Federal child abuse prevention guide:

8/18/2019 Federal child abuse prevention guide:

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BUILDING COMMUNITY

BUILDING HOPE

2016 PREVENTION RESOURCE GUIDE

WORKING WITH FAMILIES COMMUNITY PARTNERS PROTECTING CHILDREN


2/110Building Community, Building Hope

DEPARTMENT OF HEALTH & HUMAN SERVICES

ADMINISTRATION FOR CHILDREN AND FAMILIES

Administration on Children, Youth and Families

330 C Street, S.W.

Washington, D.C. 20201

Dear Colleagues:

We are pleased o inroduce he 2016 Prevenion Resource Guide: Building Communiy, Building Hope.

This year’s Resource Guide reflecs he heme o he Office on Child Abuse and Neglec’s 20h Naional

Conerence on Child Abuse and Neglec—Building Communiy, Building Hope. This guide is a join produc

o he U.S. Deparmen o Healh and Human Services’ Children’s Bureau, is Child Welare Inormaion

Gaeway, and he FRIENDS Naional Cener or Communiy-Based Child Abuse Prevenion.

This annual Resource Guide is one o he Children’s Bureau’s mos anicipaed publicaions, offering rused

inormaion, sraegies, and resources o help communiies suppor and srenghen amilies and promoe

he well-being o children and youh. Is conens are inormed by inpu rom some o our Naional ChildAbuse Prevenion Parners as well as our colleagues on he Federal Ineragency Work Group on Child Abuse

and Neglec.

Child abuse and neglec is a naional issue ha affecs us all. The consequences o child abuse and

neglec ripple across he liespan, negaively impacing a child’s chances o succeed in school, work, and

relaionships. The Adminisraion on Children, Youh and Families suppors he promoion o meaningul

and measurable resuls in social and emoional well-being, and we coninue o suppor evidence-based

and rauma-inormed services and pracices o achieve posiive oucomes or he children, amilies, and

communiies we serve.

The 2016 Resource Guide plays an imporan role in hese effors—offering suppor o service providersas hey work wih parens, caregivers, and children o preven child malreamen and promoe social

and emoional well-being. To do so, he Resource Guide ocuses on proecive acors ha build on amily

srenghs and promoe opimal child and youh developmen. Inormaion abou proecive acors is

augmened wih ools and sraegies ha help providers inegrae he acors ino communiy programs

and sysems. Agencies, policymakers, advocaes, service providers, and parens alike will find resources in

his guide o help hem promoe hese imporan elemens wihin heir amilies and communiies.

Effecive early prevenion effors are less cosly o our naion and o individuals han rying o fix he

adverse effecs o child malreamen. We hope his Resource Guide is helpul o you in your effors o

preven child abuse and promoe well-being. We hank you or paricipaing in his imporan effor and or

he work you do each day o build promising uures or our naion’s children and amilies.

/s/

Raael López, Commissioner

Adminisraion on Children, Youh and Families

Adminisraion or Children and Families

U.S. Deparmen o Healh and Human Services


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Table o Conens

Abou he Resource Guide ............................................................................................................................1

Chaper 1: Approaches o Building Communiy and Hope.........................................................3

Proecive Facors ................................................................................................................................................................3

Implemening a Proecive Facors Approach .....................................................................................................7

Chaper 2: Working Wih Families Using he Proecive Facors ..........................................11

Nururing and Atachmen ............................................................................................................................................11

Knowledge o Parening and Child Developmen ............................................................................................13

Parenal Resilience ............................................................................................................................................................15

Social Connecions ............................................................................................................................................................ 17

Concree Suppor or Families ....................................................................................................................................19

Social and Emoional Compeence o Children .................................................................................................21

Quesions o Ask o Explore Proecive Facors Wih Caregivers ..........................................................23

Proecive Facors in Pracice .................................................................................................................................... 25

Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership ..............................................................................27

Working Successully Wih Communiy Parners ........................................................................................27

Tips or Working Wih Specific Groups ................................................................................................................. 29

Building Communiy and Hope Through Media ..............................................................................................33

Chaper 4: Proecing Children ..............................................................................................................36

Undersanding Child Abuse and Neglec ............................................................................................................. 36

Working Wih Parens Who Have a Hisory o Trauma ...............................................................................41

Supporing Immigran and Reugee Families ................................................................................................... 43

Human Trafficking o Children ................................................................................................................................. 45

Chaper 5: Tip Shees or Parens and Caregivers ....................................................................... 49

How o Develop Srong Communiies ....................................................................................................................51

Cómo desarrollar comunidades ueres .................................................................................................................52

Keeping Your Family Srong........................................................................................................................................ 53

Cómo manener a su amilia uere ........................................................................................................................ 55

Making Healhy Connecions Wih Your Family ..............................................................................................57

Haciendo conexiones saludables con su amilia .............................................................................................. 58

Feeding Your Family ........................................................................................................................................................ 59

Cómo alimenar a su amilia .......................................................................................................................................60


5/110v https://www.childwelfare.gov/topics/preventing/

Managing Sress .................................................................................................................................................................61

Manejando el esrés ......................................................................................................................................................... 62

Managing Your Finances ............................................................................................................................................... 63

Manejando sus finanzas ................................................................................................................................................ 64

Bonding Wih Your Baby ............................................................................................................................................... 65Cómo oralecer los lazos de aeco con su bebé .............................................................................................. 66

Dealing Wih Temper Tanrums ............................................................................................................................... 67

Cómo lidiar con los berrinches ................................................................................................................................... 68

Parening Your School-Age Child .............................................................................................................................69

Cómo criar a su hijo en edad escolar ....................................................................................................................... 70

Connecing Wih Your Teen..........................................................................................................................................71

Cómo relacionarse con su hijo adolescene ..........................................................................................................72

Parening Your Child Wih Developmenal Delays and Disabil iies .............................................. 73

Cómo criar a su hijo con rerasos de desarrollo y discapacidades ...........................................................74

Ten Ways o Be a Beter Dad ........................................................................................................................................ 75Diez maneras de ser un mejor padre ....................................................................................................................... 76

Building Resilience in Children and Teens .......................................................................................................... 77

Cómo desarrollar resiliencia en los niños y adolescenes ........................................................................... 78

Teen Parens...You’re No Alone! ................................................................................................................................79

Hay muchos padres adolescenes como used ................................................................................................... 80

Raising Your Kin ................................................................................................................................................................. 81

Cómo criar a sus parienes ............................................................................................................................................82

Miliary Families ................................................................................................................................................................83

Familias miliares .............................................................................................................................................................84

Suppor Aer an Adopion ........................................................................................................................................... 85

Apoyo después de la adopción .................................................................................................................................... 86

Prevening Child Sexual Abuse ..................................................................................................................................87

Cómo prevenir el abuso sexual de menores ........................................................................................................ 88

Parening Aer Domesic Violence .........................................................................................................................89

La crianza de niños después de la violencia domesica ................................................................................90

Helping Your Child Heal From Trauma ..................................................................................................................91

Ayudando a su hijo a curarse del rauma ............................................................................................................. 92

Human Trafficking: Proecing Our Youh ......................................................................................................... 93

La raa de personas: cómo proeger a nuesros jóvenes .............................................................................94Aciviy Calendar or Parens .................................................................................................................................... 95

Calendario de acividades para los padres........................................................................................................... 96

Aciviy Calendar or Programs ................................................................................................................................ 97

Calendario de acividades para los programas ................................................................................................. 98

Aciviy Calendar or Communiies ........................................................................................................................99

Calendario de acividades para las comunidades ..........................................................................................100

Chaper 6: Resources .................................................................................................................................. 101

https://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/



Abou he Resource Guide

This Resource Guide was developed o supporservice providers in heir work wih parens,

caregivers, and heir children o preven child

abuse and neglec and promoe child and

amily well-being. I was creaed by he U.S.

Deparmen o Healh and Human Services'

Children's Bureau, Office on Child Abuse

and Neglec, is Child Welare Inormaion

Gaeway, and he FRIENDS Naional Cener

or Communiy-Based Child Abuse Prevenion.

The resources eaured represen he worko a broad-based parnership o naional

organizaions, Federal parners, and parens

commited o srenghening amilies and

communiies.

