Super Dads Super Kids · PDF fileSuper Dads Super Kids 5 Facilitator’s Manual...
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SuperDadsSuperKidsAnInteractiveActivityProgramforDadsandTheChildrenTheyAreRaising
©2009
TheFatherInvolvementInitiative–OntarioNetwork(FII‐ON)
www.cfii.ca
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TableofContents
LetterfromtheAuthor 3Introduction 4ResponsibleFatherInvolvement 4FacilitationTips 5
1–TheRoleofaSuperDad 6GoalsoftheSession 6Agenda 6MaterialsNeeded 6DescriptionofActivity 7Discussioncontent 7Descriptionofreconnectactivity 8
2–WatchMeGrow!ChildDevelopment 9Goalsofthesession 9Agenda 9MaterialsNeeded: 9Descriptionofactivity: 10Discussioncontent 10Descriptionofreconnectactivity 14
3–Communication 15Goalsofthesession 15Agenda 15Materialsneeded 15Descriptionofactivity 16Discussioncontent 16Descriptionofreconnectactivity 18
4–EmotionsandEmotionalHealth 19Goalsofthesession 19Agenda 19Materialsneeded 20Descriptionofactivity 20Discussioncontent 20Descriptionofreconnectactivity 22
5–DisciplineandSettingLimits 23Goalsofthesession 23Agenda 23Materialsneeded 23Descriptionofactivity 25Discussioncontent 25Descriptionofreconnectactivity 27
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6–PhysicalHealthActivity&Nutrition 28Goalsofthesession 28Agenda 28Materialsneeded 29Descriptionofactivity 29Discussioncontent 29DescriptionofReconnectActivity 33
7–PhysicalHealth–InjuryPrevention 34Goalsofthesession 34Agenda 34Materialsneeded 35Descriptionofactivity 35Discussioncontent 35DescriptionofReconnectActivity 38
8–Family/Life/WorkBalance 39Goalsofthesession 39Agenda 39Materialsneeded 39Descriptionofactivity 40Discussioncontent 40DescriptionofReconnectActivity 43
Resources 44Handouts 45
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LetterfromtheAuthor
Ihaveacorebeliefthatwhendadsaremoreinvolved,greatthingshappenforkids,forfamilies,andforoursociety.Auniquerolethatfathersplayisinthe“activation”oftheirchildren.Whenmomwalksuptoherbaby,thatchild’sphysiologicalreactionistorelaxandgetreadytobecaredfor.Whendadwalksuptohisbaby,thatchild’sphysiologicalreactionistogetexcitedandreadyforaction.Bothareveryimportant.Anditisthechild’sreactiontothefatherthatSuperDadsSuperKidsisdesignedtobuildon.Fathersactivatetheirchildrenemotionally,physically,andcognitively.Andfathersenjoythis;theyenjoybeingactivewiththeirchildren.Theyenjoybeingpartofdecisionmaking,ofleadingtheirchildren,andofinteractingwiththem.SoasyoujourneythroughSuperDadsSuperKids,payattentiontohowdadsandkidsinteractwitheachother.Usethisasanopportunitytoallowfatherstobeactivewiththeirkidsandtosupportfathersintheirdesirestobemoreactivewiththeirchildren.
Iamdeeplyindebtedtothefollowingfortheiruniquecontributionandsteadfastcommitmenttofathersinourcommunities:
• TheLAMPCommunityHealthCentre/OntarioEarlyYearsCentre(Etobicoke‐Lakeshore)
• ChildDevelopmentResourceConnectionPeel–OntarioEarlyYearsCentre(BramptonWest–MississaugaOntario)
• ThePublicHealthAgencyofCanada
• HenryAlves(www.alvesdesign.ca)andMagnus Hjerpe
• andespeciallythemanydadsandkidswhogaveideasandfeedbackasthisprogramdeveloped
Itistrulyaprivilegetobepartofdevelopingprogramsforfathers.MayfathersandfamiliesbestrengthenedasweallworktogethertoraiseSuperKids.
BrianRussell
Toronto,ON,Canada2009
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Introduction SuperKids...theycomefromSuperDads.Thoughitwouldbeniceifchildrenwereabletogrowontheirownanddevelopintomatureadultswhocontributetothisworld,ittakesalotofsweatandeffortforthistohappen.Goodkidsdon’tjusthappen...theyarenurturedbycaring,involved,andresponsibleadults.Andforthe8sessionsofSuperDadsSuperKids,thefocusisonresponsiblefathers–menwhomakeaconsciouschoicetobethesolidrolemodelskidsarelongingforandneedtoday.
ResponsibleFatherInvolvement Butwhatdowemeanby“responsiblefatherinvolvement”?Itmeansmorethanjusthavingamalepresenceinthefamily.Responsiblefatherinvolvementspeakstoamanwhochoosestoshowhischildcloseness,tosharehisideasinparenting,tobepartofmakingdecisions,toattendactivities,toshowwarmthandinteraction,tousehishumourgraciously,tomodelpurposefulproblemsolving,andtotakepartinroughandtumbleplay.Thesearethekindsofthingsthatmakethebiggestdifferenceforchildren.Whenafathermakestheconsciousefforttodeepenhisrelationshipwithhischildrenlotsofamazingthingshappen.Researchisshowingthatresponsiblefatherinvolvementgiveschildrenmorehopeintheirlives,theyaremorelikelytobeconfidentleaders,theirrisk‐takingandrisk‐managementincreases,theyshowmorepro‐socialbehaviour,anddisplayagreaterabilitytoregulatetheiremotionsandbehaviour(self‐regulation).Further,thesechildrentendtobemoreemotionallystable,experiencedepressionandanxietyless,andtobemoreactive. SuperDadsSuperKids(SDSK)takesapositionthatwhendadsandkidsareputtogether,goodthingshappen.Andinthespiritofmodelinggoodcommunication,interaction,andtrust,SDSKwasdevelopedwithcontinuousinputfromdadsandkids.Throughsurveys,brainstorms,anddiscussions(ingroupsandthroughemail)itwasdadsandkidswhodecidedthetopicsthatareintheprogram,theactivitiestheywoulddotogether,andeventhename.ThemaingoalofSDSKistodeepentheconnectionandattachmentbetweenafatherandhischild(ren).ThestatementthatsummarizeswhatSDSKisaboutis:Deepconnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhos/heis.Astheprocessevolves,somevitalaspectsareaddressed.Communication,childdevelopment,anddisciplineweretheclearfirstchoicesofthedads.Othertopics,likehealthandsafety,familybalance,andunderstandingemotionswerealsodeemedimportantforthedadstolearnmoreabout.Thisisaprogramwecansaywasdesignedbydadsandkidsfordadsandkids.Itdoesn’tmakesensetohaveitanyotherway.
DeepConnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhotheyare.
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FacilitationTipsSoasyoufacilitatedadsandkidsthroughthese8sessions,herearesometips:
1) thebasicflowoftheprogramisasfollows:arrivalandsettlingin ‐15minutesactivity ‐30minutesdiscussion ‐30–45minutesreconnection ‐15minutes
2) feelfreetousedifferentactivitiesfordadsandkidstodotogether.Besensitivetotheneedsofyourfamiliesandprovidethemwithexperiencesthataremeaningful.Thegoaloftheactivitiesistogetdaddoingsomethingwithhischild.Someoftheactivitieshaveintentionalteachingmoments(likeconnectingthedotsinsession1andcelerydrawingupcolouredwaterinsession6).Wheneverpossible,chooseactivitiesthatcanhelpconnectwiththeintentionofthesession.
3) wheneverpossible,havethediscussioncomponentinadifferentroom,awayfromthekids.Havingthekidsrunningaroundwhilethedadsaretryingtotalkisverydistracting.
4) letthedadsspeak.Itmaytakeasessionortwo(ormore),butthemoreweallowthedadstotalkandbeseenastheexperts,themoretheywillgetoutofthis.
