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Parents as Teachers builds strong communities, thriving families and children that are healthy, safe and ready to learn by matching parents and caregivers with trained professionals who make regular personal home visits during a child's earliest years in life, from prenatal through kindergarten.

OUR VISION

All children will develop, learn and grow to realize their full potential.

OUR MISSION

Parents as Teachers promotes the optimal early development, learning and health of children by supporting and engaging their parents and caregivers.

OUR APPROACH

The Parents as Teachers approach is to partner, facilitate and reflect. We do this at every level of our organization, from a parent educator visiting a family in their home, all the way to the work of the national center.

In the early 1980s Missouri pioneered the concept of helping parents embrace their important role as their child's first and best teacher. Today, Parents as Teachers continues to equip early childhood organizations and professionals with information and tools that are relevant-and widely applicable-to today's parents, families and children.

The concept for Parents as Teachers was developed in the 1970s when Missouri educators noted that children were beginning kindergarten with varying levels of school readiness. Research showed that greater parent involvement is a critical link in the child's development of learning skills, including reading and writing.

Early childhood professionals suggested that a program to provide early detection of developmental delays and health issues, and parent education to help parents understand their role in encouraging their child's development from the beginning could help improve school readiness and parent involvement.

With funding from the Missouri Department of Elementary and Secondary Education and The Danforth Foundation, Parents as Teachers began in 1981 in Missouri as a pilot project for first-time parents of newborns. Recognizing the program's benefits and cost effectiveness, the Missouri legislature provided state funding in 1985 to implement Parents as Teachers programs in all Missouri school districts. Since 1985, Parents as Teachers has expanded to all 50 states and six other countries.

Grounded in the latest research, Parents as Teachers develops curricula that support a parent's role in promoting school readiness and healthy development of children. Our approach is intimate and relationship-based. We embrace learning experiences that are relevant and customized for the individual needs of each family and child. As a result, individuals and organizations who use our curricula benefit from our understanding of the evolving needs of today's families and children.

EXECUTIVE LEADERSHIP

Dedicated experts with a proven record of success

President/CEO

As President and Chief Executive Officer of Parents as Teachers, Constance Gully is responsible for leading the strategic direction of the organization while ensuring the overall growth and maintaining the fiscal stability and impact of the organizations efforts. Gully has nearly two decades of experience in the public and not for profit sectors.

Christie L. Olden, CPA, CFE
Vice President and Chief Financial Officer

Kerry Caverly
Senior Vice President/Chief Program Officer

Alison Gee, MPH
Vice President of Government and Community Engagement

Donna Hunt-O'Brien
Vice President of Professional and Program Development

Allison Kemner, MPH
Vice President of Research and Quality

Kate McGilly, Ph.D.
Senior Director of Projects and Grants Management

Melissa Bode, CFRE
Director of Philanthropy

Bart J. Holland, M.S., ED
Director of Marketing, Communications and Events

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Parents as Teachers builds strong communities, thriving families and children that are healthy, safe and ready to learn by matching parents and caregivers with trained professionals who make regular personal home visits during a child's earliest years in life, from prenatal through kindergarten. All children will develop, learn and grow to realize their full potential.

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What is RULER and How Can We Use it at Home?

What is RULER?

RULER is a Research-based program created by the Yale Center for Emotional Intelligence

RULER is a program used to help students, families, and educators build emotional intelligence

RULER is an acronym used to remember the different aspects of emotional intelligence. RULER stands for:

Recognizing emotions in self and others

Understanding the causes and consequences of emotions

Labeling emotions accurately

Expressing emotions appropriately

Regulating emotions effectively

Why do we use it at school?

Research has shown many benefits of the RULER curriculum including:

Students using RULER have better academic performance

RULER increases emotional intelligence and social skills

Decreases anxiety and depression

Improves school climate

Students using RULER are less likely to bully other students

Students using RULER have better leadership skills and attention

Teachers have better relationships with students, less burnout, better relationships with administrators, and are more positive about teaching

The Four Anchor Tools of RULER and how to use them at home

1. The Charter

The Charter helps enhance school climate and community well-being through establishing common goals and a shared vision.

