engaging families in the education of neglected and delinquent youth in residential care trina w....
TRANSCRIPT
Engaging Families in the Education of Neglected and
Delinquent Youth in Residential Care
Trina W. Osher, M.A.Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.
David M. Osher, Ph.D.American Institutes for ResearchAmerican Institutes for Research
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.2
Challenges to family involvement --
______ ______ ______ ______
Is this the Is this the Education Education
System We System We Want for Want for
Our Youth?Our Youth?
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.4
Stop the School to Prison PipelineChristine A. Christle, EDJJ 2004 Presentation
SuspensionSuspension
School FailureSchool Failure
DropoutDropout
DelinquencyDelinquency
Keep in mind:It’s about being “kids” first – youth who need special help to do what
their siblings and friends do naturally.
Family Driven
and Youth Guided
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.6
Children and Youth Don’t Exist in Isolation
“If we are really going to keep families safe, we need to do that in the context of communities and family.”
Viola P. MillerViola P. Miller
Commissioner, Tennessee Department of Children’s ServicesCommissioner, Tennessee Department of Children’s Services
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.7
PARENTAL INVOLVEMENT
The term ‘parental involvement’ means the participation of parents in regular, two-way, and two-way, and meaningful communicationmeaningful communication involving student academic learning and other school activities, including ensuring— that parents play an integral roleintegral role in assisting their child’s
learning; that parents are encouragedencouraged to be actively involved in their
child’s education at school; that parents are full partnersfull partners in their child’s education and
are included, as appropriate, in decision makingdecision making and on advisory committees to assist in the education of their child.
No child Left Behind Sec. 1902 DefinitionsNo child Left Behind Sec. 1902 Definitions
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.8
Who Has Responsibility for Family Involvement?
Families, administrators, school staff, students, and, in many cases, the courts.
What is the educational administrator’s role? Administrators are usually responsible for implementing
policies that make the facility accessible to and hospitable for families.
Educational leader should ensure that students have access to their families and that families have access to their children.
What should families do? Get involved. Don’t wait to be asked. Offer to help the
school.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.9
Research Base for Family Involvement
Family involvement is key to improving school and mental health outcomes and reducing disparities.
Parental efficacy and positive attitudes toward mental health services correlate with … a parent’s assessment of his or her ability to meet an improvement goal.
Professionally or agency-driven interactions between professionals and families can work against self-efficacy and empowerment, particularly for caregivers who already feel socially stigmatized of marginalized.
IN PRESS Gullotta, T. P. & Blau, G. (Eds.). (2007). IN PRESS Gullotta, T. P. & Blau, G. (Eds.). (2007). Family Influences on Childhood Behavior and Family Influences on Childhood Behavior and Development: Evidence-Based Prevention and Treatment ApproachesDevelopment: Evidence-Based Prevention and Treatment Approaches . NY, Routledge. NY, Routledge.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.10
Parent Perceptions Matter
Even after controlling for diverse variables (e.g., the educational and employment levels of both parents, child’s grade, gender,
and race) the strongest predictor of parent involvement was the parent’s perceptions of teacher outreachparent’s perceptions of teacher outreach.
Parent involvement was highest when parents perceived their child’s teacher as: Valuing their contribution to their child’s education,; Trying to keep them informed about their child’s strengths
and weaknesses; and Providing them with specific suggestions to help their
child.
““Parents’ Perceptions of Teacher Outreach and Parent Involvement in Children’s Parents’ Perceptions of Teacher Outreach and Parent Involvement in Children’s Education.” Patrikakou, Evanthia N., and Weissberg, Roger P. in Journal of Education.” Patrikakou, Evanthia N., and Weissberg, Roger P. in Journal of
Prevention & Intervention in the Community (The Haworth Press, Inc.) Vol. Prevention & Intervention in the Community (The Haworth Press, Inc.) Vol. 20, No 1/2, 2000 pp. 103-119.20, No 1/2, 2000 pp. 103-119.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.11
Logic Model for Family-driven and Youth Guided Care
Family &Youth
Experience
++Profession
al ExpertiseImproved Safety, Health, and Well
Being for Children, Youth, Families, Schools, and
Communities
Collaborative Partnership
ServiceDesign
DeliveryParticipationMonitoringEvaluation
Better
Communication
Trust
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.12
Bottom Line
Learning is social process that depends upon the ability of the student to attend and the teacher to personalize Emotions and social emotional capacities affect learning
and teaching Relationships and social and emotional capacity provide a
foundation for learning and transition planning Contexts affect emotions and relationships
There are measurable conditions for learning that affect the ability of students to attend and teachers to personalize
These conditions for learning are particularly important for students in correctional settings
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.13
How NOT to Involve Families:Some Examples
But, I’m the doctor – But, we already made a decision – But, we didn’t mean now – We don’t do it that way --
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.14
The Challenge of Education in Correctional Environments
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.15
What Are The Conditions and Capacities for Success?
