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Novel Ways to Think Novel Ways to Think About Child Well-About Child Well-
BeingBeing
In Troubled Times: Fresh Approaches to In Troubled Times: Fresh Approaches to Working With Vulnerable Children in High-Working With Vulnerable Children in High-
Risk FamiliesRisk Families
Center for Advanced Studies in Child WelfareCenter for Advanced Studies in Child Welfare
May, 2009May, 2009
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How Well-Being is How Well-Being is Traditionally SeenTraditionally Seen
Risk ReductionRisk Reduction PreventionPrevention
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A Way of Re-Imagining our Work A Way of Re-Imagining our Work inin Relation to Developmental Well- Relation to Developmental Well-Being Being
(-)(-)
Risk ReductionRisk Reduction
(0)(0)
PreventionPrevention
(+)(+)
PromotionPromotion
Traditional Traditional WorkWork
Progressive Progressive WorkWork
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The Universality of Protective The Universality of Protective
Factors/Processes Factors/Processes “Buffers [protective factors] make a more profound impact on the life course of children who grow up under adverse conditions than do specific risk factors or stressful life events. They appear to transcend ethnic, social class, geographical, and historical boundaries”
(Werner & Smith)
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Harm ReductionHarm Reduction PromotionPromotion
Positive Positive Behavior Behavior FocusedFocused
• Protective Factors/ Processes
• Supports and Opportunities for Healthy Development and Developmental Well-Being
Problem Problem Behavior Behavior FocusedFocused
• Risk Factors/Processes
• Threats to Development
• Developmental Deficits
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Harm Reduction Promotion
Positive Behavior Focused
Problem Behavior Focused
(B) Purpose / Intent(B) Purpose / Intent
is tois to
DO BETTERDO BETTER
(D)(D) Purpose / IntentPurpose / Intent
is tois to
THRIVETHRIVE
(A)(A)Purpose / Intent Purpose / Intent
is tois to
STOPSTOP
(C) Purpose / Intent(C) Purpose / Intent
is tois to
OVERCOMEOVERCOME
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Harm Reduction Promotion
Positive Behavior Focused
Problem Behavior Focused
(B)(B) CompensatoryCompensatory
Minimize RisksMinimize Risks
by by EncouragingEncouraging
Healthy Behaviors Healthy Behaviors
(D) (D) DevelopmentalDevelopmental
Promote Competencies andPromote Competencies and
Skills by Skills by FosteringFostering Healthy Healthy
BehaviorsBehaviors
(A)(A) CessationCessation
Minimize RisksMinimize Risks
by by EndingEnding
Unhealthy BehaviorsUnhealthy Behaviors
(C)(C) RemedialRemedial
Promote CompetenciesPromote Competencies
and Skills by and Skills by PrevailingPrevailing
Over Unhealthy Over Unhealthy
BehaviorsBehaviors
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Harm Reduction Promotion
Positive Behavior Focused
Problem Behavior Focused
(B) (B) Child MaltreatmentChild Maltreatment
CompensatoryCompensatory
Social and Social and Neighborhood NetworksNeighborhood Networks
(D) (D) Child MaltreatmentChild Maltreatment
DevelopmentalDevelopmental
Parental Capacity-BuildingParental Capacity-Building
(A)(A) Child MaltreatmentChild Maltreatment
Cessation Cessation
Stop Harm Potential Stop Harm Potential
(C) (C) Child MaltreatmentChild Maltreatment
Remedial Remedial
Anger ManagementAnger Management
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Distinguishing Goals and Objectives
Cessation Parents stop behaving in ways that endanger the safety of their child/children.
Compensatory Parents are linked to formal and informal sources of social
support.Remedial Parents learn how to manage their emotional state in constructive ways.Developmental Parents acquire the motivation and skills to change their employment situation..
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Harm Reduction Promotion
Positive Behavior Focused
Problem Behavior Focused
(B)(B) Parent EngagementParent Engagement
Compensatory
Concrete Alternatives to Concrete Alternatives to Permissive Parenting Permissive Parenting
(D) (D) Parent EngagementParent Engagement
Developmental
Enhancing Authoritative Enhancing Authoritative Parenting Parenting
(A)(A) Parent EngagementParent Engagement
Cessation
Stop Authoritarian Stop Authoritarian Parenting Parenting
(C)(C)Parent EngagementParent Engagement
Remedial
Surmount Making a Child Surmount Making a Child the Scapegoat the Scapegoat
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Distinguishing Goals and Objectives
Cessation Parents end harsh and abusive behavior.
