- Slides: 96
CASE MANAGEMENT INDIVIDUAL RESPONSIBILITY JOINT ACCOUNTABILITY Responsibility Responsibility EVERYBODY’S BUSINESS
WOW for me! I’m a STAR! Within the last month I’m Proud that I: This Week I’m proud that I: Within the last year I’m proud I was able to:
WHAT DO TOP-NOTCH PROGRAMS LOOK LIKE? • Value parents • Recognize parents strengths • Recognize parents as contributors to their children’s education • Provide opportunities for parents to make decisions regarding their children’s educational life • Recognize that all parent’s care about their children.
GROUND RULES FOR TEAMS ARE GUIDELINES THAT ARE CLEAR AS TO WHAT IS EXPECTED FROM EVERYONE ON THE TEAM.
THE PARKING LOT
CONSENSUS • Collective opinion arrived at by a group of people working together under conditions that permit communications to be sufficiently open and the group climate to be sufficiently supportive – so that everyone in the group feels he has had his fair chance to influence the decision.
USE the PERSONAL TOUCH with your FAMILIES • • • • Learn to care and understand Develop positive relationships (if possible) Use praise Become familiar with your families’ neighborhoods and communities (When possible, attend events in these communities. ) Communicate with them regarding significant events in their lives. Try to remember names Greet them with a smile, firm handshake, be personable Be an active listener during conversations Return all phone calls Send greeting cards for special occasions Say thank-you Be aware of body language Do what you promised to do and do it in a timely manner
WORKING WITH HARD-TO-REACH FAMILIES: • SCHEDULE A FACE-TO-FACE CONFERENCE PLAN, PLAN to meet the individual needs of each family. During the meeting, inform members about specific issues/concerns regarding their child. Develop a communication action plan for keeping contact via notes, telephone calls and occasional meetings.
INCLUDE OTHER FAMILY MEMBERS AND OTHER CAREGIVERS IN YOUR COMMUNICATION ACTION PLAN • Make them feel welcome when they come to your classroom. • Set up a “Parent/Family” area with” -A parent/child lending library -Notices about local community children and family’s events and places to go. -Educational information. -Personal development information.
In the “Parent/Family” Center. SET-UP A FAMILY COMMUNICATION CENTER WITH: • A message center with a mailbox for each family. • Develop a note-exchanging system with the families. • This should become a segment of the overall program’s communication system.
WORKING WITH FAMILIES WHOSE HOME LANGUAGE IS NOT ENGLISH: • Treat parents with dignity and respect. • Learn to pronounce names correctly. • Find a translator who can help interpret questions and comments. • Ask about the families’ culture, special days and traditions.
Case Study – The Morales Family The Morales family is composed of: Maria, age 20 Lorena, age 4 (Maria’s daughter) Louis, age 32 (Maria’s brother) Lorena has just been enrolled in Head Start, and the family assessment has been completed. You know the following: • Maria dropped out of school in the 9 th grade. She loved Head Start when she was her daughter’s age. • She has a part-time job, making minimum wage. • She has had numerous similar jobs in the past, usually staying only 3 -4 weeks. • Maria was very quiet during the home visit – Louis did most of the talking. • Lorena is an overly active 4 year old, but no one if the family is concerned. • Lorena’s father is not in the picture. • Lorena’s father used to beat up Maria. • Louis does day labor in construction, when he can get it. • He has been at home caring for Lorena when Maria works recently. • They have just been given notice that the apartment complex has been sold and it will close for remodeling for about 6 months. • Louis said in the assessment that he doesn’t think its anyone’s business about stuff in the family or home – he just wants Lorena to get into Head Start. • There were many empty beer bottles on the front porch when the home visitor came to the apartment and you saw him hide a little container when you came into the apartment. • The house was a mess, it appeared quite dirty as well and there was an unpleasant odor in the house. • During the visit, the home visitor noticed the lack of food in the refrigerator when Maria opened it to get a soda for Lorena as a way to get her to stop interfering in the meeting. • They live in a very run down part of town, with lots of crime and street corner drug dealing and drug use. The police basically let it all happen, spending their time keeping the main part of town safe and clean. • There are no programs of service in the neighborhood, all located in the main part of town. The family uses public transportation. • The sole outpatient drug treatment agency in town has only Anglo staff. • There is no extended family available, except Louis and an aunt who lives across town. • The family does have friends, with whom they do get together for barbecues, parties and the like.
Family & Community Partnerships
Family Partnership Plan and Case Management Tool
SHARED DECISION MAKING
STEPS TO SHARED DECISION MAKING
• Assumptions about Communication • Communication skills are acquired more than they are inborn. (We were born crying not speaking. We learned how to speak by imitating others-that learning need never end). • Assume the next message you send will be misunderstood. (You will thus communicate more thoughtfully, look for feedback, and examine yourself first when you don’t get desired results. • Don’t worry about being clear, worry about being understood. • The meaning of a word cannot be found in a dictionary. Definitions are found in a dictionaries, meanings are in people. We don’t transmit meaning we transmit messages (words and behaviors) that represent and elicit meaning in our listeners minds.
Handouts & Quiz’s