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Identifying and Respecting Family Preferences
• Connect with families in a natural and comfortable way
• Consider developing a family portfolio
Identifying and Respecting Family Preferences
• Do you agree?– Most families prefer informal communication to formal
communication?
– Most families prefer to be treated more as friend than as an acquaintance?
• Which do you think is more likely to help families see professionals as reliable allies?
– Most parents do not care if their child is called a “patient” by team members, such as psychologists and social workers
Written Strategies for Communication
• Parent Handbooks
• Handouts
• Newsletters --with horoscopes?
• Letters & notes
• Dialogue journals
• Report cards/grades, progress reports
• Occasional messages
Telephone Contacts
• Jot down in advance what you want to find out or tell the parent
• Ask if you have called at a convenient time• Keep it brief• Not to be used for criticism
– If necessary to inform parent of child’s problem, find something positive to say about child first and last
• Plan future face to face meeting
Face-to-Face Interactions
1. Planned meetings
2. Making action plans
3. Unplanned meetings
4. Group family meetings
Meetings
• Build rapport– Use ice breakers and door openers
• Obtain information
• Provide information
• Summarize and follow up
Postmeeting
• Review the meeting with the student when appropriate
• Share the outcome of the meeting with other professionals on a “need to know basis”– Maintain confidentiality with others
• Record the proceedings? – Minutes/Note-taking– Check school/district policy on tape recordings
• Evaluate your own satisfaction and identify future needs
Unplanned Meetings
• Communicate your preference (i.e., phone calls at home?)
• Be aware of confidentiality issues when others are around
• Decide how you want to handle “drop ins”
Types of Group/Family Meetings
• Home visits• Orientation at beginning of school/year• Open House• Parent-Teacher Conferences• PTA/PTO or Parent Advisory Board• Festivals• Incentives for family involvement at school
– Transportation
– Drop-in child care
– Food
Meeting Basic Needs
• Greatest need is to meet the basics
• If their need is economic stability, may be difficult to leave job to attend conferences and other school events, etc.
• Can collaborate to connect with other parents and agencies
• Provide community resource packet
Accessing Social Support
• Group support –Peers and Professionals
• Individual support --Parent to Parent, Parent to Professional
• Online –Email discussion groups and bulletin boards
• Anonymous Hot-Lines
Acquiring Information
• Parent information programs
• Clearinghouses
• Family organizations
• Adults with exceptionalities
• Books and magazines
• Technology –Online, TV, radio
Disseminating Information
• Parent Information Center
• Bulletin Boards
• Fliers
• Newsletters
• Personal Communications
• Group Meetings
Collaboration the Key to Helping Families’ Meet Basic Needs
• Enable families to access social support
• Assist families in acquiring information, providing an array of viable options
• Link families to different economic and family support services
• Assist families who are on a pathway toward maltreatment
Issues of Abuse and Neglect• Types of Abuse and Neglect• Outcomes• Identification• Reporting –Mandated Status
– DCFS1-800-25-ABUSE
• Prevention– Parental Stress Hotline
312-3-PARENTHot-line affiliated with CAPS, Child Abuse Prevention Services of Illinois
Center for Internal Change: http://www.internalchange.com/psychotherapy/default.htm
Dealing with Confrontations• Sometimes it’s necessary to be direct about
concerns –When in doubt, check with supervisor regarding school policy
• Use diplomacy, be non-judgmental, and maintain professionalism
• Be factual• Ask necessary questions (without creating an
“Inquisition”)• Explain course of action • Identify resources• Remember to display empathy
– “Raising a child can be very stressful”