families and schools together inc. involved parents, schools and community organizations in creating...
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Families and Schools Together Inc.
Involved Parents, Schools and Involved Parents, Schools and Community Organizations in Creating Community Organizations in Creating
a System of Care for Childrena System of Care for Children
Families and Schools Together Inc.
AGENDA
What is a System of Care? General Concept/Value: Parent
Empowerment Overview of program Experiential How to implement the FAST
program The story of LaGrange Middle
School, Illinois Outcomes
Families and Schools Together Inc.
What is a System of Care?
Families and Schools Together Inc.
System of Care
Families and Schools Together Inc.
What is a System of Care?
Systems of care is not a program — it is a philosophy of how care should be delivered. Systems of Care is an approach to services that recognizes the importance of family, school and community, and seeks to promote the full potential of every child and youth by addressing their physical, emotional, intellectual, cultural and social needs
systemsofcare.samhsa.gov
Families and Schools Together Inc.
What is a System of Care?
Systems of Care is a service delivery approach that builds partnerships to create a broad, integrated process for meeting families' multiple needs. This approach is based on the principles of interagency collaboration; individualized, strengths-based care practices; cultural competence; community-based services; and full participation of families at all levels of the system. A centralized focus of Systems of Care is building the infrastructure needed to result in positive outcomes for children, youth, and families.
A system of care is a coordinated network of community-based services and supports that are organized to
meet the challenges of children and youth with mental health needs and their families. Families and youth work in partnership with public and private organizations to design mental health services and supports that are effective, that build on the strengths of individuals, and that address each person's cultural and linguistic needs. A system of care helps children, youth and families function better at home, in school, in the community and throughout life.
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Creating a Systems of Care
Need a Frame Work Need a Structure Need Training Need Defined Roles &
responsabilities
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Exercise Systems of Care
• Think, Pair, Share Exercise Think:
• Think about what systems of care means. Write down one or two examples that illustrate empowerment.
Pair:• Pair up with a person at your table.
Share: • Share your examples and definition of
systems of care with your partner. Then select a spokes person for the group who will share your thoughts and ideas with the group.
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What is EMPOWERMENT?
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Exercise Empowerment
• Think, Pair, Share Exercise Think:
• Think about what empowerment means. Write down one or two examples that illustrate empowerment.
Share: • Share your examples and definition of
empowerment with your partner. Then be prepared to share your thoughts and ideas with the group.
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Empowerment is the process that is essential to activate people’s
capacity to satisfy their own needs, solve their own
problems, and acquire the necessary resources to take
control over their life.
(from S. Talseth, 1997)
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Parents
& Youth
Staff
Administration
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KEY ELEMENTS OF
EMPOWERMENT
InformationChoicesRespect/acceptanceHelp and support to others
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The Importance of Empowering Parents
Empowerment is a basic need for any parent raising a child
Treating parents as partners in the educational process is essential to school success
Program retention Voluntary participation: free choice Recruitment: being wanted and feeling
cared for Receptiveness to program messages
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What is Families and Schools Together (FAST)?
Created by a Social Worker Prevention/Early Intervention Program Collaborative model Whole family approach Multi-family group based Empowers parents UW Madison- Research Partner Builds relationships with community-
based organizations Gives youth a voice Builds youth leadership
Families and Schools Together Inc.
Values of FAST Parents already have power; they have
the right to decide to use that power. Empowerment is not a top-down approach.
Look for strengths versus deficits in working with parents and families.
Parents are capable of being the primary prevention agents for their own children.
Stress and social isolation diminish parental effectiveness; social support increases parental effectiveness.
All parents love their children and want a better life for them.
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FAST Versions Baby FAST: for young
mothers/fathers, their mothers, and the babies (ages 0 - 3)
Early Childhood FAST: for parents and their children ages 3 - 5
Elementary School FAST: for parents and their children in K-5
Middle School FAST: for parents and children in 6-8th grade
High School FAST (under development): for parents and their 9th graders
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Research Base Brain Research Social Capital Social Ecology of Child Development Social Control/Bonding Theory
• Hirschi, Naroll, Kohn & Massey Family Stress & Coping Theory
• Hill & McCubbin Family Systems Theory
• Minuchin, Satir, Parsons & Alexander Risk & Protective Factors Research
• Werner, Gramezy,Schedler & Block, Rutter, Kumpher & Hawkins
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Social Ecology of Youth Development
Youth
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Social Ecology of Youth Development
YouthFamily
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Social Ecology of Child Development
YouthFamily
School
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Social Ecology of Youth Development
YouthFamily
School&
Social Workers
NeighborhoodCommunity
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Social Ecology of Youth Development
Family
School
Community
Youth
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To become a successful adult,a youth needs support from at
least one caring adult
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“A mother’s eyes are a baby’s skies.”
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To be tuned into a child, a father/mother needs
support
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“Relationships are to child development what location is to real estate.”
James Comer, M.D.Psychiatrist, Yale University
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Program Goals
Enhance family functioning Prevent the focal youth from experiencing
school failure Prevent substance abuse by the youth and
family Reduce the stress that parents and youth
experience from daily life situations
Overall, to increase the likelihood of the youth being successful in the home, in middle school, and in the community.
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Why these goals?
