Transcript CASE MANAGEMENT INDIVIDUAL RESPONSIBILITY JOINT ACCOUNTABILITY Responsibility Responsibility Responsibility Responsibility Responsibility Responsibility EVERYBODY’S BUSINESS WOW for me! I’m a STAR! Within the last month I’m Proud that I: This Week I’m proud that.

CASE MANAGEMENT
INDIVIDUAL RESPONSIBILITY JOINT ACCOUNTABILITY
Responsibility
Responsibility
Responsibility
Responsibility
Responsibility
Responsibility
EVERYBODY’S
BUSINESS
WOW for me! I’m a STAR!
Within the last month I’m
Proud that I:
This Week I’m
proud that I:
Within the last year
I’m proud I was able
to:
WHAT DO TOP-NOTCH
PROGRAMS LOOK LIKE?
• Value parents
• Recognize parents strengths
• Recognize parents as contributors to
their children’s education
• Provide opportunities for parents to
make decisions regarding their
children’s educational life
• Recognize that all parent’s care
about their children.
ABOVE THE LINES
STEPS TO ACCOUNTABILITY
DO IT
SOLVE IT
OWN IT
SEE IT
THE LINE
Wait & See
6
Cover Your
Tail
5
Confusion & Tell
Me What
To Do
4
It’s Not My
Job
2
Finger Pointing
3
Ignore/
Deny
1
THE BLAME GAME
BELOW THE LINE
GROUND RULES
FOR TEAMS ARE
GUIDELINES THAT
ARE CLEAR AS TO
WHAT IS
EXPECTED FROM
EVERYONE ON
THE TEAM.
THE PARKING LOT
CONSENSUS
• Collective opinion arrived at by a
group of people working together
under conditions that permit
communications to be sufficiently
open and the group climate to be
sufficiently supportive – so that
everyone in the group feels he has
had his fair chance to influence the
decision.
CHOOSING A FOCUS
Providing Follow-up and Progress
Assessment
Forming the Team
Creating a Timetable
Assigning Responsibility
Reviewing and
Incorporating Pre-existing
Plans
Recognizing Resources
and Supports
Developing Strategies
FAMILY PARTNERSHIP AGREEMENT PROCESS
FAMILY PARTNERSHIP AGREEMENTS
Overview:
Family partnerships are ongoing, collaborative relationships between staff and
family in the Head Start community. The family partnership agreement is an
individualized, strengths-based, family-driven and staff-supported process. Each
family determines the direction of the family partnership agreement, which can be
achieved by establishing strategies, responsibilities and timetables. The process
often includes the following types of interactions:
Identify and reinforce family
strengths and supports
Support families as they
identify and work to achieve
their goals
Explore and support
a family’s growth
and development
Facilitate family
access to services
and resources in
the community
Assist parents in
being their child’s
advocate
Complement
pre-existing
family plans
Offer opportunities
for families to
enhance their skills
Provide emergency
and/or crisis assistance
Head Start is about the Future
Case Management is too!
Celebrate achievements and recognize success.
Jointly identify tasks to be completed by family and
Family Advocates.
Identify and link families to resources, coordinate
services to form community partnerships
Develop strategies to obtain goals and set timetable
Families choose realistic goals
Identify, review and incorporate existing skills
and strengths; start of an ongoing process
Building a relationship and trust
Case Management is an appropriate and systematic approach to “create
and sustain” partnerships with the Head Start family and community to
ensure quality service delivery.
Life Domains
USE the PERSONAL TOUCH
with your FAMILIES
•
•
•
•
•
•
•
•
•
•
•
•
•
Learn to care and understand
Develop positive relationships (if possible)
Use praise
Become familiar with your families’ neighborhoods and
communities (When possible, attend events in these
communities.)
Communicate with them regarding significant events in their lives.
Try to remember names
Greet them with a smile, firm handshake, be personable
Be an active listener during conversations
Return all phone calls
Send greeting cards for special occasions
Say thank-you
Be aware of body language
Do what you promised to do and do it in a timely manner
WORKING WITH
HARD-TO-REACH FAMILIES:
• SCHEDULE A FACE-TO-FACE CONFERENCE
PLAN, PLAN, PLAN to meet the individual needs
of each family.
During the meeting, inform members about
specific issues/concerns regarding their child.
Develop a communication action plan for keeping
contact via notes, telephone calls and occasional
meetings.
INCLUDE OTHER FAMILY MEMBERS AND
OTHER CAREGIVERS IN YOUR
COMMUNICATION ACTION PLAN
• Make them feel welcome when they come
to your classroom.
• Set up a “Parent/Family” area with”
-A parent/child lending library
-Notices about local community children
and family’s events and places to go.
-Educational information.
-Personal development information.
In the “Parent/Family” Center.
SET-UP A FAMILY
COMMUNICATION CENTER WITH:
• A message center with a mailbox for
each family.
• Develop a note-exchanging system
with the families.
• This should become a segment of the
overall program’s communication
system.
WORKING WITH FAMILIES WHOSE
HOME LANGUAGE IS NOT ENGLISH:
• Treat parents with dignity and
respect.
• Learn to pronounce names correctly.
• Find a translator who can help
interpret questions and comments.
• Ask about the families’ culture,
special days and traditions.
Case Study – The Morales Family
The Morales family is composed of:
Maria, age 20
Lorena, age 4 (Maria’s daughter)
Louis, age 32 (Maria’s brother)
Lorena has just been enrolled in Head Start, and the family assessment has been completed. You know the following:
•
Maria dropped out of school in the 9th grade. She loved Head Start when she was her daughter’s age.
•
She has a part-time job, making minimum wage.
•
She has had numerous similar jobs in the past, usually staying only 3-4 weeks.
•
Maria was very quiet during the home visit – Louis did most of the talking.
•
Lorena is an overly active 4 year old, but no one if the family is concerned.
•
Lorena’s father is not in the picture.
•
Lorena’s father used to beat up Maria.
•
Louis does day labor in construction, when he can get it.
•
He has been at home caring for Lorena when Maria works recently.
•
They have just been given notice that the apartment complex has been sold and it will close for remodeling for about 6
months.
•
Louis said in the assessment that he doesn’t think its anyone’s business about stuff in the family or home – he just wants
Lorena to get into Head Start.
•
There were many empty beer bottles on the front porch when the home visitor came to the apartment and you saw him hide a
little container when you came into the apartment.
•
The house was a mess, it appeared quite dirty as well and there was an unpleasant odor in the house.
•
During the visit, the home visitor noticed the lack of food in the refrigerator when Maria opened it to get a soda for Lorena as
a way to get her to stop interfering in the meeting.
•
They live in a very run down part of town, with lots of crime and street corner drug dealing and drug use. The police
basically let it all happen, spending their time keeping the main part of town safe and clean.
•
There are no programs of service in the neighborhood, all located in the main part of town. The family uses public
transportation.
•
The sole outpatient drug treatment agency in town has only Anglo staff.
•
There is no extended family available, except Louis and an aunt who lives across town.
•
The family does have friends, with whom they do get together for barbecues, parties and the like.
FAMILY PARTNERSHIP AGREEMENT & CASE MANAGEMENT TIMELINE
Policy:
Each enrolled family in HSGD, Inc. will receive an opportunity to
participate in the Case Management and Family Partnership process.
Procedure:
MARCH - JULY
At enrollment Family Advocates inform parents of HSGD, Inc.’s mission
statement. Parents select date and time in August and September for
initial home visit with Family Advocate to complete Assessment and
begin Case Management meetings.
AUGUST - DECEMBER
Family Advocates begin home visits to conduct Assessments and begin
goal setting process with families. Case Management meetings are
scheduled for families who have been assessed and/or at risk for child
abuse, domestic violence, substance abuse, have a disability or a child
with a disability.
JANUARY - MARCH
Follow up. Document family’s progress in progress notes and goal
attainment section. Recognize and celebrate family’s accomplishments.
MARCH - JUNE
Conduct end of the year assessment, document family outcomes in
progress notes on goal sheet and referrals to close out school year.
Celebrate family’s accomplishments. Encourage families who have made
little or no progress.
Each school year a child is enrolled in program complete a new Family
Partnership and Case Management form.
(Do not use non-participation form until all efforts are made to meet with family during
the school year.)
OVERVIEW:
A Model Case Management Approach: (Team Approach)
An Interdisciplinary Staffing Process for supporting
Head Start Families
The Case Management approach is an interdisciplinary staffing process involving a team which develops a
plan of action to support families as they move towards self-sufficiency. This plan is based on Head Start
families’ strengths, needs and interests. During a joint team meeting, specific goals, strategies, time lines,
clarification of team roles and responsibilities and assignment of a case manager is determined. The case
manager links families to services and resources, provides support and monitors the progress of the family.
This model incorporates the case management approach with the Head Start family partnership agreement
process.
STEP 1:
CONDUCT FAMILY PARTNERSHIP AGREEMENT
(When the family is willing and ready)
Family service workers prioritize their caseloads based on their families needs, interests, etc.
(Those families who have multi-problems and are participants in the (TANF) program are “Top Priority” for
this team approach.)
STEP 2:
CONDUCT STAFFING ONE
(Prior to staffing, staff should contact all team members, arrange the logistics and make sure the appropriate
documentation is available for the meeting.)
Family service workers must prepare families for the staffing.
So, they are not intimidated by “The (TEAM.)”
PLAN DEVELOPMENT






