# data[].attributes.headline
Trainings on Trauma-Informed Care: Health Federation of Philadelphia

# data[].attributes.subject
Trainings on Trauma-Informed Care: Health Federation of Philadelphia

# data[].attributes.attachment_link.title
The Training Institute | Health Federation of Philadelphia

# data[].attributes.attachment_link.description
All HFP Training Institute programs use a public health approach and share a core philosophy that training is a vehicle for and component of building capacity, supporting program development, improving the quality of individual and collective performance and disseminating policy and standards of care.

# data[].attributes.headline
Trainings on Trauma-Informed Care--Lakeside Global Institute

# data[].attributes.subject
Trainings on Trauma-Informed Care--Lakeside Global Institute

# data[].attributes.attachment_link.readable_text
Trauma 101: An Overview of Trauma-Informed Care

2-hour workshop

Research shows that 67% of the population has experienced at least one Adverse Childhood Experience. These trauma-based adversities are predictive of a multitude of toxic physical, mental and social outcomes throughout a person's lifetime. As a society and as individuals, we need to be better informed and prepared to prevent and address the traumatic impact of childhood adversities. In this multi-media, interactive workshop, professionals work together to build a powerful image that helps them appreciate the complex nature of trauma and its aftermath.

50 participants per group. For larger group presentations please contact us.

Trauma 102: Basic Skills of Trauma-Informed Care

2-hour workshop

Building on information provided in Trauma 101, professionals expand their understanding of trauma and are provided specific skills that enhance abilities to interact in emotionally and relationally healthy ways with people impacted by trauma. As professionals become trauma-aware, they have a responsibility to prevent, avoid and respond to trauma. In this hands-on, interactive workshop professionals are provided opportunities to implement and practice the skills presented.

50 participants per group. For larger group presentations please contact us.

Trauma 103: Recognizing Vicarious & Secondary Trauma for Caregivers

The emotional and physical cost of being an engaged and empathetic caregiver can be an occupational hazard. Considering the potential impact of vicarious and secondary trauma, compassion fatigue, and burn-out, caregivers are provided with critical steps in identifying signs and symptoms of each. Additionally, practical skills and a commitment to self-care are an integral part of this interactive workshop.

50 participants per group. For larger group presentations please contact us.

Trauma 105: Intro to Trauma for Parents & Caregivers

Parents and Caregivers can play an important role in helping children recover from traumatic events. This workshop is designed to provided introductory information about the impact of trauma and the power of relationships to help children heal. The more parents and caregivers understand how trauma effects children, the more they will understand the reasons for kids' behaviors and emotions, and the more they will be able to help them cope.

50 participants per group. For larger group presentations please contact us.

Trauma 106: An Introduction to Trauma for Youth

Creating safe and supportive environments for youth involves educating youth on why people behave the way they do. Incorporating basic information about the impact of trauma and identifying some basics of brain structure provide the foundation for youth to better understand themselves and those around them. A highly engaging and interactive strengths-based activity assists youth in identifying their present self and encourages them to set healthy emotional and relational goals for their future self.

50 participants per group. For larger group presentations please contact us.

Enhancing Trauma Awareness

15-hour course - First in series of trauma courses

Providing a rich and sophisticated exploration of the subject of trauma with an emphasis on encouraging professionals to become highly sensitive regarding the nature of trauma is foundational to becoming trauma-informed. Professionals will gain heightened awareness and respect with regard to trauma-related behaviors, and the consequences of being impacted by trauma that can extend into relationships, systems and across generations.

Live course is offered in a small group dynamic of 15 participants per group.

Deepening Trauma Awareness

30-hour course - Second in series of trauma courses

This course, for which Enhancing Trauma Awareness is a prerequisite, invites professionals on a journey to become trauma-sensitive while increasing awareness of the connections and impact trauma can have with regard to a myriad of related dynamics. Recognizing the impact of information, concepts, approaches, principles, and skills related to attachment, fear, grief, shame, recovery and healing, professionals examine and interpret these topics as related to persons impacted by trauma.

Live course is offered in a small group dynamic of 15 participants per group.

Applying Trauma Principles

30-hour course - Third in series of trauma courses

This course, for which both Enhancing Trauma Awareness and Deepening Trauma Awareness are prerequisites, continues adding to professionals' knowledge and skills base. Professionals are provided opportunities to apply the research and principles of trauma to real-life situations as they share their own case studies with colleagues, emphasizing ways they are applying information, concepts, approaches, principles, and skills provided in this and prerequisite courses. Groups then discuss and process the assessments, choices, and ways of applying principles each professional shares, further advancing awareness, sensitivity, and abilities to intentionally apply trauma principles in real-life situations.

Live course is offered in a small group dynamic of 12 participants per group.
Successful completion of all three trauma courses and fulfillment of additional requirements can lead to certification as a Trauma-Competent Professional.