5) usethe“takehomediscussions”carefully.Researchisshowingthatthemosteffectiveparentingprogramsareoneswhichallowaparenttopracticewhatistaught.The“takehomediscussions”aresimpleandshouldtakenomorethat5minutesatsomepointbetweensessions.Encouragethedadstocompletetheseexercises.Itisonewaytogetthemostoutofthediscussions.
6) havingqualitychildcareisimportant.Dadswillfeelmorefreetoopenupiftheyknowtheirchildrenarewelllookedafter.However,ifthereisachildwhoisreallystrugglingwithdadnotbeingaround,encouragethedadtogotohischildwhenhethinksnecessary.Andifdadseemstobewaitingtoolong,offersomeguidancebysuggestingthechildhasbeenupsetforalongtimeandprobablyneedsdad.Encouragedadthatyoucancatchhimupontheinformationatsomeothertime.
7) haveenoughhandoutstobeabletogivetodadswhomaybeintheprogrambutwhochoosenottocometothediscussiontime.
8) continuetoremindthedadsoftheintentionoftheprogram:Deepconnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhotheyare.
Andfinally,havefunyourself.Enjoythisjourneywiththedadsandthekids.Usethisprogramwithflexibility.Addyourownideas.Makeitfityourfamilies.Youwillfindthatsupportingsuperdadsastheyraisesuperkidswillbeoneofthemostrewardingexperiencesforyou.
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1–TheRoleofaSuperDad Mostdadsdon’tthinkofthemselvesasheroes.Mostdadsjustgoabouttheirbusinessofbeingadadwithoutlookingforrewardsorappreciationoraffirmationthattheyaremakingadifference.Mostdadsaresimplyfocusedontheirchildren–whatisbestforthem,providingthemwithopportunitiestogrowanddevelopintothepeopletheyaremeanttobe.Andwhatcanoftenhappenisthatmanydadsdon’ttaketheopportunity(oraren’tgiventheopportunity)toreflectonthejobtheyaredoing. Thissessionisdesignedtogivedadsachancetoreflectontheuniquevalueoftheirroles.Byhelpingthefathersbecomeintentionalintheirfathering,menoftengainnewunderstandingoftheimportanceoftheirinfluenceinachild’slife.Theycanalsobegivennewwaystoinfluencetheirchildrenmore.
SuperThought:SuperKidscomefromSuperDads.
Webeginwithlookingattheuniquethingsasuperdadbringstohischildren.
GoalsoftheSession• tointroducetheSuperDadsSuperKidsprogram• fordadsandkidstohavefuntogetherwithaconnectthedotactivity• fordadstoconnectwithotherfathers• fordadstodiscussthevalueoftheirroleintheirchildren’slives
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
MaterialsNeeded• connectthedotsactivitysheet• collectionofitemsfordiscussion• handouts
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DescriptionofActivity• CastleConnecttheDots
o printcopiesofthecastleconnectthedotspageo havefatherscompletethesewiththeirchildreno providecrayons,makers,stickers,andothermaterialstodecoratethe
castle
Discussioncontent
1. introductionoftheprogram‐havethedadsintroduceeachothera. namesb. childrenc. onethingthatmakestheirchilda“superkid”
2. giveanoutlineofthe8sessions–writethisonaflipchartorgothroughthetopics
verbally1. TheUniqueRoleoftheSuperDad2. WatchMeGrow–childdevelopment3. ListenUp!–Communication4. UnderstandingourChild’sEmotions5. DisciplineandSettingLimits6. Health&Safety1–PhysicalExerciseandNutrition7. Health&Safety2–InjuryPrevention8. Family&LifeinBalance
3. welcomeactivityandwarmup–10minutes
• putobjectsonatable.Usingtoolsandothereverydayitems,theideaistogetthedadsthinkingabouttheirroleandhowtheyinfluencetheirchildren.Herearesomeideas,butfeelfreetochooseyourownitems:
screwdriver compass pencilstirringspoon hat telephonewirepictureframe liquidpaperoreraser dart
• haveeachdadpickoneandtalkabouthowitrelatestobeingadado whatdoesitsymbolizeo whatdoesitmakeyouthinkabouto whatdoesitsayabouttheroleofthedad
4. whatmychildneeds‐20minutes
a. thisdiscussionisdesignedtogivedadssomeideasaboutoneofthekeystosuccessfulfathering–buildingtrust.Childrenneedsomeonetheycantrust;
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someonewhoisresponsible,consistent,andcaring.
b. usingthehandouttheBuildingBlocksoftrust• Adadwho:
• commits• provides• communicates• cares• guides• inspires
i. revieweachbuildingblockbyhavingadadreadeachdefinition,oneatatime
ii. askforotherthoughtsaboutthemeaningofthesebuildingblocks
iii. havethedadstalkabouthowtheydothesethingswiththeirchildren
iv. askdadswhatotherbuildingblockstheywouldaddtothewall
5. takehomediscussion–5minutes
a. handoutthe“HowamIDoing?”handout‐askthemtocompletethesequestions/statementsbeforenextsession
o onascaleof1–10–howwouldyourchildrateyouonthese?
b. askthedads:
o chooseonethingyouwilldothisweekthatstrengthensoneoftheblockswithyourchild–writeitdown,shareitwiththegroup(ifcomfortabledoingso)
Descriptionofreconnectactivity
1. formacircle
2. chooseastoryforoneofthedadstoreadtothewholegroup
3. taketheSuperDadsSuperKidspledgealtogether:
Iamafather;youaremychild.Thethingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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2–WatchMeGrow!‐ChildDevelopment Kidsgothroughannumberofstagesandchangesastheygrow.Thoughwedon’tnecessarilyknowhowthishappens,wedoknowmuchaboutwhatachildneedsinorderfordevelopmenttohappenwell.Dadinfluenceshischild’sdevelopmentinmanywaysanditisvaluableforhimtoexplorethedifferentaspectsofdevelopment–cognitive,emotional,andphysicaldevelopment.Bypayingcloseattention,adadcangivebetterguidance,keepachildhealthier,andofferopportunitiestohischildthatareinlinewiththechild’spreferences,strengths,andabilities.
SuperThought:SuperDadspayattentiontothedevelopmentoftheirkids;theywatchthemgrow.
Goalsofthesession• Fordadsandchildrentohavefuntogethermakingabookmark• Fordadstolearnaboutkeyelementsofchilddevelopment• Fordadstoconsiderhowtheirexpectationsimpacttheirchild(ren)
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
MaterialsNeeded:• materialstodecorateabookmark• handouts• evaluations• activitysheetswithideasforeachstage• ifpossible,giveeachdadcopyofDaddy,ComePlayWithMe!,availablefromFII‐ONat
www.cfii.ca(pdfversionisavailableontheSKSDCDandonlineatwww.cfii.ca)
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Descriptionofactivity:• MakingaBookmark
o Havethedadsandchildrenworktogethertocreatetheirownuniquebookmark.Encouragethedadstodothiswiththeirchildren.Somefatherswillstandback
o Providedifferentmaterialsforthemtouse.Forexample: constructionpaper piecesofwool stickers quotesaboutreading(Readingiscool;ReadingisFun;Ireadeveryday;
etc.) markers foamshapes,etc. alsoprovidescissorsandholepunch
o Encouragedadsandkidstobedecoratingthebookmarktogether
Discussioncontent
1. welcomeactivityandwarmup–5minutes
a. goaroundtheroomandhavethedadsintroducethemselves,iftherearenewdadsinthegroup
b. checkinonthebuildingblockeachdadcommittedtoattheendoflastsession
2. Initialexercise:Isitappropriate,whatweareexpectingfromourchildren?
o have20itemsonatrayo askthemtomemorizewhatisonthetraythemo takethetrayawayafter30secondso havethemwritedownorrecalleverythingtheycanremember
ThePoint:itcanbefrustratingorembarrassingwhenweareexpectedtodosomethingthatisoutsideofourabilitieschildrencanfeelthiswaywhenweexpecttoomuchfromthem
Sowewanttolookathowwecanexpectappropriatethingsfromourchildren
haveageneralsenseofchilddevelopment‐whatcanbeexpectedatdifferentages
knowyourchild‐learnaboutthem,theirlikes,dislikes,abilities,etc.