Wha’s Inside

The Resource Guide was creaed primarily

o suppor communiy-based child abuse

prevenion proessionals who work o prevenchild malreamen and promoe well-being.

However, ohers including policymakers, paren

educaors, amily suppor workers, healh-care

providers, program adminisraors, eachers,

child care providers, menors, and clergy also

may find he resources useul.

Resources include:

Chaper 1: Approaches o Building Communiy

and Hope—Inormaion abou proeciveacors ha help reduce child abuse and neglec,

esablished proecive acors approaches, and

how Sae and local agencies are implemening

proecive acors approaches o creae lasing

change in how communiies suppor amilies.

Chaper 2: Working Wih Families Using heProecive Facors—Deailed inormaion

abou six proecive acors or prevening

child malreamen and ips and examples or

inusing hem ino programs and direc pracice

wih amilies and children. A he end o his

chaper, sample scenarios illusrae how muliple

proecive acors suppor and srenghen

amilies who are experiencing sress.

Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership—

Sraegies o help build communiy awareness

and suppor he developmen o broad-based,

meaningul communiy parnerships.

Chaper 4: Proecing Children—Inormaion

abou why child abuse occurs, risk acors,

consequences, ideniying and reporing

malreamen, ips or working wih parens

and children wih a hisory o rauma, how

o suppor immigran and reugee amilies,and how o ideniy and respond o human

rafficking.

Chaper 5: Tip Shees or Parens and

Caregivers—Srengh-based ip shees on

specific parening opics ha can be used

in discussions or visis wih caregivers, and

calendars o aciviies o help parens, programs,

and communiy parners recognize Naional

Child Abuse Prevenion Monh.

Chaper 6: Resources—Conac inormaion or

privae and Federal parners working naionally

o srenghen amilies.


7/1102 https://www.childwelfare.gov/topics/preventing/

Many more resources or building communiy

and hope are available rom he naional

organizaions and Federal parners lised in

our resource direcory in chaper 6 or on heChild Welare Inormaion Gaeway websie

a hps://www.childwelare.gov/opics/

prevening/overview/relaedorgs/.

Suggesed Uses or heResource Guide

• Disribue copies o key communiy parnersworking wih children and amilies, including

child welare agencies, child advocacy ceners,public healh agencies, child care ceners,

amily herapiss, media represenaives,

schools, aih communiies, and policymakers.

• Use he Resource Guide as a opic ordiscussion a an upcoming meeing o

your amily-srenghening communiy

parnership.

• Make copies o he parening ip shees(chaper 5) or use in paren educaion

classes or paren suppor groups.

• Provide copies o his Guide o hose whoregularly oer raining o amily suppor

workers in your communiy.

• Use he inormaion in he Resource Guideand in he online media ki when developing

your own media kis, press releases, and oher

public awareness ools.

• Make he inormaion available o hose inyour communiy who are wriing grans osuppor amily-srenghening work.

Please le us know how you are using his year’s

Resource Guide and how we can beter mee

your needs! Take our brie survey by visiing he

ollowing URL: hp://www.surveygizmo.com/

s3/2417691/2016ResourceGuideSurvey

On he Web

The Child Welare Inormaion Gaeway websie

provides links o resources and inormaion

abou child abuse prevenion, amily

srenghening, amily-cenered pracice, amily

suppor, amily preservaion services, and many

relaed opics. Throughou he Resource Guide,

links o relaed Inormaion Gaeway webpages,

available a htps://www.childwelare.gov,

will provide you wih a wealh o addiional

inormaion.

This Resource Guide can be ordered or

downloaded rom he Prevening Child Abuseand Neglec secion o he Child Welare

Inormaion Gaeway websie. Also available

on he websie are an online media oolki,

video gallery, and downloadable logos and

graphics ha may be used o cusomize Child

Abuse Prevenion Monh resources or local

communiies, which you can access a

htps://www.childwelare.gov/opics/

prevening/prevenionmonh/.

The FRIENDS Naional Cener or Communiy-Based Child Abuse Prevenion websie offers

inormaion abou he Child Abuse Prevenion

and Treamen Ac (CAPTA), communiy-

based child abuse prevenion prioriies, Sae

Lead Agencies, oucome accounabiliy, paren

leadership, and oher imporan opics. Also

available on he sie are an evaluaion oolki,

archived eleconerences, a link o he FRIENDS

Online Training Cener, and downloadable

acshees, learning ools, and publicaions, allaccessible a htp://www.riendsnrc.org.

https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/http://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttp://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttps://www.childwelfare.gov/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/topics/preventing/preventionmonth/http://www.friendsnrc.org/http://www.friendsnrc.org/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/topics/preventing/preventionmonth/https://www.childwelfare.gov/http://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttp://www.surveygizmo.com/s3/2417691/2016ResourceGuideSurveyhttps://www.childwelfare.gov/topics/preventing/overview/relatedorgs/https://www.childwelfare.gov/topics/preventing/overview/relatedorgs/



Chaper 1: Approaches oBuilding Communiy and Hope

Proecive FacorsProecive acors are condiions or atribues

o individuals, amilies, communiies, or he

larger sociey ha reduce or eliminae risk and

promoe healhy developmen and well-being o

children and amilies. These acors help ensure

ha children and youh uncion well a home, in

school, a work, and in he communiy, oday and

ino adulhood. Proecive acors also can serve as

buffers, helping parens who migh oherwise be

a risk o abusing heir children o find resources,

suppors, or coping sraegies ha allow hem o

paren effecively, even under sress.

Research has ound ha successul inervenions

mus boh reduce risk acors and promoe

proecive acors o ensure child and amily

well-being. There is growing ineres in

undersanding he complex ways in which

hese risk and proecive acors inerac wihinhe conex o a child’s amily, communiy,

and sociey o affec boh he incidence and

consequences o child abuse and neglec.

Esablished ProeciveFacors Approaches

There are many proecive acors approaches

in developmen and use by various agencies,

programs, and praciioners who seek o prevenchild abuse and neglec and promoe child well-

being. While some approaches are more grounded

in research han ohers, here is no single “righ

way” o alk abou proecive acors. The mos

imporan message is ha ocusing on proecive

acors is criical and sorely needed or he

prevenion o child malreamen and promoion

o child and amily well-being.

This chaper highlighs approaches developed by

he Ceners or Disease Conrol and Prevenion

(CDC), he Cener or he Sudy o Social Policy

(CSSP), and he Adminisraion on Children,

Youh and Families (ACYF). Key differences

among hese approaches include he ollowing:

• Populaions o ocus. The ACYF concepualmodel ocuses on specific in-risk populaions,whereas he oher approaches are based on

research on general a-risk populaions.

• Domains o he social ecology. Social ecologicalheory examines how individuals exis

wihin and are shaped by heir individual

characerisics, amilies and oher relaionships,

heir communiies, and sociey as a whole.

All approaches define heir proecive acors

in ways ha apply across he social ecology;

however, he pars ha are emphasized varydepending on how he proecive acors were

sudied or differen populaions.

Despie hese differences, here are srong

similariies and alignmens across he

approaches. The overarching goal o hese

approaches is he same: promoion o child,

Social Ecological Model or Preveningand Responding o Child Malreamen

COMMUNITY SOCIETYINDIVIDU AL FAMILY


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Each proecive acor is suppored by research

rom several fields o sudy. The Srenghening

Families ramework includes a policy componen

or applying proecive acors in pracice

setings across muliple service sysems. The

Youh Thrive ramework describes how youh

can be suppored by parens and praciioners

in ways ha advance healhy developmen and

well-being and reduce he impac o negaive lie

experiences.

A deailed descripion o he Srenghening

Families ramework is available a

htp://www.cssp.org/reorm/srenghening-amilies.

A deailed descripion o he Youh Thrive

ramework is available a htp://www.cssp.org/

reorm/child-welare/youh-hrive .