# data[].attributes.attachment_link.title
Professional Development - Global Institute

# data[].attributes.attachment_link.description
Trauma 101: An Overview of Trauma-Informed Care 2-hour workshop Research shows that 67% of the population has experienced at least one Adverse Childhood Experience. These trauma-based adversities are predictive of a multitude of toxic physical, mental and social outcomes throughout a person's lifetime. As a society and as individuals, we need to be better informed ...

# data[].attributes.attachment_link.title
ECMH Request for Services Form with Parent Agreement Form.pdf

# data[].attributes.attachment_link.description
STARS Technical Assistance (TA) aids STARS facilities in implementing the Keystone STARS Performance Standards. The goal of this on-site support is to help sites move to the next level of quality or address a quality-improvement need (staff qualification, preparation for ERS assessment, or health, safety and regulatory compliance).

# data[].attributes.headline
Guidelines to Support Implementation of OCDEL Announcements on Suspension and Expulsion: Developing Policy

# data[].attributes.subject
Guidelines to Support Implementation of OCDEL Announcements on Suspension and Expulsion: Developing Policy

# data[].attributes.headline
Developing Suspension and Expulsion Policies

# data[].attributes.subject
Developing Suspension and Expulsion Policies

# data[].attributes.headline
Guidelines to Support Implementation of OCDEL Announcements on Inclusion

# data[].attributes.subject
Guidelines to Support Implementation of OCDEL Announcements on Inclusion

# data[].attributes.headline
Getting Started: 7 Steps to Implementing the OCDEL Inclusion Announcement

# data[].attributes.subject
Getting Started: 7 Steps to Implementing the OCDEL Inclusion Announcement

# data[].attributes.attachment_link.title
PA Inclusion Self-Assessment and Action Plan.doc

# data[].attributes.attachment_link.readable_text
Purpose of The Guide

Suspensions and expulsions of young children are not developmentally appropriate practices. Yet, recent data indicate that suspension and expulsion occur regularly in early childhood settings. These exclusionary practices, which disproportionately impact children of color, deprive children of valuable learning experiences and have a negative impact on children's development that extends into grade school and beyond. Eliminating all forms of exclusion is urgent and vital to preparing all children for success. The U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (ED) have made this a key priority and issued a Joint Policy Statement on Expulsion and Suspension Policy in Early Childhood Settings. View the video below for an introduction to the issue and this guide.

The purpose of this guide is to provide relevant, specific recommended policies and practices that are actionable and address the underlying root causes and provide effective alternatives. The recommended policies and practices are based on the most important research for eliminating suspensions and expulsions in early childhood settings and were developed with guidance from a panel of national experts.

Using the interactive guide, program leaders can find resources on supporting social-emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and more.

The guide is intended for those most likely to make an impact and with a great need for resources: early education program leaders in center-based settings who implement policies and procedures and promote practices; however, anyone seeking to learn more about strategies for eliminating suspension and expulsion in early childhood settings can benefit from using the guide.

Get Started

Roadmap to Navigating the Guide

What recommended policies and practices are most important for you and your program? To help you prioritize, take the optional self-assessment that will provide you with a tailored roadmap to navigating the guide.

Start the Self-Assessment

The Introduction describes the contents of the guide and provides tips for how to get the most out of the guide. The guide can be read from start to finish, or the individual recommended policies and practices can stand alone. We recognize that implementing all recommended policies and practices may be overwhelming and that programmatic changes often need to occur in stages.

To help you prioritize what recommended policies and practices are most necessary and timely to implement in your program, we have developed a self-assessment. The self-assessment is an optional tool that includes a brief questionnaire to help you reflect on your program's policies, practices, and needs. The results of the self-assessment will help you reflect on your strengths and needs and provide you a roadmap to navigating the guide.

Citation

Suggested citation for this guide:

Schachner, A., Belodoff, K., Chen, W-B., Kutaka, T., Fikes, A., Ensign, K., Chow, K., Nguyen, J., & Hardy, J. (2016). Preventing Suspensions and Expulsions in Early Childhood Settings: An Administrator's Guide to Supporting All Children's Success. SRI International: Menlo Park, CA. Accessed from http://preventexpulsion.org

# data[].attributes.attachment_link.title
Preventing Suspensions and Expulsions in Early Childhood Settings | An Administrator's Guide to Supporting All Children's Success

# data[].attributes.attachment_link.description
Suspensions and expulsions of young children are not developmentally appropriate practices. Yet, recent data indicate that suspension and expulsion occur regularly in early childhood settings. These exclusionary practices, which disproportionately impact children of color, deprive children of valuable learning experiences and have a negative impact on children's development that extends into grade school and beyond.

# data[].attributes.attachment_link.readable_text
Decades of research studies confirm what professionals who work with children already know: children benefit when families and schools work together in partnership. Children whose families are actively engaged in their education have been shown to have better academic achievement, social skills, and behavior compared with children whose families do not participate. Family engagement has for many years been part of federal school policy. Title I schools are required to develop "school-family compacts." These compacts describe how teachers, administrators, and staff will work and partner with families. State governments are also mandating that schools engage with families. For the benefit of young children, early childhood programs should work closely with families as well, especially around managing challenging behaviors that may disrupt a child's time spent in the classroom. When families and school staff know, understand, and trust each other, children are less likely to be suspended and expelled.

