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Involved Parents, Schools and Community Organizations in Creating a System of Care for Children

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Title: Involved Parents, Schools and Community Organizations in Creating a System of Care for Children


1
Involved Parents, Schools and Community
Organizations in Creating a System of Care for
Children
2
AGENDA
  • What is a System of Care?
  • General Concept/Value Parent Empowerment
  • Overview of program
  • Experiential
  • How to implement the FAST program
  • The story of LaGrange Middle School, Illinois
  • Outcomes

3
What is a System of Care?
4
System of Care
5
What is a System of Care?
  • Systems of care is not a program it is a
    philosophy of how care should be delivered. 
    Systems of Care is an approach to services that
    recognizes the importance of family, school and
    community, and seeks to promote the full
    potential of every child and youth by addressing
    their physical, emotional, intellectual, cultural
    and social needs
  • systemsofcare.samhsa.gov

6
What is a System of Care?
  • Systems of Care is a service delivery approach
    that builds partnerships to create a broad,
    integrated process for meeting families' multiple
    needs. This approach is based on the principles
    of interagency collaboration individualized,
    strengths-based care practices cultural
    competence community-based services and full
    participation of families at all levels of the
    system. A centralized focus of Systems of Care is
    building the infrastructure needed to result in
    positive outcomes for children, youth, and
    families.
  • A system of care is a coordinated network of
  • community-based services and supports that are
    organized to meet the challenges of children and
    youth with mental health needs and their
    families. Families and youth work in partnership
    with public and private organizations to design
    mental health services and supports that are
    effective, that build on the strengths of
    individuals, and that address each person's
    cultural and linguistic needs. A system of care
    helps children, youth and families function
    better at home, in school, in the community and
    throughout life.

7
Creating a Systems of Care
  • Need a Frame Work
  • Need a Structure
  • Need Training
  • Need Defined Roles responsabilities

8
Exercise
  • Systems of Care
  • Think, Pair, Share Exercise
  • Think
  • Think about what systems of care means. Write
    down one or two examples that illustrate
    empowerment.
  • Pair
  • Pair up with a person at your table.
  • Share
  • Share your examples and definition of systems of
    care with your partner. Then select a spokes
    person for the group who will share your thoughts
    and ideas with the group.

9
What is EMPOWERMENT?
10
Exercise
  • Empowerment
  • Think, Pair, Share Exercise
  • Think
  • Think about what empowerment means. Write down
    one or two examples that illustrate empowerment.
  • Share
  • Share your examples and definition of empowerment
    with your partner. Then be prepared to share your
    thoughts and ideas with the group.

11
  • Empowerment is the process that is essential to
    activate peoples capacity to satisfy their own
    needs, solve their own problems, and acquire the
    necessary resources to take control over their
    life.
  • (from S. Talseth, 1997)

12
Parents Youth
Staff
Administration
13
KEY ELEMENTS OF EMPOWERMENT
  • Information
  • Choices
  • Respect/acceptance
  • Help and support to others

14
The Importance of Empowering Parents
  • Empowerment is a basic need for any parent
    raising a child
  • Treating parents as partners in the educational
    process is essential to school success
  • Program retention
  • Voluntary participation free choice
  • Recruitment being wanted and feeling cared for
  • Receptiveness to program messages

15
What is Families and Schools Together (FAST)?
  • Created by a Social Worker
  • Prevention/Early Intervention Program
  • Collaborative model
  • Whole family approach
  • Multi-family group based
  • Empowers parents
  • UW Madison- Research Partner
  • Builds relationships with community-based
    organizations
  • Gives youth a voice
  • Builds youth leadership

16
Values of FAST
  • Parents already have power they have the right
    to decide to use that power. Empowerment is not a
    top-down approach.
  • Look for strengths versus deficits in working
    with parents and families.
  • Parents are capable of being the primary
    prevention agents for their own children.
  • Stress and social isolation diminish parental
    effectiveness social support increases parental
    effectiveness.
  • All parents love their children and want a better
    life for them.

17
FAST Versions
  • Baby FAST for young mothers/fathers, their
    mothers, and the babies (ages 0 - 3)
  • Early Childhood FAST for parents and their
    children ages 3 - 5
  • Elementary School FAST for parents and their
    children in K-5
  • Middle School FAST for parents and children in
    6-8th grade
  • High School FAST (under development) for parents
    and their 9th graders

18
Research Base
  • Brain Research
  • Social Capital
  • Social Ecology of Child Development
  • Social Control/Bonding Theory
  • Hirschi, Naroll, Kohn Massey
  • Family Stress Coping Theory
  • Hill McCubbin
  • Family Systems Theory
  • Minuchin, Satir, Parsons Alexander
  • Risk Protective Factors Research
  • Werner, Gramezy,Schedler Block, Rutter, Kumpher
    Hawkins

19
Social Ecology of Youth Development
  • Youth

20
Social Ecology of Youth Development
Family
  • Youth

21
Social Ecology of Child Development
School
Family
  • Youth

22
Social Ecology of Youth Development
Neighborhood Community
School Social Workers
Family
  • Youth

23
Social Ecology of Youth Development
Community
School
Family
  • Youth

24
To become a successful adult, a youth needs
support from at least one caring adult
25
A mothers eyes are a babys skies.
26
To be tuned into a child, a
father/mother needs support
27
Relationships are to child development what
location is to real estate.
  • James Comer, M.D. Psychiatrist, Yale University