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.16
Why Be Concerned with Conditions for Learning and
Family Involvement in Correctional Settings?
Key to addressing the educational needs of students
Key to ensuring that these students have the same opportunities to achieve as students in community schools
Necessary for successful return to the community
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.17
Bottom Line
Families often know students strengths and needs
Families may have other critical information
Families are necessary to successful transitions
Family Efficacy and Trust are related to positive outcomes
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.18
Low Achieving Students & Students Who are at Risk--
Particular susceptibility to:
Low Teacher Support
Negative Peer Relationships
Chaotic & Reactive Environments
Poor Instructional and Behavioral Practices
Family-school conflict or disconnectFamily-school conflict or disconnect
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.20
Factors To Consider In Working With Families
Geography, transportation, financial resources, time Family members’:
Skills and knowledge; Experiences with education or other systems; History; and Culture and language
Characteristics of the institution Security Staffing
Court restrictionsLook in the Guide for a list of opportunities to involve families (pages 7-8).Look in the Guide for a list of opportunities to involve families (pages 7-8).
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.21
What Families Say Helps Them Get Involved
Culturally comfortable settings Trust building Communication mechanisms Outreach strategies Family support services
See the Guide for specific suggestions (pages 11-13). See the Guide for specific suggestions (pages 11-13).
Consulting with families of students being served will help an institution’s leaders choose strategies best suited to their specific families and that can work in their setting.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.22
Take Advantage Of Family Visits To Engage Them In School
Activities
Give tours of the school on visiting day. Open a family resource center in the school where:
families can pick up information relevant to their child’s education and transition to a community school; and
teachers can explain the curriculum and what students have been working on.
Display samples of student work in the visiting area. Give each student a packet of their recent work and
coach them to review it with their family on visiting day.
Look in the Guide for strategies that administrators say are working in their facilities – Look in the Guide for strategies that administrators say are working in their facilities – see page 14see page 14
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.23
Suggestions for Smooth Transition Home
Include the student’s family in transition planning from the start.
Help the family gather necessary information.
Help them foster relationships with their community school education program BEFOREBEFORE the student makes the transition.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.24
Involving Families in Evaluation to Determine If Outcomes are
Improving Give families and youth a significant role in
designing the questions and methods of getting feedback that is meaningful, culturally appropriate, and family friendly.
Hire and train families and youth to collect the data, to make follow-up calls when surveys are not returned, conduct phone interviews, and moderate focus groups.
Ask families to support objective data by adding their personal testimonies when it is time to report on the program’s or institution’s impact.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.25
Engaging Families For Program Improvement and System
Change Identify governance boards, planning councils,
advisory groups, and working committees where family input would be desirable. Recruit, train, and support families who serve in this capacity.
Seek family input when developing any plans to improve family involvement in an institution or program.
Demonstrate genuine respect for family members, warmly welcome their collaboration, and generously provide support to make the partnership work.
Look in the Guide for a list of strategies that work (page 10).Look in the Guide for a list of strategies that work (page 10).
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.26
Relationships Are Key
Establishing communication with a student’s family may require some creative effort and persistence.
Don’t assume that the family is not interested just because you don’t get a response right away.
Use more than one strategy to reach out to each family such as: Sending a message in the mail; Making a phone call; and Trying to meet them in person the next time they visit their
child at the facility.
Look in the Guide for a list of specific questions to ask families about Look in the Guide for a list of specific questions to ask families about communication (page17).communication (page17).
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.27
Families Expect Programs To Be Therapeutic and Family Friendly
Families Want Students to HaveFamilies Want Students to Have High-quality education, not simply one that pushes all
students toward a GED regardless of their abilities and goals;
Staff who are qualified and experienced;
Vocational education assessments and training;
Creative but rigorous alternative learning strategies;
Social skills training;
Qualified professional mental health services; and
Staff who treat their children with dignity and respect.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.28
What Youth Say About Involving Their Families
“My mom and me agreed on everything and that was one of the biggest factors in getting through my treatment.”