How do I do this?

Make your program a welcoming place. Be positive when you talk with families. Make sure you start the relationship off right by having your first communication with a family be about something positive their child did, and overall there should be more positive communications than negatives ones. Use words and actions that convey respect, support, and appreciation. Researchers have found that parents are more likely to be involved in their child's education when they feel invited to be involved by both the child and the program or school.

Train staff on when and how to use the form. Create a systematic process for recording discipline. This will encourage staff to be accountable for how they respond to children's behaviors. This will also help staff be transparent. Stress that the information gathered will be used to make your program better and not to evaluate staff, and then stick to your word.

Learn more about the children and families in your program. Talk with both the children and adults about what life is like at home, or visit them at home when possible. This will help you and your staff understand a child's home context-including culture, language, parenting practices, significant events or crises-and the way it may affect the child's behavior in the classroom. These types of conversations will also help build empathetic, trusting relationships between program staff and families, in which both parties can see each other's skills, strengths, and points of view.

Identify, promote, and formalize staff actions that facilitate partnership building. Bring your staff together to construct a family-school partnership plan that all staff can buy into. This plan should identify specific and actionable steps staff will take to build and improve the quality of partnerships with families. The plan might include fostering a respectful, two-way dialogue with families, giving them chances to have a presence in the classroom, learning about each other through home visits, and setting mutually agreed-on goals for the child. Staff should be held accountable for putting these steps into use, which will then become formal processes that all staff follow routinely. Examples of other specific steps you can take include:

Schedule activities at times that working families can attend.

Make sure communication occurs (and written resources are available) in families' native languages, using staff or parent volunteers as translators.

Create a school directory so families can form a community with each other, if they wish.

Develop the capacity of your staff to work with and build close personal relationships with families. Positive relationships between staff and families protect against the use of exclusionary discipline. These relationships help because having an established relationship allows for more joint problem-solving, with parents and teachers talking about what happens at school, each offering their perspective, and working together to think about possible strategies to address the problems. Help staff recognize the benefits of family-school partnerships, and make positive relationship building with families an everyday goal. Address this goal as part of staff professional development. Identify specific staff training needs regarding partnering with families, such as whether they need help forming goal-oriented relationships with families or how to work with children with disabilities and their families. Where applicable, identify "cultural brokers" from among your staff (or parent volunteers) who are members of a minority culture and are willing to help facilitate interactions between families of this culture and staff and parents of other cultures. This can be especially helpful if there are staff available who speak the languages spoken in children's homes.

Try to bridge cultural differences between home and program, especially those of socioeconomic class and race/ethnicity. Researchers have found that one reason middle class White families tend to be more involved at school is that schools (and their staff) tend to be middle class White institutions. This is an example of "cultural match." These families speak the same language as the teachers, understand the unwritten social "rules" of the school, and feel able to treat school staff as equals. When school staff and families instead come from different backgrounds, there can be a " cultural mismatch." Just as deeper understanding builds trust, misunderstanding can create mistrust. This can be due to lack of information or to overt or implicit bias. However, this does not mean cultural matches are naturally better for children than mismatches, and that we should always aim for a match as a solution to this problem. Instead, to help fix this problem, start by understanding your own cultural context and know the ways it may differ from those of the children attending your program. Avoid making assumptions about children's families based on stereotypes or previous experiences with other "similar" families. Use open, honest, and direct communication to identify misconceptions you may have of them, or that they may have of you, and work to build more authentic relationships where both parties truly know each other. Below are a few tips for starting conversations, see the Resources section for more.

You can also invite parents into the school to share something representative of their culture (such as a holiday tradition or a food) with staff to begin the conversation, and then as relationships are built over time, progress to discussing potentially more sensitive topics such as parenting practices and behavioral expectations. Discussions can be held between parents and staff or just among staff.

Check out this resource for educators leading dialogue and reflection about diversity and equity. It includes steps to help you prepare, icebreakers, ways to reflect, and group activities.

Read a vignette to illustrate how assumptions can result in misunderstandings.

Empower parents to assert themselves as true partners. Researchers have found that parents are more likely to be involved in their children's education when they feel confident in their ability to help their children do well both academically and in their social-emotional learning. You can encourage this feeling of confidence and power in parents by respecting their perspectives; letting them know that they have abilities, ideas, and knowledge that can help their children succeed; and being truly willing to engage them as partners in caring for and educating their children.

You can also work to increase parents' understanding of child development whenever possible, so that they feel more knowledgeable and better able support their children's growth. If you do not have the capacity to do this, connect them with other resources in the community that can, such as your local health department, community college, or Child Care Resource and Referral agency, which may provide classes or online information.

Also, don't wait until there is a behavior incident or challenging behavior to talk with families! Having positive interactions with parents encourages them to stay engaged. It also helps them feel good about the role they are playing in guiding their children's learning and behavior.

What Barriers Might I Run Into and What Are Solutions?

