1. Using Protective Factors to Strengthen Families

2. Fostering Protective Factors The Strengthening Families Initiative
Developed by the Center for the Study of Social Policy
National Expansion with the assistance of the National Alliance of Children’s Trust and Prevention Funds
Funded by the
Doris Duke Charitable Foundation
Note that the Strengthening Families framework was developed by the Center for the Study of Social Policy, a Washington DC based think tank.
The framework was built based on an exhaustive review of the research literature focused on child abuse prevention. It has some really solid evidence behind it.
It identifies five protective factors that when present … and robust … in families helps prevent child abuse and neglect as well as supporting children’s optimal healthy growth and development.
A very important point is that these five protective factors are important not just for families who we may consider in some way “at risk”. But, they are important for the healthy development of all families.

3. Learning Objectives
Gain a basic understanding of the protective factors
Learn how the protective factors strengthen families
Identify strategies to integrate each of the protective factors into your daily work with families

4. protective factors
how can states and national systems support, disseminate and sustain these strategies and the Protective Factors in ECE and other systems?
what strategies do quality programs use to help families as well as children?
CAN prevention and optimal development for all children
The Logic Model—what we started with
We knew the outcome we wanted—on the right—CAN prevention and optimal development of all children, and we wanted to see if ECE programs do things that affect families in such a way as to reduce the likelihood of CAN
Intermediary step is figuring out what we know about child abuse and neglect prevention. Idea was to not look at risk, but instead at the positive things that the research shows correlate with less abuse and neglect.
Finally, we wanted to look at strategies that states could use to embed this framework into work with children and families that was already taking place. 4

5. Community Partnerships for the Protection of Children
The community partnership approach starts from the premise that no single factor is responsible for child abuse and neglect, thus no one public agency can safeguard children.

6. The principles underlying the community partnership approach include:
Families are stronger when all members, including parents and caregivers, are safe from abuse
There is no substitute for strong families to ensure that children and youth grow up to be capable adults
Families do best when they live in supportive communities
Children do best when families, friends, residents and organizations work together as partners

7. The principles underlying the community partnership approach include:
Efforts to reduce abuse and neglect must be closely linked to broader community initiatives and priorities
All families should receive high-quality services with no disparities among racial, ethnic, religious, or socioeconomic groups
Each community must shape the strategies and network of services based on its own resources, needs and cultures

8. The principles underlying the community partnership approach include:
Children should stay with their own families whenever possible
Services and supports need to be available earlier, before crises occur and must be closely linked to the communities in which families live
Government alone, through the public child protective services agency, cannot keep children safe from abuse and neglect

9. protective factors
how can states and national systems support, disseminate and sustain these strategies and the Protective Factors in ECE and other systems?
what strategies do quality programs use to help families as well as children?
CAN prevention and optimal development for all children
The Logic Model—what we started with
We knew the outcome we wanted—on the right—CAN prevention and optimal development of all children, and we wanted to see if ECE programs do things that affect families in such a way as to reduce the likelihood of CAN
Intermediary step is figuring out what we know about child abuse and neglect prevention. Idea was to not look at risk, but instead at the positive things that the research shows correlate with less abuse and neglect.
Finally, we wanted to look at strategies that states could use to embed this framework into work with children and families that was already taking place. 9

10. 7 Program Strategies that Build Protective Factors
Value and Support Parenting
Strengthen Parenting Skills
Facilitate Friendships and Mutual Support
Respond to Family Crises

11. 7 Program Strategies that Build Protective Factors
Link Families to Services and Opportunities
Facilitate Children’s Social and Emotional Development
Observe and Respond to Early Warning Signs of Abuse and Neglect

12. Identify the Strategy Activity Strategy
Train staff to develop trusting relationships with families during program time, and provide an opportunity for these relationships to flourish.
Give parents opportunities to participate in conversations with other parents about their own experiences as children and how they want to change their parenting for their children.
Provide for immediate needs through a closet with extra winter coats and a direct connection to a food pantry; facilitating help from other parents when appropriate.
Provide art programs that allow children to express themselves in ways other than words.
Provide multiple parent education opportunities through classes or workshops that address topics parents initiate or that respond to current issues.
Hang seven flipchart pages around the room, each with one of the strategies at the top of the page (prepare and hang these pages prior to the training).
Divide participants into five small groups and provide each group with an equal number of shuffled “strategy cards” included in your training binder.
Assign each group one of the seven strategies. Provide the following instructions.
Discuss each strategy listed on the cards.
Assign each strategy card to one of the seven strategies.
Attach the card to the strategy flipchart page that is the best match.
Allow minutes for their discussion.
Review the ways in which the groups matched strategy cards and strategies. Invite and discuss responses and explanations. Anticipate that many of the activities listed on strategy cards could actually be seen as related to different strategies.