It is a document created by the community (the classroom or the family)- everyone should be part of the process.

The Charter clearly and specifically outlines what is needed to build a supportive and productive learning environment.

The Charter fosters a sense of shared accountability for behaviors and reduces unkind behaviors.

How to Use The Charter at Home:

Create a family charter of shared ideas for how everyone will be treated at home.

The family charter should answer questions such as:

How do you want to feel at home?

What behaviors help make those feelings? What can you do each day to make sure that everyone experiences those feelings? Be specific!

How should we prevent and manage unwanted feelings/conflict?

Revisit the charter regularly and use it to reflect- for example, "What have we done to appreciate each other this week?"

Add to the charter as needed.

The Charter should be signed by everyone and displayed in a visible area.

Here is a template to help you create your own family charter

2. The Mood Meter

The Mood Meter helps develop emotional awareness through recognition and communication of feelings.

It is a color-coded chart used to graph feelings based on energy and pleasantness levels.

The Mood Meter helps families and educators know how to best meet students' needs.

How to Use The Mood Meter at Home:

Post a mood meter in your home in a visible area. Make your own or use these mood meter templates

Use a nametag, special magnet, photo, or picture to represent each family member- check-in throughout the day (morning, after school/work, bedtime) and move your image around depending on your mood.

Ask questions: Where are you on the mood meter? What caused you to feel that way? How can you stay there or move to a different quadrant? What is that emotion called? How can I help you move to the green?

Talk about how to prevent or reduce red and blue feelings and how to initiate, maintain, and enhance yellow and green feelings.

While some emotions may be uncomfortable, remember, there are no 'bad' emotions, all feelings are ok!

Keep a journal: Use different colors for different moods. Use the journal to understand what triggers different feelings. *There's a mood meter app to help track your mood*

Plot characters in a book on the Mood Meter: where are they on the Mood Meter? Why? How can they stay or move to a different quadrant?

Come up with a song that represents each quadrant and play a song to express or generate different emotions.

3. The Meta-Moment

Helps students handle strong emotions so that they can make better decisions

It is a brief 'step-back' from the situation

Teaches students to pause and think before acting and consider how their 'best self' would react in the situation

How to Use the Meta-Moment at Home:

Know the Meta-Moment Steps: Knowing the steps will help you assist your child during triggering events

Step 1: Something happens- There is a triggering event that causes an unpleasant feeling

Step 2: Sense- How are you feeling? How does your body feel?

Step 3: Stop- Before reacting, pause for a second to assess what is happening.

Step 4: See your best self- Visualize your best self, use positive self-talk and visioning

Step 5: Strategize- What would your best self do in this situation?

Step 6: Succeed!- Reflect on the successful result, what made it successful? How can you use this knowledge next time you are triggered?

Model the steps yourself when YOU are triggered.

Practice breathing exercises and positive self-talk BEFORE a triggering event occurs so that you know exactly what to do in the moment

Post a reminder of the steps in a visible spot. Here is a poster to help

4. The Blueprint

The Blueprint helps students and educators manage conflict.

Students learn to consider a disagreement from another person's perspective.

The Blueprint helps develop empathy through considering the feelings of others.

This tool helps people work together to identify healthy solutions to conflicts.

How to Use the Blueprint at Home:

Use questions during disagreements and problem-solving to help your child understand what someone else might be thinking/feeling. For example:

How do I feel? How does the other person feel?

What caused my feelings? What caused the other person's feelings?

How did I express/regulate my feelings? How did the other person express/regulate their feelings?

What could I have done to handle the situation better?

Help your child consider the perspective of characters in books/movies.

Here is a blueprint worksheet to help

Feeling Words Curriculum

Helps students expand their vocabulary of emotion words.

Through developing a richer emotional vocabulary, it becomes easier to understand and support your child's needs.