Potential Barrier: My staff and I are excited to engage families but are not getting many responses back.
Solution: Parents are sometimes unsure about engaging with providers/teachers in school and out of school. Many things can stop parents from wanting to engage: language barriers, lack of time or transportation, not understanding how much it can help their children, lack of confidence that they can make a difference, feeling that they are not welcome at the school, or previous bad experiences with schools. These are hard things for you as staff to work against, but that doesn't mean it isn't worth the effort! Even though it may take time, showing genuine interest in including families will help improve classroom climate and help teachers better understand children. It may take time to build interest and trust from the families, but using some of the strategies we have outlined here persistently over time should pay off.

Hold school events at times when working families can join in. Let them visit your site and see the hard work you have put into making it inclusive and welcoming for families.

Start a home visiting program that will let your staff connect with families in their own space. This can help build a respectful connection between families and staff that will help children grow and give teachers a resource aside from suspensions and expulsions when behavior problems come up.

Try making a bulletin board that shows how many home visits staff have made and how many parents have visited the school. Show families and teachers what your goal is and the progress you have made.

Check out these 19 tips for engaging families from EdChange.

Potential Barrier: My staff and/or I am uncomfortable talking about cultural differences (in race/ethnicity, social class, etc.) between our staff and the families we serve, and the way this discomfort might affect our use of discipline in the program.
Solution: That is ok! Many people feel uncomfortable talking about cultural differences. Discussion and reflection are key to building cultural awareness and creating a positive program/school climate, so your willingness to try is very important!

Check out this resource for educators leading dialogue and reflection about diversity and equity. It includes steps to help you prepare, icebreakers, ways to reflect, and group activities.

This resource from the Anti-Defamation League (ADL) is directed at teachers working in their classrooms, but these tips on how to feel confident creating a positive environment for discussing diversity can be helpful for talking to staff.

Start small and then grow! Begin a conversation by talking about the posters and books that are available at your program and how making them reflect the population you serve can make the program feel more welcoming. Check out this list of children's books on bias, diversity, and justice.

You can also invite parents into the school to share something representative of their culture (such as a holiday tradition or a food) with staff to begin the conversation, and then as relationships are built over time, progress to discussing potentially more sensitive topics such as parenting practices and behavioral expectations. Discussions can be held between parents and staff, or just among staff.

Where do I go for more resources?

References

Albright, M., Weissberg R., & Dusenbury, L (2011). School-family partnership strategies to enhance children's social, emotional, and academic growth. Retrieved from https://www.cde.state.co.us/cdesped/school-familypartnershipstrategies

Gary, W.D., & Witherspoon, R. (2011). The power of family school community partnerships: A training resource manual. Retrieved from http://www2.nea.org/mediafiles/pdf/FSCP_Manual_2012.pdf

Henderson, A.T. (2012). Family-school-community partnerships 2.0: Collaborative strategies to advance student learning. Retrieved from http://www.nea.org/assets/docs/Family-School-Community-Partnerships-2.0.pdf

Hoover-Dempsey, K.V. & Sandler, H.M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67(1), 3-42.

Mapp, K.L. & Kuttner, P.J (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from http://www.sedl.org/pubs/framework/

U.S. Department of Health and Human Services and U.S. Department of Education. (2016). Policy Statement on Family Engagement from the Early Years to the Early Grades. Retrieved from https://www.acf.hhs.gov/sites/default/files/ecd/16_0152reportclean_logos.pdf

Have questions? Want to provide feedback?

# data[].attributes.attachment_link.description
Decades of research studies confirm what professionals who work with children already know: children benefit when families and schools work together in partnership. Children whose families are actively engaged in their education have been shown to have better academic achievement, social skills, and behavior compared with children whose families do not participate.

# data[].attributes.headline
Parent Education "Backpack Connection" Series from TACSEI

# data[].attributes.subject
Parent Education "Backpack Connection" Series from TACSEI

# data[].attributes.attachment_link.description
The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. Teachers may choose to send a handout home in each child's backpack when a new strategy or skill is introduced to the class.

# data[].attributes.attachment_link.readable_text
National Strengthening Families Partners

CSSP has over a dozen national partners that support implementation of Strengthening Families approaches in multiple systems. Staff members from these organizations and agencies meet quarterly to exchange information and offer coordination and support for Strengthening Families. They are:

The BUILD Initiative works with early childhood leaders within states and nationally to better prepare young children to thrive and succeed. Specifically, the BUILD Initiative helps state leaders develop an early childhood system - programs, services and policies tailored to the needs of the state's unique young child population. BUILD has taking the steps to introduce the family strengthening model to BUILD states, better understand the current climate around these issues and develop a plan for helping states move forward in integrating family strengthening and child abuse and neglect prevention into the early learning system building work. More recently members of an advisory committee convened by BUILD to explore issues of race and culture in early childhood systems helped to review and provide important input on revisions of the Strengthening Families self-assessment. Build is developing both an Equity Leaders Network for the early childhood field and a Learning Center on Health Equity and Young Children, both of which build upon the Strengthening Families framework and involve family and community engagement and leadership.