ACYF P roecive FacorsConcepual Model

ACYF’s goal in compleing a comprehensive

lieraure review and developing he resuling

concepual model was o provide inormaion

ha can be used o guide pracice and policy

approaches aimed a increasing proecion;

enhancing resilience; and promoing physical,

menal, social, and emoional well-being or he

children, youh, and amilies who are he ocus

o ACYF services. This includes five vulnerable

populaions: children and youh exposed o

domesic violence, pregnan and parening

youh, runaway and homeless youh, vicims

o child abuse and neglec, and youh in or

ransiioning ou o oser care. These children

are primarily in-risk (versus a-risk), so he ocus

o he lieraure review was o ideniy acors

mos salien or hose already coping wih

adverse experiences and siuaions. Through

an exensive review o available research,

ACYF idenified 10 proecive acors wih he

sronges evidence or ACYF populaions. These

exis a muliple levels o he social ecology:

Individual Level

• Sel-regulaion skills• Relaional skills• Problem-solving skills• Involvemen in posiive aciviies

Relaionship Level

• Parening compeencies• Posiive peers• Caring aduls

Communiy Level

• Posiive communiy environmen• Posiive school environmen• Economic opporuniies

More inormaion is available in he Prevenion

secion o he websie or Child Welare

Inormaion Gaeway a htps://www.

childwelare.gov/opics/prevening/.

http://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/child-welfare/youth-thrivehttps://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/https://www.childwelfare.gov/topics/preventing/http://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/child-welfare/youth-thrivehttp://www.cssp.org/reform/strengthening-familieshttp://www.cssp.org/reform/strengthening-families



Proecive Facors in ThisGuide

Since 2007, his Resource Guide has employed aproecive acors ramework adaped rom he

Srenghening Families ramework developed

by CSSP, wih he addiion o a sixh acor:

nururing and atachmen.

Atachmen reers o he relaionship ha

develops as a resul o a caregiver’s sensiive

atenion o a child and he child’s responses o

he caregiver. A srong and secure emoional

bond beween children and heir caregivers

is criical or children’s physical, social, andemoional developmen, including heir abiliy

o orm rusing relaionships and o exhibi

posiive behaviors. Helping parens learn and

pracice he nururing skills ha lead o srong,

secure atachmens is a well-suppored pahway

o posiive oucomes or children.

While “nururing and atachmen” is no

delineaed as a separae proecive acor wihin

Srenghening Families, i is an implici and

valued componen o he enire ramework.Similarly, CDC’s Essenials or Childhood

promoes nururing relaionships on he

socieal level, while he ACYF proecive acors

concepual model acknowledges he imporance

o nururing and atachmen in acors such as

“relaional skills,” “parening compeencies,” and

“caring aduls.”

In his way, alhough dieren organizaions

use varying approaches o promoe proecive

acors, i is clear ha he various modelsand rameworks complemen one anoher,

and in ac overlap in many areas. T his year’s

Resource Guide, while coninuing o draw

primarily rom he Srenghening Families

ramework wih he addiion o nururing

and aachmen, highlighs elemens rom he

CDC and ACYF eors where synergies exis.

By implemening a comprehensive proecive

acors approach, we move closer o a

prevenion-oriened sociey, where all secorsrecognize he value o healh and well-being

or all individuals, amilies, and communiies.



Implemening a Proecive Facors ApproachImplemening a proecive acors approach

involves more han changes o individualpracice. Programs, policies, and sysems also

mus adap in order o creae incenives, capaciy,

and impeus or individual workers o ake on a

proecive acors approach. The ollowing are

some o he ways ha Sae and local agencies are

implemening proecive acors.

Paren Caés and

Communiy CaésParen caés and communiy caés are

imporan ools used o engage parens direcly

in building proecive acors or hemselves

and heir amilies. Adaped rom he World Caé

(htp://heworldcae.com/), paren caés and

communiy caés are srucured, small-group

conversaions ha bring parens ogeher o

discuss issues ha are imporan o hem.

Alhough hey sem rom he same model,here are some d ierences beween paren

caés and communiy caés, as il lusraed in

he ollowing able.

The general approach is as ollows:

• A casual caé environmen is creaedby seting up small ables (six or eigh

paricipans per able) and including ood,

ableclohs, flowers, and oher accessories.

• Parens are invied o join conversaions ahese inimae caé ables, where a rained

paren leader leads he discussion, using

careully craed quesions.

• Aer a shor period o ime on he firsquesion, he groups inermingle a new ablesor a second quesion. Table hoss convey

he key poins rom he previous group’s

conversaion o help each conversaion build

on he las. Each session involves abou hree

inerrelaed quesions.

In many cases, caés are offered in series.

Caé series provide an opporuniy o build

relaionships among parens over ime, and o

engage hem in hinking in a deeper and ongoing

way abou a paricular issue.

Paren Caé Communiy Caé

Approach obuilding proeciveacors

The ocus is direcly on sharinginormaion abou and discussing heproecive acors.

The ocus is on using heproecive acors o discuss anissue o concern o he communiy.

Caé design Caés ollow a se orma o workhrough each o he proecive acors. Each caé is designed by is hosso address an issue o concern.

Local variaionThere is room or local and culuralmodificaions wihin he srucure.

Each caé is differen; culuralmodificaions are encouraged.

For moreinormaion

Be Srong Families:htp://www.besrongamilies.ne/build-proecive acors/paren-caes/

The Communiy Caé: htp://hecommuniycae.com

http://theworldcafe.com/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://thecommunitycafe.com/http://thecommunitycafe.com/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://www.bestrongfamilies.net/build-protective%20factors/parent-cafes/http://theworldcafe.com/



Caés are being implemened across he counry

in communiy ceners, schools, early care and

educaion programs, and oher setings whereparens and caregivers gaher. For example:

• Firs Five o Alameda Couny, CA, parnerswih Oakland Parens Togeher o bring

paren caés o public schools in Oakland.

Wach hree parens share heir sories o

paricipaing in hese paren caés a htp://

www.youube.com/user/OakParensTogeher.

• In Wisconsin, Waukesha Couny’s Deparmen

o Healh and Human Services sponsorsparen caés ha bring ogeher oser parens,

biological parens wih open child welare

cases, and Head Sar parens o paricipae

in caé conversaions abou he proecive

acors. Building on he success o hese

effors, hree addiional Wisconsin counies

began implemening paren caés in 2013.

• Communiy caés are being implemened incommuniies hroughou Alaska wih suppor

rom he Alaska Children’s Trus Fund. Wacha video ha describes he process and shows

scenes rom several caés a htp://www.

calliance.org/alaskavideo.hm.

• A number o Saes have used he caé processo engage a broad range o paren leaders who

have been rained as caé hoss bu also manage

and lead he caé process hroughou he Sae.

Srenghening FamiliesSel-Assessmen

The Srenghening Families sel-assessmen is a

simple ool o help programs ideniy pracical

changes ha will enhance heir abiliy o build

proecive acors. I was developed based on a

yearlong sudy o exemplary program pracice

involving nearly 100 programs across he

counry. The sel-assessmen helps programs

ideniy boh heir srenghs and concree,

acionable areas where hey can improveheir pracice. An online version o he sel-

assessmen allows programs o rack which

iems hey have compleed, where heir program

srenghs and areas o ocus are, and wha

acion plans are in process.

The sel-assessmen is designed o be compleed

by a eam ha includes a leas one paren, one

saff member, and he program direcor. When

eam members complee he sel-assessmen on

heir own and bring i o a meeing, differences

in perspecive are revealed ha can poin he

way o small bu significan changes.

Programs have used he sel-assessmen in a

variey o ways. For example:

• In one early care and educaion program, hedirecor was surprised o learn hrough he

sel-assessmen process ha parens and saff

members were no aware ha she had many

maerials available o share abou parening

and child developmen. In response, a brochure

rack was placed in a common area, socked

wih resources ha had previously been in a

file cabine in he direcor’s office. The maerials

increased parens’ knowledge o parening and

child developmen and even became a caalys

or parens o connec wih one anoher around

common concerns, such as oddler anrums.