“Family support is a strong issue, and they have to be involved in the treatment.”
“There should be some information for the parents to encourage them to want to be involved.”
“If the child gives up the parent or support needs to want it for them. It’s sad to see the parent give up.”
Blamed and Ashamed: the treatment experiences of youth with Blamed and Ashamed: the treatment experiences of youth with co-occurring substance abuse and mental health disorders and their familiesco-occurring substance abuse and mental health disorders and their families
Federation of Families for Children’s Mental HealthFederation of Families for Children’s Mental Health
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.29
Practice Interactions with individual families & youth
SystemsPolicies, Laws, & Regulations
AgenciesProcedures for serving
families & youth
3 Leverage Points for Transformation
e.g., Voice & Choice
e.g., Flexibility with Scheduling and Resources
e.g., Certification of Personnel and
Funding Policies
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.30
Universal Strategies for All Families
1st Tier
Create a welcoming environment
Solicit family input
Provide an orientation
Establish ongoing communication
Sponsor social activities
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.31
Selective Strategies to Boost Some Families2nd Tier
Connect families with each other
Offer families education and training
Take advantage of family visits to their child
Recruit family members to serve on advisory groups
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.32
Intensive Strategies for Hard to Reach Families
3rd Tier
Tailor approaches to each family
Repair relationships between the student and their family
Hire Family Liaisons to work with families 1:1
Making the Paradigm Shift to Family, and Youth Driven Practice
Families and Youth
Family-drivenFamily-drivenand and
Youth GuidedYouth Guided
Provider Provider and and
System-System-drivendriven
Source of Solutions
Relationship
Orientation
Assessment
Planning
Access to Services
Expectations
Outcomes
Trina and David Osher. The Paradigm Shift to True Collaboration with Families Journal of Child and Family Studies, Vol. 11, No. 1, March 2002, pp. 47–60.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.34
PARADIGM SHIFT: The Changing Role for Families and Youth
Provider Driven Family Driven
Source Of Solutions
Professionals and agencies Child, family, and their support team
Relationship Child and family viewed as a dependent client expected to carry out instructions
Partner/collaborator in decision making, service provision, and accountability
Orientation Isolating and “fixing” a problem viewed as residing in the child or family
Environmental approach enabling the child and family to do better in the community
Assessment Deficit oriented Strengths based
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.35
Provider Driven Family Driven
Planning Agency resource based Individualized for each child and family
Access To Services
Limited by agencies menus, funding streams, and staffing schedules
Comprehensive and provided when and where the child and family require
Expectations Low to modest High
Outcomes Based on agency function and symptom relief
Based on quality of life and desires of child and family
PARADIGM SHIFT: The Changing Role for Families and Youth
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.36
How Do We Make Practice Family-driven?
A change in vocabulary is not enough to transform practice.
Communities, agencies, providers, and families need training, technical assistance, and on-going support to make the paradigm shift.
State and national policies must encourage, support, and sustain: The conditions that are necessary for it to happen; and The capacities that must exist for it to happen.
A systemic approach to improving conditions and capacities
Will This Fish Thrive?
What is the conditioncondition of the water?
What is the fish’s
capacitycapacity to live in this kind of water?
What happens when something changes?
Can we manage the system for better outcomes?
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.38
Families and youth have access to useful, usable, and understandable information and data, as well as sound
professional expertise so they have good information to make decisions.
Example of Conditions and Capacities to Support Family Involvement
Conditions Accurate information is
available in formats families can use.
Families are given copies of data and reports with clear explanations.
Professionals use commonly understood language without being condescending.
Professionals support data-based decisions made by families.
Capacities Families know how to “read”
data and reports and are able to use information to make choices that best meet their needs.
Families know how to ask for information and explanations.
Professionals know how to access and allocate funds to implement data-based decisions made by families.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.39
What Does It Take to Involve Families in Systems Change?
A safe, welcoming, and supportive environment;
Sharing all information with everyone; and
Resources to support family involvement such as funds for transportation, child care, and training events.
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.40
Find the BalanceReduce Reduce
risks such risks such as anxiety as anxiety
about about change.change.
Draw upon Draw upon strengths and strengths and
assets such as the assets such as the desire to move desire to move forward and the forward and the courage to make courage to make
change.change.
Families & Youth
Professionals, Agencies, &
Systems
Responsibility and Power
Huff Osher Consulting, Inc.Huff Osher Consulting, Inc.41
This is not a joy ride.
The stakes and the risks are HIGH
FOR ALL!