Child Care Aware® of America engages with, supports, and advocates for quality child care. Child Care Aware® of America provides critical information about the need for quality child care settings for all families through develops resources and tools for parents, providers and policy makers, and analyzes important data critical to crafting national solutions toward a more comprehensive approach to a national child care system. Child Care Aware® of America produces We Can Do Better; Child Care in America State Fact Sheets; and Parents and the High Cost of Child Care--the only publications available that rank states based on the relative strengths or weaknesses of their child care licensing regulations and oversight, critical benchmarks for a quality infant and toddler early learning system.

Child Care Aware is also the national organization that supports and links child care resource and referral (CCR&Rs) organizations across the country. CCR&R's play an important role both in connecting parents to child care programs and building the capacity of local child care programs and providers. Across the country CCR&Rs have been playing an active role in supporting state Strengthening Families efforts.

Child Welfare Information Gateway, a service of the Children's Bureau, promotes the safety, permanency and well-being of children and families by connecting child welfare, related professionals and concerned citizens to timely and essential information. Information Gateway along with the Children's Bureau and its prevention partners develops and disseminates the annual Prevention Resource Guide to support professionals who work to prevent child maltreatment and promote social and emotional well-being. The Resource Guide focuses on protective factors that build family strengths and promote optimal child and youth development. Information Gateway also features a web section on Preventing Child Abuse & Neglect as well as the National Child Abuse Prevention Month microsite which provides links to information and resources about child abuse prevention.

FRIENDS is a national partner of the Strengthening Families Initiative. A number of CBCAP State Lead Agencies have implemented Strengthening Families based programs. To support their activities, FRIENDS has been working closely with CSSP and partner, the National Association of Children's Trust and Prevention Funds, to support CBCAP organizations as they implement this initiative. This involvement has included providing training and technical assistance to CBCAP State Lead Agencies on this topic.

Help Me Grow is a unique, comprehensive, and integrated statewide system designed to address the need for early identification of children at risk for developmental and/or behavioral problems. The system then helps link these children and their families to community based services and supports. The Help Me Grow National network currently includes 23 affiliate states.

The Help Me Grow philosophy and system supports the Strengthening Families mission and protective factors. For example, in Knowledge of Parenting and Child Development, Help Me Grow supports families as their children's first observers, teachers and advocates for optimal healthy development, while the system provides Concrete Support in Times of Need by connecting families to services, programs and opportunities where they live. See the policy brief by the National Center, " Help Me Grow Promotes Optimal Child Development by Enhancing Protective Factors," for more details. Help Me Grow National is proud to be a partner of Strengthening Families.

Mosaic Network, Inc. is an implementation, research, evaluation, support and technology company with more than 15 years of experience evaluating local, state, national and international social, educational and human service programs. As one of CSSP's national partners, Mosaic created an online suite of tools to support programs and jurisdictions that are implementing the Strengthening Families Framework. These online tools include all the new program self-assessments, the Protective Factors Survey and staff survey. In addition, Mosaic helps administrators effectively implement the Strengthening Families Framework through a variety of service offerings including training and technical assistance, data analysis and reporting, integration with QRIS data systems, and expert consulting to align the QRIS parent engagement component with the Strengthening Families Framework.

NAEYC is the world's largest organization working on behalf of young children. NAEYC has three broad goals: improving professional practice and working conditions in early childhood education; supporting early childhood programs by working to achieve a high-quality system of early childhood education; building a high-performing, inclusive organization of groups and individuals who are committed to promoting excellence in early childhood education for all young children. NAEYC was an early Strengthening Families partner working with CSSP to better understand early care and education professionals' needs and priorities around child abuse and neglect prevention. NAEYC recently completed a study of the relationship between NAEYC Program Standards and Accreditation Criteria and the Strengthening Families Self-assessment.

The National Alliance of Children's Trust and Prevention Funds (Alliance) is a membership organization that supports and strengthens state Children's Trust and Prevention Funds in their vital roles, promotes awareness of the importance of strengthening families to prevent child abuse and neglect, advocates for increased public and private funding for community-based child abuse and neglect prevention activities and collaborates with other national child abuse prevention organizations to help ensure the safety and well-being of children throughout the country.

The Alliance website is filled with resources and training tools created for state children's trust and prevention funds (CTFs) and their partners. (See a summary of these resources.) CTFs across the country have been key conveners and implementers of the Strengthening Families™ Protective Factors Framework. The Alliance has partnered with CTFs to create resources that share the key concepts and learning from successful implementation of the Strengthening Families approach. All of these resources are freely available on the Alliance website:

Bringing the Protective Factors to Life in Your Work - This online training is free of charge and includes 14 hours of professional development that is useful for knowledge and implementation of the Strengthening Families approach in diverse fields. More than 8,000 practitioners, parents and others have already participated in these courses.

Resources for Action Series - These rich resources come directly from the work across states and jurisdictions to implement the Framework and are focused in four areas: Community and Family Engagement, Policy and Collaboration, Professional Development and Research.