Identify problem areas
Determine goals: (Short term and Long term)
Clarify roles and responsibilities
Determine strategies
Establish time lines
Develop plan of action
SIGN Family Partnership Agreement’s. Include signatures of Parents, Head Start staff and Community
Partners (if possible.)
STEP III:
IMPLEMENT FAMILY PARTNERSHIP AGREEMENT
(Team members who signed agreement)
Impart information, assist with referrals, support service, insure services and treatment
etc.
STEP IV:
MONITOR PROGRESS, REVISIT, REVIEW, REVISE GOAL
SETTING (PLANS) PROCESS AND OUTCOMES BY ASSIGNED TEAM
MEMBERS AND/OR CASE MANAGER
STEP V:
CONDUCT EXIT STAFFING AND/OR OTHER STAFFING’ S AS
NEEDED
(May need to have parent-staff conferences, update plan of action and/or agreement)
STEP VI:
CONDUCT EVALUATION
(Staff, Parents and Community Partners)
STEP VII: CELEBRATE SUCCESSES
RECOGNIZE FAMILY/STAFF ACCOMPLISHMENTS
STEP VII: WHEN HEAD START FAMILIES TRANSITION
THEY ARE EMPOWERED AS ADVOCATES
AND DECISION MAKERS
HEAD START CORE VALUES*
QUALITY: Striving to consistently provide the highest level of service to children and
families. Head Start leadership seeks to create a dynamic and cohesive environment that
fosters commitment and supports continuous improvement. To effectively accomplish its
goals, Head Start respects, values and uses the contributions of each child, family and
staff member and Head Start respects and values the time, effort and resources that the
community provides.
INCLUSION:
Building a community where each child and adult is treated as an
individual while maintaining a sense of belonging to the group. An inclusive community
values, respects and responds to diversity – in culture, ethnicity, language and ability.
EMPOWERMENT: Believing that people can identify their own needs and interests
and are capable of finding solutions and making changes. Head Start offers people
opportunities and support for growth and change.
COLLABORATION:
Building relationships among children, families, staff and
the larger community. A network of community agencies and informal networks in
partnership with one another serves families. Head Start does not act alone, but it is a
key player in a community of providers.
LEARNING: Creating for children, parents and staff a culturally sensitive environment
in which enhancing awareness, refining skills and understanding are valued and
promoted. Children, parents and staff can teach and learn from one another.
ADVOCACY:
Reaffirming that personal responsibility is critical to change, while
acknowledging that social and economic factors negatively affect the lives and promise
of children and families. Change occurs at the individual and systems levels and
addresses both the symptoms and underlying causes.
HEAD START CORE VALUES*
CONTINUED
WELLNESS: Embracing a comprehensive vision of health for children, families and
staff that assures that basic health needs are met; encourage practice that prevent future
illness or injury; and promotes positive, culturally relevant health behaviors that enhance
lifelong well-being.
NURTURING:
Supporting the physical, social, emotional and cognitive
development of each child in the context of the child’s family and culture. Development
is supported through nurturing relationships among staff, parents and children.
DIVERSITY: Recognizing and embracing the idea that all members of the Head Start
community – children, families and staff – have roots in many cultures. Head Start
families and staff, working together as a team, effectively transform negative responses to
promote respectful, sensitive and proactive approaches to diversity issues within their
programs.
CONTINUITY:
Creating a continuum of care, education and services to provide
stable uninterrupted support to families and children during the early childhood period
beginning with through age eight.
HIERARCHY OF HUMAN NEEDS
A. H. MASLOW
SELF-FULFILLMENT NEEDS
SELF-ESTEEM NEEDS
SOCIAL NEEDS
SAFETY NEEDS
SURVIVAL NEEDS
Module III
Understanding Hierarchy of Human Needs
All people have basic needs which are necessary for survival. But other needs must be
satisfied too in order for people to feel good about themselves. A prominent
psychologist, A. N. Maslow, has devised a graded system or hierarchy of human needs to
help people understand which needs have to be met first. According to Maslow, people’s
most basic needs are physiological. Next, in order of importance, are safety needs, social
needs, self-esteem needs and finally self-fulfillment needs.
PARENTS’ NEEDS AND WAYS TO MEET THEM
Parent’s Needs
How Head Start Helps
Community Resources*
1. Survival needs:
food
clothing
shelter
health
1. Identifies resources for parents,
makes referrals and follow-up.
2. Safety needs:
job security
environmental safety
civil rights
2. Identifies resources, makes
referrals and educates parents
about rights and satisfaction of
grievances.
3. Social needs:
affection
friendship
family ties
group membership
3. Provides opportunities for
socializing and recreation,
developing parenting skills,
planning and participating in
center activities.
4. Esteem needs:
self confidence
independence
competency
knowledge
recognition
appreciation
respect
4. Provide opportunity for
participating in policy groups and
training for decision-making and
participation in civic activities;
recognize contributions, skills and
services of parents; refer to
community resourced for skills
and career development, adult
education.
5. In addition to above, provide
opportunity for unique individual
parent contributions and refer to
community resources for
individual development.
1. Public assistance; aid to
dependent children; public
housing; food programs; health
clinics; alcohol and drug abuse
programs, weight control
programs, Planned Parenthood.
2. Civil laws, including anti
discrimination, housing,
consumer and health legislation,
legal aid, employment training,
social security benefits, union and
job contracts.
3. Church’s; neighborhood
community organizations; mental
health programs, including
individual, family and group
counseling, Parents without
Partners; senior citizens centers.
4. Adult education programs,
church and community
organizations, political and civic
groups, volunteer services.
5. Self-fulfillment needs:
development of
personal abilities,
skills, creativity.
5. In addition to above, art and
cultural activities, groups
promoting human growth and
potential.
Part II:
ACTIVITY:
DEFINING CASE MANAGEMENT
PROCESS OF CASE MANAGEMENT
TIONAMTIOSPLANNINGCOMPONENTSOOI
NCASEMANAGEMENTSLOMODELSPIESSAK
EOCAMEPTTEAMLLLICOLSDIKLOPQRATO
MUOOTHJKSEELKMNHJIHYUJOPRSUVBON
TLYGBMLFGSDVRTYOUHEADSTARTPLKUI
PLANNINGMNBVTREGUWEGSDCBASKTIPL
ASSESSMENTPIYCWTEAMWORKCASKOOL
COLLABORATEATEIDMNHGUJHEADSTART
LEARMKUSZAQEDFGJUNKLOFRVFFHGRR
AJKLOGFDSAZSAWERBNMHGFDSXZSETY
NUJASDERTGBMKILONVXDRYBNNYYJKK
LEARNTODAYASSESEVALUATIONPLANNIN
NHEADSTARTQUALITYIMPROVEMENTOO
ASSESSMENTIMPLEMENTAYIONANLOTUP
NCASMIMPLEMENTATIONGNINNALPTRFV
MONZDEBVCDFGLOENSDWAQIFBVCXSEII
MNPOIUYTREWWCVBNMJHGFDSXZAQAQ
NOITATNEMELPMIIEVALUATIONCASEEEE
EVALUATIONINBVCFRDESWDCVCDXNKF
CASEMANAGEMENTISEVALUATIONASIGH
See how quickly you can find the 4 steps of Case Management and other related CM
words. Some of these words appear more than once.
COMPONENTS
EVALUATION
LEARN
QUALITY
COLLABORATE
CASE MANAGEMENT
PLANNING
TODAY
IMPROVEMENT
IMPLEMENTATION
Now, Identify the 4 phases of CM:
1.
3.
2.
4.
HEAD START
ASSESSMENT
TEAM WORK
TEAM
MODELS
COMMONLY ASKED QUESTIONS
ABOUT CASE MANAGEMENT
HOW OFTEN ARE CASE MANAGEMENT MEETINGS HELD?
Case Management meetings are conducted weekly, monthly or quarterly as needed in
order to ensure all enrolled families are satisfied.
WHO ATTENDS?
Head Start parents, center support staff members, Site Managers, child’s teacher.
Community partners working with family are also included in order to prevent
duplication of services and to support any existing family plans.
WHAT HAPPENS AT A CASE MANAGEMENT MEETING?
1.
The family’s story is shared with the team.
2.
Resources, referrals and current services are shared or recommended.
3.
A plan of action is developed to address family’s challenges.
4.
A designated case manager (person who has the knowledge and skills to partner
with family) is identified to work with family.
5.
Target dates are set and specific responsibilities are assigned to members of the
team. Remember parents are part of the team.
WHO FOLLOWS UP?
The assigned case manager documents in the progress notes on referral form the results
of their outcome. Then the assigned case manager follows up with the team members to
ensure that each member knows what their responsibilities are and to check up on any
potential problems or barriers. It is the Site Manager’s responsibility to make sure case
management meetings are conducted on all enrolled families in this process. Prior to
each case management meeting the previous staffing is reviewed for documented follow
up and status of action plan.
CASE MANAGEMENT TEAM
STAFFING FORMAT
Policy:
A case management staffing will be conducted for all enrolled Early Head
Start/Head Start families. Families assessed as functioning at service level 4 and
by the Family Advocate receive intensive case management intervention.
Procedure:
1.
2.
Family Advocate Role:
Two weeks before the case management meeting is
held Family Advocates send out memo/letters to the appropriate staff, parents
and/or community partners inviting their participation. Memo to staff should
include the list of children being staffed.
A.
Staff have time to review the folders prior to the case management
meeting.
B.
Staff have an opportunity to document their input prior to the meeting to
save time and a lot of shuffling of paper.
C.
Child care, food and transportation must be planned for parents.
The center team decides who facilitates and/or records each case management
meeting. Order of meeting:






Health Role:
Transition Role:
Education Role:
Sign in, then all participants who have not signed confident iality
form during the assessment process sign form.
Community partners and parents sign volunteer service record.
Name tags are distributed to facilitate introduction of participants.
Statement of purpose of staffing discussed with families (to
formulate strategies to strengthen family).
Assigned facilitator summarizes family status.
Family has opportunity to share, attending team member (s) and
community partners contribute their information and what services
they can provide to strengthen the family.
Share the health status of the child and family. Determine the
family’s medical home status.
Discuss child’s transition status, separation anxiety, socializing
progress and transition activities, etc.
Teacher, Education Specialist/Site Manager share the child’s
screening results, strengths and areas of needed improvement, IEP,
child’s interest, temperament and/or how parents can work with
child at home etc.
5
CASE MANAGEMENT TEAM
STAFFING FORMAT CONTINUED:
Policy:
A case management staffing will be conducted for all enrolled Early Head Start/Head
Start families. Families assessed as functioning at service level 4 and 5 by the Family
Advocate receive intensive case management intervention.
Procedure:
Special Services/Mental Health:
Nutrition Role:
Representative share services for child/children
experiencing behavior problems and or
provisions for child/children with disabilities.
Talk with parents about home activities to
relieve stress, anger, etc.
Nutrition Specialist share with parent the family’s current
nutrition status, if the child is eating properly, any allergies or
menu planning activities for the home etc.
Substance Abuse Role:
Substance Abuse Specialists discuss the benefits of
curriculum, groups and preventative activities.
Literacy Role:
Family Advocate make the family aware of any home
activities and/or community services available to
enhance their child’s literacy skills and the parent’s
literacy or employable skills.
Community Partner Role:
Community partners share pertinent information
regarding the status of children and their family i.e.
TANIF caseworker discusses progress of parent
transitioning from welfare to work.
3.
The team interface by listening attentively, respectfully and problem solving to develop
short and long term goals with strategies and time lines. Each assigned case manager must
ensure that any plans/referrals coming out of the meeting are documented in the progress notes,
FPA goal sheet and/or referral form generated from this process. Any community partners
who’re assigned as the case manager share information with the Family Advocates and the
Family Advocates make copies of the follow up and place it in the child’s folder. All release
forms must be signed by the parents and partners prior to the sharing of information and of
documents.
4.
The Site Manager participates in the case management process and has the primary
responsibility for making sure case management meetings are held and that the center team
participates in the process.
Family & Community
Partnerships
Family & Community Services
Family Advocate Role/Case Management
The main focus of a Family Advocate (as we have defined in our program) is to provide
family support to the families within our Head Start program. Family support can mean
many different things, but basically it can be defined as helping families identify and build
on their strengths; as well as helping identify and meet needs. Support also means helping
families identify and meet their goals. Emphasis is on building trusting relationships with
families.
The manner and the intensity in which we provide support is based on our assessment tool;
the Family Partnership Plan accompanied by stated, written goals. How (and when) we
intervene with families is based on the level in which the family is functioning, and how that
level is measured on the Family Partnership Plan. The most common way to provide family
support or at least to ensure the support is occurring is through home visits. Other contacts
such as center meetings are also helpful. At the present time the only contacts that are
required on a given timeframe are families who score in the level five area. Those families
should be seen through some form of 1:1 contact at least once a week. Otherwise, the
frequency of visits/contacts is not mandated. However, to ensure we are providing quality
family support services, the frequency and intensity of work with families should match the
level they are assessed to be in on the Family Partnership Plan. For example, a level one
family would not require as many visits or contacts as a level three family. The higher the
level, the greater the amount of support will likely be needed.
The overall method used within our program to provide Family & Community Services is
called “case management”. And while there are many ideas about what case management
means, our program has adopted the following definitions and thoughts:

“An individualized, person-centered approach to coordinating services and
opportunities in a positive and meaningful manner.”
Family & Community Services
Family Advocate Role/Case Management Continued








“Determines how to best meet the cultural, emotional, and social needs of the
client/family. Evaluates the situation, and provides alternatives or interventions, or
referrals to stabilize, support, and/or protect the client/family.”
“A collaborative process with assess, plan, implements, coordinates, monitors and
evaluates options and services to meet the individual’s/family’s needs using
community resources available to provide high quality and effective outcomes.”
“A person who works in partnership with the client/family to meet identified needs.”
“An important means of service delivery that consists of building relationships,
assessments, service plan implementation & delivery, monitoring, and advocacy.”
“Case management ensures services are comprehensive, continuous, individualized,
flexible, meaningful, and accessible.”
“A coordinated approach to the delivery of services that links clients/families with
appropriate services to address needs, build upon strengths, and achieve goals.”
“Offers clients a single point of contact with health, social service and/or other
systems.”
“Seeks to integrate formalize services with informal care resources such as family,
friends, self-help groups, and church.”
OTHER CHARACTERISTICS OF CASE MANAGEMENT
AS USED IN OUR PROGRAM INCLUDE:






Family directed
Involves advocacy; promoting what is best for family
Community based
Begins where the client is
Must be flexible
Culturally sensitive; accommodating to diversity, race, gender, ethnicity, disability, and life stage
(adolescence vs. elderly)
ROLES OF CASE MANAGER IN OUR PROGRAM:










Identifying families/children for program
Identifying and planning services
Advocating for families & communities
Serves as a referral source; linking families to services/information
Resolving problems/conflicts
Identifying and building upon strengths
Assessing & addressing needs
Monitoring/Evaluating services
Developing new resources
Provides support as needed or requested
Professional Checklist
1.
Do I really believe that parents are my equal and, in fact, are experts on their child?
2.
Do I show the same respect for the value of parents’ time as I do for my own time by
educating myself about an individual child’s case before appointments or group
sessions?
3.
Do I speak plainly and avoid medical, psychological or social work jargon?
4.
Do I actively involve parents in the establishment of a plan of action or treatment and
continually review, evaluate and revise the plan with the parents?
5.
Do I make appointments and provide services at times and places that are convenient
for the family?
6.
Do I share information with other professionals to insure that services are not
duplicated and that families do not expend unnecessary energy searching for provider
and services?
Family Partnership Plan
and
Case Management Tool
ORIENTATION
The orientation of families to Head Start is the time when
families step into a more detailed awareness of the special
opportunities of the Head Start experience. It is a time for
welcoming, sharing information and engaging parents in
beginning activities while their interest is peaked.
Programs need to think very carefully about how
orientation is carried out, who participates in and leads it,
when it starts, over what period of time it is carried out,
and how the partnership message is presented. A positive
experience with orientation can set the stage for a
successful long term relationship with Head Start.
The Head Start program needs to have strategies for caring
out the orientation which answer the following question:
Does the process of orientation promote parents’
enthusiasm and interest in Head Start and lay the
foundation for every parent to have a significant
experience while they are in the program?
Developing Goal Statements
A clearly articulated and defined goal statement has four
characteristics:
 Realistic. Goals must be truly possible for the family
to achieve and within its control.
 Specific. Goals must be clearly stated and
measurable.
 Time-Limited. Goals must permit the family to
recognize success within a certain time frame.
 Results-Oriented. Goals must be stated in ways that
make it possible for family members to agree on their
achievement; the goals must give some idea of how
much must be done to meet the need or achieve the
desired outcome.
Family Goal Setting and Planning
The Head Start program needs to get to know each new parent,
and each new parent needs to find a way to get started with Head
Start. A beginning plan, developed in partnership with the
parents, will help the parent get the most out of the experience
for him or herself, the family and the Head Start child.
There are some very important features of the process of family
goal setting and planning that must be addressed, so the
partnership develops successfully:
The plan is not a one time event, or a form that is filled out
during an opening interview or during enrollment. It must result
from a process of interaction over a period of time.
The purpose of the plan is to help the parents begin to
think: how can we get the most out of Head Start? Since
parents will understand this better and better as they participate
in Head Start, the plan will change, and probably become
more focused as time goes by.
The planning process engages both the mother and the
father or supportive person in the life of the family and the child.
The plan needs to start with identifying goals based on
strengths and interests, and then assessing needs that will help
families reach their goals. It should not just focus on things that
are wrong or that the staff want to “fix”.
FAMILY GOAL SETTING AND PLANNING continued:
The plan can be developed in small pieces at a time. It can start with what is
most important for the parents at that time, and identify some activities and
timetables to carry out those immediate goals. Later other goals and interests
can be added when the parents are ready.
Whatever goes into the family’s plan, the Head Start program and the parents
need to decide how they will partner to carry it out, and how they will get
together from time to time to see how things are going.
By the end of the parent’s experience with Head Start, the plan should have
some closing activities that will help the parent move on. These closing
activities should help the parents find other resources to help the family
continue to develop its interests and strengths and meet its needs.
The Head Start program needs to develop strategies for family goal setting and
planning which answer the following question:
Do we develop and carry out a family goal setting and planning process that
will help each parent and Head Start child get the most out of their Head Start
experience?
Handout 2: Family Scenario: The Greene Family
Instructions
Read the following scenario and identify the goals you believe the Greenes might want to achieve.
The Greene Family
Jon Greene:
Father of three, janitor
Wesley Nash:
Tania Greene:
Mother of four, homemaker
Ellen Greene:
Ricky Nash:
Father of Wesley, bank loan officer Jim Greene:
Age 2
Age 13
Age 10
Mr. Jon Greene makes minimum wage as a janitor at a local sports arena. To earn extra money, he works
overtime at night games. While the overtime pay is necessary to support his family, he misses seeing his
children. Mr. Greene wants to complete a training program in auto mechanics n order to get one of the many
mechanic jobs he sees advertised. He feels this would increase his family’s standard of living and allow him
to spend more time at home.
Mrs. Tania Greens stays at home with two-year-old Jim, who was diagnosed with cerebral palsy at birth.
She had dreamed of moving for many years and complains that her family can no longer remain in its small
two-bedroom apartment. Due to the crowded conditions, Wesley sleeps in the living room and Jim sleeps in
his parents’ bedroom. Three years ago, the Greenes applied for housing assistance. They were placed on a
list and have never been contacted by the housing authority. The Greenes pay $500 per month for rent.
Their only income is Mr. Greene’s wages, food stamps, and a small SSI check. Mr. Greene is concerned
that the family cannot afford to increase in the monthly rent, which a larger apartment would require.
Thirteen-year-old Wesley is an exceptional student. He is currently at the top of his class in every subject,
and the school has suggested that he take advanced placement courses. Wesley’s father, Ricky Nash, was
ordered by the court to contribute to the support of his son. While Ricky does visit Wesley once a month,
Mrs. Greene tries to persuade Ricky to visit his son more frequently. When Ricky does visit, a fight usually
ensues between Mr. Greene and Ricky over Mr. Greene’s parenting skills. For the last two months, Ricky
has not contributed to his son’s support. During an argument over money, Mr. Greene yelled as his wife,
telling her she had better get some money from her “no-good ex-husband.” Upon overhearing the argument,
Wesley ran out of the house. When he returned later that evening, his eyes were red from crying. Mr.
Greene is a heavy smoker.
Mrs. Greene is deeply upset by Wesley’s increasing asthma attacks. She is continually harping on her
husband to kick the habit.
Ten-year-old Ellen recently discovered boys, and much to her parents’ dismay, she receives phone calls at
all hours of the night from “friends.” Ellen has had problems on the school bus and has been forced to
defend herself. Yesterday, Ellen was suspended from school for fighting.
Michele attends the local Head Start program, where she is loved by all. She is an active and creative child
who especially likes to paint and draw. The Greenes and Michele’s teacher recently completed an
Individualized Education Plan which focused on helping Michele communicate in complete sentences.
You are meeting with the Greenes today to help them identify their goals for the future.
Handout 3: A Six-Step Approach for Achieving Family Goals
Overview
Once the family’s goals for the future are identified, staff should encourage parents to make them a reality. However, families have the right to decide when and
how they want Head Start involved in their pursuit of family goals. Because Head Start families vary with regard to their interest or readiness for staff involvement
in achieving family goals, staff must individualize their efforts with families, allowing for differences among families in their goals and approaches for achieving
them. Any approach used should describe not only the families goals, but also its strategies, responsibilities, and timetables. A six-step approach provide staff with
a process for working with families, other Head Start staff, and community partners to help families achieve their goals. A six-step approach involves:
Step 1: Review Goal Statements and Incorporate Pre-Existing Plans
Now is the time to review the goal statements developed by the family to make sure that they are accurate and encompass the four characteristics of a clearly
articulated and defined goal. Any plans for achieving family goals must build on, where appropriate, all prior agreements, including the Individual Family
Service Plan, the Individual Education Plan, the Individual Health Plan, and plans developed with other community partners. Step 1:



Step 2:
Builds focus;
Clarifies the goal; and
Avoids duplication of effort or conflict with any pre-existing plans.
Recognize Skills, Resources, and Supports
The staff-family partners identify family and community resources and supports that are available to help the family achieve its goal. The staff and family may ask
other members to join the partnership and support the family in achieving its goals. At this step, the team should assess the skills of each team member. Step 2:

Ensures that all skills, resources and supports available for achieving the goal are considered.
Step 3: Identify Strategies
Step 3 is a time to identify concrete strategies for achieving the family goal. If the strategies developed seem large and complex, requiring several steps to
accomplish, the strategies should be broken down into doable activities. Step 3:



Creates a sense of accomplishment and success along the way;
Builds team consensus; and
Ensures that strategies are within the realm of possibility.
Step 4: Assign Responsibility
This step involves assigning responsibility for the identified strategies to team members based on their skills, resources, and supports. If there is a strategy that
requires a skill that no team member possesses or a resource to which the team doesn’t have access, the team focuses its attention on the barrier. Step 4:






Creates a sense of ownership;
Builds on strengths;
Promotes the development of new skills and competencies;
Distributes the work;
Reduces the risk of team members becoming overwhelmed; and
Makes follow-up and progress review manageable.
Step 5: Create a Timetable
After strategies are assigned, the team identifies the completion date(s) for each assigned strategy. Reasonable time frames for accomplishing the strategies are
critical. Step 5:


Holds the team accountable; and
Makes progress review manageable.
Step 6: Provide Follow-up and Progress Review
Identifying goals in an ongoing process. Staff should review, record, and reinforce the family’s progress toward goal achievement, providing additional support
where appropriate. Step 6:




Keeps team members on task and don time;
Provides an opportunity to revisit and revise goal statement;
Ensures program accountability;
Recognizes family achievements;
Handout 4: Role Play: Achieving the Greene Family’s Goals
Facilitator’s Instructions
Ask your group for five volunteers to role play 1) Ms. Roxy White, a Head Start staff
member: 2) Mr. Jon Greene, janitor and father of three; 3) Mrs. Tania Greene, homemaker
and mother of four; 4) Wesley Nash, age 13; 5) Ellen Greene, age 10. Distribute the role
play name tags and the pre-cut role play scripts (depicted below) to each volunteer, making
sure role players do not see each other’s scripts. Give the role players a few minutes to
think about their roles and establish the scene in the Greene family home. State that the
purpose of this visit is to help the family develop a plan to achieve its goals, based on the
information provided in the role play and using handout 5. Tell the volunteer playing the
role of Ms. White to plan to take the lead in initiating the visit. Refer remaining group
members to handout 6, which provides guidelines for observing and discussing the role play.
Ask observers to separate themselves from the role players by moving their chairs outside
the role play area. Allow about 20 minutes for the role play, being sure not to stop the visit
at a critical point, and allow 25 minutes for discussion. (You may want to appoint a
timekeeper.) During the discussion, make sure all role players and observers have the
chance to share their reactions to the role play.
Role Play Scripts
------------------------------------------------------------------------------------------------Ms. Roxy White, Head Start Staff
Over the last several months, you believe that you have established a partnership with the Greene
family built on mutual trust and respect. You see the Greenes as a kind and caring family with many
strengths. Recently you have been working in partnership with the Greenes by exploring family
growth and identifying goals. At your last home visit, the Greenes identified three family goals. The
family will 1) move into a larger living environment (at least three bedrooms) by next yea r; 2) enroll
Mr. Greene into next month’s job training course for auto mechanics; and 3) get medical advise within
the next two weeks on controlling Wesley’s increasing asthma attacks. This visit is devoted to
developing a plan with the Greenes to achieve the family’s goals. Start by reviewing the family’s
previously identified goals.
-------------------------------------------------------------------------------------------------Mr. Jon Green, Janitor and Father of Three
You want nothing more than to support your family and make all your wife’s dreams come true.
Unfortunately, all of your hopes for the family have evaporated. You would like to move to a bigger
apartment, but you feel that you just can’t afford this goal. Moving, you believe would require setting
aside your life long dream of becoming an auto mechanic. To make matters worse, you and your wife
have been having arguments over money. However, you just know that things would be easier if
Ricky Nash paid his child support. You are considering swallowing your pride and taking the little
extra money that is always offered from your mother-in-law. You are very proud of Wesley and work
with him as often as possible on his homework because you hope he will go to college someday.
Yesterday, you quit smoking in order to help Wesley with his asthma. However, you just don’t know
how to help the other children. Your are impressed that Roxy was willing to meet with the entire
family.
Handout 4: Role Play: Achieving the Greene Family’s Goals
(continued)
-------------------------------------------------------------------------------------------------Mrs. Tania Greene, Homemaker and Mother of Four
You are extremely tired and overextended. You feel that you are responsible for Michele being unable
to speak in complete sentences. Once Jim was born, you had only limited time for her. In the past,
you have refused to enroll Jim in Early Head Start. However, Roxy recently linked you with a new
home-based education program offered by the community. For the last several weeks, you have been
trying new developmental techniques with Jim, but nothing seems to be working. You worry
continually about Ellen. You don’t want her to repeat your mistake and become pregnant at age 16.
However, you have been unable to bring up any life discussions with your daughter. You wish that
Ricky would either pay his child support or just disappear altogether. The fights between your husband
and Ricky are upsetting to Wesley and driving you crazy. You fear that if you don’t get out of the
house and talk with other adults, you may start talking in one word sentences. You don’t blame your
husband. He works extremely hard in order to provide for the family. You know that he is worried
about being able to afford new housing, but you know that you can cut down on some expenses and
move to the house of your dreams. More importantly, if your husband succeeds in the job training
program, your family will not need to worry about money. You are prepared to do whatever it takes to
make life better.
-------------------------------------------------------------------------------------------------Wesley Nash, Thirteen Years Old
Everything makes you cry. The kids tease you at school, and you feel embarrassed that you can’t
control your emotions. You want nothing more than to move so that you can have your own room.
You realize that if your father provided consistent support, the family would have the money it needs
to move. Nonetheless, you want to help your mother find a house in a new neighborhood away from
your real father. You love Jon and wish that he could be your father. In the past, you have offered to
baby-sit for Jim in order to give your mother a break. However, your mother refuses to leave Jim with
anyone. Because Michele looks up to you, most afternoons you work with Michele on homework
aimed at improving her sentences. Ellen, though, refuses even to be seen with you.
-------------------------------------------------------------------------------------------------Ellen Greene, Ten Years Old
You don’t know why everyone is so upset with you. You haven’t done anything wrong. But one thing
is for sure: if the family moves, you are NOT GOING!! You have told your mother this time and
again. You recently got a navel ring and showed some boys at school. Everyone thought is was really
cool. Now, the popular girls want to be your friends. However, you are worried because next year you
will be in the same school with Wesley. Everyone calls him a geek. You hope that no one thinks that
he is your brother. You know that you haven’t always been an angel, but you hope that if you show a
little more effort by doing some housework, Mom will listen and pay attention to you.
Handout 5: Worksheet for Achieving Family Goals
Overview
This worksheet and a “six-step approach for achieving family goals,” presented in handout 3, can provide
guidance on individualizing an approach to help families achieve their goals.
1.
Reviewing Goal Statements and Incorporating Pre-Existing Plans
With the family, list the desired goals in articulated.
Goal 1:____________________________________________________________
Goal 2:____________________________________________________________
Goal 3:____________________________________________________________
Next, review all pre-existing plans involving the family. Use the following questions as a guide:

What pre-existing plans, Head Start or community-based, is the family currently working on?

If there are pre-existing plans, how can I build on or incorporate them?

How do the pre-existing plans affect the family goals?

How can I avoid duplication or conflicts with any pre-existing family plans?
2.
Recognizing Skills, Resources, and Supports
With the family, identify resources and supports that are available to help the family achieve its goals.
Consider forming a larger team. Use these questions as a guide:

What internal supports can the family draw on to help the family attain its goal?

What Head Start resources can help the family attain its goal?

What community resources can help the family attain its goal?

How can we build on or incorporate these resources or support?

Should any community members, informal helpers, or key player (such as extended family,
neighbors, and friends) join the effort?
3.
Developing Strategies
With the family and other invited team members, develop concrete strategies for accomplishing the
family’s goals. If a strategy is large and complex, break it down into doable activities. Use the following
questions to assist you:

How can the goals be accomplished?

What strategies should we use?

Are any of our strategies too complex?

How can we make a complex strategy easier to achieve?

What activities would pave the way?
4.
Assigning Responsibility
Jointly decide who will accomplish each strategy. The assignments should be based on the skills of the
team (family members, staff, and community partners). Use the following questions to assist you:



5.
What skills or resources are needed to carry out this strategy?
Who on our team has these skills or resources?
Are we missing any skills or resources? How can these skills be developed?
accessed?
Resources
Creating a Timetable
As a team, identify the completion date(s) for each strategy. Use the following questions as a guide:

Which strategy needs to be accomplished first?

Can the team carry out more than one strategy at the same time?

Are team members working on more than one strategy?

What other events might have an impact on this time frame?
6.
Following Up and Reviewing the Process
As a team, revisit and review the goal-setting process and outcomes.

What have we accomplished? How do we know this?

Do our goal statements, strategies, or timetables need to be revised? How?

Are the services appropriate? Are they meeting the needs? The expectations?

What additional supports or resources are needed?
Handout 6: Role Play: Observations and Discussion Guidelines
Instructions
As observers of the role play, watch for answers to the questions listed below. Record your observations.
Look for both the verbal and non-verbal messages of the role players. When the role play stops, be
prepared to share your observations.
Observations and Discussion Questions

What techniques did Roxy White, the Head Start staff member, use to initiate the discussion?

How was a plan for achieving the family’s goals developed? Did it differ from the six-step
approach? Was it similar? In what ways?

Do you think that the plan developed will help the family achieve its goal?

What feelings do you think Mrs. Tania Greene is experiencing at the end of the visit?
__ Mr. Jon Green?
__ Wesley Nash?
__ Ellen Greene?
__ Roxy White?
Family & Community Services
Progress Notes & Goal Setting
The progress notes are for documenting contacts with families. The progress notes allow for and should obtain a detailed account of the visit/contact. This
form provides a “narrative” that should contain descriptive, behaviorally specific, non-judgmental language. This form when completed correctly should
allow another person to pick up a family’s file and have a good sense of what has occurred simply by reading the narrative.
Progress Notes can be used to document family contacts of any kind. However, the notes must be used to document home visits made or attempted. Other
contacts can be noted on the Progress Notes if desired. At the present time, home visits should be entered on both the Contact Form and the Progress
Notes, however you can refer to the progress notes when making an entry on the Family Contact Sheet. You can simply note; “see progress notes”, if you
so choose. If you want to elaborate on a specific contact (that was not a home visit), then you may want to use the Progress Notes for that purpose. You
may choose to do the progress notes by hand, or you can complete them by computer. The notes do not have to be lengthy, but should at a minimum
include:
 Date of visit or contact
 Amount of time spent with family
 What was discussed, completed, initiated or decided (home visit topics discussed)
 Goal setting or goal work progress
 Note strengths or what is going well
 Observations, notations, concerns, or comments
 Parent and/or staff concerns
Sample Progress Notes (Appropriate)
3-15-00
Conducted a home visit of approximately one hour with Mrs. Smith on this date. We completed initial paperwork and discussed how things were going in
the Smith family. Conversation was easy to start, Mrs. Smith seemed to need to talk with someone as she did most of the talking and stated how much she
liked having someone to talk to. As we began to talk about goals, Mr. Smith entered the home. He seemed to be upset about something as his tone of voice
was sharp, and loud. He did not seem pleased that I was visiting and he asked when I would be leaving and how often these “visits” were going to take
place. Mr. Smith stated that he did not “like strangers around trying to fill his wife’s head with nonsense.” I attempted to explain our program’s mission
and my role as an advocate. When I tried to schedule the next visit, Mrs. Smith became withdrawn and did not want to commit to a date. I told her that I
would see here at the center sometime and we could talk about it then.
Family & Community Services
Progress Notes & Goal Setting
Continued
Sample Progress Note (Inappropriate)
3-15-00
Talked with Michael’s Mom today to complete paperwork. Mrs. Smith doesn’t have any
friends and that her family is really mixed up, so I don’t see how she could be a good
mother. Mr. Smith came in as we started talking about the required family goal. I think
Mr. Smith may be abusing Mrs. Smith. She is afraid of him and won’t talk when he is
there. Since they did not want me to do another home visit, I told Mrs. Smith that we
could fill out a refusal form next time I see her at the center.
What Is Wrong With These (Inappropriate) Notes?









Did not specify where contact took place
Left out important detail when compared to appropriate version
Judgmental (not a good mother)
Jumped to conclusions (abuse, no friends, mixed up family, did not want another
visit)
Responses or conclusions had no descriptions to support them
Presented goal as a “required item”
No evidence of plans to help facilitate the relationship
Did not note how much time was spent with family
Used “refusal” as a frontline option
Your Turn…
What others differences do you see in the two sample progress notes? Make your
observations as a group and send them to me. I’ll review and send any comments I have.
Sample & Practice Sheet
Family Advocate Documentation

The Family Partnership Plan has been newly revised and you are using it during a home
visit. One of the questions states: “Do you have a religious affiliation?” When you ask
the family about this, they state that they do not go to church nor do they belong to any
religious organization/faith. Document this information without using “N/A”.

You are in a hurry to complete your remaining FPPs to meet the 90 day deadline. You
know how valuable the interview and relationship building process is, but you also
know the plans must be done within the next week. You need a time-saver! Describe at
least two options you might take advantage of without asking families to complete the
information themselves.

You are conducting a home visit with a newly enrolled family. As you walk into the
house, you see a lot of clutter on almost all floor space in the home. You worry that the
clutter is so heavy, it may be a safety hazard. You also notice that while you are in the
home, Mom (Ms. Simms) does not seem to pay attention to the children and they seem
to be “running wild”. Come up with some possible explanations for the situation you
have observed and document a summary of your visit.

One of the families you are working with does not wish to set a goal. They feel very
strongly that it is not important. What steps would you take to facilitate the
development of a goal for this family?
Recording Staff-Family Interactions
Overview
The Head Start Program Performance Standards direct each agency to establish and maintain efficient
and effective record-keeping systems to provide accurate and timely information regarding children,
families, and staff, while ensuring appropriate confidentiality of this information. When recording family
information, keep the following points in mind:

Make sure all recorded entries have a specific purpose (e.g., tracking the family partnership
agreement process).

Point out the unusual or out of the ordinary.

Record details that are normally omitted only if you believe that they might be significant at a
later time.

Record promptly to keep entries up to date. Do not permit recording responsibilities to build up.

Be accurate. Record entries based on your direct experience with the family. Don’t let your
entries become distorted by discussions you have about the family’s situation with co-workers or
your supervisor.

Focus on facts, instead of assumptions, feelings, and impressions.

Check out the words you use in your entries. Avoid words and labels that give negative images
about families, or that describe families from a deficit, rather than a strengths, perspective.