3. Overviewofthe5areasofChildDevelopment–20minutes thegoal‐toknowwhattoexpectfromourchildren thebenefits‐health,communication,discipline,gettinghelpweneed
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forthingsourchildrenarefacing(specialneeds,etc.)
a. WhatisChildDevelopment?Tellthefatherswhatchilddevelopmentisbysummarizingorreadingthefollowingstatement:
Childdevelopmentisaprocesseverychildgoesthrough.Itincludeslearningandmasteringskillslikesitting,walking,talking,skipping,andtyingshoes.Childrenlearntheseskills(developmentalmilestones)duringpredictabletimeperiods.
b. Aquickoverviewofthe5areas:
• brieflydefinethefollowing5areas: CognitiveDevelopmentisthechild'sabilitytolearnandsolve
problems.Forexample,thisincludesatwo‐month‐oldbabylearningtoexploretheenvironmentwithhandsoreyesorafive‐year‐oldlearninghowtodosimplemathproblems.
SocialandEmotionalDevelopmentThisisthechild'sabilitytointeractwithothers,includinghelpingthemselvesandself‐control.Examplesofthistypeofdevelopmentwouldinclude:asix‐week‐oldbabysmiling,aten‐month‐oldbabywavingbye‐bye,orafive‐year‐oldboyknowinghowtotaketurnsingamesatschool.
o learningtoshareo helpingsomeonewhoishurto waitingpatientlyo followingdirectionso dealingwithconflicto enjoyingotherpeopleo showangerinahealthywayo makingfriends
SpeechandLanguageDevelopmentThisisthechild'sabilitytoboth
understandanduselanguage.Forexample,thisincludesa12‐month‐oldbabysayinghisfirstwords,atwo‐year‐oldnamingpartsofherbody,orafive‐year‐oldlearningtosay"feet"insteadof"foots".
FineMotorSkillDevelopmentThisisthechild'sabilitytousesmallmuscles,specificallytheirhandsandfingers,topickupsmallobjects,holdaspoon,turnpagesinabook,oruseacrayontodraw.
GrossMotorSkillDevelopmentThisisthechild'sabilitytouselargemuscles.Forexample,asix‐month‐oldbabylearnshowtositupwithsomesupport,a12‐month‐oldbabylearnstopulluptoastandholdingontofurniture,andafive‐year‐oldlearnstoskip.
o physicalo coordination
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o enduranceo physicalcontrol
c. Activity:5minutes
Usingtheabovedefinitions,havethefathersidentifywhichdevelopmentaltaskthefollowingabilitiesfallunder:(youdon’tneedtodoalloftheseandyoucanaddyourown.Theideaistogetthefatherstoidentifyabilitiesineachcategory.)Fatherscanfillinthesheet“WatchMeGrow”astheseabilitiesarebeingcalledout.
• childcanliftheadandchestwhenlyingonstomach–grossmotor
• achildrecognizesabottleorbreast–cognitive• aninfantimitatesgestures–social/emotional• achildlooksinthedirectionofapersontalking–language• achildtakes2‐3stepswithoutfalling–grossmotor• achildholdsapencil–finemotor• achildcompletesapuzzle–cognitive,finemotor• achildpaysattentiontoaconversation‐language• achildrecognizeshis/herreflectioninamirror–
social/emotional• achildusesaspoonwithoutspilling–finemotor• achildrunsdownthesidewalk–grossmotor• achildchoosesbetweentwoactivities–cognitive• achildlaughsatjokes–cognitive,emotional• achildhumssimplesongs–language• achildcantellyouwhatdaytomorrowis–cognitive• achildexpressesfeelingsverbally–emotional• achildtakescareofhertoys–social/emotional• achildreadssignstoyou–language• achildwalksalongabalancebeam–grossmotor• achildusesaknifeforspreadingbutter• achilduseswordstoexpressneedsandfeelings–language,
emotional
d. Discussion:
howdoweknowourchildmaybetryingsomethingoutsidetheirabilities?
• lookforideassuchas:
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o tired,grumpy,whiney,stress,noteating,etc.
Teachingpoint–ourchildrengothroughtransitionsintostagesastheydevelopandgrow.Oftenthesetransitionsbringaboutsomeunrestinthechildastheyaretryingtofigureoutthenewthing.Thiscancomewithanyofthe5categories–childrentransitionphysically,intellectually,emotionally.Childrenmayberestless,sleepless,eatless,beabitmoreirritable.Anditoftenhappensaroundevery6months.Justaheadsup!
• whatmychildcanandcannotdo–
o thisishomework–thinkaboutit–fillin“Thisismychild”.• knowyourchild–becometheirstudent–strengths,
abilities,likes,dislikes
4. Valueofplay–15minutes(takenfromDaddy,ComePlaywithMe!)
a. Brainstorm:
• howdoesplaybenefitachildandafather?
Usethesethoughtsbelowtoguidethediscussion• exploreandunderstandtheirenvironment‐itisimportantfor
childrentolearnabouttheworldaroundthem• developtheirbrains‐achild’sabilitytothinkisdevelopedby
opportunitiestomakedecisions,problemsolve,usetheirsenses,andseetheresultsoftheirchoices
• learnwhattheycandowiththeirbodies‐theylearnabouthand‐eyecoordination,balance,strength,andagility
• learnandpractisenewskills‐playhelpschildrendevelopskillssuchaspayingattentionandplanningahead.
• developsocialskills‐childrenlearntogetalongwithpeoplebyplayingwithsiblings,parents,andotherpeople
• learnaboutlife‐throughplaychildrenexperiencesharing,gettingalongwithothers,planningahead,beingcreative,listeningtoother’sviews.Theseareallskillsthatadultsneedtouseeveryday,too.
• haveagoodtime‐bybeingspontaneousandhavingfun,childrenlearnhowtoenjoylife,evenwhensometaskscanbetediousandtough
b. Discussion:‐5minutes
• Howdoweplaywell?–brainstormwaysweplaywellwithchildren
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followthechild’slead keepactive enjoybeingwiththem keepattheirpace giveyourchildtime‐tothink,toplanahead,toact usepraiseandencouragement playwiththem beagoodaudience giveattentiontoquietplay
5. TakeHomeDiscussion:• askthefatherstocomplete“Thisismychild”handout• havedadscommittoonethingtheywillintentionallydoinplaywiththeir
child
Descriptionofreconnectactivity1. formacircle
2. chooseastoryforoneofthedadstoreadtothewholegroup
3. taketheSuperDadsSuperKidspledgealtogether:
Iamafather;youaremychild.Thethingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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3–Communication We’veallbeenthere–ourchildcomestotellussomethingandbeforeweknowittheyarecrying,frustrated,orlookingatuslikewehavenoideaaboutlife.Westarebackatthemrealizingthatwehavejustmissedwhattheyhavebeentryingtotellus.Toobusy,toodistracted,ortoodisinterested,wegoaboutourownthingandhaveignoredtheirattemptsatcommunication.Childrenareconstantlycommunicatingwithusanduswiththem.Evenwhenthereissilence,wearecommunicating.Evenwhenweignorethem,wearetellingthemsomething. Break‐downsincommunicationwithchildrenareoneofthebiggeststumblingblocksinourrelationshipwiththem.Misunderstandings,assumptions,andmakinghastyjudgmentsgetinthewayofourabilitytounderstandourchildren.Butwhenwelistencarefully,clarifywhatourchildrenhavesaid,andseektounderstandbeforewemakeajudgment,ourchildrenlearntotrustus–thatwehavetheirbestinterestatheart.Andtheylearntocommunicatebecauseoftheinfluenceoftheir“superdad”.
SuperThought:SuperDadscommunicateclearly,listenintently,andseektounderstandtheirchildren.
