Chapter 9 Communication Among Reliable Allies

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

Technology Options Portable micro-cassette Videotape

Face-to-Face Interactions 1.Planned meetings 2.Making action plans 3.Unplanned meetings 4.Group family meetings

Planned Meetings Notify Plan agenda Arrange environment

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

Chapter 10 Meeting Families’ Basic Needs

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 – 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

Economic and Family Support Services Federal programs State programs Local programs

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 –DCFS ABUSE Prevention –Parental Stress Hotline PARENT Hot-line affiliated with CAPS, Child Abuse Prevention Services of Illinois Center for Internal Change:

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”

Activity It’s time to meet again --and be more direct with: –The parent of the child who may have ADHD –The parents of the child who may have an attachment disorder –A parent who may have abused their child