Use language that shows you respect the family.
Sample Family Scenario
Pam Hunt is a 24 year old single mother of two young children; there and five years of age. The three year old is
enrolled in a full day Head Start program and has been diagnosed with Spina Bifida. The five year old attends
Kindergarten and an after school program during the week. Pam has a high school diploma and has completed one
year of a two-year nursing program at a local college. Pam is very involved in the lives of her children, is
knowledgeable about her child’s disability, and knows about various resources in the community. Pam and her
children live in an apartment operated by the Housing authority where she has resided for the past six months.
However, the Family Advocate has notice that while Pam knows about resources in the community, she does not
often use them and seems to feel guilty about asking for help. Pam’s family does not live nearby, and the few
friends she has are not reliable resources of support and seem to be afraid to help out with kids because of the
Spinal Bifida of the youngest child. Pam appears overwhelmed and is currently experiencing financial problems.
There are several sources of help that could aid her, but despite encouragement to do so, Pam has not at this time
used those services other than medical card coverage for her children.
Pam has help several jobs in the past; she has always had a steady, but small income. One of the reasons Pam gives
for attending nursing school is her desire to have a career, rather than just a “job”. Previous employment includes
experience as a waitress, a cashier at a grocery store and convenience store clerk. Pam currently works part time at
a local library. Pam’s transportation consists of using her own car when it is working and she is able to make
insurance payments and the city’s bus system as needed. Pam seems to be and effective parent and has confidence
in her parenting abilities.
Using the “Scoring Guidance” in the FPP, Score each area.
AREA
SCORE
Education
Employment Skills
Housing/Community
Transportation
Services & Resources
Special Needs/Family Support
Family Wellness
Family Finances
Childcare
Parenting
Total & Level
Score:_______
Level:_______
COMMUNITY RESOURCES
NATIONAL DOMESTIC VIOLENCE HOTLINE: 1-800-799-SAFE (7233)
LEGAL HELP LINE: 1-800-777-HOPE
FAMILY PLACE (Shelter) HOTLINE:
(214) 941-1991
FAMILY PLACE HELP CENTER:
(214) 692-8295
GENESIS SHELTER:
(214) 942-2998 Outreach Office: 214-559-2050
NEW BEGINNINGS:
(972) 276-0057 Outreach Office: 214-276-0423
BRIGHTER TOMORROWS:
(972) 262-8383
FAMILY VIOLENCE UNIT:
(214) 653-3528 -District Attorney’s Office
(214) 670-7075 -Municipal Court House
GENERAL INFORMATION
DALLAS BAR ASSOCIATION: Referral to find an Attorney
(214) 220-7444
RAPE CRISIS:
(214) 653-8740
METRO CARE:
(after hours. (214) 330-7722)
:
(214) 330-4777
THE SALVATION ARMY (WOMEN’S RESIDENCE):
(214) 688-4494
WOMEN’S RESOURCE CENTER: YMCA
(214) 821-9595
BIRTH & DEATH CERTIFICATES: Outside Dallas
(214) 653-7477
CITY OF DALLAS
(214) 670-3092
ATTORNEY GENERAL’S OFFICE FOR CHILD SUPPORT:
CONSUMER PROTECTION:
PROTECTIVE ORDER:
(800) 687-8238
(800) 621-0508
(214) 653-3528
CHILD PROTECTIVE SERVICES:
(800) 252-5400
MARRIAGE LICENSE:
(214) 653-7559
MENTAL ILLNESS COURT:
(214) 653-7485
HOT CHECKS DIVISION:
(214) 653-3672
CRIMES AGAINST PERSON: Murder, Rape, Robbery, Assault (214) 670-5146
FATHERS FOR EQUAL RIGHTS:
(214) 741-4800
BETTER BUSINESS BUREAU OF METRO DALLAS:
(214) 220-2000
DALLAS HOUSING AUTHORITY:
(214) 951-8300
DEPARTMENT OF HUMAN SERVICES:
(800) 252-9330
DISTRICT CLERK:
(214) 653-7421
BILLING:
PROCESSING:
RECORDS:
X 7261
X 7521
X 7435
RERFERRAL PROCEDURE
Policy:
Family Advocate staff conduct home visits or interact with families in their comfort
zones to assess each family’s strengths and weaknesses. From the assessment outcomes a
plan is developed with parents to strengthen the family. Referrals are made to in-house
resources or community resources as needed to strengthen the family. Directories of
community resources are available at the Center for staff and parents to utilize. Parents
are provided with a resource book and coached on how to access resources within their
community during the home visit. (See Forms)
Procedure:
Referral forms are completed when referrals are made. If a family needs assistance form
another content area within Head Start of Greater Dallas, a referral form is completed.
The original copy is sent to the content area staff providing the service, a copy of the
referral form is kept in the Center’s Referral Notebook and a copy is kept in the child’s
folder in the case management section behind the process notes. The outcome of the
referral contact is documented on the referral forms within 15-30 days.
Documentation of the referrals is also noted in the Family Partnership Agreement.
Crisis Intervention:
Any family who requests emergency assistance from a staff person is to be referred
immediately. Verbal or telephone referrals may be made at that time, without completing
a referral form. Documentation of the crisis and the plan of action are noted in the
progress notes and FPA as soon as possible. Family crises are prioritized and dealt with
as necessary.
Counseling:
When counseling needs have been identified by a family, Family Advocates make a
referral to the Mental Health content area, Substance Abuse content area or to another
outside community counseling agency as appropriate.
Family Partnership Plan Guidance
Head Start of Greater Dallas uses the Family Partnership Plan (also known as a Family Partnership
Agreement) as an assessment of family strengths, capabilities, and needs. It is the primary tool upon
which we base our services to families, and a guide to determining how to tailor our services so that we
can form a true partnership with families and the communities in which we work. The plan is designed to
help us learn about the interests of families, and to begin the process of goal development. The following
suggestions are designed to help staff in effectively completing the Family Partnership Plan and related
documents.




Have an in-depth understanding of the Family Partnership Plan before using it with families. If
you as a Family Advocate have concerns or questions about the process, please speak with your
Family Advocate Resource Associate and arrange for technical assistance as needed.
Prepare families for the process. Explain (to families) the form, and the purpose of the plan.
You are free to talk about the “scoring” portion of the document with the family, but it is not a
necessity unless they ask. We are not attempting to “hide” anything, yet we do not want to upset
families and make them feel we are “testing” them. If you do choose to speak about the outcome
based section (scoring), please make sure you can do so in a non-threatening manner. If desired,
the information can be taken during the conversation and the scoring portion completed after you
leave the home. Remember that we as staff members are responsible for completing the
information. We do not give the plan to families and ask them to complete it. The plan doe NOT
have to be done on the first home visit. Some helpful things to say to families might include:
“We do the plan in order to…”
“To help us know how we can best work with your family”
“To obtain information that federal guidelines require”
“So we understand things from the family’s perspective”
“To help us know what kinds of issues face families in this community, and to know what is
important to you”
“To highlight the great things that are happening in your family”
“To help us know if we are doing our jobs well”
“To see how great your family does throughout the year”
Complete the information in a comfortable, “conversational” style. Take your time… this
assessment should take a minimum of approximately 45 minutes, but not longer than an hour and
a half. There is a timeline of 90 days to get the plans completed. However, it is more important
that the plans are completed thoroughly and in a manner that is “family friendly”. This does not
mean “ignore the timeline”, it simply means that you should not let the timeline be the most
important part of the process.
As you work through the Family Partnership Plan, be sure to keep in mind our program’s guiding
principles for working with families and communities, and the beliefs we promote about services.
Be respectful and do all that you can to put the family at ease.
Family Partnership Guidance (continued)






Develop and maintain your own unique, individual style that works best for you. The plan can be
completed in various ways with each of those ways being effective. As you practice and continue
to complete plans with families, your comfort level will increase, and you will be able to adapt the
information gathering task to suit your needs as well as those of the family.
Review the plan to ensure it is thoroughly completed and that notation are clear. Be sure to note
anything that requires follow-up. On the plan, (including goals and related paperwork) please DO
NOT ever put “No needs at this time” or “No strengths noted”. If you have trouble determining
family needs or strengths, or if you are not able to gain that information from the family, please
talk with your Family Advocate Resource Associate about obtaining technical assistance.
The goal sheet is a part of the Family Partnership Plan and must be complete with each family.
We ask and encourage ALL client families to develop at least on goal to be working toward during
their involvement with Head Start. This needs to be the family’s goal, however, if after an initial
period of time the family is unable to develop a goal, it may be necessary for the Family Advocate
to become more directive in this process. Please note: This does not mean making the goal FOR
the parent. This form is to record the beginning of the year score on the FPP and the Family Goal
Statement mid-year score. The end of the year score on the FPP and the Family Goal Statement
should be completed by May 31st. This form eliminates have to send in FPP’s and Family Goal
Statements to Central Office in order to conduct outcome measures for our families. And when a
family achieves their goal, a new goal should be developed on a new goal statement form.
If you encounter a family that does not wish to complete the Partnership Plan with you, please
respect their decision, but do first try to make them feel more comfortable about the possibility of
completing the information. Explain that this is part of your job, and that you are required to ask
them about the plan several times during the year. You will need to have a family member sign a
“refusal form” each time you ask about the plan. You re expected to make at least two attempts at
completing the Partnership Plan with the family. Also, if interviewing two parents, they should
come to some agreement about the answer they provide or you can combine the two answers and
score it as an average of the two responses.
Remember to review the information in the Partnership Plan prior to making a home visit. We
have some documents in our program that ask for similar or equivalent information. If you have
obtained family information at another time, on a different form (i.e. the application or the health
history form) you can simply transfer that information onto the Family Partnership Plan.
You can write in comments in any free space within the documents, or you may use the progress
notes for additional comments you want to make.
HOME
VISITS
Family & Community Services
Home Visiting Guidelines
Visiting in the homes of families is one of the most effective ways of ensuring that we are
providing true family support. In our program, home visits are the primary method by
which we meet family and community service goals. There are obvious benefits to home
visitation, but there are also challenges and situations to be addressed. The listing below
provides and overview of benefits and challenges regarding home visitation.
Benefits of Home Visits










Takes place in the family’s home, at their convenience to the greatest extent
possible.
Allows for the opportunity to see the family interact in their natural environment.
Reaches families who may otherwise not be able to participate in the program or
specific parts of services.
Offers a prime opportunity to connect families with resources in the community,
and for the staff member to see some of those resources.
Fosters a positive, one-to-one relationship between the family and the home
visitor.
Is a vital part of comprehensive services.
Offers the benefit of being flexible.
Often aids in the comfort level of families participating in the program.
Provides the opportunity for the staff member to have a more balanced, overall
picture of the family and how they function.
Allows family participation without asking them to bear additional burdens such
as transportation, childcare, family schedule.
Whether you are experienced or new remember…








Schedule the visit at the family’s convenience. To the greatest extent possible.
Realistically, there is no way to always make visits as the parents wish. Yet it is possible to
make the visits close to the parents needs and wants, at least much of the time. If you are
restrained by a particular time frame, give parents options within that time frame and be sure
to give them at least three options. Also give them plenty of notice prior to the scheduled
visit.
ALWAYS remember that you are a visitor in the home. You are a guest… and should
appreciate the opportunity to visit in the family’s home. Sometimes, the homes may be
comfortable and neat…other times, the homes you visit may be sparse and unkempt.
Whatever the condition of the home, you must be respectful and understand that you are in
someone else’s space that they call home! You can learn so much from a home visit.
Attempt to focus your attention on the things that matter to the child and the family’s growth
and success.
Be relaxed and “real” (sincere). Remember we are partners with parents and simply
because we are the “professionals” in this situation does not make us the expert. Parents will
be much more relaxed and open with you if you show them that same side of yourself.
Appreciate the family. Enhance your relationship with your client families by being
respectful and appreciative of them as individuals. You don’t have to agree with them to
respect them!
Convey expectations. Although you may not want to use the word expectations, you will
want to find out what the family expects of you and clarify what you expect from the family.
You might want to phrase this by saying: “what I would like to see from the families I work
with…” then choose the appropriate things. Some examples of what most of us would like
to see include active participation, sharing of ideas, thoughts and feelings, effort no matter
how small or intense, and trust. It is also important to gain insight into what the family
expects from you? It is sometimes easier to start out by your sharing what it is you expect
from yourself during the home visit, then ask for their ideas.
Have a purpose for the visit. Be sure to convey the purpose so it is understandable. The
overall agenda for home visits and any parent activity for the matter, is to: support, affirm
and promote healthy family relationships. Other than those given objectives, you may want
to say…”The reason I’ve come to visit with you today is just to see how you’re doing”. If
there is a specific reason, be sure to let the parent(s) know why you are there and give them
the opportunity to add anything they may want to discuss or address.
Let them know how/if what was discussed will be reviewed. If you have accomplished
something or set up a method/agreement to accomplish something, you will more than likely
want to follow-up on the progress. Make sure that you have not only shared with the family
that you will be following up, but how and when that might happen.
Review what the session (visit) has been like/about. Before leaving do a quick review of
what has occurred. You might say: “Well, it has been nice being in your home, I’m glad
we’ve gotten to know each other a little better.” Hopefully, you will have stated at the
beginning that the purpose of this particular meeting was to get acquainted. Your reviewing
this helps affirm that accomplishment. You may also want to ask the family how they feel
the visit went. Always thank them for allowing you in their home.
WHAT TO DO AND WHEN
Sometimes, it is easy for staff to remember the purpose of home visits. Sometimes, it is a little
confusing to know what to do at a given time in the visitation process. Outlined below are tasks of a
home visitor and when the task might occur.
1) Initial and /or first Few Home Visits

Become acquainted with family

Begin building a positive relationship

Convey & review the purpose of our program and note parent involvement opportunities

Define and explain your role as a Family Advocate

Complete the Family Partnership Plan and other program paperwork including goal and
vision statement

Determine family strengths and needs

Establish a pattern of home visits (how often & when)

Provide and updated copy of the Community Resource Guide

Initiate and maintain appropriate documentation

Make referrals as appropriate

Link families to community advocacy, coalition, or support groups as needed or wanted
2) Ongoing Visits

Continue relationship building

Focus on family strengths

Provide assistance and support

Encourage families to make their own decisions, but provide help as needed

Check on and review progress toward family goal

Help families determine how to meet needs while providing information about resources,
and services available within the community

Acknowledge successes

Encourage participation in the program through volunteering

Ensure that you are providing ongoing, individualized support

Maintain appropriate documentation

Review your role as Family Advocate if necessary
3) End of the Year or Final Visits

Review and explain issues related to transition, including linking families to community
supports.