Goalsofthesession• forfatherstoconnectwiththeirchildrenthroughmakingpaperairplanes,doing
puzzles,andplaying• forfatherstoconnectwithotherfathers• forfatherstolearnaboutcommunicationskillstousewiththeirchildren
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
Materialsneeded• handouts• flipcharts• blankpaperforairplanes• puzzles• picturesofchildren• handoutsandpens
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• FAQsheets
Descriptionofactivity• plansforpaperairplanes‐
http://www.funpaperairplanes.com/Plane%20Downloads.html• instructionsfordifferentairplanes• differentcolouredpapertomaketheairplanes• markers,crayons,stickerstodecorateairplanes• puzzles
Discussioncontent1. welcomeactivityandwarmup–5minutes
a. goaroundtheroomandhavedadsintroducethemselves,iftherearenewdadsintheroom
b. havedadssharehowtheyplayedwiththeirchild(ren)andwhattheylearned
2. communicationbrainstorm–5minutes
o ask:whataresomebarrierstocommunicatingwithchildren?• thingslike:time,whereourattentiongoes,somedistractions
o ask:forsomeexamplesofdistractions
o highlightdevelopmentalissues,too–fromprevioussession• age,languageability,etc.
3. howdochildrencommunicate
a. refertotheSuperDadsFAQssheet–reviewsomeofthewayschildrencommunicateaccordingtoagesandstages–5minutes
4. activity:whentheyare...whataretheytryingtotellyou?–15minutes
a. usethe“HowChildrenCommunicate”worksheet
b. askdadstoidentifydifferentreasonsachildmaybedoingthethingslistedonthehandout.Remembertherecouldbemorethanonereasonforthese.Trytoencouragedadstocomeup4‐5reasonsforeach.Therearesomeideaslistedhere:
i. ignoringdad...(engrossedinatask,notrespectingdad,can’thear,dadsaystoomuch)
ii. hittinghersister...(angry,thinksthisishowshegetsherway,controllingasituation,learneditfromTVorfriends,etc.)
iii. yelling...(notgettingenoughattention,notgettinghisway)
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iv. laughing...(somethingisfunny,mockingsomeone)v. thereisablanklineinthetabletoaddotherwaysofcommunicating
thatthedadsmaycomeupwith
c. havethedadscomeupwithhelpfulwaystheycanrespondtotheirchild’scommunication
d. option:thedadscanbesplitintosmallergroupsforthisactivity.Giveeachgrouponeofthescenariostodiscuss.Haveeachgroupreportback.
5. abilitieschildrenneedtolearntocommunicate–5minutes
a. brainstorm‐whathelpsachildlearntocommunicate?i. literacyandreadingii. confidenceandself‐esteem
b. connectthesetolastsession’sdiscussionaboutdevelopmentandbuildingself‐esteem
i. communicatingwellhelpsachilddevelopinmanyways intellectually–theylearntospeak,listen,etc. socially–theylearntoreadcuesfromotherpeople
6. basicstrategies–5minutes
a. askdadsforideasabouthowwecanhelpourchildrencommunicate
o Listencarefullyo Thinkbeforeyouspeako Saveyourraisedvoiceforwhenyoureallyneedito Speakingcalmlyo Speakclearlyo Tellyourchildhowyouarefeelingo Givecleardirectionsandexpectationso Readtoyourchildo Haveyourchildtellyouastory–makeitupo Whenreading,askyourchildtofinishthestoryortoimaginewhat
mighthappennexto Askyourchildtoexplainaboutapicturetheyhavejustdrawno Talktoyourchildaboutthingstheyarelookingato Don’t’jumptoconclusions–findoutwhatmightbegoingon
7. takehomediscussion–5minutes
chooseastrategyandtryit3‐4timesbeforenextsession
wordsofencouragementlist–CharacterBuildingWords–tousetalkingtochildrenthereisspaceforthemtoaddtheirownwords
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Descriptionofreconnectactivityo havea“contest”whereeveryonelinesupandthrowstheirairplaneso ifpossible,haveaprizeforthefarthestthrow,bestdesign,etc.o taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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4–EmotionsandEmotionalHealth
Baddays.Gooddays.Weallhavethem.Itisanormalpartofbeinganadulttoexperiencejoy,sadness,anger,andotheremotions.Andourchildrengothroughthesesameupsanddowns.Emotionsareanormalpartoftheirlives,too.Afunnylookfromafriend,aheatedargumentwiththeirteacher,agoodjokewiththeirsister,oraquietmomentwiththeirdad–allofthesecanhappeninadayandallofthemstirupdifferentemotionsinthem.
Aschildrengrow,itiskeyforthemtolearnto“regulate”theiremotions.Thismeansidentifyingandactingupontheemotionappropriately.Achildwhoregulateshisemotionswellislesslikelytogothroughanxietyanddepressionashegrowsup.
Superdadsarerolemodelsintheirchild’semotionaldevelopment.Childrenlearnabouttheirownemotionsthroughasuperdadwhoisawareofandisincontrolofhisownemotions.Asuperdadalsoacknowledgeshischildren’semotionsandteachesthemtoexpressthemwell.
SuperThought:SuperDadshelptheirchildrenunderstandtheiremotions.
Goalsofthesession• fordadsandchildrentohavefuntogether• forchildrentoplayagamesupportingliteracy• forfatherstodiscussinformationaboutchildren’semotions• forfatherstodiscusswaystobuildtheirchild’sabilitytocontrolandexpress
emotions
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
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Materialsneeded• A‐Zactivitysheet• handouts
o theemotionsIseeinmychildo Iknowhowyoufeelo emotionfaces
• picturesofchildren’sfacesshowingdifferentemotions
Descriptionofactivity• A‐ZAroundtheRoom
o havedad/childteamsfindthingsaroundtheroombeginningwithAandmovingthroughthealphabettoZ
Discussioncontent1. checkin–5minutes
a. goaroundtheroomandintroduceeachother,iftherearenewdadswhohavejoinedthegroup
b. forthosewhowereatlastsession,askiftheytriedanynewcommunicationstrategiesandwhatcommunicationstrategytheytried
2. handoutemotionfacessheetandaskthefollowingquestions:‐5minutes
a. isthereanemotionthatyourchildshowsmostoften?Itmaybeonthissheetoritmaybeadifferentone
b. isthereanemotionthatcharacterizesyoumostoften?c. doyoufinditeasyorhardtounderstandyourchild’semotions?
i. why?
3. howchildrenexpressemotions–10minutes
a. using“picturesofchildren”(slidesyoucanuseonPowerPointorprintforthemtobeabletosee),havethedadslookatthepictures
b. havethedadstalkaboutwhatemotionsthechildmaybeshowingc. askthedadswhatsomereasonsmaybefordifferentemotions–
i. angershows...ii. sadnessshows...
4. respondingtochildren’semotions–5minutes
a. brainstorm–whataresomewaysdadsrespondtotheirchildren’semotions?i. discipline/punishii. ignoreiii. listen
b. mistakeswecanmake
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i. respondtoangerwithangerii. respondtoenthusiasmandexcitementwithdiscipline(Calmdown,its
notappropriatetoactexcited)iii. respondingtofearbyshamingiv. respondingtoshywith“growup”
5. tipsonunderstandingourchild’semotionsandhowtorespondtothem–5minutes
a. referto“Iknowhowyoufeel”handout
b. ask:howdoesthefollowinghelpyoudevelopemotionalhealthinyourchild
(usethenoteswitheachquestiontoguidethediscussion):
(i) payattentiontoyourchild(thishasbeenacommonthemethroughoutSuperDadsSuperKidsdofar)
• itishardtohelpwhatwedon’tknowmuchabout–itisdifficulttohelpourchildifwereallydon’tknowthemtoowell
• attentionshowsachildsheisimportantandvalued• attentionencouragesachildtocommunicatewithyoumore• attentionallowsyoutolearnaboutyourchild
(ii) acknowledgeyourchild’semotions• showsemotionsarevalidandthereforethechildfeelsvalidated• youngchildrenareunabletoseparatetheiremotionfromhow
theyviewthemselves.Theyaretheiremotion.Thisiswhythebehaviourthataccompaniesemotionsissooftenextreme.