• In several Saes, groups o early care andeducaion cener direcors have come ogehero complee one secion o he sel-assessmen

a a ime and discuss he srenghs and areas

or improvemen hey idenified. Meeing

regularly over ime, hey became a learning

communiy, sharing heir experiences

implemening changes in heir programs and

supporing each oher in coninuing he work.

http://www.youtube.com/user/OakParentsTogetherhttp://www.youtube.com/user/OakParentsTogetherhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.ctfalliance.org/alaskavideo.htmhttp://www.youtube.com/user/OakParentsTogetherhttp://www.youtube.com/user/OakParentsTogether



CSSP offers our versions o he sel-assessmen,

specific o differen kinds o programs. For more

inormaion, visi htp://www.cssp.org/reorm/srengheningamilies/pracice#program-sel-

assesmens.

FRIENDS ProeciveFacors Survey

The FRIENDS Proecive Facors Survey is a

pre-pos evaluaion ool or use wih caregivers

receiving child malreamen prevenion

services. I is a sel-adminisered survey ha

measures proecive acors in five areas:

amily uncioning/resiliency, social suppor,

concree suppor, nururing and atachmen, and

knowledge o parening/child developmen.

The primary purpose o he Proecive Facors

Survey is o provide eedback o agencies

or coninuous improvemen and evaluaion

purposes. The survey resuls are designed o

help agencies measure changes in proeciveacors and ideniy areas where workers can

ocus on increasing individual amily proecive

acors. For example:

• The Child and Family Services Agency (CFSA),Washingon, DC, is using he Proecive

Facors Survey or ongoing evaluaion and

assessmen wih is paren educaion and

suppor granees. Findings hus ar indicae

an improvemen in amily uncioning,

decreased risk, and increased proeciveacors. CFSA will work wih FRIENDS

o analyze he program survey scores o

deermine wheher program inervenions

were meaningul in achieving posiive

behavior change ha enhances amily

proecive acors.

• Since 2010, New York Sae Family ResourceCeners, suppored hrough he Communiy-

Based Child Abuse Prevenion (CBCAP)program, have adminisered he Proecive

Facors Survey o paricipans beore and

aer receiving services. The survey has

helped o demonsrae saisically significan

improvemens in amily uncioning among

populaions a hisorically greaer risk or

child malreamen, including hose wih low

incomes and less han a high school educaion.

• In Michigan, all direc service grans ha areunded hrough he Children’s Trus Fund(CTF) adminiser he Proecive Facors

Survey o program paricipans. Sysemaic

use o he survey has improved CTF’s abiliy

o assess and repor on paricipan oucomes

rom a diverse array o programs. In he

las reporing period, improvemens

were seen across each subscale, wih he

greaes improvemen in he area o amily

uncioning.

For more inormaion, visi

htp://riendsnrc.org/proecive-acors-survey.

Online Proecive FacorsTraining

Several organizaions have developed raining

ools o suppor implemenaion o a proecive

acors approach. These include he ollowing:

• The FRIENDS Online Learning Cener isa resource designed o mee he demands

o providing high-qualiy, subjec-specific

raining ha is ree o charge or CBCAP Sae

Lead Agencies, heir granees, and ohers. The

Online Learning Cener offers coninuing

educaion and proessional developmen

http://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://friendsnrc.org/protective-factors-surveyhttp://friendsnrc.org/protective-factors-surveyhttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesmentshttp://www.cssp.org/reform/strengtheningfamilies/practice#program-self-assesments



opporuniies ha are available 24 hours a

day, 7 days a week. To learn more, visi

htp://riendsnrcelearning.org/.

• The Naional Alliance o Children’s Trusand Prevenion Funds offers a ree onlinecurriculum. Developed by he Alliance in

parnership wih members o he Alliance’s

Early Childhood Iniiaive and CSSP,

“Bringing he Proecive Facors Framework

o Lie in Your Work—A Resource or Acion”

includes seven 2-hour modules: an overview,

one module or each proecive acor, and a

final “review and reflecion” module.

To learn more, visi htp://learner.calliance.org or conac [email protected].

Proecive FacorsFrameworks or Child WelarePracice

A growing number o child welare jurisdicions

are adoping a proecive acors approach

or child welare pracice. These jurisdicions

are looking a proecive acors no jus asa prevenion sraegy bu as a ramework

or hinking abou how hey can work wih

caregivers in ways ha enhance heir abiliy

o nurure and suppor he well-being o he

children in heir care and reduce he likelihood

o uure malreamen.

For example, Connecicu has adoped aSrenghening Families pracice model or is

child welare services. All amilies ha are par

o he Family Assessmen Response rack (an

alernaive response rack or amilies where

here is no immediae saey hrea) are assessed

no jus or risk bu also or proecive acors.

New raining maerials and guidance have been

developed o suppor caseworkers in applying

a proecive acors approach in key aspecs o

casework pracice.

A char oulining he ways ha oher Saes

are incorporaing proecive acors ino heir

child welare pracice can be ound on he CSSP

Srenghening Families websie a htp://www.

cssp.org/reorm/srengheningamilies/abou/

body/SF_in_CW_2015.pd .

A similar char also is available or child abuse

and neglec prevenion a htp://www.cssp.org/

reorm/srengheningamilies/abou/body/SF_in_CANP_2015.pd .

http://friendsnrcelearning.org/http://learner.ctfalliance.org/http://learner.ctfalliance.org/mailto:info%40ctfalliance.org?subject=http://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CANP_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfhttp://www.cssp.org/reform/strengtheningfamilies/about/body/SF_in_CW_2015.pdfmailto:info%40ctfalliance.org?subject=http://learner.ctfalliance.org/http://learner.ctfalliance.org/http://friendsnrcelearning.org/



Chaper 2: Working Wih FamiliesUsing he Proecive Facors

Nururing and AtachmenJuggling he demands o work, home, and

oher responsibiliies leaves many parens

eeling like hey do no have nearly enough

ime wih heir children. Bu even small acs

o kindness, proecion, and caring—a hug, a

smile, or loving words—make a big difference

o children. Research shows ha babies who

receive affecion and nururing rom heir

parens (a relaional-level proecive acor) have

he bes chance o developing ino children,

eens, and aduls who are happy, healhy, and

possess individual-level proecive acors such

as relaional, sel-regulaion, and problem-solving

skills. Research also shows ha a consisen

relaionship wih caring aduls in he early years

o lie is associaed wih beter grades, healhier

behaviors, more posiive peer ineracions, and an

increased abiliy o cope wih sress laer in lie.

Inan brains develop bes when a ew sable

caregivers work o undersand and mee he

inan’s need or love, affecion, and simulaion.

Conversely, neglecul and abusive parening

can have a negaive effec on brain developmen.

A lack o conac or ineracion wih a caregiver

can change he inan’s body chemisry, resuling

in a reducion in he growh hormones essenial

or brain and hear developmen. Furhermore,

children who lack early emoional atachmenswill have a difficul ime relaing o peers.

As children grow, nururing by parens and oher

caregivers remains imporan or healhy physical

and emoional developmen. Parens nurure heir

older children by making ime o lisen o hem,

being involved and ineresed in he child’s school

and oher aciviies, saying aware o he child or

een’s ineress and riends, and being willing o

advocae or he child when necessary.

How Workers Can Help

• Sugges a amily game nigh! Loan games or

parens o play wih heir children, i possible,and remind hem ha even young children

can play board games on an adul’s “eam.”

• Offer parens maerials or a simple cra hahey can make wih heir child.

• Teach new parens basic inan massage.Encourage parens o make eye conac and

name each body par as hey rub loion on

heir baby.

Words to live by: Srong amilies showhow much hey love each oher.



How Programs Can Help

• Use paren educaion sraegies (workshops,lending libraries) as opporuniies o share

inormaion abou how a srong paren-

child bond enhances brain developmen and

suppors posiive behavior in

young children.

• Share resources available rom your agencyand hroughou he communiy on how

parens can nurure and connec wih heir

children a every age.

• Engage and include all imporan aduls in achild’s lie, including ahers, grandparens,

and exended amily, as par o a child’s

“nururing nework.”• Acknowledge culural differences in how

parens and children show affecion.

• Recognize ha when a child does no showa posiive response o he paren (due o an

emoional, developmenal, or behavioral

disabiliy, or example), he paren may need

addiional suppor.

