1. IT’S A FAMILY AFFAIR 101: INVOLVING FAMILIES in THEIR CHILDREN’S HEALTH CARE INVOLVING FAMILIES in THEIR CHILDREN’S HEALTH CARE

2. DISCLOSURE STATEMENT The National Assembly on School-Based Health Care strives to ensure balance independence, objectivity and scientific rigor in all of their educational programs. All faculty members participating in this program have been required to disclose any real or apparent conflict (s) of interest that may have a direct bearing on the subject matter of this program. This includes relationships with pharmaceutical companies, biomedical device manufacturers or other corporations whose products or services are related to the subject matter of the presentation topic. The intent of this policy is to identify openly any conflict of interest so that the students may form their own judgments about the presentation with the full disclosure of the facts. In addition, faculty is expected to openly disclose any off-label, experimental or investigational uses of drugs or devices in their presentations. DESIGNATION STATEMENT The American Public Health Association designates this educational activity for a maximum of 1.0 AMA PRA Category 1.5 Credit(s)TM.

3. 3 Workshop Objectives Participants will be able to Assess self interest and identify why it is important to engage families in SBHCs Assess self interest and identify why it is important to engage families in SBHCs Understand the different levels and strategies of family engagement within a SBHC Understand the different levels and strategies of family engagement within a SBHC Foster pro-active reflection, planning and behavioral incorporation of a multicultural lens within their family engagement process Foster pro-active reflection, planning and behavioral incorporation of a multicultural lens within their family engagement process Identify 10 resources they can use to assess, plan, and implement parent engagement/involvement strategies. Identify 10 resources they can use to assess, plan, and implement parent engagement/involvement strategies.

4. 4 Background Perspective NASBHC Study on SBHCs helping parents talk with children about reproductive health care. (2002, www.nasbhc.org) NASBHC Study on SBHCs helping parents talk with children about reproductive health care. (2002, www.nasbhc.org) –Study intent: identify best practices –Study findings: no list of best practices –Family Engagement is a process –Supported by good curriculums and process

5. 5 Findings School-based Health Centers are ideally situated to assist in a broader, comprehensive approach to family engagement. Their expertise in health and social issues, including sex and reproduction, would be an important asset. They may be able to lead these efforts, but it is likely that they must be part of a larger endeavor.

6. 6 Where are you when it comes to Family Engagement? Not a quiz you can study for Not a quiz you can study for Tongue in cheek Tongue in cheek Encourages a discussion Encourages a discussion Maybe a chuckle or two Maybe a chuckle or two Keep track of your answers Keep track of your answers –a, b, c, d

7. 7 Scoring Guide Scoring Key: “a” = 1 point# of “a” answers ___ x 1 = _____ “a” = 1 point# of “a” answers ___ x 1 = _____ “b” = 2 points# of “b” answers ___ x 2 = _____ “b” = 2 points# of “b” answers ___ x 2 = _____ “c” = 3 points# of “c” answers ___ x 3 = _____ “c” = 3 points# of “c” answers ___ x 3 = _____ “d” = 4 points# of “d” answers ___ x 4 = _____ “d” = 4 points# of “d” answers ___ x 4 = _____ Total Points =_____

8. 8 Where are you?

9. 9 Role play

10. So Why Invest in Family Engagement? SHORT ANSWER: It is one of the most powerful ways to increase student and school achievement 10

11. Families matter for a range of social and academic outcomes Children with engaged parents: Have enhanced early and elementary literacy Show greater school readiness Earn higher grades and test scores Are promoted and earn credits Adapt well to school and attend regularly Have better social skills and behavior Graduate and go on to higher education 11

12. 12 So Why Invest in Family Engagement? LONG ANSWER: BECAUSE WE ARE PARTNERS IN THE WELFARE OF THEIR CHILDREN Communication is good - Be transparent with families. Advocacy – you need to be valued by families, and they will advocate for you. Involvement with school - can help you find YOUR voice in the school. They can speak where you cannot. Understand their needs, concerns, lifestyles – so you can help heal them. If you don’t know their needs and problems, how can you suggest to them solutions? Your solutions need to be relevant to them.