For example: If you ask your student how they are feeling and they say, "Bad" it is more difficult to know how to support them than if they say, "Angry" "Sad" "Disappointed" etc.
How to Use the Feeling Words Curriculum at Home:

Tell a personal story or read a story together. Then ask your child...

How did the character felt?

How do you know they felt this way? What were the clues?

When was a time you felt the same way?

What did you do when you felt that way?

Ask your child to imagine what he/she would do or say if they had a friend that was feeling _________ (scared, sad, mad, etc)

Draw pictures of what different emotions look like or make songs of what different emotions sound like

Questions?

Feel free to contact Meghan Kaloper, Thurgood Marshall School Counselor at: 206-252-2808 or mrkaloper@seattleschools.org

Additional Resources for Families

More resources, activities, and videos:

http://www.greatschools.org/gk/yale-tools-for-families/

http://www.edutopia.org/keys-social-emotional-learning-video

https://www.youtube.com/watch?v=t8UhRBwmvd4

http://rulercommunity.yale.edu/

https://inspired.fb.com/social_emotional_learning/

More information and research basis for RULER:

http://ei.yale.edu/ruler/ruler-overview/

http://www.educationworld.com/a_curr/emotional-intelligence-ruler-program-yale.shtml

Document created by Lizzie Ward, Seattle University, MAEd Candidate, 2016

References

Brackett, M., Caruso, D., & Stern, R. The anchors of emotional intelligence
Great Kids! (2016). Tools for families. Retrieved from: http://www.greatschools.org/gk/yale-tools-for-families/
Kubitz, M. (2015). Family charter: Shared goals, shared feelings. Retrieved from: http://www.greatschools.org/gk/articles/family-charter-shared-goals-shared-feelings/
Kubitz, M. (2015). Feeling words curriculum. Retrieved from: http://www.greatschools.org/gk/articles/feeling-words-curriculum/
Kubitz, M., (2015). The blueprint: resolving conflict by looking at the world through someone else's eyes. Retrieved from Kubitz, M. (2016). Family charter: Shared goals, shared feelings. Retrieved from: http://www.greatschools.org/gk/articles/the-blueprint-resolving-conflict-by-looking-at-the-world-through-someone-elses-eyes/
Kubitz, M. (2015). The meta-moment: Controlling our emotions before they control us. Retrieved from: http://www.greatschools.org/gk/articles/the-meta-moment-controlling-our-emotions-before-they-control-us/
Kubitz, M. (2016). The mood meter: A tool to developing greater self-awareness of others. Retrieved from: http://www.greatschools.org/gk/articles/the-mood-meter-a-tool-for-developing-greater-self-awareness-and-awareness-of-others/
Yale Center for Emotional Intelligence (2013). The anchors of emotional intelligence. Retrieved from ei.yale.edu

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RULER is a Research-based program created by the Yale Center for Emotional Intelligence RULER is a program used to help students, families, and educators build emotional intelligence RULER is an acronym used to remember the different aspects of emotional intelligence.

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Comprehensive Social Emotional Learning Program (SEL): Parents Activities and Focus on Family

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Comprehensive Social Emotional Learning Program (SEL): Parents Activities and Focus on Family

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Our Mission: To improve the lives of children, families, and educators everywhere.

PATHS® Training LLC is the original authorized worldwide provider of training and technical assistance for the curriculum, the research-based and proven-effective social and emotional learning (SEL) curricula for children in preschool through grade 6. Since its establishment in 2000, our company has provided high-quality workshops throughout the United States, as well as internationally.

On this web site, you will find information on the training services offered by PATHS® Training LLC, our trainers, and how to contact us to create a customized training and technical assistance plan for your school district or organization.

All of our trainers are highly experienced curriculum users who have undergone rigorous training and oversight to assure the highest fidelity of program implementation possible; as a result, our workshops help to maximize positive outcomes. Trainers understand the scientific basis, including developmental neuropsychology, on which the curricula are built, as well as practical considerations that contribute to successful implementations in the real world.