Review the year’s accomplishments (child & family)

Review progress of goal work

Complete Family Partnership end of the year assessment

Ask for feedback from the family as to how the program has met their needs and
expectations, and how we could make it better

Answer family questions as needed

Complete appropriate documentation

Thank the family for letting us be a part of their lives

Say “good-bye”
PREPARING FOR A HOME VISIT
SITUATION
You receive a call from the director of another local preschool who says that Lenore, a
four year old in their program, has indications of visual impairment. The director explains
that she has recommended that the family consider your Head Start program. So far,
however, the parents have not pursued the matter. The director also expresses concern
that the child’s mother, who is quite young, seems to be seriously depressed. The director
requests that you make a home visit to explain the program to the family.
INSTRUCTIONS
Your group has been assigned one of the three types of preparation. Using the questions
listed under the heading which has been assigned to you, discuss how you would prepare
for the visit to Lenore’s home. Select a facilitator to lead your group’s discussion and a
recorder to present a two-minute summary of your response to the question:
WHAT CAN BE DONE TO PREPARE FOR THE HOME VISIT?
Group A: Cognitive Preparation
1.
2.
3.
4.
What is the purpose of the visit?
What information and/or resources are needed to conduct the visit?
What tools are needed for gathering information?
What additional information might you be able to obtain about the family before
making the visit? How?
Group B: Psychological Preparation
1.
2.
3.
What are your feelings about this family?
What cultural biases and fears might be elicited by this family? How would you
address them?
What support can the program offer the family?
Group C: Environmental Awareness
1.
2.
3.
What do you need to know about where the family lives?
What precautions do you need to make in order to ensure your personal safety?
What do you need to know about the people who live in the family’s community?
HOME VISIT SAFETY TIPS
Check out are with a parent and/or cruise through area prior to visit.
2. If area appears unsafe reschedule at another location.
3. Plan to visit alone or with another staff member.
4. Sign out with address that you are visiting, name of family and expected time of return.
5. Carry a cellular phone.
6. Dress to protect yourself.
a. Avoid excessive jewelry
b. Dress in non-restrictive clothing
c. Wear official identification in plain view
d. Don’t carry a purse
e. Carry minimal or no cash
7. Carry a whistle or noise-making device
8. Park in the direction you want to leave
9. Park on the street rather than in the driveway.
10. Lock your car.
11. Don’t leave valuable items in view. (Lock valuables/packages in truck.
12. Sit where you can view the bedrooms or hall (entrapments).
13. Keep close to an exit
14. Sit in a hard backed chair if possible or sit wit your strong leg back and your other leg
forward, so you can get up quickly.
15. Keep your shoes on.
16. Use common sense
a. If family is fighting, using drugs or under the influence of drugs, leave.
b. Parents are distracted; i.e. because there are too many people, or they say they have to
rush off for another appointment, leave, reschedule.
17. Maintain confidence in your demeanor.
18. Walk briskly and with purpose.
19. If you encounter hostility in any manner, don’t show fear, leave and reschedule the visit.
1.
FAMILY
MAPPING
Family Mapping
The Family Mapping Process is one way of gathering information to use in developing
Family Partnership Agreements. This process offers:

an opportunity for families to share the important people, relationships, activities
and resources of their family;

a picture of life at this time for each family, from their perspective;

staff a better understanding of the family’s perception of their support networks,
current relationships and community services;

a concrete visual image of self-identified and important aspects of their life;

and individualized method for expressing information (i.e. for those not
comfortable with written or verbal language, they could be encouraged to draw
pictures or symbols);

an opportunity for staff to listen to, acknowledge, affirm, and understand a family;

a springboard for discussion regarding family partnership agreements;

a method for identifying strengths, concerns and capacity for change;

information to be transferred to the Family Partnership Agreements;

a meaningful and informed way to comment, question and plan in partnership
with families.
How Do You Map?
The Head Start staff person facilitates a discussion with the family member(s) using
phrases such as those below. The conversation which is carried on during and after this
process is more important than the map itself. Remember to have fun! Use crayons,
markers, scissors, paper, old magazines, photos, etc. Also, keep in mind the importance
of getting a clear picture of the family’s strengths, areas of concern, support systems,
resources, etc, throughout this process. Use the following as a guide to facilitate the
mapping process:




Think for a moment about who you consider your family. In the center of the
paper show those who are your family. You can draw figures, shapes, write
names, glue pictures or photos, etc.
Next think for a moment about who the important people in your life, those that
have made an impact on you. Add those people to your picture. Include
members of extended family, close friends, neighbors, etc. You may arrange
them any way you like, by geographic distance, by closeness of relationship, etc.
Now think about a typical week in the life of your family. Add places your
family goes, responsibilities, activities, and hobbies that are important to you and
your family. These may include, school, daycare, places of worship, library,
workplace, grocery store, clinic, youth center, etc.
Finally, think of the service providers or agencies that may be involved with your
family, and/or other things that are important to your family. These could include
health, education, financial, housing, transportation, or things like a car or
telephone.
Now ask the family to add their perception of the type of connection each is. Some
activities or people are very important and positive in their lives, while others may be
stressful or weak. The connections can be visually added or added through discussion.
For instance the following could be used as a guide:
_____________________________
important, strong and positive connection
-------------------------------------------
positive, but weaker/less frequent connection
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
stressful or difficult connection
Questions or Ways of Talking
About the Family Map
You know that we are a program for the whole family. The family map is a picture that
helps us understand who you see as your family, and who is important to your family
life.






















What is a typical day like?
Who do you see?
What might you do?
Who or what makes life easier?
A little harder?
What helps when things are not going well?
Who are the important people that affect your life?
Who do you tell when things are great, or something wonderful happens?
Are there special activities, spiritual or cultural ways that are important to show
on your map?
Are there people or things you feel you couldn’t live without?
Are there special skills that you or other family members have that should appear
on your map?
Are there skills that you would like to gain?
When you look at your map, if you could change it, how would it look?
Are there things that worry you that do not show up on your map?
Are there things that surprise you when you look at your map?
When you look at all the connections and relationships on the map, are there
things you wonder about, or need to think more about?
Does our map help you think about how agencies like the Birth to Three program
might be a support to your family?
When you look at the map, does it show who or what supports you to do the job
of being a parent?
Is there anything you would like to change about your map?
What would you like things to be like for your family/for you in five years?
How could we support you in reaching that goal?
Explorations = literacy, job training, questions
Questions to Consider When Interacting with Families
1.
Did I create opportunities for the family to share concerns? Did I promote the
family’s ability to translate concerns into needs.
2.
Did I help the family identify projects and aspirations in a way that promoted a
feeling of competence in defining needs?
3.
Did I create opportunities for the family to demonstrate or describe situations that
reflected strengths?
4.
Did I emphasize existing strengths of the family? Did I rephrase and reframe
negative comments in a positive manner?
5.
Did I create opportunities for the family to identify sources of support for meeting
needs and help the family explore ways of getting these resources?
6.
Did I emphasize the use of informal support network members as a primary
source assistance?
7.
Did I appropriately make suggestions or point out options for meeting needs? Did
I allow the family the final decision regarding whether to accept or reject the
advice?
8.
Did I offer help that matched the family’s appraisal of its needs?
9.
Did I offer help and make suggestions that would not cost the family undue
amounts of time and energy, and resources?
10. Did I promote the family’s ability to identify and mobilize resources in a way that
resulted in immediate success?
11. Did I create opportunities for the family to utilize existing competencies or
acquire new competencies in order to meet their family’s needs?
12. Did I promote the family’s feelings of competence in obtaining resources? Was
this done in a way that resulted in the family attributing success to its own
actions?
13. Was I positive and proactive in all aspects of interactions with the family? Did I
use empathic and responsive listening techniques?
14. Did I create opportunities for the family and myself to be partners in identifying
and meeting needs?
15. Did I create opportunities for reciprocal actions (mutual acts of kindness)?
Areas of Family Strengths
Overview
The strengths of the family are the elements most useful for helping families achieve their
hope for the future. As you develop partnerships with Head Start families, look for family
strengths in the following areas:

Family interests and activities- sources of family fun and recreation, what the
family likes to do.

Extended family and friends- sources of informal support, people the family can
count on.

Religious, spiritual, or cultural beliefs- what the family believes in, ways that
the family shows its beliefs.

Family values and rules- what is important to the family, such as always stick
together or being nice to one another.

Emotional/psychological well-being- what makes the family feel happy, what
helps the family feel better.

Physical health and nutrition- the physical health of family members,
preventive health care practices.

Shelter and safety- adequate and safe living arrangements, home and
neighborhood atmosphere.

Income/money management- sources of family income, shopping practices.

Family interaction- communication patterns, coping strategies, parenting skills.
SHARED
DECISION
MAKING
ENVISIONING SOLUTIONS
It is a simpler solution to repeat and build on the times when a problem doesn’t occur than to create
something entirely new.
1. Miracle Questions (create an image or vision of what life will be like when the problem is solved,
creates hope for change):
If a miracle happened and you woke up tomorrow and your problem was solved, what would
you notice that tells you there’s been a miracle?
If you were to pretend the miracle had happened, what’s the first thing you’d do?
If you were to do that, what would be the first change you’d notice about yourself?
What would have to happen for you to do that more often?
Who will have to do what to make it happen?
How will you know the problem is really solved? How will your wife/husband know?...your
boss?...your mother? etc.
II. Exception –to-the-Problem Questions (help family members discover their own strengths and
problem solving abilities and clarify that they did something to create exceptions to the problem):
When don’t you have that problem?
What’s different about those times? What happens instead?
Who does what differently? You… family members?
What will have to happen for that to happen?
Who will have to do what more often? You… family members?
Who is most likely to want to do it? Who not? Why?
How will you know the problem is really solved? How will your wife/husband/partner
know?.... your boss?... your mother? etc.
EMPOWERING TECHNIQUES WITH FAMILIES
1. Asking what changes families want, respecting their wishes when they don’t want
changes, and being their partner in achieving the results they do want.
2. Paying attention to details of what’s important to the family.
3. Looking to the family for what’s next, where to go.
4. Working with the family’s goals; tapping into their dreams.
5. Asking the simple questions; not making assumptions.
6. Giving away the power; not withholding information.
7. Consulting with families on all points; not making decisions about people’s lives, even
the details, behind their backs.
8. Always being respectful, having good “manners.”
9. Being on time or informing the family you will be late; apologizing sincerely for the
discourtesy of being late.
10. Being sensitive to your “invasion” of their space.
11. Listening actively to all that is being said, especially incidental comments, closing
remarks.
12. Being attentive to the family no matter what is going on.
STEPS
TO
SHARED
DECISION
MAKING
Family & Community Services
Decision Making Basics
This informational page has been designed to provide a basic model of looking at
information in a way that will hopefully result in effective decision making. If you need or
want additional information about decision making or problem solving, please contact your
Family Advocate.
Basics of Decision Making
When faced with a decision, ask yourself the following questions:





What am I trying to decide?
What are my choices?
What do I want to have happen or what are some things I am looking for in a good
decision?
How well will each of the choices help me get what I want or the things I am
looking for?
Which choice will do the best job, be most effective for me, and or other persons
involved?
Step by Step Guide to Decision Making







Define the problem or decision to be made; write it down
Write down as many alternatives, possibilities, or choices that you can think of
Document probable consequences of each alternative. Write down the positive and
negative aspects (pros & cons) of each choice you have listed as a possible solution
Evaluate and review each alternative and its consequences
Make a decision and write it down
Develop an action plan which includes a timeframe and any other items that need
to occur before your decision can be put into place
Implement the plan and evaluate the results of your decision
INTERVIEWING
SKILLS
PHASES OF THE INTERVIEW
PHASE
1. INITIAL
II. EXPLORATION
III. CLOSING
PURPOSE

Prepares the
interviewee
to participate
in the
exchange

Begins the
relationship
building
process.