Compensatory Parents will learn how to set age appropriate
boundaries and rules.Remedial Parents will no longer accidentally, or deliberately, target a particular child in the family.Developmental Parents will strengthen children’s sense of self- efficacy through supportive and encouraging actions..
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The Developmental Ingredients of Educational Well-Being
“We need to focus on…the 3 R’s: Resilience, Readiness, and Relationship.”
Former U.S. Secretary of Education Richard W. Riley
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The Essence of Resilience The Essence of Resilience
“A pattern of positive adaptation in the context of past or present adversity.”
(Goldstein & Brooks, 2005)
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The Breadth of ResilienceThe Breadth of Resilience
“What began as a quest to understand the
extraordinary has revealed the power of the
ordinary. Resilience does not come from
rare and special qualities, but from the
everyday magic of ordinary, normative
human resources in the minds, brains, and
bodies of children, in their families and
relationships, and in their communities” (Masten, 1999).
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Redefining ReadinessRedefining Readiness
Requires Adopting a “3-3’rd” Perspective
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The Emphasis of the The Emphasis of the Preschool to Third Grade Preschool to Third Grade ApproachApproachAccording to the Pre K – 3’rd Data Resource Center “Standards, curriculum, instruction and assessment
are based on knowledge of children’s development over this period. The focus is not just on subject matter competency, but also the development of social, self-regulatory, and motivational capacities critical to support learning.”
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We Need to “Embrace” We Need to “Embrace” RelationshipRelationship
Necessitates Recognizing the Importance of
Socio-Emotional Learning (CASEL) and Developmental Assets (Search Institute)
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Socio-Emotional Socio-Emotional Development’s Link to Development’s Link to School ReadinessSchool Readiness “Young children without developmentally appropriate
emotional and social competencies participate less in the classroom, and are less expected by classmates and teachers to achieve. Teachers provide them with less instruction and positive feedback. They like school less and learn less” (60).
“Such social–emotional competence of young children predicts their academic performance in first grade, even when controlling for their actual cognitive skills and family backgrounds” (60).
Denham, S. A. (2006). Social–emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17 (1), 57–89.
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Socio-Emotional Socio-Emotional Development’s Development’s Link to AcademicsLink to Academics Cognitive and emotional skills are interconnected, thus
by promoting emotion-related skills one is helping to foster academic competence.
Students with less emotional control tend to worse academically than their peers (this is even when controlling for cognitive abilities, family background (i.e. SES).
Valiente, C., Chalfant-Lemery,K., & Castro, K.S. (2007). Children’s effortful control and academic competence. Merrill-Palmer Quarterly,
53 (1), 1–25.
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Search Institute’s Search Institute’s Developmental AssetsDevelopmental Assets
Define Socio-Emotional Elements &
Define Socio-Emotional Targets
for children
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Search Institute’s Search Institute’s Developmental AssetsDevelopmental Assets
Research Base of Developmental Assets
Synthesis of Studies and Empirical Findings From Multiple Literatures
search-institute.org
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Developmental AssetsDevelopmental Assets
Research/Evaluation Synthesis• Child and adolescent development literature
• Resilience literature
• Prevention literature
• Pediatrics & psychiatric literature
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Translation of Research Translation of Research BaseBase Adolescent Developmental Assets
Framework (grades 7-12)
Middle Childhood Developmental Assets Framework (grades 4-6)
Early Middle Childhood Developmental Assets Framework (K-3)
Early Childhood Developmental Assets Framework (preschool)
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The Impact of Parental The Impact of Parental InvolvementInvolvementParent involvement in elementary school isassociated with highest grade completed, higher rates of high school completion, and increased rates of on-time high school completion.
(Barnard, 2003)
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Pay Particular Attention to the Pay Particular Attention to the
Home Learning EnvironmentHome Learning EnvironmentConcentrate on the qualities and features of thehome learning environment which are more crucial to cognitive and social development than what jobs parents have, how much money they make, and how much school they completed.
(Evangelou, Brooks, and Smith, 2007)
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Factors that Enhance The Home Environment
Strengthening Family
Resilience
Froma Walsh,
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THANK YOUTHANK YOU