13. Facilitate friendships and mutual support
• Strengthen parenting
• Respond to family crises
• Link families to services and opportunities
• Value and support parents
• Further children’s social and emotional development
• Observe and respond to early warning signs of abuse and neglect
protective factors
how can states and national systems support, disseminate and sustain these strategies and the Protective Factors in ECE and other systems?
CAN prevention and optimal development for all children
The Logic Model—what we started with
We knew the outcome we wanted—on the right—CAN prevention and optimal development of all children, and we wanted to see if ECE programs do things that affect families in such a way as to reduce the likelihood of CAN
Intermediary step is figuring out what we know about child abuse and neglect prevention. Idea was to not look at risk, but instead at the positive things that the research shows correlate with less abuse and neglect.
Finally, we wanted to look at strategies that states could use to embed this framework into work with children and families that was already taking place. 13

14. From these strategies there came the Protective Factors
Protective Factors serve as a buffer to prevent families from becoming “at risk” for abuse and neglect.
Helping families find alternate resources, supports, and coping strategies that allow them to parent effectively even under stress.
When these factors are present child maltreatment appears to be less likely to occur.

15. The Protective Factors Framework
Parental Resilience
Social Connections
Knowledge of Parenting and Child Development
Concrete Support in Times of Need
Social and Emotional Development
Nurturing and Attachment
That framework is the 5 Protective Factors.
Although the literature review was specifically designed to find characteristics that correlate with a reduction in child abuse and neglect, we know that these Protective Factors also help create an environment for the optimal development of children.
A more detailed explanation of the PFs can be found later in this presentation. For audiences that do not need such in-depth description of the PFs, spend a little more time on this slide giving a quick overview of each PF. 15

16. “Be strong and flexible”
Parental Resilience
The ability to cope and bounce back from all types of challenges
Resilience is the ability to handle everyday stressors and recover from occasional crises. Those who are emotionally resilient have a positive attitude, creatively solve problems, effectively address challenges, and are less likely to direct anger and frustration at their children. In addition, these parents are aware of their own challenges—for example, those arising from inappropriate parenting they received as children—and accept help and/or counseling when needed.
“Be strong and flexible”
Ask the group to think about what helps them bounce back from difficult experiences in their own lives?
Field responses.
Note that these are the same types of strengths and resources that all families need.
Discuss each of the points described above.

17. Mary’s Story
Center for the Study of Social Policy

18. “Parents need friends”
Social Connections
Friends, family members, neighbors, and other members of a community who provide emotional support and concrete assistance to parents
Evidence links social isolation and perceived lack of support to child maltreatment. Trusted and caring family and friends provide emotional support to parents by offering encouragement and assistance in facing the daily challenges of raising a family. Supportive adults in the family and the community can model alternative parenting styles and can serve as resources for parents when they need help.
“Parents need friends”
Discuss the importance of positive social connections.
Reinforce that it is not just about having some social connections, it is about having positive social connections that reinforce positive norms about parenting, provide assistance in times of need, and serve as resources for parenting information or help solving problems.
Family support programs should place a huge emphasis on helping families develop these important types of connections for families they serve.

21. Knowledge of Parenting and Child Development
Accurate information about raising young children and appropriate expectations for their behavior
Discipline is both more effective and more nurturing when parents know how to set and enforce limits and encourage appropriate behaviors based on the child’s age and level of development. Parents who understand how children grow and develop can provide an environment where children can live up to their potential. Child abuse and neglect are often associated with a lack of understanding of basic child development or an inability to put that knowledge into action. Timely mentoring, coaching, advice, and practice may be more useful to parents than information alone.
“Parenting is part natural, part learned”
Emphasize the importance of knowledge of parenting and child development.
Discuss each of the points listed above.