Families with high conflict are more likely to have youth who use alcohol
Families with high cohesion and expressiveness are less likely to have depression and loneliness
Children who have good impulse control will do better in school
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FAST Team
Parent Partner School Partner Mental Health Professional Substance Abuse/AODA
Professional Youth Representative Youth Advocate Volunteers
Team must be ethnically representative of families being served
For greater success recruiting fathers, team should include men.
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How Does Middle School FAST Work?
14 Weekly Youth Rap Sessions 10 Weekly Multi-Family Group Sessions Fun, Interactive Programming
Week 1
Youth Group – 14 Weekly Meetings
Weeks 1 – 14, Led by Youth Advocate & Youth Partner
Family Group – 10 Weekly Meetings
Weeks 5 – 14, Led by the Whole Team
Week 5 Week 14
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Family Unit at Family Table•Flag (1st night only)•Meal•FAST Hello •FAST Song
Parents’ Time•Buddy Time•Parent Self-Help Group
Kids’ TimeChildren divided by age group for group activities
Peer GroupTime
YOUTH GROUP AT FAST
One-to-One TimeFocal Youth & Parent
Family Table: GAME & Lotto
Closing Circle Announcements & RAIN
Siblings continue Kids’
Time
10 weeks of family meetings
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Families and Schools Together Inc.
Families and Schools Together Inc.
Families and Schools Together Inc.
Families and Schools Together Inc.
Parent’s Time
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Families and Schools Together Inc.
Families and Schools Together Inc.
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Week 5 – Violence Prevention, Gangs, Substance, etc.
Week 10 – Graduation Ceremony
FAST Special Sessions
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Families and Schools Together Inc.
The Story of the LaGrange School District, Illinois
Recipient of the Directors Award for Excellence in Transforming and Promoting Mental Health
of Young Children by SAMHSA in 2004
Families and Schools Together Inc.
LaGrange Mental Health Crisis
Benefits of collaborative team (different areas of expertise)
Benefits of collaborating with community agencies
Benefits of accessing community resources
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Keys To Success
Collaboration across agencies, building social capital
Respect for participants Programmatic fidelity:
adaptation, not drift Cultural representation
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Evaluation
Each program cycle is evaluated Parents and youth complete pre- and
post-tests n=1,956 youth n=1,907 parents
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Measures Social Relationships Questionnaire (children,
other adults) Social Support (emotional, tangible,
affectionate and total support) Reciprocal Support with Other Parents Parental Involvement in Education Family Environment Scale (FES)-Family
Relationships Index (Completed by both Parents and Youth)
Parenting Style Strength and Difficulties Questionnaire
(Completed by both Parents and Youth) Youth Stress Checklist Coping Responses Checklist School Behavior
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Parent Respondents
Average age: 39 years
Race/Ethnicity 43% Caucasian/White 27% Hispanic/Latino 21% African American/BlackRelationship to youth 89% mother/father 5% grandparentMarital status 53% married 16% divorced 12% never married 7% separated 7% member of unmarried couple
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Parent Respondents
Educational attainment 21% less than high school education 31% high school diploma or GED 10% junior/vocational college 19% some college – not junior/vocational 20% college graduate and/or graduate schoolEmployment status 51% full-time job 16% part-time job 10% unemployed, looking for work 11% not employed outside home 8% disabled, unable to work
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Youth Respondents
Average age: 12 years
Gender 48% male 52% femaleSchool behavior Suspended from school in past year: 26% Skipped school in past year: 36% Grades, mostly C’s and below: 22%
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Building Relationships has Results for Adults
and YouthAfter FAST, percent of parents reporting…86%
44%
51% 51%
27%22%
0%
20%
40%
60%
80%
100%
New Friends AdultEducation
Return toWork
AttendChurch
PTO Volunteering
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Parenting Skills
Parents rated their own levels of personal effectiveness in general, in social situations, and as parents. Self-efficacy scores showed that 51% of parents improved.
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Youth’s Strengths & Difficulties
On the Strengths & Difficulties Questionnaire, parents reported improvements on the following:
These findings indicate that youth behavior has improved.
44%49% 46% 48% 43%
63%
33%
0%
20%
40%
60%
80%
100%
ProsocialBehaviors
EmotionalSymptoms
ConductProblems
Hyperactivity PeerProblems
TotalDifficulties
Impact ofDifficulties
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Social and Reciprocal Support Improved
43%
53%
71%
0%
20%
40%
60%
80%
100%
EmotionalSupport
Total Support Total SocialRelationships
56% 57%61%
0%
20%
40%
60%
80%
100%
SupportProvided
SupportReceived
TotalReciprocalSupport
On the Social Support Questionnaire, parents reported the following improvements:
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Parent Involvement in Education
On the Parent Involvement in Education Questionnaire, parents reported the following improvements:
These increases in parental involvement in school are likely to result in greater academic success of FAST youth.
52%47%
43%
56%
0%
20%
40%
60%
80%
100%
Parent SchoolInvolvement
Parent toSchool Contact
School toParent Contact
Total ParentInvolvement
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For More Information
Families And Schools Together, Inc.2801 International Lane, Suite 212
Madison, WI 53704
(888) [email protected]
www.familiesandschools.org
Families and Schools Together Inc.
International Headquarters address:Families and Schools Together Inc.2801 International Lane, Suite 212
Madison, WI 53704-3151
Phone: 608-663-2382Toll-free: 888-629-2481Fax: 608-663-2336