, 31 were unaware of the protective
factors and how they affect a child’s wellbeing prior to
attending the support group
100% showed improvement in all parental protective factors
after attending six weeks of the program
How does Parents Anonymous transform a parent in crisis to
a parent advocate?
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THE FOUR GUIDING PRINCIPLES
HOW DOES THE PROGRAM WORK?
“THEORY OF CHANGE”
WHO IS FACILITATING??
ROLE OF THE FACILITATOR AND PARENT GROUP LEADER
EVERY PARENT IN GROUP IS CONSIDERED A PARENT
LEADER!
 IN ORDER FOR PARENTS TO ACCEPT RESPONSIBILITY
THEIR OWN PROBLEMS THEY MUST FIRST BE GIVEN
AN OPPORTUNITY TO DEVELOP THEIR OWN
SOLUTIONS!
 AS PARENTS BEGIN TO DEVELOP SOLUTIONS, THEY
NATURALLY BEGIN TO ASSIST OTHER PARENTS AND
ACT AS ROLE MODELS IN THE GROUP!
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MUTUAL SUPPORT IS THE GIVING AND GETTING OF SUPPORT
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GIVING OF SUPPORT IS THE MORE SIGNIFICANT HEALING FACTOR!
HELPER THEORY: THROUGH THE ACT OF HELPING, THE HELPER GETS
HEALED AND ILLUSTRATES COMPETENCE
** RECENT STUDY: MIDDLE SCHOOL KIDS TEACHING KINDERGARTEN STUDENTS TO
READ**
SOMEONE WHO HAS WALKED IN MY SHOES; SOMEONE JUST LIKE ME!
REDUCES ISOLATION ; NOT ALONE; REDUCES RESISTANCE TO
ADVICE/INFORMATION
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Parents and Facilitator build a successful
partnership to share responsibility, expertise and
leadership roles
Parents are resources for each other and the
facilitator is a resource for the group – no heirarchy
Each group identifies a Parent Group Leader to share
in leading the group
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Principle
Number 4:
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Personal Growth and Change
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Becoming a role model for other parents.
Growing stronger and more confident as a leader.
Continuing to take action and to receive supportive feedback.
Receiving positive feedback and support from trusted others who ‘mirror back’ the strengths and
leadership skills displayed in earlier actions.
Taking action.
Encouragement from others who view the parents as a leader
Recognition of the need to take action.
Exposure to other parents who demonstrate leadership behaviors and are acknowledged as leaders.
Regular participation in the group and a sense of commitment and belonging.
Commitment leading to participation, growth and change.
Day 1
© 2014 Parents Anonymous®
Inc. Research Profile Pathways to Parent Leadership: 10 Steps to Success
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Groups lead by Trained Facilitator in shared leadership with
Parent Group Leader
All attendees are considered parent leaders
Concurrent children’s groups for children over 3
Childcare always available
Near Public Transportation
Stigma free location
Nonjudgmental environment
Strength based throughout program
Many not ready to participate in a curriculum
 Need to express their concern, vet frustration
 Need Navigation to other resources, like housing/food/clothing
(hierarchy of needs) before ready to digest curriculum
 Navigated when ready to address certain parenting skill or family skill deficits to evidence
based curriculum also available
Peer to Peer Support Unique
 Shared experiences – Just like me!! Credible messengers!!
 Helper Theory builds competence – research shows “giving help heals”
 Shared Leadership teaches self advocacy – role of the Parent Group Leader
 Ongoing Positive Support Readily Available and Free (Come into group any week)
Cost effective program model – less than $5,000 a
year per group making them sustainable
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Every Caregiver or Youth who enters a group is considered a leader in the group
* One Group Leader selected from attendees is appointed in every parent and youth
support group and in shared leadership assist with running the group with
guidance of the trained facilitator who is a professional
*The role of the group leader rotates and does not remain stagnant
*Parent Group Leaders who have a lived experience with a child with a behavioral,
mental, emotional, developmental, or substance abuse issue is offered the
opportunity to attend additional training to become a Parent Peer Support
Provider of more intensive one on one family services
*Other Parent Group Leaders are trained to serve as parent voices on boards,
committees, and in other leadership roles in their communities and at the state
level through our accredited Parent Leadership Training
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Professional Experience working with families in crisis
Background: Sled/ DSS/ Referenced checked
Strength based, nonjudgmental, and compassionate
Culturally Competent
Trained in PA Program Model, including Children and Youth
Workers
Trained to correct misinformation shared
Trained to identify resources needed and navigate members to
resources : Natural “Sparkplugs”
Trained as Brokers to Trauma Informed Behavior Therapy
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64 Groups in 30 counties
Any caregiver of a child welcome to attend
Always have a concurrent children’s group
Speciality groups include, father only, teen parent, djj groups,
grandparents raising grandchildren
All groups are always free of charge!
www.family-corps.org blue parent referral button
(843) 747-0480
“ASKING FOR HELP IS A SIGN
OF STRENGTH!”
Q&A