CBCAP Sae Example: Nebraska Children and Families Foundaion

Nebraska Children and Families Foundaion provides Paren-Child Ineracion Therapy (PCIT)

or children ages 2 o 7, wih a ocus on improving he qualiy o he paren-child relaionship

and changing paren-child ineracion paterns. One primary use is o rea clinically significan

disrupive behaviors. Families demonsraed significan improvemens in nururing and atachmen

and oher proecive acors, including parenal resilience and knowledge o parening and child

developmen.

For more inormaion:

Kahy SokesAssociae Vice Presiden or Child Abuse Prevenion

402.476.7226

[email protected]

htp://www.nebraskachildren.org

mailto:kstokes%40nebraskachildren.org?subject=http://www.nebraskachildren.org/http://www.nebraskachildren.org/mailto:kstokes%40nebraskachildren.org?subject=



Knowledge o Pareningand Child DevelopmenParens who undersand he usual course

o child developmen are more likely o be

able o provide heir children wih respecul

communicaion, consisen rules and

expecaions, developmenally appropriae limis,

and opporuniies ha promoe independence.

Bu no paren can be an exper on all aspecs o

inan, child, and eenage developmen or on he

mos effecive ways o suppor a child a each

sage. When parens are no aware o normaldevelopmenal milesones, inerpre heir child’s

behaviors in a negaive way, or do no know how

o respond o and effecively manage a child’s

behavior, hey can become rusraed and may

resor o harsh discipline.

As children grow, parens need o coninue o

oser heir parening compeencies by learning

abou and responding o children’s emerging

needs. Inormaion abou child developmen

and parening may come rom many sources,including exended amilies, culural pracices,

media, ormal paren educaion classes, or a

posiive school environmen ha suppors

parens. Ineracing wih oher children o

similar ages also helps parens beter undersand

heir own child. Observing oher caregivers who

use posiive echniques or managing children’s

behavior provides an opporuniy or parens o

learn healhy alernaives.

Parening syles need o be adjused or each

child’s unique emperamen and circumsances.

Parens o children wih special needs may

benefi rom addiional coaching and suppor

o reduce rusraion and help hem become he

parens heir children need.


• Encourage parens o see he world rom heirchild’s poin o view. For example, you mighexplore a room ogeher on hands and knees,

o help a paren undersand how o child-

proo or heir oddler.

• Talk wih parens abou wha childrencan ypically do a differen ages. Discuss

any concerns abou wha heir child can or

canno do. Family-riendly inormaion abou

developmenal milesones rom 2 monhs

o 5 years can be ound on he CDC websiea htp://www.cdc.gov/ncbddd/acearly/

milesones/index.hml .

• Encourage parens o join a parening groupor class where hey can share and learn new

parening sraegies.

Words to live by: Being a grea paren ispar naural and par learned.

http://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.htmlhttp://www.cdc.gov/ncbddd/actearly/milestones/index.html




• Offer inormal, daily ineracions beweenparens and program saff, plus coaching rom

saff on specific developmenal challenges

when hey arise (e.g., inconsolable crying,

eaing or sleeping problems, biing, sharing

oys, lying, problems wih peers).

• Educae saff on parening and childdevelopmen so ha hey can play a more

effecive role in coaching parens on hese issues.

• Provide paren-child ineracion rainingopporuniies hrough classes or workshops

ha address opics parens reques or harespond o curren issues.

• Provide observaion opporuniies such asvideo moniors or windows ino classrooms

and oudoor space, where parens can wach

heir child ineracing wih oher children andlearn new echniques by observing saff.

• Give parens opporuniies o paricipaein conversaions wih oher parens abou

heir own experiences as children and how

hey wan o change heir parening.

• Offer a lending library o educaionalmaerials abou parening and child

developmen.

CBCAP Sae Example: PASOs or Parens (Souh Carolina)

PASOs sands or “Perinaal Awareness or Successul Oucomes” in English and ranslaes o “Seps”in Spanish. This communiy-based program serves Laino amilies wih children ages birh o 12, opreven firs incidences o child abuse and neglec by enhancing amily proecive acors. I useshe Group Triple P (Posiive Parening Program) curriculum o provide educaion on amily healhand posiive parening skills, offers individual guidance or paricipans in need o resources, and

parners wih healh-care and social service providers o enhance effeciveness o heir services.

Teams o promoores, or communiy healh workers, are being developed across he Sae ohelp exend he program’s reach. The promoores are Laino parens who have graduaed romhe parening course and have received addiional raining in parening skills and communiyresources o suppor heir peers. These empowered paren leaders reach isolaed members ohe Laino communiy who may be a higher risk o child abuse or neglec and provide urherparening resources o vulnerable amilies. The promoores receive coninuing educaion andsuppor hrough monhly meeings and an annual conerence.

For more inormaion:Julie Smihwick, LMSW

Execuive Direcor803.777.5466 [email protected] htp://www.scpasos.org/

mailto:julie%40scpasos.org?subject=http://www.scpasos.org/http://www.scpasos.org/mailto:julie%40scpasos.org?subject=



Parenal ResilienceParens who can cope wih he sresses o

everyday lie, as well as an occasional crisis,have resilience—he flexibiliy and inner

srengh o bounce back when hings are no

going well. Parens wih resilience also know

how o seek help in imes o rouble. Their abiliy

o deal wih lie’s ups and downs serves as a

model o coping behavior or heir children. This

can help children learn criical sel-regulaion

and problem-solving skills (individual-level

proecive acors).

Muliple lie sressors, such as a amily hisory

o abuse or neglec, physical and menal healh

problems, marial con lic, subsance abuse,

and domesic or communiy violence—and

inancial sressors such as unemploymen,

inancial i nsecuriy, and homelessness—can

reduce a paren’s capaciy o cope eecively

wih he ypical day-o-day sresses o

raising children. Conversely, communiy-

level proecive acors—such as a posiive

communiy environmen and economicopporuniies—enhance parenal resilience.

All parens have inner srenghs or resources

ha can serve as a oundaion or building heir

resilience. These may include aih, flexibiliy,

humor, communicaion skills, problem-solving

skills, muually supporive caring relaionships,

or he abiliy o ideniy and access ouside

resources and services when needed. All o

hese qualiies srenghen heir capaciy oparen effecively, and hey can be nurured

and developed hrough concree skill-building

aciviies or hrough supporive ineracions

wih ohers.

How Workers Can Help• Ask parens o keep a sel-care diary, o help

hem remember o make ime or hemselves

each day.

• Offer o mee parens and children ouside,or ake a walk wih hem on a nice day.

Emphasize he imporance o resh air and

exercise in managing sress.

• Teach parens concree sraegies orrelaxaion. For example, guide hem o akea ew deep breahs and allow heir body o

relax while hinking o a place where hey eel

happy. Le hem know ha hey can do his

any ime hey eel uncomorable or sressed.

Words to live by: Flexibiliy and innersrengh keep amilies srong in imes osress.


• Hire or develop saff who can orm andmainain rusing relaionships wih

amilies, and provide opporuniies or hese

relaionships o flourish.

• Undersand ha menal healh consulansare an inegral par o he saff eam, available

o saff and o parens when addiional

suppor is needed.

• Train saff o observe and assess childrenor early signs o child or amily disress and

respond o children and heir amilies wih

encouragemen and suppor.



• Parner wih resources in he communiy hahelp amilies manage sress and deal wih

crises, including programs ha offer amily-

o-amily help or personalized, susainedsuppor, as well as services such as menal

healh counseling, subsance abuse reamen,

domesic violence programs, and sel-help

suppor groups.

• Provide resources o help parens undersandhe causes o sress and how i affecs healh,

relaionships, and amily lie.

• Teach parens concree skills o prevensress, such as planning and goal seting,

anicipaing difficulies, problem-solving,

communicaion, and sel-care.• Link parens wih resources or sress

managemen, such as exercise opporuniies,

relaxaion echniques, and venues or

mediaion or prayer.