28
Program Goals
  • Enhance family functioning
  • Prevent the focal youth from experiencing school
    failure
  • Prevent substance abuse by the youth and family
  • Reduce the stress that parents and youth
    experience from daily life situations

Overall, to increase the likelihood of the youth
being successful in the home, in middle school,
and in the community.
29
Why these goals?
  • Families with high conflict are more likely to
    have youth who use alcohol
  • Families with high cohesion and expressiveness
    are less likely to have depression and loneliness
  • Children who have good impulse control will do
    better in school

30
FAST Team
  • Parent Partner
  • School Partner
  • Mental Health Professional
  • Substance Abuse/AODA Professional
  • Youth Representative
  • Youth Advocate
  • Volunteers

Team must be ethnically representative of
families being served For greater success
recruiting fathers, team should include men.
31
How Does Middle School FAST Work?
  • 14 Weekly Youth Rap Sessions
  • 10 Weekly Multi-Family Group Sessions
  • Fun, Interactive Programming

32
  • Family Unit at Family Table
  • Flag (1st night only)
  • Meal
  • FAST Hello
  • FAST Song

10 weeks of family meetings
  • Parents Time
  • Buddy Time
  • Parent Self-Help Group

Kids Time Children divided by age group for
group activities
Peer Group Time YOUTH GROUP AT FAST
Siblings continue Kids Time
One-to-One Time Focal Youth Parent
Family Table GAME Lotto
Closing Circle Announcements RAIN
33
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34
Family Meal
35
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38
Parents Time
39
Kids Time
40
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FAST Special Sessions
  • Week 5 Violence Prevention, Gangs, Substance,
    etc.
  • Week 10 Graduation Ceremony

46
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47
Special Presentation - 5th Night
48
Graduation
49
The Story of the LaGrange School District,
Illinois Recipient of the Directors Award for
Excellence in Transforming and Promoting Mental
Health of Young Children by SAMHSA in 2004

50
LaGrange Mental Health Crisis
  • Benefits of collaborative team (different areas
    of expertise)
  • Benefits of collaborating with community agencies
  • Benefits of accessing community resources

51
Keys To Success
  • Collaboration across agencies, building social
    capital
  • Respect for participants
  • Programmatic fidelity adaptation, not drift
  • Cultural representation

52
Evaluation
  • Each program cycle is evaluated
  • Parents and youth complete pre- and post-tests
  • n1,956 youth
  • n1,907 parents

53
Measures
  • Social Relationships Questionnaire (children,
    other adults)
  • Social Support (emotional, tangible, affectionate
    and total support)
  • Reciprocal Support with Other Parents
  • Parental Involvement in Education
  • Family Environment Scale (FES)-Family
    Relationships Index (Completed by both Parents
    and Youth)
  • Parenting Style
  • Strength and Difficulties Questionnaire
    (Completed by both Parents and Youth)
  • Youth Stress Checklist
  • Coping Responses Checklist
  • School Behavior

54
Parent Respondents
  • Average age 39 years
  • Race/Ethnicity
  • 43 Caucasian/White
  • 27 Hispanic/Latino
  • 21 African American/Black
  • Relationship to youth
  • 89 mother/father
  • 5 grandparent
  • Marital status
  • 53 married
  • 16 divorced
  • 12 never married
  • 7 separated
  • 7 member of unmarried couple

55
Parent Respondents
  • Educational attainment
  • 21 less than high school education
  • 31 high school diploma or GED
  • 10 junior/vocational college
  • 19 some college not junior/vocational
  • 20 college graduate and/or graduate school
  • Employment status
  • 51 full-time job
  • 16 part-time job
  • 10 unemployed, looking for work
  • 11 not employed outside home
  • 8 disabled, unable to work

56
Youth Respondents
  • Average age 12 years
  • Gender
  • 48 male
  • 52 female
  • School behavior
  • Suspended from school in past year 26
  • Skipped school in past year 36
  • Grades, mostly Cs and below 22

57
Building Relationships has Results for Adults and
Youth
After FAST, percent of parents reporting
58
Parenting Skills
  • Parents rated their own levels of personal
    effectiveness in general, in social situations,
    and as parents. Self-efficacy scores showed that
    51 of parents improved.

59
Youths Strengths Difficulties
  • On the Strengths Difficulties Questionnaire,
    parents reported improvements on the following

These findings indicate that youth behavior has
improved.
60
Social and Reciprocal Support Improved
  • On the Social Support Questionnaire, parents
    reported the following improvements

61
Parent Involvement in Education
  • On the Parent Involvement in Education
    Questionnaire, parents reported the following
    improvements

These increases in parental involvement in
school are likely to result in greater academic
success of FAST youth.
62
For More Information
  • Families And Schools Together, Inc.
  • 2801 International Lane, Suite 212
  • Madison, WI 53704
  • (888) 629-2481
  • answers_at_familiesandschools.org
  • www.familiesandschools.org

63
International Headquarters address Families and
Schools Together Inc. 2801 International Lane,
Suite 212 Madison, WI 53704-3151
Phone 608-663-2382 Toll-free 888-629-2481 Fax
608-663-2336
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