Program Materials

curriculum kits and supporting materials are published and distributed exclusively by the Channing-Bete Company, Inc. Clicking on the following link will take you to the publisher's website where you will find a comprehensive multimedia guide to the program, as well as additional information:

Thank you for your interest in and training!and the
PATHS® Training LLC logo are trademarks and service marks of Channing Bete Company, Inc.

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PATHS™ - Promoting Alternative THinking Strategies

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Our Mission: To improve the lives of children, families, and educators everywhere. PATHS® Training LLC is the original authorized worldwide provider of training and technical assistance for the curriculum, the research-based and proven-effective social and emotional learning (SEL) curricula for children in preschool through grade 6.

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Intended for More Extreme Cases of Self-Regulation Problems

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Intended for More Extreme Cases of Self-Regulation Problems

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If you have a child with psychiatric or behavior problems, there's a good chance you've heard of mindfulness and cognitive behavioral therapy (CBT), two different approaches to helping kids with everything from test anxiety to depression. But there's another very promising therapy that combines elements of both. DBT, or dialectical behavior therapy, is an intensive, highly structured program that's been adapted specifically for adolescents with extreme emotional instability, including self-harm and suicidal ideation.

The "dialectical" in DBT means the therapy works by dealing with two things at once that might seem contradictory: acceptance of feelings (mindfulness) and learning to use thinking to change feelings (CBT). It's basically "'I'm doing the best I can' on the one hand," notes Dr. Alec Miller, professor in the Department of Psychiatry and Behavioral Sciences at the Albert Einstein College of Medicine " and 'I need to do better.' That's a dialectical truth."

A brief history of DBT

Dialectical behavior therapy was developed by Dr. Marsha Linehan in the 1970s to treat adult borderline personality disorder - a mental illness with symptoms ranging from chronic suicidal thoughts and/or self-harming behaviors to anxiety and depression. These patients were typically thought of as "difficult," if not impossible, to treat. Dr. Linehan redefined the disorder, reframing it as a specific problem of the emotion regulation system that can be addressed with a structured intervention.

People with borderline personality disorder have trouble regulating their moods, which leads to impulsivity and conflict in interpersonal relationships. That, in turn, often leaves them feeling misunderstood by others around them. First, Dr. Linehan tried traditional CBT, which emphasizes using conscious thoughts to confront and change problematic emotions. She was unsuccessful with her patients. So she then tried a much more acceptance-based approach that came out of her meditation and mindfulness practice. This, too, failed.

"So then she had this brilliant epiphany," says Dr. Miller. "Blending the acceptance strategies of mindfulness with the change technologies of CBT to create this dialectical behavior therapy."

How Does DBT Work?

DBT treatment is designed to help with extreme emotional instability, which clinicians call "dysregulation" - the inability to manage intense emotions. Dysregulation leads to impulsive, self-destructive, or self-harming behaviors. The goal of DBT is to teach adolescents techniques to help them understand their emotions without judgment - the mindfulness component - and also to give them skills and techniques to manage those emotions and change behaviors in ways that will make their lives better. But it takes work and commitment.

Related: What Drives Self-Injury and How to Treat It

DBT for adolescents involves individual therapy and group skills training, where parents and teenagers learn together. The feedback from parents, says Dr. Jill Emanuele, a clinical psychologist at the Child Mind Institute, is, "Where have these skills been all my life? I need these skills too." Other components include telephone consultation (patients are encouraged to call their therapists when they feel the urge to self-harm), family therapy, and weekly consultation team meetings where the therapist checks in with other professionals to consult on the case.

What skills does DBT teach?

DBT skills training is very structured; for adolescents, it consists of five modules:

Mindfulness skills: Being present in the moment and understanding the signs of unregulated emotions

Emotion regulation skills: Coping with difficult situations by building pleasant, self-soothing experiences to protect from emotional extremes. "Especially with teenagers," says Dr. Emanuele, "there's a big focus on the physical body: eating properly, getting enough sleep, taking their medicine and avoiding drug use."

Interpersonal effectiveness skills: "It's often interactions with others that are the negative triggers for impulsive behaviors," Dr. Emanuele says. The purpose is to teach adolescents how to interact more effectively with others, and enable them to feel more supported by others.