13. 13 Discussion

14. 14 4 Levels of Engagement 1. Individual: Actively informed about and part of the healthcare decisions of their child: a personal relationship with the child’s care givers 2. Center: Active in the governance and clinic level activities: parent advisory councils

15. 4 Levels of Engagement 3. Advocacy: Active in advocacy for the sustainability for the clinic and other related policy initiatives: parents and youth story-banking their experiences and sharing them with local community 4. State/ national governance: Involved with the state association and/or national : youth and families coming to NASBHC convention 15

16. Framing Families into the picture 1. Engagement – forming a connection with families from the first point of contact. For examples, on an individual level clinicians meet families “where they are” right now, establishing and maintaining connections throughout 2. Collaboration – actively partnering with families in the development of treatment goals (mental/physical/nutritional). Clinicians turn to families for insight and knowledge to tailor the therapeutic processes to issues at home in the community

17. Framing Families into the picture 3. Support – serving as a positive resource center for families. Clinicians direct families to viable supports within the community that augment the treatment process 4. Empowerment – promoting family involvement at the highest level. Clinicians reduce perceived barriers, equip families with the means to contribute and guide the treatment process, and help to instill self-efficacy

18. 18 Strategies for Engagement The revolving door The revolving door Ongoing engagement Ongoing engagement Leadership development Leadership development

19. 19 The Revolving door The Revolving door GO TO WHERE THEY ARE… Where do they gather? (soccer games, church, etc) Where do they gather? (soccer games, church, etc) What are their interests and needs as guardians? What are their interests and needs as guardians? What could meet their needs? What could meet their needs? Youth-centered community organizations? Youth-centered community organizations? With which groups and activities are the students in your center involved? With which groups and activities are the students in your center involved?

20. 20 Ongoing (relational) Engagement: Going on a scavenger hunt Interests beyond the SBHC Interests beyond the SBHC Other health care concerns Other health care concerns Other community concerns Other community concerns Involvement in the community Involvement in the community Network of family and friends Network of family and friends Professional interests Professional interests

21. 21 Ongoing Engagement: Learning about the community Historical context Historical context Economic and politic issues Economic and politic issues Cultural and tradition-specific areas Cultural and tradition-specific areas Medical orientation Medical orientation Diet Diet Religion Religion For detailed questions: http://ctb.ku.edu/tools/en/sub_section_tools_1163.htm

22. 22 Leadership Development "Trust men and they will be true to you: treat them greatly and they will show themselves great.“ — Ralph Waldo Emerson

23. 23 Where to start… Determine who from the SBHC and school community could represent the interests and needs of the SBHC. Determine who from the SBHC and school community could represent the interests and needs of the SBHC. Decide the first three steps you can take to make connections with the targeted list above. Decide the first three steps you can take to make connections with the targeted list above.

24. How do we engage families The research tells us: –Using phone calls or e-mail to contact families helps reduce perceived barriers to service access –Caregivers involved in developing treatment plans for their child report higher levels of self-efficacy, which is related to greater investment in the treatment process –Collaborating with caregivers in the treatment process reduces the amount of time students spend in the treatment enviroment

25. 25 Tips Ask more ‘Why’ questions Ask more ‘Why’ questions Share something from your life with them Share something from your life with them Don’t give up: It will take a lot of conversations to find an interested family member Don’t give up: It will take a lot of conversations to find an interested family member Take notes after your conversations Take notes after your conversations Keep a log of common gathering places and activities Keep a log of common gathering places and activities Be genuinely interested about their lives Be genuinely interested about their lives

26. 26 Additional Tips Decide who the best messenger is. It doesn’t always have to be you and often shouldn’t be. Decide who the best messenger is. It doesn’t always have to be you and often shouldn’t be. HAVE A PLAN. It will help with retention and recruitment. Others want to get involved with something organized. Word of mouth works too! HAVE A PLAN. It will help with retention and recruitment. Others want to get involved with something organized. Word of mouth works too!

27. Putting it into Practice Attending open houses Attending Registrations Sitting and talking in the waiting room Parents engagement in handing out fliers and information Speaking to different organizations, groups, school administration ect Providing asthma education to parents Involvement in advisory boards Relationship building with your school administrators and board members

28. 28 Staying Connected Carrie Baker carrie@bakernonprofits.com Heidi Britton HBritton@cuphd.org Tiffany Clarke tclarke@nasbhc.org

29. Questions?