Chapter 9

Communication Among Reliable Allies

Identifying and Respecting Family Preferences

• Connect with families in a natural and comfortable way

• Consider developing a family portfolio

Identifying and Respecting Family Preferences

• Do you agree?– Most families prefer informal communication to formal

communication?

– Most families prefer to be treated more as friend than as an acquaintance?

• Which do you think is more likely to help families see professionals as reliable allies?

– Most parents do not care if their child is called a “patient” by team members, such as psychologists and social workers

Written Strategies for Communication

• Parent Handbooks

• Handouts

• Newsletters --with horoscopes?

• Letters & notes

• Dialogue journals

• Report cards/grades, progress reports

• Occasional messages

Telephone Contacts

• Jot down in advance what you want to find out or tell the parent

• Ask if you have called at a convenient time• Keep it brief• Not to be used for criticism

– If necessary to inform parent of child’s problem, find something positive to say about child first and last

• Plan future face to face meeting

Technology Options

• Email

• Portable micro-cassette

• Videotape

Face-to-Face Interactions

1. Planned meetings

2. Making action plans

3. Unplanned meetings

4. Group family meetings

Planned Meetings

• Notify

• Plan agenda

• Arrange environment

Meetings

• Build rapport– Use ice breakers and door openers

• Obtain information

• Provide information

• Summarize and follow up

Postmeeting

• Review the meeting with the student when appropriate

• Share the outcome of the meeting with other professionals on a “need to know basis”– Maintain confidentiality with others

• Record the proceedings? – Minutes/Note-taking– Check school/district policy on tape recordings

• Evaluate your own satisfaction and identify future needs

Unplanned Meetings

• Communicate your preference (i.e., phone calls at home?)

• Be aware of confidentiality issues when others are around

• Decide how you want to handle “drop ins”

Types of Group/Family Meetings

• Home visits• Orientation at beginning of school/year• Open House• Parent-Teacher Conferences• PTA/PTO or Parent Advisory Board• Festivals• Incentives for family involvement at school

– Transportation

– Drop-in child care

– Food

Chapter 10

Meeting Families’ Basic Needs

Meeting Basic Needs

• Greatest need is to meet the basics

• If their need is economic stability, may be difficult to leave job to attend conferences and other school events, etc.

• Can collaborate to connect with other parents and agencies

• Provide community resource packet

Accessing Social Support

• Group support –Peers and Professionals

• Individual support --Parent to Parent, Parent to Professional

• Online –Email discussion groups and bulletin boards

• Anonymous Hot-Lines

Acquiring Information

• Parent information programs

• Clearinghouses

• Family organizations

• Adults with exceptionalities

• Books and magazines

• Technology –Online, TV, radio

Disseminating Information

• Parent Information Center

• Bulletin Boards

• Fliers

• Newsletters

• Personal Communications

• Group Meetings

Economic and Family Support Services

• Federal programs

• State programs

• Local programs

Collaboration the Key to Helping Families’ Meet Basic Needs

• Enable families to access social support

• Assist families in acquiring information, providing an array of viable options

• Link families to different economic and family support services

• Assist families who are on a pathway toward maltreatment

Issues of Abuse and Neglect• Types of Abuse and Neglect• Outcomes• Identification• Reporting –Mandated Status

– DCFS1-800-25-ABUSE

• Prevention– Parental Stress Hotline

312-3-PARENTHot-line affiliated with CAPS, Child Abuse Prevention Services of Illinois

Center for Internal Change: http://www.internalchange.com/psychotherapy/default.htm

Dealing with Confrontations• Sometimes it’s necessary to be direct about

concerns –When in doubt, check with supervisor regarding school policy

• Use diplomacy, be non-judgmental, and maintain professionalism

• Be factual• Ask necessary questions (without creating an

“Inquisition”)• Explain course of action • Identify resources• Remember to display empathy

– “Raising a child can be very stressful”

Activity

• It’s time to meet again --and be more direct with:– The parent of the child who may have ADHD– The parents of the child who may have an

attachment disorder– A parent who may have abused their child