Research Review - Readers of this online resource will gain valuable knowledge from the 'Spotlight' section on multiple topics and the 'Savvy Practitioner' section that helps make research processes more accessible to those who are not trained researcher. Each edition includes valuable summaries on research findings and innovative approaches in the field of child abuse and neglect prevention.

Preventing Child Neglect: It's More Than A Family Matter -The Alliance is conducting a targeted effort to raise visibility regarding the issue of child neglect and expand the national conversation about prevention. This work builds on the Alliance's extensive work to promote the Protective Factors Framework.

Founded in 2011, the National Family Support Network (NFSN) is a membership-based organization comprised of statewide networks that focus on strengthening and supporting families. Each of these networks consists of two or more Family Resource Centers or Family Strengthening organizations. The mission of the NFSN is to connect statewide networks across the United States to promote quality practice, peer learning, mutual support, and effective policies and systems that support positive outcomes for children, families, and communities.

The vision of the NFSN is for a strong, cohesive national network of statewide family support & strengthening networks that collectively affects positive outcomes for children, families, and communities.

In order to achieve this mission and vision, the NFSN focuses primarily on three main areas of impact: 

Connecting and convening member networks to enhance their effectiveness - Increasing connectedness amongst members for peer learning and mutual support through annual national convenings, webinars, monthly phone meetings, bi-monthly e-newsletters, and networking. 

Promoting Family Support best practice and evaluation - Raising awareness of what quality Family Support is and promoting a common language, standards, and evaluation of it through the national implementation of the Standards of Quality for Family Strengthening & Support. These Standards are the first and only standards in the country to integrate and operationalize the Principles of Family Support Practice with the Strengthening Families Framework and its research-based evidence-informed five protective factors. 

Raising the visibility of the value and impact of Family Support and Strengthening networks in order to strengthen and increase support for families nationally- Highlighting both the need to support and strengthen families nationally and the effective, skilled networks, organizations, and workforce needed to do so, including promoting the establishment of networks in states without them.

Since 1969, Parents Anonymous® Inc. has been providing training, technical assistance, support and publications worldwide to promote, implement and evaluate its strength-based Parents Anonymous® Programs, including Parents Anonymous® weekly support groups for parents, children and youth, the National Parent Helpline® and Shared Leadership® in Action using the Strengthening Families approach. Parents Anonymous® Inc. Programs have demonstrated that shared leadership® ensures the achievement of the five protective factors. Parents Anonymous® Inc. is a major leader in promoting and implementing innovative shared leadership® strategies with parents, staff and policymakers to create systems reform, responsive social policies and effective community-based strategies to prevent child abuse and neglect. Parents Anonymous® has also produced a paper to demonstrate how the research on the effectiveness of the Parents Anonymous® Program to prevent child abuse and neglect provides valuable evidence for the Strengthening Families approach.

Parents as Teachers is committed to building strong families by embedding Strengthening Families Protective Factors throughout its work. Within the Parents as Teachers approach is a focus and emphasis on parent/family well-being; on strengths, capabilities and skills; and on building protective factors within the family. Strengthening Families protective factors are also interwoven within Parents as Teachers Knowledge Studio training and curricula, thereby having an even broader impact on children and families.

Prevent Child Abuse America, founded in Chicago in 1972, works to ensure the healthy development of children nationwide. The organization promotes that vision through a network of chapters in 50 states and nearly 600 Healthy Families America home visiting sites. A number of Prevent Child Abuse chapters are taking a leadership role in supporting Strengthening Families efforts in their states. To support their efforts, Prevent Child Abuse America and CSSP have partnered to build chapter awareness of Strengthening Families and the Protective Factors Framework. CSSP and Prevent Child Abuse America are also partners in Connect the Dots: Building a Movement for Children and Families, an effort to engage the public in making all of our communities places where children and families can thrive.

ZERO TO THREE (ZTT) is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and practical skills/strategies to nurture early development. Our mission is to ensure that all babies and toddlers have a strong start in life.

ZTT has been pleased to support the Strengthening Families Initiative through the exchange of information and resources in local communities, state wide and nationally. Specifically ZTT's Promoting Responsive Relationships training, using the Preventing Child Abuse and Neglect (PCAN) curriculum, gives multi-disciplinary providers the knowledge and skills to help them adopt the protective factors identified in the Strengthening Families framework into their work with young children and families.

Given the widespread adoption of the protective factors across systems serving children and families, ZTT has incorporated the Strengthening Families protective factors in the 8 interactive, awareness raising and knowledge-building online lessons being piloted through the "Sharing the Care: Partnering to Promote Well-Being," Doris Duke Charitable Foundation funded project.

ZTT partnered with the Minnesota Department of Human Services to develop the "Minnesota Café Facilitator Guide." This Café guide is focused on building partnerships between parents/caregivers and child care providers by offering a format for having meaningful conversations within communities that promote the protective factors.

# data[].attributes.attachment_link.description
National Strengthening Families Partners CSSP has over a dozen national partners that support implementation of Strengthening Families approaches in multiple systems. Staff members from these organizations and agencies meet quarterly to exchange information and offer coordination and support for Strengthening Families.