CBCAP Sae Example: Paren o Paren o Pennsylvania

The mission o Paren o Paren o Pennsylvania (P2P o PA) is o link amilies o children andaduls wih disabiliies or special needs o voluneer peer supporers over he phone or purposeso suppor and inormaion. P2P o PA helps srenghen parens’ capaciy o cope effecively wihhe day-o-day sresses o raising children wih disabiliies or special needs. Uilizing an exensivemenor base o more han 1,700 peer supporers, P2P o PA maches amilies based upon hephysical disabiliies, developmenal disabiliies, special healh-care needs, and behavioral/menalhealh concerns o heir children. P2P o PA also helps parens and amily members locae a supporgroup ha mees heir needs and provides echnical assisance o grassroos groups ha are

ineresed in saring a suppor group where none exis.For more inormaion:Fiona ParickProgram Direcor1.888.727.2706htp://www.parentoparen.org/

http://www.parenttoparent.org/http://www.parenttoparent.org/



Social ConnecionsParens wih a nework o emoionally

supporive riends, amily, and neighbors oenfind ha i is easier o care or heir children

and hemselves. Mos parens need people

hey can call on once in a while when hey

need a sympaheic lisener, advice, or concree

suppor such as ransporaion or occasional

child care. In oher words, a posiive communiy

environmen—and he paren’s abiliy o

paricipae effecively in his or her communiy—

is an imporan proecive acor. On he oher

hand, research has shown ha parens who areisolaed and have ew social connecions are a

higher risk or child abuse and neglec.

Social connecions suppor children in muliple

ways. A paren’s posiive relaionships give

children access o oher caring aduls, a

relaionship-level proecive acor ha may

include exended amily members, menors,

or oher members o he amily’s communiy.

Parens’ social ineracions also model imporan

relaional skills or children and increase he

likelihood ha children will benefi rom

involvemen in posiive aciviies (individual-

level acors). As children grow older, posiive

riendships and suppor rom peers provide

anoher imporan source o social connecion.

Being new o a communiy, recenly divorced,

or a firs-ime paren makes a suppor nework

even more imporan. I may require exra effor

or hese amilies o build he new relaionshipshey need. Some parens may need o develop

sel-confidence and social skills o expand

heir social neworks. In he meanime, social

connecions also can come rom oher caring

aduls such as service providers, eachers, or

advocaes. Helping parens ideniy resources

and/or providing opporuniies or hem o

make connecions wihin heir neighborhoods

or communiies may encourage isolaed parens

o reach ou. Oen, opporuniies exis wihin

aih-based organizaions, schools, hospials,communiy ceners, and oher places where

suppor groups or social groups mee.

How Workers Can Help*

*Some aciviies adaped rom he Cener or he Sudy o SocialPolicy’s Srenghening Families Proecive Facors Acion Shees: htp://www.cssp.org/reorm/srengheningamilies/abou/proecive-acors-ramework.

• Work wih parens o develop an EcoMapshowing he people and insiuions ha are

sources o suppor in heir lives.

• Role play wih parens o help hem praciceapproaching anoher paren wih whom heywould like o be riends. Choose a realisic

scenario, such as a a school even, on he

playground, or in a place o worship.

• Plan a group class or ge ogeher and invieall o he amilies you work wih o he even.

Words to live by: Connecing wih riends

builds a srong suppor sysem.

http://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-framework




• Se aside a welcoming space or parens omingle and alk. Provide coffee, snacks, or

oher “perks.”

• Creae opporuniies or parens o plan socialevens ha reflec heir ineress or culure.

• Use regular poluck dinners wih parensand children o reach ou o new parens and

oser new riendships.

• Sponsor spors and oudoor aciviies orparens, including ahers.

• Provide classes and workshops on parening,cooking, healh, and oher opics o ineres.

• Creae special oureach aciviies or ahers,

grandparens, and oher exended amilymembers.

• Offer parens who seem ineresed specificsuggesions, inormaion, or services o

help hem make social connecions.

• Offer resources o help parens overcomeransporaion, child care, and oher barriers

o paricipaing in social aciviies.

CBCAP Sae Example: Family Hui Hawaii

Family Hui Hawaii (FHH) coordinaes peer-o-peer suppor hui (groups) or amilies based on he

age o heir children (birh o 5 years) and neighborhood. FHH offers amilies a sae place o build

relaionships hrough 12 weeks o discussions using a research-based curriculum o parening

sraegies and early childhood developmen knowledge.

The peer-led ramework builds communiy and hope by eaching posiive parening principles ha

empower parens and promoe healhy child developmen hrough adolescence. I also provides social

suppor o reduce isolaion and parenal depression.

The impac o FHH is eviden in he commimen o is members o give back o he program. Many

paricipans in a group have agreed o lead anoher hui aer heirs has concluded. Oher groups

coninue o mee long aer he 12-week program—some or more han 15 years. Recenly FHH has

expanded o Caliornia, Norh Carolina, and Virginia hrough he effors o ormer hui members

who moved away rom Hawaii and waned o posiively impac heir new communiies. Family Hui’s

program has exised or more han 35 years and coninues o reach amilies, one by one, wih is ried

and rue ormula o parenal suppor, encouragemen, and empowermen.

For more inormaion:

Jade Sice FinleyProgram Manager

808.230.7112

[email protected]

htp://amilyhuihawaii.org/

mailto:jade%40familyhuihawaii.org?subject=http://familyhuihawaii.org/http://familyhuihawaii.org/mailto:jade%40familyhuihawaii.org?subject=



Concree Supporor FamiliesFamilies whose basic needs (or ood, clohing,

housing, and ransporaion) are me have more

ime and energy o devoe o heir children’s

saey and well-being. When parens do no

have seady financial resources, lack a sable

living siuaion, lack healh insurance, or ace

a amily crisis (such as a naural disaser or

he incarceraion o a paren), heir abiliy o

suppor heir children’s healhy developmen

may be a risk. Families whose economicopporuniies are more limied may need

assisance connecing o social service suppors

such as housing, alcohol and drug reamen,

domesic violence counseling, or public benefis.

Parnering wih parens o ideniy and access

resources in he communiy may help preven

he sress ha someimes precipiaes child

malreamen. Offering concree suppors also

may help preven he uninended neglec ha

someimes occurs when parens are unable oprovide or heir children.

When needed services do no exis in your

communiy, work wih paren-advocaes and

communiy leaders o help esablish hem.

Parens who go public wih heir need usually

find ha hey are no alone. The ac ha

a paren is willing o publicize a cause may

mobilize he communiy. Parens who are new

o advocacy may need help connecing wih he

media, businesses, unding, and oher pars o

he communiy o have heir needs heard and

ideniy soluions.


• Teach amilies abou calling “2-1-1” (i availablein your communiy) o find resources o

mee a specific need or learn more abou

organizaions ha suppor amilies in heir

communiy.

• Suppor parens in learning how o navigaeservice sysems, ask or help, and advocae or

hemselves o receive needed suppor.

• Encourage amilies o organize a clohingswap or babysiting co-op in heirneighborhood.

Words to live by: Srong amilies ask orhelp when hey need i.




• Connec parens o economic resources suchas job raining and social services.

• Serve as an access poin or healh care, childcare subsidies, and oher benefis.

• Provide or immediae needs hrough aclose wih exra winer coas and a direc

connecion o a ood panry; aciliae help

rom oher parens when appropriae.

• Help amilies access crisis services such asa batered women’s sheler, menal healh

services, or subsance abuse counseling

by helping amilies make iniial calls andappoinmens, assising wih ransporaion,

and providing he name o a conac person in

addiion o a phone number.

• Link parens wih service providers who

speak heir language or share a similarbackground, when available.

• Train saff o lisen or amily sress andiniiae posiive conversaions abou amily

needs.

• Le parens know abou all availablecommuniy resources, so hey may selec

wha is mos appropriae or heir needs.

• Develop processes or parens o share

inormaion abou ormal and inormalresources ha hey ind helpul.

CBCAP Sae Example: Oregon’s FamilySuppor and Connecions Program

This CBCAP-unded program serves amilies who are receiving Temporary Assisance or Needy

Families (TANF). Families and service providers work ogeher o ideniy criical needs and creae

soluions o address hem. This includes boh providing inormaion abou communiy resources and

ensuring ha he amilies are capable o accessing hem.

