Seeing Is Believing The Children’s Center Nick Tsandes, LCSW

Seeing Is Believing

The Children’s Center

Nick Tsandes, LCSW

Seeing Is BelievingDeveloped by the Irving B. Harris Foundation—University of Minnesota

A strengths-based videotaping strategy designed to enhance the caregiver-child relationship

Specifically designed for in-home visitors

Can be used in a variety of settings (homes, offices, shelters, schools)

Attachment

All infants develop attachments to their caregivers

Attachments are either secure or insecure

Caregiver sensitivity is the most important antecedent to infant security

Sensitivity involves reading infants’ signals correctly and responding to them appropriately

Caregiver Sensitivity

A sensitive caregiver:Recognizes that even a tiny baby has cues

and signals (gestures, voice, facial expressions, body movements)

Tries to interpret those cues accuratelyResponds to the infant based on the cuesResponds consistently

Caregiver Sensitivity

The child in a secure attachment relationship has learned to trust that caregivers will meet his/her needs.

The secure child has also learned to trust in his/her ability to solicit care

Insensitive Care

Is defined by:A pattern of chronic unresponsiveness,

when a caregiver ignores infant’s cuesErratic or unreliable responses—the infant

cannot predict how he/she will be cared forParental intrusiveness, when a caregiver

overstimulates the child, ignoring the child’s cues

Insensitive Care

Is not defined by:The occasional inability of a parent to

respond quickly to a baby’s needsAn occasional misinterpretation of a

baby’s cues

Principles of Practice

Principle One--Relationship BasedA good, trusting relationship is essential to effective servicePromise no more than you can deliver (Be

clear about how often, and what you can and cannot provide)

Do what you say you will do (trust takes time)

Keep going back (even when it’s difficult)

Principles of Practice

Principle Two—Strengths FocusedFocusing on strengths builds confidence and trustEvery child, parent, and caregiver has strengths and motivations that serve them wellParents want to do what’s best for their children

Principles of Practice

Principle Three--Care is Individualized

Worker focuses on:This childThis parentThis family

Principles of Practice

Principle Four--Context is Valued

Every parent-child relationship is embedded in:Nuclear and extended familyCultureCommunityLarger society

Promoting Sensitivity

Videotaping parent(s) interacting with their children, and later watching the video with the parent(s)

Encouraging parents to observe, identify, and accurately respond to their child’s cues

By asking open ended questions

Honoring the parallel process—modeling sensitivity in our work with families

Why Videotape?Focus is on caregiver-child relationshipThe strengths of the relationship can be easily observedHighlights parent’s expertiseCaregivers can observe, identify, and build on their parenting strengthsCaregiver can begin to see the world from the child’s perspectiveOffers new perspective of the relationshipA keepsake is created for the family

Presenting the Idea

Videotaping is:VoluntaryStrengths focused and funThe tape is for the familyConfidential

Setting the Tone

Have Fun

Model a non-judgmental tone

Wonder with the parent

Match the parent’s tone where appropriate

Activities to Videotape

Everyday childcare tasksFeeding, bathing, dressing, diapering

New accomplishmentsHolding head up, rolling over, walking,

saying “bye-bye”

Favorite activitiesExperimentationExploring a new toy

Technicalities—the Camera Shot

Focus on face-to-face interactionsDecide on the activity before you filmAdjust the camera angle to get the best image of the parent-child interactionFull-LengthChestClose-upWaist

Taking Cues From the Baby and Caregiver

Follow the family’s lead at all times

The Baby:Fatigue, irritability

The parent(s)Anxiety, distraction (Don’t be afraid to ask)

Know when to stop taping

What to Observe

Baby’s developmentBaby’s cuesCaregiver’s response to cuesCaregiver’s use of languageCaregiver’s beliefs (about themselves and the baby)Unrealistic expectations of child and/or

parenting

How Much to Talk

Keep it Relaxed

Use Open Ended Questions Invite parents to reflect on the experience

of caring for this child

Comment on the “good stuff” “She is so comfortable with you.”

Intervention Hints

Make positive, and very specific comments about the baby and parentOffer verbal cues to the parent that bring him/her back to the child’s cuesExplore the parent’s hopes and dreams for this childWhen things aren’t going well, gently “talk through the baby”

Viewing the Tape Together

Focus on strengths

Ask, don’t tell

Encourage perspective-taking

Address Broader Issues

Words to Use While Viewing

“You seemed to know just what she wanted there. How did you know?”

“What do you think your baby was feeling then?”

“I wonder how it feels to a baby when…”

“Look at what your baby just did. What do you think he was trying to tell you?”

Words to Use While Viewing

If you know the caregiver is reading a signal incorrectly, gently lead: “Maybe so. Sometimes,though, when

babies do that it means…what do you think?”

What does that feel like for you?

Practice Tape Structure

Introduction

Goals of the practice session

Viewing the clip

Analyzing strategies used by the worker

Putting yourself in the role of the home visitor

Seeing Is Believing

Special thanks to:Terrie Rose, PhDKay Barickman, PhD