• whentheiremotionisvalidated(evenifitistooextremeorevenwrong),thechildisvalidatedandaffirmed
• dad’sroleistoguideinhealthyexpressionoftheemotionandtoteachthe“right”emotionforthemoment
(iii) nametheemotionforthem• thishelpschildrenlearnabouttheirfeelings• thishelpschildrenlearntoidentifytheirfeelings
o totellthedifferencebetweenangerandsadness,betweenhappyandexcited,etc.
• theylearntocommunicatetheiremotionsbetter(iv) redirecttheemotion–ifnecessary
• “IseeyouarereallyexcitedaboutbeingatGrandma’shouse.Whydon’tyougogiveherabighug.”
• “YoumustbereallyangrythatTeddybrokeyourtower.Youneedtotellhimyouareangryinsteadofthrowingtheblocksbackathim.”
(v) showemotionourselvesappropriately–givessomethingforachildtomodel
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6. keythoughts:c. payingattentiontoourchildhelpsusknowourchild’semotionsd. becomfortablewithourownemotionse. respondingtoachild’semotionswellhelpsthembemoreemotionallyhealthy
i. resourceforemotionalhealth–tips,impact1. depression2. anxiety3. self‐esteem
7. takehomediscussion:a. emotionfaceshandout–putitupsomewhere(fridge,bedroom,etc)b. use“TheEmotionsISeeInMyChild”topayattentiontoemotionsyourchild
showsi. whatyourchildshowii. whattheymighthavebeentryingtotellyouiii. howdidyoufindout?
Descriptionofreconnectactivityo haveadadreadastorytothewholegroupo taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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5–DisciplineandSettingLimits
Nowwecomethetopicthatismosttroublesomeformostparents–discipline.Wehavespenttimediscussingchilddevelopment,strategiestocommunicatewithyourchildren,andsomeideasforhelpingchildrenunderstandandexpresstheiremotions.Eachoftheseiskeyindiscipliningwell.Weneedtoknowwhatwecanreasonablyexpectfromourchildren(development),howtocommunicateourthoughtswiththem,andhowemotionscansoeasilycontrolourchild’sbehaviour.
Disciplinedoneinacaring,lovingmannerismorelikelytogetthedesiredresponse.Therefore,disciplineneedstobedoneinthecontextofthelargerrelationship.Thestrongerdad’sattachmentandbondiswithhischild,themorehischildwillrespecthisdecisionsandwishes.Disciplinemustthereforealwaysbedonewitharespectfulattitude.Thisrespectwilldeepenachild’strustinhisfather’swordsandexpectations.
SuperThought:SuperDadssetclearlimitsanddisciplinecarefully.
Goalsofthesession• fordadsandchildrentohavefuntogethermakingandplayingwithplaydough• fordadstoconnectwitheachother• fordadstodiscussdisciplinestrategies
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
Materialsneeded• playdoughrecipe(makecopiesoftherecipeonthenextpageforeachdad)• handouts
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Facilitator’sManual
SuperPlaydough
Youwillneed:
abigbowlsalt
creamoftarteroil
differentflavoursofKoolaidcrystalsboilingwater
aflatsurface(tableorcuttingboard)Ziplocbags
Directions:
Inabigbowl,firstputin
¼cupsalt2teaspoonsoftartar2teaspoonsofoil
Inameasuringcup,
dissolve1packofKoolaidcrystalsinto1cupofboilingwater
Add:
dissolvecrystalstothebigbowlandstir
Graduallyadd1‐2cupsofflour
MixuntilthereisadoughmixtureKneadthedoughonthetabletorightconsistency
Keep
inanairtightbagandinthefridgewhennotusing
Havefun!!
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Descriptionofactivity
• (makingplaydoughisanoptionalidea–ifmakingplaydoughisnotpossibleinyoursetting,putoutplaydoughwithcutters,shapes,etc.fordadsandkidstoplaywith)
• provideallingredientsformakingplaydough• playdoughrecipe:
• encouragedadstotalkwiththeirkidsabouttexture,smell,colour,etc.ofthe
playdough• provideshapes,cutters,etc.fordadsandkidstousewhileplayingwithplaydough• provideZiplocbagsorotherbaggiesfordadstotaketheplaydoughhomein
Discussioncontent1. checkingin–5minutes
a. iftherearenewdadsinthediscussiongroup,haveeveryoneintroducethemselves
b. forthedadswhowereinthelastsession,ask:i. whatemotionsdidyounoticeinyourchildrensincethelastsession?
2. settinglimits–10minutes
a. brainstorm:i. whatarethebenefitstochildrenwhenwesetlimitswiththem?
• learnpatience• safety,etc.
b. outlinethefollowingmistakeswemakewhensettinglimits:
ii. toomuchstructure–reducesspaceforcreativity• sometimesstructureisnecessary–likewhenmaking
playdough,orplayingsoccer,orwhenaballbouncesintothestreet
• butwegettoomuchstructurewhenwetellthemhowtoplaywiththeLegoblocks,or
iii. rapid‐firecommands–toomanystrungtogether• youngchildrencan’tremembertoomanycommandsatonce• leadsthemtogiveup,notlistentodad’scommands• “Takeyourclothesupstairs,getyourpjson,brushyourteeth,
andfindabookformetoreadtoyou.”iv. intoomuchofarush
• putsstressonchildren• lesslikelytocomplyoutofchoice–itwillrequiresomekindof
verbalorphysicalforcev. beingvagueorunclear
• discussion–makealistofclearandunclearcommands
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vi. usingcriticismtomotivate• Don’tbelazy,don’tbecareless,etc.
vii. usingquestions• alwaysopenuptoaresponsewemaynotwanttohear• “Don’tyouwanttogetyourshoesonsowecangoto
Grandma’shouse?”–thisleavesitopenforachildtorespondyesorno
c. usingthehandout“SettingLimits”,discussthefollowingstrategiesforsetting
limits:• keepyourcommands/limitstoonethingatatime• keepcommandsandexpectationage‐appropriate• beasspecificaspossible• focusonwhatyouwant–notwhatyoudon’twant• use“when...then...”• praiseobedience• useenforceablestatements
3. disciplinestrategies–whenthelimitiscrossed–15minutes
a. discussthesepoints:i. beforedaddoesanythinginresponsetohischildcrossingtheline,ask
yourself:• whatishappeninghere?• whyisithappening?• whatcanIdoaboutit?
logicalconsequencesi. givingachildaconsequencethatfitsthe
situationii. childrenlearnbestwhentheopportunityto
learnisascloselyrelatedaspossibletothesituation
• cleaningupspilledmilk,notlosingTVbecauseofthespilledmilk
iii. askforotherexamplesfromthedads naturalconsequences
i. allowingthesituationtorunitscoursesothatachildlearnsthroughexperience
ii. thisoftenallowsfordeeperlearningforachildbecausetheyexperiencetheconsequencewithoutsomeonetellingthemaboutit
notfinishinghomework,theteacherwillgivealowmark
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Facilitator’sManual
notcomingwhencalledthefirsttimemeansyoumissedoutonthepopsicleseveryoneelsereceived
iii. askforotherexamplesfromthedads ignoringbehaviour
i. somebehaviourswillgoawayiftheyareignoredii. carefultomentionthatnoteverythingcanbeor
shouldbeignorediii. brainstorm–whatbehaviourscanbeignored?
• yelling,whining,tempertantrums,etc.iv. reminddads–theystillneedtokeeptheirchild
safe–wecannotignoreourchildiftheirbehaviourisputtingtheirsafetyatrisk
brokenrecordi. repeatingthecommand,limit,expectationii. holdingtotheboundarydespitewhining,anger,
callingyounames,etc.• Youmaynotgooutsideuntilyourpiano
practiseiscomplete.
4. activity:a. usingthe2scenariosonthe“Discipline”handout,discussthesequestionsfor
each:(youcancomeupwithyourownscenarios,too,thatfityourgroupofdadsbetter)
i. ask“whatmightbehappeninghere?”ii. ask“whymightitbehappening?”iii. ask“whatcanIdoaboutit?”