22. Being in a group with other parents where you can discuss challenges helps to provide an environment where caregivers feel supported and normalizes frustrations parents often have with their children.

23. Concrete Support in Times of Need
Financial security to cover day-to-day expenses and unexpected costs that come up from time to time, access to formal supports like TANF and Medicaid, and informal support from social networks
Many factors beyond the parent-child relationship affect a family’s ability to care for their children. Parents need basic resources such as food, clothing, housing, transportation, and access to essential services that address family-specific needs (such as child care and health care) to ensure the health and well-being of their children. Some families may also need support connecting to social services such as alcohol and drug treatment, domestic violence counseling, or public benefits. Providing or connecting families to the concrete supports that families need is critical. These combined efforts help families cope with stress and prevent situations where maltreatment could occur.
“We all need help sometimes”
Note that all families also benefit from concrete support in times of need.
Discuss each point listed above.

24. Children’s Social and Emotional Competence
A child’s ability to interact positively with others and communicate his or her emotions effectively
“Help children communicate”

25. Discuss the importance of supporting the social and emotional competence of children. Since relationships are constantly adjusting to changes in development, we need to understand the course of social emotional development. Building positive relationships with both children and parents is essential for a child’s healthy development. Young children observe our relationships and this shapes their expectations for how people treat each other. Relationships are established with each individual infant, toddler and family, and therefore look somewhat different with each. Those of us who provide care to infants, toddlers and their families build our skills in carefully observing the social emotional cues provided to us by infants and toddlers in order to respond to them appropriately with interactions that build responsive, nurturing relationships.
Explain that this is one reason why some of the best family support work happens through programs of early education and care.
Early childhood education programs with strong family support components can greatly enrich the social and emotional development of children while at the same time actively and creatively providing support to families in important ways.

26. Nurturing and Attachment
A child’s early experience of being nurtured and developing a bond with a caring adult affects all aspects of behavior and development. When parents and children have strong, warm feelings for one another, children develop trust that their parents will provide what they need to thrive, including love, acceptance, positive guidance, and protection.

28. Facilitate friendships and mutual support
• Strengthen parenting
• Respond to family crises
• Link families to services and opportunities
• Value and support parents
• Further children’s social and emotional development
• Observe and respond to early warning signs of abuse and neglect
Protective Factors
Parental
Resilience
how can states and national systems support, disseminate and sustain these strategies and the Protective Factors in ECE and other systems?
Social
Connections
Knowledge of
Parenting and
Child development
CAN prevention and optimal development for all children
Concrete supports
In times of need
The Logic Model—what we started with
We knew the outcome we wanted—on the right—CAN prevention and optimal development of all children, and we wanted to see if ECE programs do things that affect families in such a way as to reduce the likelihood of CAN
Intermediary step is figuring out what we know about child abuse and neglect prevention. Idea was to not look at risk, but instead at the positive things that the research shows correlate with less abuse and neglect.
Finally, we wanted to look at strategies that states could use to embed this framework into work with children and families that was already taking place.
Social competence
of social/emotional
competence
Nurturing and
Attachment 28

29. Reflection How can our programs promote these protective factors?
What do we already do?
What could we consider doing?
Divide participants into five groups and assign each group one of the protective factors.
Instruct each group to identify things that their programs are already doing that supports the development of their assigned protective factor.
Instruct them to also consider a couple of things that they could consider doing that would support their assigned protective factor.
Ask each group to assign a recorder to provide feedback.
Allow minutes for the group discussions.
Gather feedback from each group and discuss their ideas. Allow no more than 5 minutes for each group’s report and related discussion.

30. A Resiliency Approach to Collaboration
Parental resilience Community resilience
Social connections Peer relationships
Concrete support in crisis Shared leadership and accountability
Knowledge of parenting and Quality professional development
child development & technical assistance
Social and emotional Effective two-way communication development
nurturing and attachment Mutual trust and shared leadership

31. Resiliency
Resilience is the ability to handle everyday stressors and recover from occasional crises. Despite the increase in collaborative efforts, State Lead Agencies (SLA) have expressed difficulties in sustaining these efforts with the ever present challenges of staff turnover, fluctuation in state/organizational/local priorities, changes in leadership and decreasing funding.
We have always done it this way…that won’t work, think outside the box, economic challenge requires new thinking. Working smarter not harder. This will mean that we need to change the way we think of servicing families. What is working well, focus on what resources exist and how we can pool our resources. Rather than competing with one another, we need to figure out how our work will complement one another. How do we keep moving forward in the midst of change?