Assisance provided includes he ollowing:

• Paren menoring o develop an oucome-driven, srengh-based amily plan• Crisis services and emergency unds, including provision o household iems ha will enhance

amily sabiliy and ha canno be provided hrough oher resources

• Inormaion and reerral o communiy resources o enhance amily sabiliy, such as housingservices, domesic violence shelers, legal aid, menal healh services, clohing closes, ood panries,

and recreaion opporuniies

• Transporaion o parening classes, suppor groups, and oher services

For more inormaion:Lawrence Piper

Child Care Policy Uni

Oregon Deparmen o Human Services

503.945.6074

[email protected]

htp://www.oregon.gov/dhs/assisance/Pages/sc.aspx

mailto:Lawrence.piper%40state.or.us?subject=http://www.oregon.gov/dhs/assistance/Pages/fsc.aspxhttp://www.oregon.gov/dhs/assistance/Pages/fsc.aspxmailto:Lawrence.piper%40state.or.us?subject=



Social and EmoionalCompeence o ChildrenChildren’s emerging abiliy o orm bonds and

inerac posiively wih ohers, sel-regulae

heir emoions and behavior, communicae heir

eelings, and solve problems effecively has

a posiive impac on heir relaionships wih

heir amily, oher aduls, and peers. (Wihin

he ACYF concepual model, hese are reerred

o as individual-level proecive acors.)

Parens and caregivers grow more responsive o

children’s needs—and less likely o eel sressedor rusraed—as children learn o ell parens

wha hey need and how parenal acions make

hem eel, raher han “acing ou” difficul

eelings.

On he oher hand, children’s challenging

behaviors or delays in social-emoional

developmen creae exra sress or amilies.

Parening is more challenging when children

do no or canno respond posiively o heir

parens’ nururing and affecion. Thesechildren may be a greaer risk or abuse.

Ideniying and working wih children early

o keep heir developmen on rack helps keep

hem sae and helps heir parens aci liae

heir healhy developmen.

How Workers Can Help*

*Some aciviies adaped rom he Cener or he Sudy o SocialPolicy’s Srenghening Families Proecive Facors Acion Shees:htp://www.cssp.org/reorm/srengheningamilies/abou/proecive-acors-ramework.

• Ask parens o share an experience haypically makes heir child sad, rusraed,

or angry. Explore wha he child does when

eeling hose emoions, how he paren

responds, and how he child responds o he

paren. Help parens ideniy opporuniies o

suppor heir child in using words and skills

o cope wih srong emoions.

• Engage parens and children in a game or araciviy ha helps children learn o express

hemselves in ways oher han words.

• Creae a lending library o picure booksabou coping wih differen emoions, or

parens o read wih heir children.


• Use boh srucured curriculum and inormalineracion o each children o share, berespecul o ohers, and express hemselves

hrough language.

• Include discussions abou he imporanceo eelings in programming or children and

parens.

• Creae and pos a char ha describes whichsocial and emoional skills children ypically

do and do no possess a differen ages.

• Provide ar programs ha allow children oexpress hemselves in ways oher han words.

Words to live by: Children ge alongbeter wih ohers when hey have words

o express how hey eel.

http://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-frameworkhttp://www.cssp.org/reform/strengtheningfamilies/about/protective-factors-framework



• Foser ongoing engagemen andcommunicaion wih parens abou heir

children’s social and emoional developmen

and he acions he program is aking oaciliae i. Children oen ake home wha

hey are learning a school.

• Encourage and provide opporuniies orparens o share resources wih each oher and

exchange ideas abou how hey promoe heir

children’s social and emoional developmen.

• Take imely acion when here is aconcern—his migh include asking anoher

experienced eacher or saff member o help

observe a child, alking wih he paren, orbringing in a consulan.

CBCAP Sae Example: Second Sep (Georgia)

The Second Sep program is a classroom-based curriculum designed o promoe children’s social and

academic success by decreasing problem behaviors, increasing sudens’ school success, and promoing

sel-regulaion. Organized by grade level, he program eaches children o ideniy and undersand

heir own and ohers’ emoions, se and achieve posiive goals, and make beter decisions when hey are

upse. The Second Sep program is appropriae or whole classrooms o children, no jus hose a risk.

Second Sep lessons ocus on building concree skills. They address opics such as skills o

suppor learning, empahy, managemen o srong eelings, and riendship skills. Lessons provide

opporuniies or discussion, modeling, coaching, and role-plays. They can be incorporaed ino

a variey o classes, including healh, science, mah, social sudies, and language ars. Take-homemaerials or parens bolser amily engagemen and suppor and reinorce learning beyond he

school seting.

For more inormaion:

Carole Seele

Direcor, Office o Prevenion and Family Suppor

Georgia Division o Family and Children Services

404.656.2631

[email protected]

htp://dcs.dhs.georgia.gov/office-prevenion-and-amily-suppor

mailto:carole.steele%40dhs.ga.gov?subject=http://dfcs.dhs.georgia.gov/office-prevention-and-family-supporthttp://dfcs.dhs.georgia.gov/office-prevention-and-family-supportmailto:carole.steele%40dhs.ga.gov?subject=



Quesions o Ask o ExploreProecive Facors Wih CaregiversAsking quesions is an imporan par o

parnering wih parens. Parens may eel more

comorable voicing concerns and exploring

soluions when providers ask quesions ha:

• Focus on he parens’ own hopes and goals orheir children.

• Help parens ideniy and build on heircurren srenghs.

• Model nururing behavior byacknowledging rusraions andrecognizing he parens’ eors.

The ollowing are some specific quesions

ha may help providers parner wih amilies

o ideniy srenghs and needs around each

proecive acor.

Using hese quesions, you can help caregivers

ideniy heir own sresses and needs, as well

as he successul coping sraegies hey alreadyuse and heir personal, amily, and communiy

resources. You can hen make reerrals o

essenial services, suppors, and resources

ha will eel mos relevan and helpul. Some

parens migh need addiional suppor in

ideniying heir needs, addressing heir eelings

abou asking or help, navigaing eligibiliy

requiremens, or overcoming oher barriers

(such as ransporaion or child care).

Nururing and Atachmen

• When you spend ime wih your child, whado you like o do ogeher?

• How do you engage your child duringeveryday aciviies (e.g., diapering, meals,

driving in he car)?

• Wha happens when your child [cries or along ime, has a anrum, skips school]?

• How do you le your child know ha you lovehim or her?

• Wha do you do when your child doessomehing grea?

Knowledge o Parening andChild Developmen

• Wha do you like abou your child?

• Wha are some o he hings you findchallenging as a paren?

• Why do you hink your child [cries, easslowly, says “no” breaks rules]?

• How have you le your child know wha youexpec?

• How have you seen oher parens handle his?Wha would your parens have done in his

siuaion?

• How do you hink your child compares ooher children his/her age?



Parenal Resilience

• Wha do you do o ake care o yoursel andgaher srengh?

• Wha kinds o rusraions or worries do youdeal wih hroughou he day? How do you

solve hese problems as hey come up?

• How are you able o mee your children’sneeds when you are dealing wih sress?

• How do you and your spouse or parnersuppor each oher in imes o sress?

• Wha are your dreams and goals or yourseland your amily? Wha seps are you aking

oward hose goals?

Social Connecions

• Do you have amily members or riendsnearby who help ou once in a while?

• Do you find i easy or challenging o makeriends?

• Would you be ineresed in meeing oher

parens who also [have a new baby, have aeenager, like o cook, sing in a choir]?

• Wha kind o suppor would you need in ordero be able o ge ou or an evening?

Concree Suppor or Families

• Wha do you need o be able o [say in yourhouse, keep your job, pay your heaing bill]?

• How have you handled his problem so ar? Isi working? Why or why no?

• Are here communiy groups or oher localservices ha migh be able o help?

• Did you know ha [local program] provides[ree job raining, meals on weekends, low-

cos childcare, ec.]?

• Wha kind o help do you need o ge o heseservices?

Social and EmoionalCompeence o Children

• Wha happens when here is a conflic in yourhouse?

• Are your child’s emoions ever hard or you odeal wih?

• Wha kinds o hings help your child calmdown when he or she is upse?

• How do you alk o your child abou eelings?• How does your child ge along wih riends?