# data[].attributes.attachment_link.description
Our evaluation portal includes a number of tools to help programs to assess their existing practice in the Strengthening Families programs areas and identify small but significant changes they can make to enhance their ability to build protective factors. As a program level user you will be able to enter assessments and run reports for your specific program.

# data[].attributes.attachment_link.provider_name
Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.title
Inclusion - Early Intervention Technical Assistance Online Learning Portal

# data[].attributes.attachment_link.description
CARA's Kit provides tools and resources to guide you through the process of making adaptations for individuals or groups of children who are experiencing challenges during every day routines and activities. This resource provides guidance for working with both toddlers and preschool-age children. As you explore various classroom situations you will find that they are ...

# data[].attributes.headline
Early Intervention Technical Assistance Portal: Social-Emotional Topics and On-line Training for Teachers

# data[].attributes.subject
Early Intervention Technical Assistance Portal: Social-Emotional Topics and On-line Training for Teachers

# data[].attributes.attachment_link.readable_text
Supporting an Effective Workforce

This webpage describes what ECMHC is, who is eligible for this service, and how to apply for support. ECMHC project (external link)

Take a look at some of the ECMH articles included on the ECMHC webpage for practical strategies that your staff can put to use immediately

Teaching Social Skills

A short video highlighting ways that teachers can support children in learning how to use problem solving to deal with the upsets, conflicts and other social problems that may occur in a preschool classroom.Visit "Problem Solving in the Moment" to view this video. (external link)

While there be sure to check out:

Tips for Teachers (external link)

Short video presenting a four-step guide for teacher planning to teach behavior expectations in a preschool classroom. Visit "Stating Behavioral Expectations" to view this video. (external link)

While there be sure to check out:

Activities with Families. This will provide a resource with ideas for partnering with families

Using visual supports to create a classroom Problem Solving Kits is a way to teach children how to begin to solve problem skills. Each visual should be specifically taught during a large or small group time. Visit Head Start's Visual Support page to learn more. (external link)

while there be sure to check out:

Build Social Skills, Dragon Brain, Emotional Regulation, Friendship Kit, Problem Solving, and Voice Volume Charts.

Engaging Families

This article from NAEYC's Young Children journal describes what makes the difference when early childhood programs build successful, collaborative relationships with families. The article includes how Strengthening Families Illinois took steps to support staff's desire to change practices that may be subtle barriers to closer staff-family connections. Describing how Strengthening Families Illinois had made a difference, one program director said, "When a parent was chronically late, we used to look at our watches at pick-up time and complain to each other about how inconsiderate she was. Now, we say to each other, 'I wonder what's going on with her and how we could help.'" NAEYC article (external link)

While there be sure to check out:

"You're Welcome" Parent Leaders Speak Out on What it Takes to Promote Real Parent Engagement (external link)

Use this checklist as part of your program's comprehensive system for fostering family engagement. Complete it as a staff team exercise; ask each staff member to complete the form, and discuss the responses at a staff meeting. Revisit the checklist on a regular basis to check on your progress. Self-Assessment Checklist (external link)

While there be sure to check out:

Principles of Effective Practice (external link)

Nurturing Relationships/Supportive Environments

Short articles and handouts that address classroom specific problems and provide clear, easy solutions to try in your classroom. Topics include, but are not limited to: Building Positive Teacher Child Relationships, Expressing Warmth and Affection to Children, and Understanding Temperament in Infants and Toddlers. Check out the "What Works" page on the CSEFEL website to learn more. (external link)

While there be sure to check out:

Brief 24 Attachment: What Works?

Brief, 15-minute online professional development that uses videos and articles to support practitioner learning in building relationships. Topics include fostering connections, being aware of children's needs and creating a caring community. To view some of these videos and articles, go to this Teaching and Learning page. (external link)

Practice guides for classroom practitioners to self-assess and develop skills in topics such as early peer interaction. There are two resources that can be used with this: Peer Interaction PDF and Peer Interactions Videos. (external link)

Addressing Challenging Behaviors

For Trainers/Coaches

Coaching Kits guide coaches from assessment to strategies for teaching and providing feedback on various topics. Check out the Teaching Friendship Skills and Problem Solving kits. (opens in a new tab)

We are developing additional kits to support your work. Keep coming back to check for new coaching kits!

Social Emotional Resources for Families

Social Emotional Resources for
Home-based Programs

# data[].attributes.attachment_link.description
This webpage describes what ECMHC is, who is eligible for this service, and how to apply for support.

# data[].attributes.headline
CDC Online Training for Early Educators: "Watch Me Grow"

# data[].attributes.subject
CDC Online Training for Early Educators: "Watch Me Grow"

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Introduction to this Course

As an early care and education provider, you play a critical role in the health and wellbeing of children. You are also very well positioned to help identify children who might need extra help in their development. This FREE, online training course, Watch Me! Celebrating Milestones and Sharing Concerns, helps you fulfill this role by providing tools and best practices for monitoring the development of children in your care and talking about it with their parents.