32. Social Connections
Research indicates that relationships, feelings of belonging and emotional support were critical to preventing parental maltreatment of children. Children's safety depends on strong families, and strong families depend on good connections with other families, local organizations, and community institutions.
Collaboration is based on relationships. With the reduction in funding, it seems one of the first job responsibilities to go, is meeting attendance. The meeting is always about more than the written agenda…it is an opportunity to establish relationships. Example: ISD and Parking space, meeting invite with the “what’s in it for me” response. Community decision-making is based on a shared commitment to achieving concrete improvements in child, family and neighborhood conditions, and to building local capacity and accountability to sustain those results.
It is through the healing nature of connected relationships and compassion that the six protective factors become actualized into a daily practice with the expectation that change can happen on a personal level, at the organizational level, and at the community level.

33. Concrete Support
In a time of need or crisis, research indicates that a parent’s ability to care for their children is directly related to targeted services they receive. Effective collaborations also include a jointly developed structure, shared responsibility, mutual authority and accountability for success, and a sharing of resources and rewards.
One of the most powerful tools to help communities develop and sustain community change efforts is results-oriented, demand-driven technical assistance.
Where do you get your TA? Where should community get CAN TA…

34. Knowledge
While accurate information about raising children was identified as an essential factor to preventing child maltreatment One of the most powerful tools to help communities develop and sustain community change efforts is results-oriented, demand-driven technical assistance.
While relationships are vital to successful collaborations it takes more than relationships.
Building community capacity is essential to achieving and sustaining better results for children and families.
Sustaining community change requires the commitment of local organizations to steward an ongoing focus on results and building the capacity to achieve and sustain them.
One of the most powerful tools to help communities develop and sustain community change efforts is results-oriented, demand-driven technical assistance.

35. Feelings of Competence
One measure of good parenting is children who interact positively and have good self concepts. The ability to build and sustain strong relationships is the necessary component to a strong collaboration. This requires many qualities including a personal commitment to serving children and families, an understanding of the landscape of the population served, expertise that adds value to all aspects of family services, and perseverance in seeking to build partnerships throughout the community.
the evolution of any collaboration is dependent on many factors. Individuals, circumstances, resources,
and goals all create a unique environment that influence and define the evolution of collaborative efforts. The ability
to build upon these and maximize their potential to positively
drive change involves a combination of recognizing the
opportunity, engaging the essential partners, effectively
utilizing available resources, and developing a sustainable
plan for implementation. There is no set formula for success;
rather, the persons involved must chart a course that aligns
with the needs of the communities they serve.

36. Strengthening Families As a Platform for Collaboration
Collaboration across multiple service systems is central to the Strengthening Families approach. State and local leadership teams for Strengthening Families are made up of multiple agencies and partners, including community and parent leaders. Each represent a unique part of the systems of support that families need.

37. Strengthening Families & Collaboration
The Strengthening Families approach to collaboration, using the common language of research-based Protective Factors to describe results for families across systems, has led to:

38. Strengthening Families & Collaboration
Better understanding of the role that each service system – both administrators and practitioners – plays in supporting families
More effective partnerships among agencies and among individual workers
A professional development system that fosters collaboration by creating a common language and common approach across disciplines

39. Strengthening Families & Collaboration
Greater appreciation for the significant role that non- governmental community resources like informal networks, churches, social groups and cultural practices play in building protective factors with families
Consistent, positive messages about building on strengths that encourage family engagement and partnerships
Greater cumulative impact on results for both children and their families across systems

40. Levers For Change
Implementing Strengthening Families at a state, county or local level requires engaging the programs and services that already provide support for children and families as partners. States participating in the Strengthening Families National Network have found three key “levers for change” are critical for fully realizing the promise of Strengthening Families.