Distress tolerance skills: "It's being able to recognize urges to do things that would be ineffective, such as hurting themselves or trying to kill themselves" and consciously controlling them, says Dr. Emanuele.

Walking the middle path skill: Kids and parents learn how to validate one another, how to compromise and negotiate, and how to see the other person's side of things. "It has to do with acknowledging multiple truths in the teenagers' and the parents' worldview as opposed to 'I'm right and you're wrong,' " explains Dr. Miller.

What is DBT used to treat in adolescents?

Borderline personality disorder was historically considered something that could not be diagnosed in a person under the age of 18. But many clinicians, including Dr. Emanuele and Dr. Miller, now feel that symptoms of the disorder do develop in some adolescents, and the debilitating roller coaster of extreme emotions that they experience can be effectively treated with DBT.

DBT has also proved effective in treating the emotional instability and severe behavioral symptoms - self-harm and suicidal thoughts or attempts - seen in adolescents with other diagnoses, including:

"DBT," says Dr. Emanuele, "is used to treat adolescents with multiple problems that often include suicidality or self-harming behaviors. The keyword here is multiple."

DBT: An adolescent's perspective

Rachel Monasch did not have it easy as a kid. When she was little her mother's chronic illness kept her in the hospital for long stretches of time. She developed severe anxiety early on in life and had trouble making friends at school. Eventually she developed an eating disorder and at 13 she began to hurt herself. At 15, Rachel says, "I had I guess what you'd call a breakdown. I spent most of the year out of school." Rachel had been in therapy for a long time but it was mostly unstructured talk therapy along with medication. When she began struggling with suicidal thoughts she was hospitalized in an adolescent unit at a hospital that she describes as horrifying and traumatic. "I was assaulted by another patient and they didn't do anything." Rachel says she came out more depressed than when she went in.

Related: Teen Suicides: What Are the Risk Factors?

But then she switched to a therapist who specialized in DBT. That clinician got her enrolled in a 28-day DBT "boot camp" for adolescents that also had an eating disorders program. "We learned and practiced DBT all day, every day, for 28 days," she says. Now, a year later, Rachel is doing very well. She finds some of the tools she learned in DBT more helpful than others, so that's where she focuses her energy. "Distress tolerance, mindfulness, and emotional regulation skills are the big ones for me," she says. "I don't fight with people or even really my parents so the interpersonal effectiveness skills aren't all that helpful to me."

Rachel relies heavily on diary cards - daily logs that track her moods and emotions, what triggered them, how she reacted to them both positively and negatively-and the collection of skills she has come up with to deal with uncomfortable emotions. She has 19 so far. She also does a lot of breathing to center herself.

According to Rachel's dad, "DBT saved her life." But Rachel says it's not quite that simple. "I would say lithium plus DBT and a great therapist saved my life."

Read More:

What to Do if You're Worried About Suicide
What Are the Symptoms of Depression in Teenagers?

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DBT: What Is Dialectical Behavior Therapy?

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If you have a child with psychiatric or behavior problems, there's a good chance you've heard of mindfulness and cognitive behavioral therapy (CBT), two different approaches to helping kids with everything from test anxiety to depression. But there's another very promising therapy that combines elements of both.

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Online Course for Promoting Self-Regulation

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Online Course for Promoting Self-Regulation

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Megan McClelland

Megan McClelland is the Katherine E. Smith Professor of Healthy Children and Families in Human Development and Family Sciences at Oregon State University. She serves as Director of the Early Childhood Research Core at the Hallie Ford Center for Healthy Children and Families at Oregon State University. Her research focuses on optimizing children's development, especially as it relates to children's self-regulation and healthy development.

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Red Light, Purple Light: A Self-Regulation Intervention Program

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Megan McClelland Megan McClelland is the Katherine E. Smith Professor of Healthy Children and Families in Human Development and Family Sciences at Oregon State University. She serves as Director of the Early Childhood Research Core at the Hallie Ford Center for Healthy Children and Families at Oregon State University.