MOVING UPSTREAM By BUILDING PROTECTIVE FACTORS Strengthening Families™ is a research-informed approach to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. It is based on engaging families, programs and communities in building five protective factors: Parental resilience Social connections Knowledge of parenting and child development Concrete support in times of need Social and emotional competence of children

Paradigm Shift Child Abuse Prevention Strategies: Target “at risk” families Specialized interventions Focus on reducing risk factors New ideas: Go where the kids already are Focus on ALL families Universal, non-stigmatizing, educational approach Acting before anything bad happens Measure results in growth of protective factors/family strengths A more universal, evidence-based model built on promoting resilience is much more attractive parents and therefore, could be an effective way of reaching many more families long before a risk of child abuse or neglect emerges. The “risk factors” approach looks for characteristics that are common among families experiencing abuse and neglect– thus identifying families that might be “at risk” for abuse or neglect. In contract a “protective factors” approach looks for attributes that might serve as buffers, helping parents who might otherwise be at risk of abusing or neglecting their children to find alternate resources, supports, or coping strategies that allow them to parent effectively, even under stress. This is particularly important for parents who, as children, experienced abusive parenting. Risk Assessment is beyond the scope of most early care and education programs

Foundational Ideas Multi-generational approach A consideration of culture The strengths-base perspective The biology of stress Resiliency theory A focus on well-being The nature of risk and protective factors

the protective factors framework parental resilience social connections knowledge of parenting and child development concrete support in times of need social and emotional competence 4

parental resilience Psychological health; parents feel supported and able to solve problems; can develop trusting relationships with others and reach out for help Parents who did not have positive childhood experiences or who are in troubling circumstances need extra support and trusting relationships What it is: Resilience = An ability to process negative events Components of resilience include People to talk to Willingness to talk about challenges A positive understanding of self (“people like me,” “I can handle tough situations.”) Ability to get to a constructive response to a negative event Parental psychology plays an important role in both the causes and prevention of child abuse and neglect. Parents who are emotionally resilient are able to maintain a positive attitude, creatively solve problems, and effectively rise to challenges in their lives—and they are less likely to abuse or neglect their children. Parents who have experienced violence or abuse and neglect themselves or who have other risk factors for becoming abusers need caring relationships to help them develop and maintain positive relationships with their children. Parents who know and trust staff are more likely to reveal problems such as domestic violence or feelings of frustration and ask for assistance. How it’s built: Programs set aside space for parents, have a welcoming atmosphere throughout, and offer coffee and snacks. Staff are trained and expected to create trusting relationships with families and the program provides time and opportunities for these relationships to flourish. Programs hire dedicated family support workers whose job it is to build trusting relationships with parents and employ mental health consultants who are available to parents when they need them. Staff watch for early signs of child or family distress and respond with encouragement, support, and help in solving problems. 5

social connections Relationships with extended family, friends, co-workers, other parents with children similar ages Community norms are developed through social connections Mutual assistance networks: child care, emotional support, concrete help What it is: Helping parents build constructive friendships and other positive connections can reduce their isolation, which is a consistent risk factor in child abuse and neglect. Isolation is a problem in particular for family members who are in crisis or need intensive help, such as victims of domestic violence. Social connections build parents’ “social capital,” their network of others in the community—family, friends, neighbors, churches, etc.—whom they can call on for help solving problems. Social connections also enable parents to develop and reinforce community norms about behavior. Norms against violence help reduce child abuse and neglect. Friendships lead to mutual assistance in obtaining resources that all families need from time to time, including transportation, respite child care, and other tangible assistance as well as emotional support. How it’s built: Potluck dinners with parents and children Sports activities for parents Parent education classes and workshops Helping parents connect with organizations and resources outside the program (e.g., helping them find a church) Special outreach and activities for fathers, grandparents, and other extended family members 6

knowledge of parenting and child development Basic information about how children develop Basic techniques of developmentally appropriate discipline Alternatives to parenting behaviors experienced as a child Help with challenging behaviors What it is: Parents who understand normal child development are less likely to be abusive and more likely to nurture their children’s healthy development. Observing other children helps parents understand their own children in context. Parents often need timely help from someone they trust in order to address children’s problem behaviors, such as biting or hitting, without resorting to harsh discipline techniques. People who model alternative discipline techniques, males who serve in nurturing roles, and programs with a norm of non-violence demonstrate alternatives for parents. Parents of children with developmental or behavior problems or special needs require support and coaching in their parenting roles to reduce their frustration and provide the help their children need. How it’s built: Informal daily interactions between parents and program staff, including coaching on issues such as biting, sharing toys, and bullying Parent education classes that use various approaches, including presenting information on developmental stages, teaching parents with children the same age in one group, etc. Observation space where parents can watch their child interact with others and learn new techniques from observing staff 7