41. Three Levers for Change
Parent Partnerships
Professional Development
Policy and Systems

42. Parent Partnerships
Reach out and partner with existing parent organizations
Create and maintain prominent leadership roles for parents
Continually assess what motivates parents to engage in program leadership
Provide leadership training and support for parent leaders to participate
Leadership from parents at every level ensures that program and practice strategies (a) are responsive and relevant to all kinds of family needs and choices (b) model the relationships among families, service providers, and community resources that can promote the best possible partnership to support children’s development and (c) engage parents as active partners. Partnerships work best when many parents are consistently involved as decision-makers in program planning, implementation and assessment.

43. Parent Partnerships
Create opportunities for parents to engage with other parents in understanding and using the protective factors in their own families
Designate specific resources for parent engagement, participation and leadership

44. Conversations with parents…
What’s hard about being a parent?
Are there ways our staff could help you deal with those challenges?
We want this to be a welcoming place where families feel comfortable asking for help. What are some of your ideas about how we can do that?
We are particularly concerned when parents seemed stressed, isolated, or overwhelmed. Do you have ideas about how we can reach out to parents during those times?
We want to make it easy for parents to make connections with each other. How can we do that?
Note that as they begin to shape their programs more around the protective factors, they can benefit from some conversations with parents.
These conversations can help them develop those seven strategies in ways that are most meaningful to parents and families.
Review each question and suggest that their programs consider some opportunities they might have or create to get important guidance from families.

45. Professional Development
Provide orientation and training on Strengthening Families at professional conferences and meetings
Offer the Protective Factors Framework to current training providers to leverage existing training capacity
Infusing the Protective Factors Framework into training for all people who work with children and families helps build a workforce across disciplines with common knowledge, goals and language. Professionals at every level, from frontline workers to supervisors and administrators, should get training tailored to their roles with a consistent message focused on Strengthening Families.

46. Professional Development
Integrate Strengthening Families research and Protective Factors Framework into university, college, continuing education and certificate programs
Incorporate Strengthening Families concepts into new worker training
Develop online training and distance learning opportunities
Reinforce training with follow-up support, such as reflective supervision and ongoing mentoring

47. Conversations with staff…
How might this affect our work? What would be the benefits? What would be the difficulties?
How might building protective factors impact parents and how parents relate to their children?
How might building protective factors impact the parents we are most concerned about?
Including their staff in training on the protective factors and in thinking about how they can be applied to your programs is also pivotal.
Discuss each of the questions for program staff addressed on this slide.

48. Policies and Systems
Engage multidisciplinary partners responsible for improving child outcomes and preventing maltreatment in Strengthening Families state leadership
Use the Protective Factors Framework to define a shared set of desired outcomes for families across systems and disciplines
Strengthening Families can serve as a platform for coordination across diverse initiatives since it’s based on research used by different disciplines and focuses on goals held in common by several departments and agencies. The Protective Factors Framework provides a bridge for promoting optimal child development AND preventing child abuse and neglect. Regulations and procedures that govern everyday practice are one avenue for creating and reinforcing linkages across agencies using Strengthening Families as a basis for their work.

49. Policies and Systems
Link Strengthening Families to cross-systems planning efforts as a way to implement common language and common goals
Adapt contracting methods for funding and assessing programs to include a focus on Protective Factors
Revise job requirements, performance reviews and performance contracts to reflect the Strengthening Families approach to working with children and families

51. Community Conversations
What’s important to have in a prevention plan?
What can we create to increase awareness of the problem and solutions?
What is the benefit of a multi-county approach to maltreatment prevention?
What are the short and long term risks if we don’t develop and implement a plan?
If money weren’t a barrier, what would we hope to develop and implement?

52. West Michigan Child Maltreatment Prevention Team
Began with a partnership between:
Allegan, Ottawa and Muskegon Child Abuse and Neglect Councils
Allegan, Ottawa and Muskegon Great Start Collaborations
Allegan, Ottawa and Muskegon Great Start Parent Coalitions
Funding provided by CTF, ECIC and Lakeshore Coordinating Council

53. PreVent Institute
The PREVENT Program is designed to facilitate the change process by providing Education, Networking and Technical Assistance to help individuals and organizations nationwide reduce violence through local, state, tribal and national approaches

54. Logic Model Example

55. Action Plan Example

56. Training and Technical Assistance:
Cross-training and technical assistance to create a common frame for practice
Substance Abuse Prevention Providers
Domestic Violence (CWIT)
Early Care and Education (Head Start)
Saving Lives, Embracing Children: Muskegon County's Call to Action

57. Centralized Referral Resources:
One option some states are exploring is using the United Way 211 systems or other centralized referral methods to support referrals to home visiting programs and as a way for families receiving home visiting to connect to a broader array of services. United Way Worldwide is a Strengthening Families National Partner organization and has been working with local United Ways to use the protective factors framework within 211 referral systems. This provides an opportunity to connect families with specific opportunities to build their protective factors, not only services related to risk.