5. takehomediscussion–5minuteso beforenextsession,tryoneortwoofthedisciplinestrategiesdiscussedin
thesession
Descriptionofreconnectactivityo haveadadreadastorytothewholegroupo taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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6–PhysicalHealth‐‐Activity&Nutrition
Howmanytimesdidwehearthisgrowingup–“getoutside,getsomefreshair,moveyourmuscles!”Ourparentshadtherightidea.Thebodyislikeamachine.thepartsneedtobekeptactiveinordertokeepfunctioning.Andweneedtoaddtherightelementsinordertokeepitworkingproperly.Partofahealthylifestyleiskeepingabodyactive(exercise)andwatchingwhatweputintoit(nutrition).
ASuperDadteacheshischildtolookafterhis/herbodybystayingactiveandeatingwell.Thissessionisdesignedtogivedadssomeideasabouthowtodothis.
SuperThought:SuperDadsteachtheirchildrentolookaftertheirbodiesbystayingactiveandeatingwell.
Goalsofthesession• fordadsandchildrentohavefuntogetherwithasimplescienceexperiment• fordadstoconnectwitheachother• fordadstodiscussthevalueofphysicaleducation&nutrition• fordadstodiscoverasimplewaytoteachtheirchildrentobeactiveandhealthy
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
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Materialsneeded• stalksofcelery• foodcolouring• cupsandwater• handouts(oneperdad):
o physicalactivitybookletfromthePublicHealthAgencyofCanada ThePublicHealthAgencyofCanadahassetupatoll‐freetelephone
serviceat1‐888‐334‐9769forpeopletoordertheGuidesfreeofcharge.Aswell,theGuidescanbeorderedatwww.phac‐aspc.gc.ca/pau‐uap/fitness/order.html.
o CanadaFoodGuide–thisisavailableinmanylanguagesandcanbeorderedanddownloadedfrom:http://www.hc‐sc.gc.ca/fn‐an/food‐guide‐aliment/index‐eng.php
Descriptionofactivity• asimplescienceexperiment:turntheceleryblueorred• youmaywanttostartoneofyourownthenightbefore,becauseitmaytakemore
timethanyouhaveforyourprogramfortheexperimenttoworko separatetheceleryintoindividualstalksandcutthemshort(about20
cmlong).Youwillbeusingtheendwiththeleaves–itlooksthebest
o putwaterincupso havekidsaddtheirchoiceoffoodcolouring–redorblueworkbesto puteachstalkinitsowncupofcolouredwatero attheendoftheprogram,checktoseewhathashappenedtothecolourof
thecelery–itwill(hopefully)haveabsorbedthecolourofthewatero thepoint–whatgoesintotheceleryaffectswhatitlookslike
whatgoesintoourbodiesaffectsourbody–putgoodstuffinandwegetmoreenergyandfeelbetter;putbadstuffinandweloseenergyandfeelworse
Discussioncontent1. checkingin–5minutes
a. iftherearenewdadsinthediscussiongroup,haveeveryoneintroducethemselves
b. forthedadswhowereinthelastsession,ask: whatdisciplinestrategiesdidyoutrysincethelastsession? howdidthingsworkout?
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2. SomeFacts–5minutesa. sharesomefactsaboutchildren’shealthwiththedads.Herearesome,
butyoucanaddoruseyourown:• about1/3ofboysand¼ofgirlsareoverweight.Thisisa
significantincreaseinthepast30years• 45%ofchildrendon’tgetenoughcalciumfortheirbonesto
developproperly• childrenspendanaverageof6hoursperdayinfrontofa
computer,TV,orvideogame
3. Barrierstochildren’sactivity–5minutesa. brainstorm:askthedads“Whataresomethingsthatkeepchildren
frombeingasactiveastheyneedtobe?”b. herearesomeideas
videogames,computertime amountofhomeworkandschoolrequirements influenceoffriends rolemodelingofparents self‐esteem obesity lackofopportunityorencouragementtogetactive snacksandmeals(qualityandquantity)
• Themosthighlyratedbarrierstochildren’sactivityasreportedbytheirparentsare:
o highcosts,accessibility,peerinfluence,skill,toomuchhomework,videogamesandcomputers
4. CauseorEffect–10minutesa. thisactivityisdesignedtogivedadsachancetodiscoverthethings
thatleadtopoorandhealthyphysicalhealth(causes)andthethingsthataretheresultofpoorandhealthyphysicalhealth(effects)
b. divideaflipchartpaperinto4quadrantswiththefollowingheadings:
causesofpoorhealth
causesofsuperhealth
effectsofpoorhealth
effectsofsuperhealth
c. putthefollowingstatementson3x5cardsorslipsofpaper
portionstoobig 60‐90minutesofphysicalactivity/day
possibilityofdiabetes
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Facilitator’sManual
sugarysnacks processedfood eatinginfrontoftheTV
morethan1hourof“screentime”perday
wholegraincerealsandbreads
lotsoffruitsandvegetable
reducenon‐activetime
walkingtoschool drinking3‐4classesofwaterperday
childreninvolvedingroceryshopping
balancedhealthybreakfast
feelinglazy
isolation moretenseanduptight
lessenergy
obesity morelikelytohaveaninjury
strongbones
lessstress moreflexibility higherendurance
betterconcentrationandfocus
meetsnewfriends strengthensheart
feelfreetoaddyourownideastothislist–especiallyones
thatmayfityourdadswhoyouareworkingwith
d. havedadspickthemoneatatime(eitherhavethemupsidedownonatable,inabowlorhat,orsomeotherwayforthesetobechosen)
• havesometapepreparedtousetostickeachontheflipcharte. foreachcard,askthedadwhochoosesittoattachittothe
appropriatequadrantofthetablef. asdadsaredoingthis,havethemwriteinthestatementsintheir
handouttitled:“ASuperKidisaHealthyKid”
5. HelpingChildrenLeadHealthierLifestyles–10minutes
a. thekeystepistohelpchildrenbeawareoftheissues.Thentheywillbemorelikelytochoosetobehealthythemselves.Followingare5waysdadscanencourageahealthylifestyle.
b. Activity:• dividethegroupinto5smallgroups(ifthegroupissmall,youcan
gothrougheachofthese“ideas”together).
• giveeachgrouponeofthefollowingwaystoencourageahealthylifestyle
1. Involvechildrenintheprocessofdecidinghowtolivehealthily
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2. Setgoalswithyourchild3. Givefeedbackandpraise4. Getchildrentoagreetotheplan5. Rewardandrecognizechange
• haveeachgroupdiscuss
1) howthisideacanhelp2) oneortwowaystheycanapplythiswiththeir
child(ren)
• haveeachgroupreportbackwhattheydiscusses
• dadscanwritedownthoughtsandideasonthehandout“BuildingaSuperHealthyLifestyle”
• 5Ideastodiscuss:
1. Involvechildrenintheprocess.
• Thoughtstoguidethelargegroupdiscussion:Theywillbefarmoremotivatediftheyplayapartinthedecision‐makingprocess.Helpthembecomeawareofhowmuchactivitytheydonowandhowinactivetheymaybe.Thisisessentialtothenextstep.
2. Setgoalswithyourchild.
• Thoughtstoguidethediscussion:Goal‐settinghelpschildrenchecktheirownprogress.Ifyouhavemorethanonechild,itmightbehelpfultosetagoaltowhichtheyallcancontribute.Encouragesmallsteps.Striveforthegoal,checktheresultstofindoutwhatisworkingandwhatisnotworking,revisethegoalandtryagain.
3. GiveFeedbackandPraise.
• Thoughtstoguidethediscussion:Talkaboutwhatthechilddidtobeactiveeverydayandpraiseandrewardsmallsteps.
4. Getchildrentoagreetotheplan:
• Thoughtstoguidethediscussion:Talkoften
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Facilitator’sManual
aboutphysicalactivitygoalswiththewholefamilytoencouragethechildrentodowhattheysaidtheywoulddo.
