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Chapter 9

Chapter 9. Communication Among Reliable Allies. Identifying and Respecting Family Preferences. Connect with families in a natural and comfortable way Consider developing a family portfolio. Identifying and Respecting Family Preferences. Do you agree?

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Chapter 9

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  1. Chapter 9 Communication Among Reliable Allies

  2. Identifying and Respecting Family Preferences • Connect with families in a natural and comfortable way • Consider developing a family portfolio

  3. Identifying and Respecting Family Preferences • Do you agree? • Most families prefer informal communication to formal communication? • Most families prefer to be treated more as friend than as an acquaintance? • Which do you think is more likely to help families see professionals as reliable allies? • Most parents do not care if their child is called a “patient” by team members, such as psychologists and social workers

  4. Written Strategies for Communication • Parent Handbooks • Handouts • Newsletters --with horoscopes? • Letters & notes • Dialogue journals • Report cards/grades, progress reports • Occasional messages

  5. Telephone Contacts • Jot down in advance what you want to find out or tell the parent • Ask if you have called at a convenient time • Keep it brief • Not to be used for criticism • If necessary to inform parent of child’s problem, find something positive to say about child first and last • Plan future face to face meeting

  6. Technology Options • Email • Portable micro-cassette • Videotape

  7. Face-to-Face Interactions • Planned meetings • Making action plans • Unplanned meetings • Group family meetings

  8. Planned Meetings • Notify • Plan agenda • Arrange environment

  9. Meetings • Build rapport • Use ice breakers and door openers • Obtain information • Provide information • Summarize and follow up

  10. Postmeeting • Review the meeting with the student when appropriate • Share the outcome of the meeting with other professionals on a “need to know basis” • Maintain confidentiality with others • Record the proceedings? • Minutes/Note-taking • Check school/district policy on tape recordings • Evaluate your own satisfaction and identify future needs

  11. Unplanned Meetings • Communicate your preference (i.e., phone calls at home?) • Be aware of confidentiality issues when others are around • Decide how you want to handle “drop ins”

  12. Types of Group/Family Meetings • Home visits • Orientation at beginning of school/year • Open House • Parent-Teacher Conferences • PTA/PTO or Parent Advisory Board • Festivals • Incentives for family involvement at school • Transportation • Drop-in child care • Food

  13. Chapter 10 Meeting Families’ Basic Needs

  14. Meeting Basic Needs • Greatest need is to meet the basics • If their need is economic stability, may be difficult to leave job to attend conferences and other school events, etc. • Can collaborate to connect with other parents and agencies • Provide community resource packet

  15. Accessing Social Support • Group support –Peers and Professionals • Individual support --Parent to Parent, Parent to Professional • Online –Email discussion groups and bulletin boards • Anonymous Hot-Lines

  16. Acquiring Information • Parent information programs • Clearinghouses • Family organizations • Adults with exceptionalities • Books and magazines • Technology –Online, TV, radio

  17. Disseminating Information • Parent Information Center • Bulletin Boards • Fliers • Newsletters • Personal Communications • Group Meetings

  18. Economic and Family Support Services • Federal programs • State programs • Local programs

  19. Collaboration the Key to Helping Families’ Meet Basic Needs • Enable families to access social support • Assist families in acquiring information, providing an array of viable options • Link families to different economic and family support services • Assist families who are on a pathway toward maltreatment

  20. Issues of Abuse and Neglect • Types of Abuse and Neglect • Outcomes • Identification • Reporting –Mandated Status • DCFS 1-800-25-ABUSE • Prevention • Parental Stress Hotline312-3-PARENTHot-line affiliated with CAPS, Child Abuse Prevention Services of Illinois • Center for Internal Change: • http://www.internalchange.com/psychotherapy/default.htm

  21. Dealing with Confrontations • Sometimes it’s necessary to be direct about concerns –When in doubt, check with supervisor regarding school policy • Use diplomacy, be non-judgmental, and maintain professionalism • Be factual • Ask necessary questions (without creating an “Inquisition”) • Explain course of action • Identify resources • Remember to display empathy • “Raising a child can be very stressful”

  22. Activity • It’s time to meet again --and be more direct with: • The parent of the child who may have ADHD • The parents of the child who may have an attachment disorder • A parent who may have abused their child

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