Sets the
stage for the
interview.

Seeks
information.

Clarifies
roles and
expectations.

Reaches
some
conclusions.

Introduces
the idea of
action
planning.


Summarizes
the interview
Plans for
future
interaction
OPENING

Rapport
building
comments.

Clear
statement
regarding
length of
time
required and
the reason
for the
meeting.

A lead
statement or
question that
supports
your
understandin
g of the
purpose of
the meeting.

Statements
that
enables/enco
urages the
interviewee
to begin
sharing and
exploring the
related
issues.

A closing
remark that
indicates that
the time
stated at the
beginning of
the interview
is almost up.
TRANSITION
When there is
understanding and
agreement about the
purpose.
When there is
understanding and
agreement about the
plan of action.
Where there is
understanding and
agreement about the
activity.
TYPES OF QUESTIONS
TYPE
1. OPEN-ENDED
PURPOSE
Encourage the expression of
ideas, opinions and feelings.
II. CLOSED
To gather factual
information only.
III. DIRECT
Straightforward – To seek
very specific information
IV. INDIRECT
To seek general information
and encourage more indepth discussion.
IV. RHETORICAL
To stimulate thinking.
Does not seek an answer.
EXAMPLE
CHECKING YOUR LISTENING HABITS.
Here is a 60 second test that will give you an idea of whether you have nay bad listening
habits.
Circle Y if you thinks the answer is Yes, N if it is no.
1.
You think about four times faster that a person usually talks. Do you
use this excess time to think about other things while you are keeping
general track of the conversation
Y
N
Do you listen primarily for facts, rather than ideas, when someone is
speaking?
Y
N
Do you go out of your way to avoid hearing things you feel will be too
difficult to understand?
Y
N
Can you tell form a person’s appearance and delivery that he won’t have
anything worthwhile to say?
Y
N
When someone is talking to you, do you try to make the person thinks you
are paying attention when you are not?
Y
N
Do certain words, phrases or ideas prejudice you so that you cannot listen
objectively?
Y
N
Do you deliberately turn your thoughts to other subjects when you believe a
Speaker will have nothing particularly interesting to say?
Y
N
When your are listening to someone, are you easily distracted by outside
sights and sounds?
Y
N
If you want to remember what someone is saying, do you think it is a good
idea to write it down as he or is talking?
Y
N
10. When you are puzzled or annoyed by what someone says, do you try to get
the question straightened out immediately – either in your own mind or by
interrupting the speaker?
Y
N
2.
3.
4.
5.
6.
7.
8.
9.
If you answer “No” to all the questions you are a rare individual – the perfect listener. Every
“Yes” a bad listening habit – and may mean you are passing up chances of learning
something.
COMMUNICATION SKILLS THAT REFLECT ACTIVE
LISTENING
Phrases To Use When You Trust Your Perceptions Are Fairly Accurate And The Sender Is
Receptive:
You feel…
From your point of view….
It seems to you…
From where you stand…
As you see it…
You think…
You believe…
What I hear you saying is….
You’re… (identify feeling; angry, sad, overjoyed, etc)
I’m picking up that you…
You mean…
You want…
You like/Don’t like…
Phrases That Are Useful If You Are Having Difficulty Perceiving Clearly, Or the Sender
Seems Unreceptive:
Could it be that…
I wonder if…
I’m not sure I am right, but…
Correct me if I am wrong, but…
Is it possible that…
Does it sound reasonable that you…
Could this be what’s going on…
From where I stand…
You appear to be feeling…
It seems as if…
Perhaps you’re feeling…
I somehow sense that maybe you feel…
Is there any chance that…
Maybe you feel…
Let me see if I understand…
I think you’re saying…
OBSERVATION CHECKLIST
Did the interviewer:
1.
Establish length of time of interview
2.
Respond to non-verbal cues
3.
Gather the needed information
4.
Transition form Phase 1 to Phase 2
5.
Use timing appropriately
6.
Demonstrate active listening skills
7.
Ask direct questions
8.
Clearly state the purpose of the interview
9.
Take notes
10.
Ask open-ended questions
11.
Discuss an action plan
12.
Close the interview
13.
Explain the reason for note-taking
14.
Ask rhetorical questions
15.
Over-use questions
16.
Under-use questions
17.
Answer questions as thoroughly as
Possible
18.
Acknowledge cultural factors
19.
Discuss follow-up
Yes
No
Comments
INITIAL HOME VISIT
The Home Visit is one of the Social Service outreach activities which links the home and the
Head Start program. The visit serves as:

An opportunity for Social Services staff to provide social, emotional, information and material
support.

An opportunity for family members and the staff to make transactions that will benefit the child
and at the same time enhance family functioning.

A process that is used to facilitate change and address the multiple needs of children and
families.
INSTRUCTIONS
During the initial visit, it is important to address four objectives which will create a foundation for a good working
relationship with the family in the future. These objectives are listed in the left-hand column of the chart below. Discuss the
objective assigned to your group. Enter strategies for meeting the objective in the right-hand column.
_____________________________________________________________
PRIMARY OBJECTIVES
STRATEGIES
1. Lower the anxiety level of the
parent/family.
2. Heighten the parents sense of trust
and build confidence in the
Head Start program and staff.
3. Help parents/family think about
their strengths, needs and problems.
4. Help the family build a sense of hope.
OVERCOMING RESISTANCE ROLE PLAY GUIDELINES
Role Players
Social Services staff member
Mrs. Evans, prospective Head Star parent
Mrs. Nelson, her sister-in-law and a Head Start parent
Vignette
You called Mrs. Evans four times last month to conduct an initial home visit. During each
call Mrs. Evans agreed to the visit but was not home when you arrived. Tomorrow there is
a community outreach Open House at the center. Mrs. Evans’ sister-in-law, a Head Start
parent, has agreed to bring Mrs. Evans. How can you use this opportunity to overcome or at
least handle Mrs. Evans. How can you use this opportunity to overcome or at least handle
Mrs. Evans’ resistance in a positive way. Role play a possible conversation with Mrs.
Evans.
Preparation
In preparing for the role play decide on a scenario that could have led to Mrs. Evans’
resistance. In the conversation the worker will:

enable the nature of the resistance to surface

acknowledge the resistance.

