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Guiding Our Children through a New Century

Guiding Our Children through a New Century. A Look at a New Family & Consumer Science Family Resiliency Program OHCE Leader Lesson 2006. Where have we been? Where are we going?. Walk down the path of child development and child rearing over the past decades

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Guiding Our Children through a New Century

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  1. Guiding Our Children through a New Century A Look at a New Family & Consumer Science Family Resiliency Program OHCE Leader Lesson 2006

  2. Where have we been? Where are we going? • Walk down the path of child development and child rearing over the past decades • Then look at current issues facing children and youth in our Oklahoma communities and how it impacts us • Look at the plan to strengthen children, youth, families & communities

  3. 1900-1920 • Large % of children were from immigrants • Poverty and health problems • Child labor Theories of parenting & child development • Control a child’s behavior and punish bad habits • Early childhood experiences will affect later development • An individual personality is set at childhood

  4. 1920-1940 • Great Depression and unemployment Theories of parenting & child development • research began to look at growth and development patterns • child’s behavior develops in stages • ego development is a life time process

  5. 1940-1960 • Rock ‘n Roll/Elvis • Mass Market Production---cars, TVs, appliances • Increased birth rate - Baby boom generation Theories of parenting & child development • Mother/child attachment; emotionally connected • More focus on influence of child’s environment • Reinforcement of positive behavior • Flexibility & moderation (Dr. Spock)

  6. 1960-1980 • Civil Rights, Vietnam War, Watergate • Women’s liberation, War on Poverty • Disco, Oil shortages • Increased divorces, single/unmarried parents Theories of parenting & child development • More resources & programs ---magazines, books, classes, Head Start • Children are motivated to learn to make sense of world • Natural & logical consequences • Addressing basic needs for intellectual/emotional growth • Parenting styles -authoritarian, permissive, authoritative

  7. 1980-2000 • Two-income households - Balance of work & family • Internet, media & technology • Greater diversity – family structure, culture, economic, religion Theories of parenting & child development • People, systems, and community influence child’s development --- child care, family, culture, faith community, school, policies • Understanding individual differences in children and effects of changing family lifestyles

  8. 2000-2010+ • Terrorism – 9/11 • Technology • Global view • Cultural changes • How will current issues affect our practices for children, youth and their parents? • What does research tell us can strengthen children, families & communities in the future?

  9. Critical Issues in Oklahoma Statewide public listening sessions, county program advisory committees, & statistics identified: • great concern for alcohol/substance abuse, teen pregnancy, violence, school and health problems, and other “risky” behaviors • need for more positive experiences for children & youth to reduce risk of engaging in negative activities, including in home, school, and hours out of school • lack of community and parental involvement regarding children and youth

  10. Risky Behaviors in Children & Youth What does this mean to you? High Risk Behavior---

  11. A Snapshot of Oklahoma • Annually… • 2,400 babies born to school-age teens • 3,000 youth admitted for substance abuse treatment • 8,000 young people quit high school • 24,000 arrests involve juveniles • 12,000 students and teachers are bullied

  12. Costs & Benefits • Many risks impact long-term productivity, healthy functioning, and costs to the community & state. • Protective factors in home and community can reduce risks. • Prevention, education, and early intervention are cost-effective investments capable of reaping long-term benefits.

  13. How does this issue affect you and me? • Increase use of county and state tax dollars to aid in the juvenile delinquent system. • _______ • ______ • ______

  14. What Research Tells Us • Many factors influence why some children have successes growing up while others face more challenges • Specific assets or protective factors - experiences, skills, relationships, values and qualities - positively influence young people’s lives and reduce likelihood of high risk behaviors • The average young person in the U.S. experiences less than 1/2 of these critical factors

  15. Focus on Younger Youth • Younger youth are participating in risk behaviors such as alcohol & drug use, sexual activity, delinquency • More economical and effective to prevent problem behaviors than to fix them

  16. FCS Family Resiliency Programs Address human and family development through programs that: • Promote positive child & youth development • Provide approaches to help children and families cope with challenges and transitions • Teach skills for healthy relationships • Strengthen parents and families

  17. OK Cooperative Extension Response 5-year Family Resiliency Impact Program • Will address concern about high risk behaviors in children and youth by promoting positive child & youth development • To be implemented July 2006 through 2011 • Approx. 26 county FCS & 4-H educators across the state are on this impact team • Some information will benefit all counties

  18. Key Strategies Building strong assets for children & youth: • developing children’s positive social skills - reasoning, decision-making, communication, relationships, resistance, peaceful conflict resolution • parent involvement and skills for positive parent-child communication and family relationships • teacher/child care provider training to enhance quality of classroom and out-of-school programs • positive community support & activities

  19. Research showsproblem-solving skillspositively impact… • children’s social adjustment and behavior • thinking of different solutions to problems • resolving interpersonal conflicts • reduction of physical and verbal aggression • showing concerns for peers • test scores and reading grade levels • improved behavior and problem solving skills several years afterwards

  20. I Can Problem Solve (ICPS)& Raising a Thinking Child • Based on over 20 years research • Focus on preschool through pre-teens • Teaches children to think of different ways to solve everyday problems, consider consequences, recognize thoughts and feelings, communicate • Aim is to teach children HOW to think rather than WHAT to think • Training parents and teachers to learn and reinforce concepts is important

  21. Let’s do an Example!

  22. How can OHCE help? • Mentor relationships with children, youth and parents in settings with ext. educator • Support and funding for county program and educator • Value and support parents and children – individually and as a community • Learn more about the issues and what “assets” are important to children and youth • Spread the word - educate others

  23. Guiding Our Children through this Century • The Leader Lesson packet and presentation ideas • We appreciate the partnership of OHCE! • Questions??

  24. For more information, contact: Your county educator, district FCS specialist or Debbie Richardson, Parenting Asst. Specialist debbie.richardson@okstate.edu 405-744-6231 www.fcs.okstate.edu

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