5. RewardandRecognizeChange.
• Thoughtstoguidethediscussion:Reinforcenewbehaviourandcelebratesuccessesthroughrewardsandrecognition.
c. wrapup
o reviewthe“tips”atthebottomofthe“BuildingaSuperHealthyLifestyle”handout
6. takehomediscussion
a. beforenextsession,tryoneortwoofthephysicalactivitieslistedinthebooklet
DescriptionofReconnectActivityo checkouttheprogressofthewaterintheceleryo taketheopportunitytoremindkidsthatwhatweputinourbodieschanges
howwefeelandwhatwecando(energy)o taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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7–PhysicalHealth–InjuryPrevention
Unintentionalaccidentsandinjuriesaretheprimaryreasonforchildrentovisitahospitalemergencyroom.Theseaccidentsincludeautomobileaccidents,pedestrianaccidents,falls,burns,andmore.Allchildrenarepronetohurtingthemselves.Thoughmanyaccidentsarepreventablethroughcarefulattentiontotheenvironmentandtothechild’sbehaviour.
Thethingaboutdadsandinjuriesisthatdadstendtobemoreriskyinthetheirplaywithandattentiontochildren.Thishastremendousbenefits:increasedcoordinationandconfidence,adifferentleveloffunandenjoyment,opportunitytotesttheirlimits,tonameafew.However,moreriskalsoopensthedoortothepotentialformoreinjury.Itisveryimportantthatafatherallowshischildtotakerisks,butalsobeattentive,careful,andawareoftheenvironmenthischildlivesin.
SuperThought:ASuperDadteacheshischildtobesafeinplayandtopayattentiontotheenvironment.
Thissessionisdesignedtogivedadssomeideasabouttherisksaroundhomeandthe
environmentsthatchildrenliveinandhowtopreventinjurythroughpreventionandsupervision.
Goalsofthesession• fordadsandchildrentohavefuntogethermakingupastoryand/orreadingtogether• fordadstoconnectwitheachother• fordadstodiscussthepossibleinjuriesthatcanhappentochildren• fordadstolearnaboutpreventionandsupervisionaskeyelementsthatcanhelp
avertaccidents
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
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Facilitator’sManual
Materialsneeded• questionstoguidestorytelling• handouts• picturesofpotentialhazards
Descriptionofactivityo usingthe“Let’sMakeaSuperStory”handout,havedadssitwiththeirchildren
andmakeupastorytogether.Encouragedadstoletthechildguidethestory.Theycanusethequestionsandideasonthehandoutforsomeideas.
o Fordadswithyoungerchildren(babiesandtoddlers),youcanhavethemreadastorytotheirchild.Encouragethemtobeanimatedandusetheirimaginations,too,astheyarereading.
animatecharacters changeyourvoicetone askyouchildwhattheythinkwillhappennext
Discussioncontent1. checkingin–5minutes
a. iftherearenewdadsinthediscussiongroup,haveeveryoneintroducethemselves
b. forthedadswhowereinthelastsession,ask: whatactivitiesornutritionideasdidyoutrysincethelastsession? howdidthingsworkout?
2. InjuryQuiz–5minutesa. askthefollowingquestionstogetdadsthinkingaboutchildrenandinjuries
Question Answer Comments
Childrenarerarelyinjuredfromhomeproducts.TrueorFalse
False Onaverageof18,000emergencyroomvisitsareasaresultofinjuriestochildrenrelatedtohomeproducts.
Whattypeoffurniturecausesthegreatestnumberofinjurieswhenittipsover?A.TelevisionsB.BookcasesC.DressersD.Wardrobes
Televisions TheanswerisTelevisions.Televisionsetsareheavyandhardandiftheyfallonchildrenitcanresultinheadinjuries,brokenbones,crushednerves,andinternalinjuries.Anchors,angle‐bracesorfurniturestrapscanbeusedtosecure
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Facilitator’sManual
televisionstothewall.Whenmountingaflatscreentelevisiontothewall,ensurethatyoufollowthemanufacturer’sinstructionsandusethebracketsrecommendedbythemanufacturer.Manytelevisionsfallasaresultofusingthewrongbracket.
Bathseatskeepchildrensafeinthebathtub.TrueorFalse
False Bathseatsandbathringsaredangerous.Theygiveparentsandcaregiversafalsesenseofsecurity.Parentsareoftenmorecomfortableleavingtheirbabyaloneinthebathtubforafewmomentsifthebabywasinabathseat.Ifyourbabyslipsunderthebathring,thebathringcantrapyourbabyunderthewater.Nochildunderfiveshouldbeleftaloneinthebath,notevenwithasibling.
Howoldshouldachildbebeforeshecansleeponthetopbunk?A.5yearsoldB.6yearsoldC.7yearsoldD.8yearsold
6yearsold Themajoritiesofinjuriesrelatedtobunkbeduseareasaresultofafallfromthetopbunk.Childrenfiveandunderareatgreatestriskofbeinginjuredwhileonthetopbunk.
Theonlywaytofindoutaboutaproductrecallisifyouhappentohearaboutitonthenews.Trueorfalse
False HealthCanadawebsitehasalltheinformationaboutrecalleditems.Thatisthemostreliableplaceforthisinformation.
Whichtypeofwindowcoveringshavebeenlinkedwithchildhoodstrangulation?A.RomanshadesB.WindowblindsC.CurtainsD.Alloftheabove
Alloftheabove
Childrenhavebeeninjuredbybecomingentangledinwindowcoveringcords.Differentwindowcoverings,suchasdrapeswithoutcordsorrollerblinds,aresaferforchildren.
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3. SomeFacts–2minutesa. sharesomefactsaboutchildren’sinjurieswiththedads.Herearesome,
butyoucanaddoruseyourown:i. mostcommoninjuries:
i. unintentionalinjuriesii. caraccidentsiii. fallsiv. burnsandcutsv. aspedestriansvi. drowning
4. IdentifyingPossibleInjuries–10minutesa. thisactivityisdesignedtogivedadsachancetodiscoveranddiscusssome
ofthethingsthatcanleadtoinjuryinchildrenb. usingthepicturesonthePowerPointslides,facilitateadiscussionofthe
potentialinjuriesthatcancomefromeach.i. youcanusePowerPointORprintthepicturesii. askthedadstobrainstormhowkidscanhurtthemselves.Encourage
themtobeasspecificaspossiblewiththeirexamples.
Item PossibleInjuriesbike
fallsheadinjuries
scrapesfireplace
burns
fallsoffmantlewindow
falls
curtains/blindselectricalplug
electricshock
bathtub
drowningburnsfromhotwater
bleach
poisoning
door
pinchedfingerstriponthreshold
playground
falls
iron
burns
stairs
falls
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Facilitator’sManual
dog
bites
stovewithpots
burns
scooter fallscar carseat
accidentsshelves fallingoveronthechild
childclimbingandfalling
5. KeepingKidsSafe–3minutes• therearemanywaystokeepchildrensafefrominjury.• twokeythingsfordadstokeepinmind:
o preventiono supervision
• thoughnotfool‐proof,childrenarelesslikelytogetinjuredwhenaparent:
o isproactiveinlookingaroundtheenvironmentforunsafeitems,situations,etc
o ispayingcloseattentiontowhattheyaredoingandwheretheyaredoingit
6. homework‐5minutes
a. beforenextsession,completethe“HomeSafetyChecklist”b. askdadstowalkaroundtheirhome/apartmentandlookforsafetyissues
theysee.Encouragethemtogetdownontheirhandsandkneesandcrawlarounda“kidlevel”(especiallyiftheyhaveinfantsortoddlers).
DescriptionofReconnectActivityo taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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Facilitator’sManual
8–Family/Life/WorkBalance
Doesallthisfatheringstuffsoundtough?Well,that’sbecauseitis.Beingadadisthetoughest,thoughthebest,jobontheplanet.Therewardsaremany,thoughthesweatisreal.Aswehavediscusseddiscipline,thephysicalcareofourchildren,howtheydevelop,howtocommunicatewiththem,andhowtheydevelop,onethingisclear–ittakesalotoftime,commitment,andwisdom.
