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Defining Common Life Stressors Activity 

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Defining Common Life Stressors Activity 

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Possibly assign the groups by the topic they are assigned too instead of by numbers ... for example: Name the groups by the specific life stressor assigned. It might be a little less confusing which group is which.

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Participants enjoy the Father Engagement activities especially the photo in which they discuss what they notice. They are adding to the conversation, excited to point out what the noticed, and introspective about why we sometimes notice deficits first. This activity is more of a hands on approach although they aren't physically moving their bodies but its practical to what they are doing or what they can expect in the field and how we want them to address challengers/issues.

Participants also enjoy the ten facts on Father Engagement but question the validity of the research as well as the date. Oftentimes participants get a way from the point of the activity citing the research doesn't align with their own experiences or what they see around themselves.

-Simone

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There are a lot of question slides and some which do not make sense and often sound repetitive. There are also various points in the three day course that does not "flow" concisely.

-Simone

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Family Development Stages Transition to Stage of Change

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Family Development Stages Transition to Stage of Change

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What is the connection between stages of change and the development stage? There wasn’t a smooth transition from one topic to the other. Or use a topic related to potty training/kid starting preschool. Preteen.

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Day 2

Challenges to Father Engagement:

The trainers do a good job of focusing on the important impact fathers have in the overall positive development of children’s physical, mental, emotional well-being. The Ten Facts About Father Engagement were very interesting and surprising to some learners, and it gave an opportunity for questions to be asked, possible answers to be discussed, and engagement to happen effectively. Some learners shared lived experiences.

When asked for updated data, the trainers stated they understood the ask for the most recent data and would bring that request back to leadership/partners.

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Day 2

Slide #14

•Consider the importance of letting the trainees know that Jeong is a Korean /Asian last name.

•The trainee (actor) used her own ethnic background (Hispanic) during this scenario., which is understandable. I think trainers could use different ethnic background in scenarios, but this ethnic name and cultural background was likely selected for specific reasons: eye contact, elder respect, cultural medicinal practices.  It would be important for the trainees to start and learn the cultural differences that might be present: For example, a lack of eye contact may not be a sign of non-engagement or disrespect. When, in many Asian cultures not looking at a person directly indicates respect. Perhaps, the cultural/ethnic background scenario will vary and is not a concern.

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Possibly include the DCF intranet SBC developmental stage example handout. Or possible include it in the PG.

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Question Activity: Why do you think that some case workers prefer to work with mom over the father? 

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Question Activity: Why do you think that some case workers prefer to work with mom over the father? 

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Instructor brings into the conversation the concept of culture and how the combination of shared beliefs and values influences how people behave and interpret the word around them.

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Day 2

Slide#21

Perhaps, tailor this example to a stage of development presented in the PG/IG: infant, toddler, school, age, teen years, etc.

•The example used is adult alcohol use/abuse. I suggest presenting an example that correlates to the curriculum.

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This is in regard to the overall training. Trainers were engaging, knowledgeable, and open to discussion. They addressed any questions or concerns. In two instances where a trainer did not have the exact answer/information to a question a learner asked, the trainers were open about needing to find the answer/ check for that data while still able to address the question generally.

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Day 2

Slide# 5

I suggest explaining or providing an example of Family Strength.

My table of trainees struggled to know what the family strength/deficit meant.

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Cohesive flow in content

A few less question slides

Reducing life stressors activity to 1 round

OARS model flaws (participant feedback-not useful in addressing hesitancy) my recommendation that it comes after the pyramid for guiding conversations as an additional tool to use vs a strategy for hesitancy

Condensed

-Simone

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Day 2

This section is very repetitive and requires a discussion about a given scenario after each condition.

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Day 2

Should be condensed so that all of the conditions are discussed first and then do the final activity that involves all four of the conditions.

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The concepts discussed in this section seem repetitive as similar concepts are discussed during Day 1 & 2.

-Open-Ended Questions comes up during the "why shouldn't you ask why questions"

-Affirmations comes up during the family strengths discussions, life stressors and the core conditions discussions

-Reflection and summarizing is discussed during the reflection and reframing discussion.

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The family stressors activity is long, but trainees seem to enjoy it (Deja)

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The instructors do a great job of calling participants back in. Throughout the day, instructors announced, "get off the phone," "stop talking while there is instruction going on" and randomly picking participants instead of calling on those who keep volunteering.

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Defining Common Life Stressor/Activity:

Day 2

Slides 39-40

Add Education to the list:

·       Individual Education Plan (IEP)

·       504 Plans

·       Harassment, Intimidation, and Bullying (HIBs)

·       Title 9

Stress factors regarding education is more prevalent that thought. Issues of HIB and the creation of an IEP can be emotionally, psychologically, and physically stressful and quite involved, affecting the whole family at times.

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I hadn't picked up on it prior but this slide says "The purpose of open-ended questions" but it should say "The purpose of AFFIRMATIONS is to:" by Simone