explore the resistance

seek a solution
• Assumptions about Communication
• Communication skills are acquired more than they are
inborn. (We were born crying not speaking. We learned
how to speak by imitating others-that learning need never
end).
• Assume the next message you send will be misunderstood.
(You will thus communicate more thoughtfully, look for
feedback, and examine yourself first when you don’t get
desired results.
• Don’t worry about being clear, worry about being
understood.
• The meaning of a word cannot be found in a dictionary.
Definitions are found in a dictionaries, meanings are in
people. We don’t transmit meaning we transmit messages
(words and behaviors) that represent and elicit meaning in
our listeners minds.
DEALING POSITIVELY WITH RESISTANCE
The positive approach to resistance consists of four separate steps
1.
2.
3.
ALLOWING THE RESISTANCE TO SURFACE
The purpose of this step is to bring the resistance of four separate steps:
1.
Make the expression of resistance as safe as possible. The resister needs to know that
you understand the resistance.
2.
Ask for it all. Listening to the resister explain his/her resistance is not easy to hear.
Overcoming the resistance is possible only if you are willing to hear everything the
resister has to say.
ACKNOWLEDGING THE RESISTANCE
1.
Listen – when the resister openly states resistance, she/he is providing you with very
important information and making a statement about who she/he is. This is not the
time to try to “break” the resistance. It is time to listen.
2.
Acknowledge the resistance – you acknowledge the resister’s right to resist. You do
not have to agree.
3.
Reinforce the notion that it is permissible to resist-you understand the value of a
person being able to openly resist in a save environment.
EXPLORING THE RESISTANCE
The purpose of this step is to verify the resistance.
4.
1.
Distinguish authentic resistance from pseudo-resistance – authentic resistance is
directed toward a specific demand that has been made; pseudo-resistance is real but
has nothing to do with the demand. You need to know that the resistance is
legitimate.
2.
Probe the resistance – help the resister to be willing to get beyond the resistance by
asking, “What do you prefer?” This can lead to alternative approaches.
RECHECKING
The purpose of this step is to verify the status of the resistance and any agreement that has
been reached. This provides a basis for achieving the original goal.
GOAL
SETTING
Defining and Using Goals
A Goal Is……
“A standard, objective, state, or destination that one wants to achieve/obtain”
“An idea about what someone would like to happen”
“A plan or intent of accomplishment”
“A specific method or design of making progress or improvement”
“An aim at something”
“A mission, target or ambition”
“A purpose”
“A directed and defined outline to promote improvement”
“A way of looking at what one needs help with”
“A plant to help us help one another”
WHAT DOES GOAL DEVELOPMENT REQUIRE FROM YOU? MANY OF THE SAME
THINGS THAT BEING AN EFFECTIVE ADVOCATE REQUIRES…
 Ability to obtain sufficient knowledge about a family
 Respect for people/families, their value, input and opinions. You must be unvested in
client/family-centered intervention
 Understand the importance of goals and why we ask families to set them
 Good judgment
 Positive attitude
 Desire to be fair and objective as well as empathetic
 Habitual use of praise, reinforcement, and the ability to be and encourager
 A method or manner in which you obtain and process information that is fair, and
systematic
 Putting to use all of your skills, and using all you senses (touch, feel, hear, etc)
 Ability to adapt/flexibility
 Ability to communicate the information you have (to families and staff) in verbal or
written form
 Ability to prioritize
 Ability to “pull information” out of the client. Make them comfortable enough to share
 A love for people/families and for the work you do
 Recognition or your own personal/professional goals
 Effective Listening skills
Why Do We Ask Families To Set Goals?
 Goal setting and attainment is a powerful technique that can yield strong,
positive returns in all areas of life.
 Helps people focus on where they want to go in their lives.
 Outlines what a person wants to achieve, helping to focus energy in areas of
importance, which also helps us know what we need to pay attention to and
what is merely a distraction.
 Gives motivation, helps establish long term vision
 Gives the opportunity to measure achievement and success
 Research has shown that persons who set and work toward goals:
a)
b)
c)
d)
Suffer less from stress and anxiety
Concentrate better
Show more self-confidence
Perform better or more effectively in their personal/professional
lives
e) Are happier and more satisfied
 Allows us to see how well our support and services are operating.
 Sheds light on the areas that families want to work on and how we might be
able to help them achieve their goals.
 Help families recognize strengths and build upon them.
 Gives direction, a sense of purpose.
 Helps assess and mobilize resources.
 Can help us discover better ways of doing things.
 Gives us ideas about how we can help families and how they can help
themselves.
CONSIDER THE FOLLOWING WHEN DEVELOPING GOALS…
 What is important to this family? What do they really want?
 What makes sense to them?
 In what way do they typically solve problems or get what they need?
 What have (or can) they do well and what do they need help with?
 How do family members see problems/needs?
 What thins are they willing (or not willing) to do?
 What capabilities are present?
 What resources are there to draw from?
 Watch for non-verbal clues
 Be kind, genuine, and honest…. Always!
REMEMBER THAT APPROPRIATE AND EFFECTIVE GOALS…..
 Are developed WITH the client/family
 Consider feasible, yet lofty possibilities
 Are measurable
 Are written in a positive manner
 Allow apparent overwhelming tasks to be broken down into attainable pieces
 Allow for improvement
 Feel comfortable for the family
 Feel comfortable and appropriate for the person helping the family
 Deal with wants concerns, needs, or wishes, & are built upon already existing strengths.
 Does not contradict any other goals.
 Must be consistent with a persons value system.
 Are written down.
REMEMBER
Goals should be developed based on what is important to the client/family, and how things appear
from their perspective.
“I can remember what flavor of ice cream my grandmother and I shared at Disney World; but
most of the time, I can’t remember what day it is. I guess it depends on what is important to you”
HELPFUL HINTS FOR STAFF TO ACHIEVE GOALS
1.
Make your goals inspirational.
You need to set goals grand enough to challenge yourself. Remember that if you don’t have to
push yourself beyond your current limits to reach your goals, you’re not really achieving
anything. To truly be successful, and reach your true potential, you must be willing to move
outside of your “comfort zone”.
2.
Define your goals with clarity.
Be precise in what you want. The more clearly defined your goal is, the easier it will be to
attain. For example, let’s say you want to buy a house. To say you want to buy a house is not
enough. To find a house you’ll really be happy with, you have to specify exactly what you want.
Do you want to live in the country or the city? Do you want a brick house or a wood house?
How much can you afford? As you can see there are many questions to ask. The more questions
you ask yourself, and are able to answer, the clearer your goal will be. Once you know the exact
outcome you want, you will be able to create an action plan that will can help ensure your
success.
3.
Write a paragraph.
Write a paragraph or two describing exactly why you want to attain your goal. Write down all
the reasons why you are committed to attain your goal. Feel the emotion stir up inside you. Feel
the passion and drive. This will help you bring your goal to life!
4.
Routinely evaluate your progress.
Having an action plan is not enough. You must also review progress consistently. If an
approach is not working, change your approach. If you have set an inappropriate goal, modify
your goal.
5.
Never lose sight of your goal.
Take the time to review your goals often. Know it by heart, be able to share it. It is helpful to
have your goal written down and distributed in places you will see daily.
6.
Don’t procrastinate.
Procrastination can stop anything in it’s tracks. Understand that the only way to achieve your
goals is to take action! Do something right now that will help you to achieve your goals. There
is no time like the present! Get the ball rolling. Each step you take brings you one step closer to
the life you want. Remember the motto, “The road to Someday, leads to the town of Nowhere”.
Someday is today!
FAMILY
SUPPORT
PRINCIPALS OF FAMILY SUPPORT
1. Staff and families work together in relationships based on equality and respect.
2. Staff enhance families’ capacity to support the growth and development of all family
member-adults, youth, and children.
3. Families are resources to their own members, to other families, to programs, and to
communities.
4. Programs affirm and strengthen families’ cultural, racial, and linguistic identities and
enhance their ability to function in a multicultural society.
5. Programs are embedded in their communities and contribute to the communitybuilding process.
6. Programs advocate with families for services and systems that are fair, responsive, and
accountable to families served.
7. Practitioners work with families to mobilize formal and informal resources to support
family development.
8. Programs are flexible and continually responsive to emerging family and community
issues.
9. Principles of family support are modeled in all program activities, planning,
governance, and administration.
From: Guidelines for Family Support Practice (1996)
(Chicago: Family Resource Coalition).
For more information or to obtain a copy of Guidelines for Family Support Practice contact Family
Support America, 20 North Wacker Dr. Suite 1100, Chicago IL 60606, phone (312) 338-0900, fax
(312) 338 1522).
Premises of Family Support
1.
Primary responsibility for the development and well-being of children lies within
the family, and all segments of society must support families as they rear their children.
The systems and institutions upon which families rely must effectively respond to their
needs if families are to establish and maintain environments that promote growth and
development. Achieving this requires a society that is committed to making the well-being
of children and families a priority and to supporting that commitment by allocating and
providing necessary resources.
2
Assuring the well-being of all families is the cornerstone of a healthy society, and
requires universal access to support programs and services.
A national commitment to promoting the healthy development of families acknowledges
that every family, regardless of race, ethnic background, or economic status, needs and
deserves a support system. Since no family can be self-sufficient, the concept of reaching
families before problems arise is not realized unless all families are reached. To do so
requires a public mandate to make family support accessible and available, on a voluntary
basis, to all.
3.
Children and families exist as part of an ecological system.
An ecological approach assumes that child and family development is embedded within
broader aspects of the environment, including a community with cultural, ethnic, and socioeconomic characteristics that are affected by the values and policies of the larger society.
This perspective assumes that children and families are influenced by interactions with
people, programs, and agencies as well as by values and policies that may help or hinder
families’ ability to promote their members’ growth and development. The ecological
context in which families operate is a critical consideration in programs’ efforts to support
families.
4.
Child rearing patterns are influenced by parents’ understandings of child
development and of their children’s unique characteristics, personal sense of competence,
and cultural community traditions and mores.
There are multiple determinants of parent’s childbearing beliefs and practices, and
each influence is connected to other influences. For example, a parent’s view of her or his
child’s disposition is related to the parent’s cultural background and knowledge of child
development and to characteristics of the child. Since the early years set a foundation for
the child’s development, patterns of parent-child interaction are significant from the start.
The unique history of the parent-child relationship is important to consider in programs’
efforts.
Continued:
5.
Enabling families to build on their own strengths and capacities promotes the
healthy development of children.
Family support programs promote the development of competencies and capacities that
enable families and their member to have control over important aspects of their lives and
to relate to their children more effectively. By building on strengths, rather than treating
deficits, programs assist parents in dealing with difficult life circumstances as well as in
achieving their goals, and in doing so, enhance parent’s capacity to promote their children’s
healthy development.
6.
The developmental processes that make up parenthood and family life create needs
that are unique at each stage in the life span.
Parents grow and change in response to changing circumstances and to the challenges of
nurturing a child’s development. The tasks of parenthood and family life are ongoing and
complex, requiring physical, emotional, and intellectual resources. Many tasks of parenting
are unique to the needs of a child’s developmental stage, others are unique to the parent’s
point in her of his life cycle. Parents have been influence by their own childhood
experience and their own particular psychological characteristics, and are affected by their
past and present family interactions.
7.
Families are empowered when they have access to information and other resources
and take action to improve the well-being of children, families, and communities.
Equitable access to resources in the community—including up-to-date information and
high quality services that address health, educational, and other basic needs—enables
families to develop and foster optimal environments for all members. Meaningful
experiences participating in programs and influencing policies strengthen existing
capabilities and promote the development of new competencies in families, including the
ability to advocate on their own behalf.
Attributes of Effective Programs
Attributes of Ineffective Programs
Comprehensive, flexible
Fragmented, categorical
Family empowerment through participation
Family as a client
Prevention and strengths based
Crisis orientation
Shaped by community needs
Shaped by agency needs
Collaboration across systems and
Separation by defined professional
professions
responsibilities
Focus on youth and family
Separates the problems of the child
from the problems of the parents
Evaluation of outcomes
Lack accountability
Emphasis on relationships of mutual
Narrowly defined roles
trust
Evolving to meet new challenges and needs
Unchanging over time
Adapted from “Effective Programs Versus Prevailing Systems,” Lisbeth Schorr, 1994
Handout 5: Family Support Practices and Skills
Instructions
The questions listed below are to help you asses your professional practices in working with Head Start
families. Think about the practice raised in the questions and put a plus sign (+) next to those you use most of
the time. Put a check sign ( ) next to those practices you sometimes use. Put a minus sign (-) next to those
practices you never or rarely use. If the question is not applicable to your job put N/A. You will not have to
show your responses to the questions to anyone. When you are finished, go over the questions again; this time
write down what you do, or could do, to build family partnerships.
Family Development
____
___
___
___
___
___
___
Do you involve the whole Head Start family, not just the child’s parent(s), in the service
you offer
Do you contribute to on going assessment of Head Start family goals, strengths, interests,
and concerns?
Do you extend invitations to Head Start families to work in partnership with you?
Do you use conversations with Head Start families, rather than formal interviews, to build
family partnerships?
Are you able to identify strengths within all Head Start families?
Do you take the time to listen to Head Start families talk about their hopes or goals for the
future?
Do you help Head Start families get together for mutual support?
Family Diversity
___
___
___
___
___
Do you use the Head Star family’s first language, or take other steps to make sure that you
and the family members understand each other?
Do you ask Head Start families whom they consider family?
Are you able to build partnerships with Head Start families very different from your own?
Do you encourage Head Start families to teach you about their family traditions, customs,
values, beliefs and practices?
Do you encourage children and families to learn about different kinds of families?
Family Support Practices and Skills
___
___
___
___
___
Do you help Head Start families develop networks of informal support?
Do you help Head Start families gain access to community resources?
Are you able to help families achieve a sense of belonging to the Head Start community?
Do you make yourself available to Head Start families as a source of support during difficult or
stressful family times?
Do you reach out to Head Start families by engaging them in casual conversations, arranging
convenient times for talking with them, and making home visits?
Teamwork
___
___
___
___
Do you apply a team approach to your work with Head Start families?
Do you work with Head Star families as a group to develop or improve family resources?
Do you keep other Head Start staff informed about family events or situations that might affect their
work with families?
Do you reach out to key individuals in the community to gain their support and involvement in
developing resources for Head Start families?
Handouts
&
Quiz’s
DIVERSITY IQ QUIZ
High Score=13-15______ Medium Score=9-12______ Low Score=9 or less______
1. The percentage of the 31 million African-American consumers who feel that most
commercials and print ads are designed on for white people:
a. 20%
b. 30%
c. 50%
d. 60%
2. As of November, 1993, minorities constitute 44% of the total workforce. The percentage
of minorities in top-level executive jobs is:
a. 12%
b. 9%
c. 5%
d. 2%
3. In the 1990-91 recession, a net job loss was experienced by:
a. Hispanics
b. Women
c. African-Americans
d. none of the above
4. The Federal Family and Medical Leave Act expands the definition of a parent -child
relationship to include:
a. Gay and lesbian partners
b. Anyone who took the place of a parent
c. Biological parents only
d. Aunts or uncles who live nearby
5. One of every four businesses is owned by a woman.
a. True
b. False
6. Corporate managers from diverse Asian-American back-grounds have consistently
reported that:
a. They have benefited from positive assumptions about their work ethic and skills
by
being given opportunities for advancement.
b. They have been discriminated against in all areas of organizational advancement.
c. They have been stereotyped as being good at technical tasks but weak in people
management.
d. They have been promoted to positions of managerial responsibility, but have been
excluded from areas of technical expertise.
7. Surveys of corporate managers, university professors, first-line supervisors, doctors and lawyers
reveal that in a comparable job, women earn:
a. $1 for every $1 a man earns
b. 80 cents for every $1 a man earns
c. 40 cents for every $1 a man earns
d. 70 cents for every $1 a man earns
DIVERSITY IQ QUIZ Continued:
8. A large
a.
b.
3.
4.
majority of the African-American community prefers the term:
Black
African-American
Negro
Person of color
9. According to the U.S. Census Report, the percentage of households in which no adult speaks English
fluently is approximately:
a. 42%
b. 23%
c. 12 %
d. 7%
e. 3%
10. According to a survey of executive women in industrial and service companies, women identified
their greatest professional obstacle as having been:
a. Personal vs. professional tradeoffs
b. Convincing others of their ability
c. Limited education
d. Lack of managerial experience
d. Lack of confidence
e. Sexism
11. Between 1990 and 2005, the labor force age 16-24 is expected to grow approximately 14%, the labor
force age 25-54 is expected to grow about 17%, and the labor force age 55 and older is expected to grow:
a. 11%
b. 27%
c. 36%
d. 43%
12. According to the National School Boards Association’s study from December 1993, the region of the
country that contained the most integrated schools was the:
a. Northeast
b. Northwest
c. South
d. Midwest
e. Southwest
f. Far West
13. From 1980 to 1992, the percentage of women in the top 20 jobs in Fortune 500 companies increased
from:
a. 10% to 35.5%
b. 1% to 7.5%
c. 20% to 41%
d. 10% to 16.5%
14. In 1967, women constituted 2.6% of MBA graduates; in 1992, women were approximately:
a. 10% of MBA graduates
b. 50% of MBA graduates
c. 30% of all MBA graduates
15. By the year 2000, the U.S., Census Bureau estimates that the largest minority group in the United
States will be:
a. African-Americans
b. Hispanic-Americans
c. Asian-Americans
d. White Anglo-Americans.
Adapted from: David Tulin, Tulin DiveriTeam Associates-Philadelphia