This 1-hour, 4-module course focuses on:

Why monitoring children's development is important

Why you have a unique and important role in developmental monitoring

How to easily monitor each child's developmental milestones

How to talk with parents about their child's development

Learning objectives for the training include:

List three developmental concerns that early care and education providers should monitor.

Identify at least three developmental milestones for class's age group.

Describe how to use "Learn the Signs. Act Early." resources in early care and education work with children and parents.

Describe two communication strategies to use when talking with families about their child's development.

How to Get Continuing Education

In order to receive continuing education (CE) for WB4552- Watch Me! Celebrating Milestones and Sharing Concerns please visit TCEO and follow these 9 Simple Steps before August 1, 2024.

1. Complete the activity

2. Complete the Evaluation at cdc.gov/GetCE

3. Pass the posttest at 80% at cdc.gov/GetCE

FEES: No fees are charged for CDC's CE activities.

About This Course

Watch Me! Celebrating Milestones and Sharing Concerns was developed by the Centers for Disease Control and Prevention's " Learn the Signs. Act Early." Program in partnership with the Administration on Children and Families, the Health Resources and Services Administration's Maternal and Child Health Bureau, American Academy of Pediatrics' Healthy Child Care America program, Head Start National Center on Health, National Association for the Education of Young Children, Child Care Aware, and the Yale Child Study Center.

FACULTY/
CREDENTIALS:

Katie K. Green, BS MPH, CHES
Health Communications Specialist, Program
Centers for Disease Control and Prevention

Karnesha Slaughter, BS MPH, Health Communications Specialist,
Centers for Disease Control and Prevention

CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer 0.1 CEU's for this program.

DISCLOSURE: In compliance with continuing education requirements, all planners and presenters must disclose all financial relationships, in any amount, with ineligible companies during the previous 24 months as well as any use of unlabeled product(s) or products under investigational use.

CDC, our planners, and content experts wish to disclose they have no financial relationship(s) with ineligible companies whose primary business is producing, marketing, selling, reselling, or distributing healthcare products used by or on patients.

Content will not include any discussion of the unlabeled use of a product or a product under investigational use.

CDC did not accept financial or in-kind support from any ineligible company for this continuing education activity.

The Centers for Disease Control and Prevention and Porter Novelli are jointly providing the CEUs for this activity.

The Centers for Disease Control and Prevention is authorized by IACET to offer 0.1 CEU's for this program.

Developmental monitoring is easy with CDC's free milestones checklists and other resources

Learn more about child development, developmental monitoring, and developmental screening

# data[].attributes.attachment_link.keywords[]
one hour course on developmental monitoring

# data[].attributes.attachment_link.keywords[]
one hour course on developmental milestones

# data[].attributes.attachment_link.title
Watch Me! Celebrating Milestones and Sharing Concerns

# data[].attributes.attachment_link.description
CDC's FREE, online training course, Watch Me! Celebrating Milestones and Sharing Concerns, helps early childhood educators by providing tools and best practices for monitoring the development of children in your care and talking about it with their parents.

# data[].attributes.attachment_link.title
A Young Couple Moves Into A New Neighborhood (music  P Godfrey).mp4

# data[].attributes.headline
Walter Gilliam: Short Clip on Implicit Bias

# data[].attributes.subject
Walter Gilliam: Short Clip on Implicit Bias

# data[].attributes.attachment_link.title
Constance Clayton Lecture 2017 -  Dr. Walter Gilliam2 - trimmed.mp4

# data[].attributes.headline
Walter Gilliam: Complete Lecture on Preschool Expulsion

# data[].attributes.subject
Walter Gilliam: Complete Lecture on Preschool Expulsion

# data[].attributes.attachment_link.title
Constance Clayton Lecture 2017 -  Dr. Walter Gilliam

# data[].attributes.headline
Nadine Burke Harris on The Impact of Childhood Trauma

# data[].attributes.subject
Nadine Burke Harris on The Impact of Childhood Trauma

# data[].attributes.attachment_link.title
How childhood trauma affects health across a lifetime | Nadine Burke Harris | TED

# data[].attributes.headline
Dr. Bruce Perry: Interview with Oprah Winfrey on the Impact of Childhood Trauma

# data[].attributes.subject
Dr. Bruce Perry: Interview with Oprah Winfrey on the Impact of Childhood Trauma

# data[].attributes.attachment_link.title
Oprah explores "life-changing question" in treating childhood trauma

# data[].attributes.attachment_link.title
Session 2--Involving Families--Lets Get the Conversation Started--with video links.pptx

# data[].attributes.attachment_link.title
Announcement-Inclusion of All Children in Early Childhood Programs in PA.pdf

# data[].attributes.headline
OCDEL/PA Announcement on Suspension & Expulsion

# data[].attributes.subject
OCDEL/PA Announcement on Suspension & Expulsion

# data[].attributes.attachment_link.title
Announcement-Reduction of explusion and suspension in EC programs in PA.pdf