58. Home Visiting Programs
The strengths-based protective factors framework can also be incorporated into messaging campaigns about the importance of home visiting efforts.
Parents as Teachers has for the last several years been incorporating the protective factors into new or updated curricula. Partners for a Healthy Baby, a home visiting curricula which is used nationally by more than 1,200 home visiting program—including Healthy Start, Healthy Families and Early Head Start sites—has developed a cross walk

59. Early Care and Education
On-line self-assessment
Illinois has developed a crosswalk with national accreditation standards
Several states have developed Quality Rating Improvement Systems that include the protective factors

60. Parent Education Family Dinner Day
Social Connections: Autograph Scramble-Up
Nurturing and Attachment: Family Meeting
Knowledge of Child Development: Star Activity
Social and Emotional Competence: In the Test Kitchen
Parental Resilience: Jugging Kittens

61. Parental Resilience
Programs from the FRIENDS’ Program Directory* with components that promote outcomes or indicators in this sub-domain are:
Early Head Start, Nurse Family Partnership, Infant Health and Development, Parents As Teachers, Dare to Be You, Healthy Families America, Healthy Families New York, Infant Health and Development, Nurturing Parenting Program, Project SafeCare, Reaching Educators, Children, and Parents (RECAP), Creating Lasting Family Connections, Magic: Effective Discipline for Children

62. Effective Discipline for Children
Social Connections
Programs from the FRIENDS’ Program Directory* with components that promote outcomes or indicators in this sub-domain are:
Early Head Start, Nurse Family Partnership, Infant Health and Development, Parents As Teachers, Dare to Be You, Healthy Families America, Healthy Families New York, Infant Health and Development, Nurturing Parenting Program, Project SafeCare, Reaching Educators, Children, and Parents (RECAP), Creating Lasting Family Connections, Magic:
Effective Discipline for Children

63. Knowledge of Parenting and Child Development
Programs from the FRIENDS’ Program Directory* with components that promote outcomes or indicators in this sub-domain are:
Carolina Abecedarian Project, Creating Lasting Family Connections, Dare to Be You, Early Head Start, Families and Schools Together, Get Real About Violence Guiding Good Choices, Healthy Families America, Healthy Families New York, Helping the Noncompliant Child, Incredible Years, Infant Health and Development, Nurse Family Partnership, Nurturing Parenting Program, Olweus / Bullying Prevention Program, Parent Child Interaction Therapy, Parenting Wisely, Parents As Teachers, Perry Preschool Project, Project SafeCare, Reaching Educators, Children, and Parents (RECAP), Schools and Families Educating Children (SAFE Children), STEP: Systematic Training for Effective Parenting, Strengthening Families, Success in Stages, Triple P - Positive Parenting Program, Magic: Effective Discipline for Children

64. Concrete Support
Programs from the FRIENDS’ Program Directory* with components that promote outcomes or indicators in this sub-domain are:
Early Head Start, Nurse Family Partnership, Infant Health and Development, Parents As Teachers, Dare to Be You, Healthy Families America, Healthy Families New York, Infant Health and Development, Nurturing Parenting Program, Project SafeCare, Reaching Educators, Children, and Parents (RECAP), Creating Lasting Family Connections, Magic: Effective Discipline for Children

65. Nurturing and Attachment
Programs from the FRIENDS’ Program Directory* with components that promote outcomes or indicators in this sub-domain are:
Carolina Abecedarian Project, Early Head Start, Healthy Families America, Healthy Families New York, Incredible Years, Infant Health and Development,
Nurse Family Partnership and Project SafeCare

66. Finding an evidence-based program:
To find a program in your community, contact your local child abuse and neglect council.
To find the local council in your community, go to
and click on programs, under programs click on local councils and then click on
“Michigan map of CTF funded programs”

67. Comments, questions and discussion