Thissession,ourfinaloneintheSuperDadsSuperKidsprogram,isdesignedtodiscusssomewaysofmanagingthestressthatcancomewithbeingadad.Wearealltryingtobalancetheresponsibilitiesofourlives,regardlessoffamilystructure,employmentstatus,andageofourchildren.Sojoininaswediscusssomewaystomanageourpriorities,values,andtime.Superdadsdon’thaveeverythingtogetherintheirlives,buttheyareopenabouttheirsituationsanddowhattheycantobethereasacredibleinfluenceintheirchildren’slives.
SuperThought:ASuperDadrealizesitsnottheamountoftimehehaswithhisfamily,butratherwhathedoeswiththetimeheisgiven.
Goalsofthesession• fordadsandkidstohavefuntogetherbuildingabirdfeeder• fordadstodiscusstheimportanceofbalancingtheirprioritiesbetweentheirfamily,
theirwork,andtherestoftheirlives• forfatherstoconnectwitheachother• towrapuptheSuperKids/SuperDadsprogram
Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity
Materialsneeded• plasticwaterbottleswithlids,sticks,birdseed,wire• rocks,pebbles,sand,largeglassjar• handouts
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Facilitator’sManual
Descriptionofactivity• youwillneedtocollectemptywaterbottlesforthisactivity• havedadsandkidsworktogethertobuildbirdfeedersfromplasticwaterbottles• pokeholesinthebottletoholdthesticks• attachawiretothroughthetopofthebottlelid
Discussioncontent1. checkingin–5minutes
a. iftherearenewdadsinthediscussiongroup,haveeveryoneintroducethemselves
b. forthedadswhowereinthelastsession,ask: whatsafetyissuesdidyoufindwhenyoudidthesafetycheckup?
2. SomeFacts–2minutes
a. sharesomefactsabouthowstressandbusynessimpactsfamilies
o stresscosts$1.7billioninlostworktimeinCanada
3. Whataddsstresstoadad’slife–5minutes
a. brainstormsourcesofstresswiththedads
o lackoftimeo gettingchoresdoneo demandsfromchildreno relationshipwithmom/partnero work,etc.
Inordertodealwithstress,twothingsneedtohappen:
anassessmentofadad’svalues–whatisimportanttohim.Stresscancomefromputtingenergyintothingsthatreallydon’tmatter.
anassessmentofadad’spriorities–howhechooseswhattodowithhistimeandresources.Stresscancomefromdoingthingsthatconflictwithwhatisimportant.
4. Values–discussion–5minutes
Thisdiscussionisintendedtoguideadadindeterminingwhatismostimportanttohim.Bytakinghischild’sperspective,dadcanthinkabouthowothersmaybeperceivingwhatisimportanttohim.Theremaybeadifferencebetweenwhatisimportanttohimandwhatotherpeople(hischild)wouldsayareimportanttohim.
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Askthedadsthefollowing(usethehandout“What’sOneWord”toguidethis,too):
a. whatisonewordourphraseyouwantyourchildtousetodescribeyou?–havethedadsputthiswordintheboxunderneaththefunnel
b. whatwillyoudotoshowthiswordorphrasetoyourchild?howwillyouprovetoyourchildyouareandwillbethisway?–havethedadsthinkofthingstheymaydoorattitudestheywillshowtheirchild
o forexample,ifyouwantyourchildtodescribeyouasadadwhoiscompassionate,howwillyoushowcompassion?Ifyouwantyourchildtodescribeyouasadadwhohasintegrity,whatwillshowyourchildthatyouhaveintegrity?
5. Priorities–10minutes
a. Rocks,Pebbles,Sandinthejar
b. Youwillneed:o alargeglasscanningjaro 3‐4rocksthatwillfitinthejaro ahandfulofpebbleso somesand
c. talkwiththedadsaboutprioritieso askadadtodothiswithyouasyoutalko pourinthesand–ourlifeisoftenfilledfirstwiththesmall
stuff–thosethingswethinkwecangetdonequicklyorareurgent
o pourinthepebbles–thenwetrytogetthethingsdonethatwethinkwecancheckoffourlistagainquickly
o trytoputintherocks–thebiggest,moreimportantthingsarethenoftenleftundoneorignored
o dumpouteverythingandstartagaino putintherocksfirst,thenthepebbles,thenthesand–when
westartwiththethingsthataremostimportant,weoftenfindtheotherthingsfitinmucheasier
o theprinciple–keepthemainthingthemainthingo whatisyourmainthing?
Animportantpartofthisdiscussionistorememberthatformostdads,spendingtimewiththeirchildrenisthepriority.However,therealityisthatnon‐custodialfatherswillhavelimitedchoiceintermsofamountoftimewiththeirchildren;over‐employeddads(needingtowork2‐3jobsORlonghoursatonejob)willnothavemuchchoiceintermsofamountoftimewiththeirfamily;dadswithbusykidsmaynotfeeltheyhavemuchtosayabouttheamountoftimetheyspendtogether.The
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pointistohelpdadsthinkaboutwaystobecreativewiththetimeandhowtomakethetimetheyhaveworthwhile.Itsnottheamountoftimewehave,butwhatwedowiththetimewearegiven.
6. PlanningtoBringBalance–refertothe“Family&Life:InBalance”handout
a. setyourpriorities
o youcanhavethedadsdothisonthehandouto lookatthedifferentthingsthatfillyourtime–family,work,
freetime,etc.o ranktheseinorderofpriority
b. planyourfamilytime–maketimeforyourchildren
o proclaimit–tellyourfamilyaboutito protectit–doyourbesttonotletotherprioritiessneakino preserveit–keepitgoing–makeitahabit
c. say“no”tothenon‐essentialthings
o thesearedifferentforeveryone,butitsimportantthatdadsconsiderwhataresomeoftheiruniquenon‐essentialthingsthattakeuptheirtime
d. takeregularbreaks–weworkbetterwhenwebreakregularly
e. limitdistractions–especiallywhendoingthethingsthataremostimportanttoyou
o brainstormwiththedadssomedistractionstheyhave
f. becreativewithdowntime–
o brainstormwiththedadssomeideasforusing“downtime”• commutehomefromworktogetreadyforthekidsat
home;getenoughsleep;getupabitearlierinthemorning,etc.
g. letyourfamilyknowyouarethinkingaboutthem
o brainstormwiththedadssomewaystoincreasetheir“familyfocus”• bookintimetothinkaboutyourfamily• callthemonceaday• writethemlettersoremails
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• putpicturesintheplacesyouspendmostofyourtime(car,office,desk,etc.)
7. SuperDadsSuperKidsprogramwrapup
a. withthedads–doacheckinaboutthethingstheyappreciated,learned,orwouldliketoseedifferentintheSKSDprogram,
b. handoutcertificates
c. withthedadsandkids–haveaspecialcakeorsnacktocelebratethespecialrelationshipkidsanddadshave
DescriptionofReconnectActivityo taketheSuperDadsSuperKidspledgetogether:
Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.
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ResourcesSuperDadsSuperKidsisalwayslookingfornewideasforactivitiesandresourcesthatcanenhancethisprogram.Ifyouhave:
• ideasforactivities• resourcesrelatedtothetopics• commentsabouttheflowanduseoftheprogram• suggestionsandfeedbackasafacilitatororfromthedadsandkids
pleasepassthemalongto:
Herearesomeideasofresourcesforsomeofthetopics:Communication:http://www.partnershipforchildren.org.uk/resources/children‐s‐communication.htmlPhysicalActivityhttp://www.region.peel.on.ca/health/baew/resources/InjuryandSafety–http://www.caringforkids.cps.ca/wellbeings/index.htmhttp://www.safekidscanada.ca/safekidsCanada/
HelpfulSiteswww.cfii.cawww.fira.cahttp://raisingchildren.net.au/
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Handouts