concrete supports Response to a crisis: food, clothing, shelter Assistance with daily needs: health care, job opportunities, transportation, education Services for parents in crisis: mental health, domestic violence, substance abuse Specialized services for children What it is: Child neglect can be a consequence of family crisis (broadly defined), a parental condition such as substance abuse, or stresses associated with lack of resources There are two aspects of this: Basic needs have to be met: food, clothing, shelter: Sometimes we get into the habit of using “low-income families” to mean “at-risk families.” Being low-income does not automatically put a family at risk. Stress leads to risk. That means when someone loses a home, we have to figure out how to reduce the stress of the situation to reduce the risk; e.g. community coming together to respond to a family crises, like losing a house, in a way that reduces the stress Services have to be present: mental health, substance abuse, and domestic violence services have to be available and accessible in times of crisis, and there have to be those people who can connect parents to those services. We are not talking about ECE program becoming a social service provider, but instead as a portal to outside services. This is particularly relevant to those services that have a stigma attached to it. There also need to be specialized services available and accessible for children who need them. How it’s built: Offering on-site food pantries and clothing closets Giving referrals to specific individuals at service agencies (not just the agencies themselves) and transportation to those agencies, if needed Providing immediate assistance and support in the event of an eviction or other emergency Supporting the family throughout a crisis Linking family members to jobs, job training, transportation, and other means of economic security Serving as an access point for health care, child care subsidies, and other services Initiating contact or inviting conversation if staff suspect a family problem or emergency 8

social and emotional competence Normal development (like using language to express needs and feelings) creates more positive parent-child interactions Challenging behaviors, traumatic experiences or development that is not on track require extra adult attention A Surprise: What children learn in school or other programs goes home to their families What it is: Children with challenging behaviors are at greater risk for abuse. Identifying and working with children early to keep their development on track helps keep them safe. Programs’ essential work of helping children develop socially and emotionally also has impact on the way parents and children interact. As children learn to verbalize their emotions rather than act them out, they are more able to tell parents how they feel, what they need, and how their parents’ actions make them feel. Parents can then be more responsive to their children’s needs and less likely to yell or hit. In particular, children who have experienced or witnessed violence need a safe environment, trained staff, and opportunities to develop normally. Children’s ability to articulate emotion and self-regulate impacts the parent-child relationship strongly A positive parent-child relationship is so important, and having children with delays, like autism, challenges that relationship and requires extra attention How it’s built: Staff teach children social skills (such as sharing and being respectful of others) and emotional skills (such as expressing feelings). Staff are trained to notice possible signs of problems, and when they are concerned about a child, they respond quickly by asking another teacher or staff member to observe, talking with the parent, or bringing in a consultant. Programs offer art programs that allow children to express themselves in ways other than words, many of which include a take-home component that involves parents. 9

THE STRENGTHENING FAMILIES APPROACH Benefits ALL families Builds on family strengths, buffers risk, and promotes better outcomes Can be implemented through small but significant changes in everyday actions Builds on and can become part of existing programs, strategies, systems and community opportunities Is grounded in research, practice and implementation knowledge If we sum up the Strengthening Families approach, these are the basic facts.

A COLLECTIVE IMPACT Approach: Channeling Change: Making Collective Impact Work, Hanleybrown, Kania, & Kramer, Stanford Social Innovation Review 2012 Common Agenda Hhghgh Shared vision and a joint approach Shared Measurement Agreed upon measures of success Mutually Reinforcing Activities Participant activities differentiated but coordinated through a plan of action Continuous Communication The grant requires we take a COLLECTIVE IMPACT approach. This involves bringing stakeholders together to create a common vision, agreed upon measures, mutually reinforcing activities, consistent communication, and strong support from a backbone organization. Consistent and open communication Backbone Support An organization(s) to coordinate participating organizations & partners

Center for the Study of Social Policy www.strengtheningfamilies.net Shirley Pittz, 269-8923 Dept. of Health & Social Services shirley.pittz@alaska.gov Tammy Sandoval, 786-6731 Child Welfare Academy antks@uaa.alaska.edu Questions?