1. Seeing Is Believing The Children’s Center Nick Tsandes, LCSW

2. Seeing Is Believing Developed by the Irving B. Harris Foundation—University of Minnesota A strengths-based videotaping strategy designed to enhance the caregiver-child relationship Specifically designed for in-home visitors Can be used in a variety of settings (homes, offices, shelters, schools)

3. Attachment All infants develop attachments to their caregivers Attachments are either secure or insecure Caregiver sensitivity is the most important antecedent to infant security Sensitivity involves reading infants’ signals correctly and responding to them appropriately

4. Caregiver Sensitivity A sensitive caregiver: Recognizes that even a tiny baby has cues and signals (gestures, voice, facial expressions, body movements) Tries to interpret those cues accurately Responds to the infant based on the cues Responds consistently

5. Caregiver Sensitivity The child in a secure attachment relationship has learned to trust that caregivers will meet his/her needs. The secure child has also learned to trust in his/her ability to solicit care

6. Insensitive Care Is defined by: A pattern of chronic unresponsiveness, when a caregiver ignores infant’s cues Erratic or unreliable responses—the infant cannot predict how he/she will be cared for Parental intrusiveness, when a caregiver overstimulates the child, ignoring the child’s cues

7. Insensitive Care Is not defined by: The occasional inability of a parent to respond quickly to a baby’s needs An occasional misinterpretation of a baby’s cues

8. Principles of Practice Principle One--Relationship Based A good, trusting relationship is essential to effective service Promise no more than you can deliver (Be clear about how often, and what you can and cannot provide) Do what you say you will do (trust takes time) Keep going back (even when it’s difficult)

9. Principles of Practice Principle Two—Strengths Focused Focusing on strengths builds confidence and trust Every child, parent, and caregiver has strengths and motivations that serve them well Parents want to do what’s best for their children

10. Principles of Practice Principle Three--Care is Individualized Worker focuses on: This child This parent This family

11. Principles of Practice Principle Four--Context is Valued Every parent-child relationship is embedded in: Nuclear and extended family Culture Community Larger society

12. Promoting Sensitivity Videotaping parent(s) interacting with their children, and later watching the video with the parent(s) Encouraging parents to observe, identify, and accurately respond to their child’s cues By asking open ended questions Honoring the parallel process—modeling sensitivity in our work with families

13. Why Videotape? Focus is on caregiver-child relationship The strengths of the relationship can be easily observed Highlights parent’s expertise Caregivers can observe, identify, and build on their parenting strengths Caregiver can begin to see the world from the child’s perspective Offers new perspective of the relationship A keepsake is created for the family

14. Presenting the Idea Videotaping is: Voluntary Strengths focused and fun The tape is for the family Confidential

15. Setting the Tone Have Fun Model a non-judgmental tone Wonder with the parent Match the parent’s tone where appropriate

16. Activities to Videotape Everyday childcare tasks Feeding, bathing, dressing, diapering New accomplishments Holding head up, rolling over, walking, saying “bye-bye” Favorite activities Experimentation Exploring a new toy

17. Technicalities—the Camera Shot Focus on face-to-face interactions Decide on the activity before you film Adjust the camera angle to get the best image of the parent-child interaction Full-Length Chest Close-up Waist

18. Taking Cues From the Baby and Caregiver Follow the family’s lead at all times The Baby: Fatigue, irritability The parent(s) Anxiety, distraction (Don’t be afraid to ask) Know when to stop taping

19. What to Observe Baby’s development Baby’s cues Caregiver’s response to cues Caregiver’s use of language Caregiver’s beliefs (about themselves and the baby) Unrealistic expectations of child and/or parenting

20. How Much to Talk Keep it Relaxed Use Open Ended Questions Invite parents to reflect on the experience of caring for this child Comment on the “good stuff” “She is so comfortable with you.”

21. Intervention Hints Make positive, and very specific comments about the baby and parent Offer verbal cues to the parent that bring him/her back to the child’s cues Explore the parent’s hopes and dreams for this child When things aren’t going well, gently “talk through the baby”

22. Viewing the Tape Together Focus on strengths Ask, don’t tell Encourage perspective-taking Address Broader Issues

23. Words to Use While Viewing “You seemed to know just what she wanted there. How did you know?” “What do you think your baby was feeling then?” “I wonder how it feels to a baby when…” “Look at what your baby just did. What do you think he was trying to tell you?”

24. Words to Use While Viewing If you know the caregiver is reading a signal incorrectly, gently lead: “Maybe so. Sometimes,though, when babies do that it means…what do you think?” What does that feel like for you?

25. Practice Tape Structure Introduction Goals of the practice session Viewing the clip Analyzing strategies used by the worker Putting yourself in the role of the home visitor

26. Seeing Is Believing Special thanks to: Terrie Rose, PhD Kay Barickman, PhD