Proecive Facorsin PraciceThe ollowing scenarios illusrae how muliple

proecive acors suppor and srenghen

amilies who are experiencing sress. These

vignetes may be used during raining or new

amily suppor workers, as a learning ool

when working one-on-one wih parens, or o

simulae discussion a a Paren Caé.

Scenario 1

Lina, age 25, and her 3-year-old son, Diego, moved rom Bogoá, Colombia, oVirginia 1 year ago o be wih her older siser and her amily. Lina is happy o be

wih her older siser bu misses her parens, who are sill in Colombia. Alhough

Lina is able o speak English, she is experiencing some culure shock in her new

environmen. Lina is working in her siser’s hair salon.

Lina’s siser recenly helped her enroll Diego in Head Sar. He is verbal and very

energeic; however, his behavior is someimes aggressive, and he occasionally

pushes oher children. He has a hard ime finishing any classroom aciviy. When

his eacher ries o alk o him abou his behavior, he shrugs and ducks his head,

oen appearing sarled or araid. His eacher learned rom he Head Sar amily

advocae ha Lina has recenly sared seeing a new boyriend. Because he amilyadvocae has a good relaionship wih he amily, i was decided o schedule a

amily eam meeing o discuss Diego’s behavior and offer suppor o Lina.

Consider he degree o which each proecive facor is presen a he end of he

scenario.

• Nururing and atachmen• Knowledge o parening and child developmen• Parenal resilience

• Social connecions• Concree suppor or amilies• Social and emoional compeence o childrenWha oher kinds of suppor migh help srenghen his family?



Scenario 2

Seven, a 30-year-old aher, is raising his wo children alone aer losing his

wie in a ragic car acciden 6 monhs ago. Seven and his children—Dana, age 8,

and Johnny, age 10—have suffered emoionally over his loss. Seven is also

sruggling wih he pracical ask o geting himsel o work and he children o

school on ime during he week, alhough amily and riends are assising wih

he children on weekends.

Dana and Johnny are having increasing difficulies a home and in school. Dana

is no eaing well and wans o be le alone mos o he ime. Johnny is geting in

fighs wih he children in his class. Seven, along wih his siser Renee, recenly

me wih he school counselor and eachers o discuss he children’s siuaion.

School officials are aware o he children’s recen loss o heir moher and have

suggesed ha he amily receive bereavemen counseling and ar herapy o

help hem hrough his raumaic ime. Renee has agreed o help Seven wih he

children in he evenings.

Consider he degree o which each proecive facor is presen a he end of he

scenario.

• Nururing and atachmen• Knowledge o parening and child developmen• Parenal resilience• Social connecions• Concree suppor or amilies• Social and emoional compeence o children

Wha oher kinds of suppor migh help srenghen his family?



Chaper 3: Using Proecive Facors as aFramework or Your Communiy Parnership

Working Successully Wih Communiy ParnersEveryone has somehing o conribue o a

amily srenghening effor. All secors o he

communiy need o be aware o he imporance

o he proecive acors and undersand how

everyone can play a role in building hese acors

o suppor amilies and children. Working wih

any one o he groups lised below can be a

grea way o engage and suppor more amilies.

However, he more groups ha you involve, hemore people you will reach and he sronger

your communiy parnership will be. When all

members o he communiy work ogeher as a

whole, amilies eel suppored and are beter able

o nurure and care or heir children.

Embrace Diversiy

Every communiy group has unique belies,

ineress, and approaches o supporing amiliesand children. Parnering wih communiy

members o diverse racial and ehnic backgrounds,

liesyles, and values will require an organizaional

invesmen in addressing differences in posiive

and producive ways. Consider he ollowing ips:

• Make your communiy group welcoming oall by making meeing imes and locaions

flexible and accessible o all. Insis on

diversiy in leadership.

• Seek o undersand he belies, values,ineress, and concerns o each group wih

whom you wish o parner. Wha are heir

mission and goals, and how will a amily

srenghening effor urher hose goals?

• Differen culures define he concep o“amily” in very differen ways. Learn abou

how he differen groups in your communiy

define amily, and respec he definiion o

each amily, Tribe, or ehnic group.

• Beginning a meeing or workshop wih ademonsraion o spiriualiy drawn rom

one o he culural groups represened

can prepare paricipans emoionally and

menally or he aciviies o he day, as well

as acknowledge he srengh o ha culure

o he enire group.

• Programs ha inroduce radiional child-rearing pracices rom various culures,

such as cerain Naive American Tribes or

immigran groups, may help young parens

raise heir children in a posiive and culurally

knowledgeable manner.

Suggesions orCommuniy Evens

Offer raining or workshops abou he

proecive acors o various groups. General

alking poins can be ound in he Media

Toolki (htps://www.childwelare.gov/opics/

prevening/prevenionmonh/media-oolki/ );

be sure o cusomize your presenaion o your

audience. End by inviing paricipaion on

your communiy amily srenghening council.Audiences migh include he ollowing:

• Judges and oher cour personnel involvedin making bes-ineress deerminaions

or children

• Child care cener saff or parens• Employees o a large local business

https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/https://www.childwelfare.gov/topics/preventing/preventionmonth/media-toolkit/



• Paren-eacher organizaions (e.g., PTAs),Mohers o Preschoolers (MOPS) groups, or

oher paren groups

Congregaions or ineraih groups••

Local physicians, perhaps hrough “grand

rounds” a local hospials

Sponsor communiy evens ha suppor amilies

and include a broad represenaion o your amily

srenghening parnerships. Examples:

• “Parens’ Day” ocused on he proecive acors. Find ools and resources rom a successul

paren-led even in Alaska a htp://dhss.alaska.

gov/ocs/Documens/amilies/documens/AK_ParenEvenToolki.pd .

• Town hall meeing. Invie local legislaors,paren leaders, and oher communiy leaders

o discuss issues affecing local amilies.

• Healh air. Bring ogeher local clinics andproviders o offer ree screenings, as well as

social service organizaions who can alk

abou low-income healh insurance opions.

• Human services air. Invie parner organizaionso presen on opics ha help parens meeheir amilies’ needs, such as finding adequae

medical care, sae and affordable child care, and

subsance abuse reamen.

• Job air. Invie local businesses o atend andmee wih prospecive candidaes, as well as

nonprofi organizaions ha can provide help

wih child care, inerview clohing or ips,

ransporaion, and oher job-relaed needs.

• Ehnic sree airs. These evens offer amiliesa way o enjoy heir culural heriage in he

company o ohers. Communiy organizaions

can provide prevenion inormaion and

educaional maerials a boohs and hrough

amily-riendly aciviies such as paren-child

cra aciviies and puppe shows.

Essenials or Childhood: Creaing Sae, Sable, and Nururing Relaionships andEnvironmens or all Children

As a complemenary proecive acors ramework, CDC’s Essenials or Childhood provides a sep-by-sep approach ha communiy parnerships can ake o suppor amilies and preven childmalreamen. I includes our goals:

1. Raise awareness and commimen o promoeand preven child malreamen. The firs sepsinclude esablishing a vision or children andamilies, raising awareness, and building acommuniy parnership unied behind he vision.

2. Creae he conex or healhy children and

amilies hrough norms change and programs. Promoe a communiy norm o sharedresponsibiliy or child well-being, as well asposiive communiy norms abou accepableparening behaviors. Implemen evidence-based programs or parens and caregivers.

3. Use daa o inorm acions. Gaher andsynhesize relevan communiy daa, ideniyand fill criical daa gaps, and use he daa osuppor urher acion seps.

4. Creae he conex or healhy children andamilies hrough policies. Ideniy policies ha

may improve he lives o children and amiliesin your communiy, and provide communiyleaders and decision-makers wih inormaionabou he benefis o evidence-based sraegies.

Inormaion abou he ramework is available ahtp://www.cdc.gov/violenceprevenion/childmalreamen/essenials/.

http://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://www.cdc.gov/violenceprevention/childmaltreatment/essentials/http://www.cdc.gov/violenceprevention/childmaltreatment/essentials/http://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdfhttp://dhss.alaska.gov/ocs/Documents/families/documents/AK_ParentEventToolkit.pdf

8/18/2019 Federal c

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Transcript of Federal child abuse prevention guide: