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Family Coach Interventions From Phone To Home

Lynne Kenney, PsyD www.lynnekenney.com

What is In-Home Family Coaching

  What is in-home family coaching?

  Why is it so applicable to clients with ADHD

  What does a practical service provision process look like?

  What is The Family Coach Method?

  How does it guide in-home interventions?

  What is the "menu" for the interventions?

  How to work with a family in their own home

  How to define and communicate your relationship as a family coach

  What specific activities are suitable to the child with ADHD

  How to use modeling for skill building

  What challenges may arise

  How to go from Method to Practice

How We Live in Damage Control

Expectations

Needs

Skill Sets Outcomes

Inhibition Self-regulation Planning Previewing Organization Task initiation Task completion Self-observation

+

TFCM with ADHD

  You can gauge overall family functioning.

  You can connect with the family via music, art, sports, activities; multi-modal, action-oriented & brain developing activities.

  In-home work is more reliable than in the office: What you are told differs from what you observe. Modeling, spotting skill-deficits that were not reported to you.

  Motor to cognition works.

What is a Brain-Based Intervention?

  An intervention that engages cognitive or motor parts of the brain.

  One that increases neuronal communication.

  One that builds skill sets.

  One that increases collaborative parenting strategies.

What Is The Family Coach Method

 A three tiered methodology for in-home, in-school and in-office interventions that moves families away from coercion, threats and time-out and into brain-based skills and strategies.

The Three Tiers

The Foundation The Culture

Floors 1 & 2 The Skills

The Roof: Freedomland

Intervention Pyramid

The Family Coach Pyramid

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Developmental Behavioral Learning Skills

REALFOOD omega 3s greens water protein

NEUROTamino acids

MEDICINE

The Family Coach Menu

DOMAIN CONCEPTS HANDOUTS GOAL SETTING ACTION

Family Life Develop and Vision and A Plan

Organized Home Org home org brain

Prosocial Behavior The Pond - Be more prosocial

Family Life The Discipline Trap

Prosocial Behavior Values - Know what matters to

you

Skill set development

Why do Kids Misbehave?

Family Life Damage Control

Food & Nutrition Real Food Matters

Brain and Behavior Caveman & Thinker

Limits, boundaries and choices

Freedomland

Limits, boundaries and choices

Consequenceland

School Work Math, reading, approach,

organization, study skills

School Behavior

Friendships

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The In-Home Format

  Identify family fit, in-home work is for medium to high functioning parents with children who need skills (family organization, better food choices, parent hierarchy work, expectations, emotional-social, academic, executive function, self-regulation, calming, routines, motor skills and more).

  Intake (Forms, history, ADHD assessment

  Consents (Client –Clinician Relationship; Telehealth; Educational Consults)

  Establish pieces of work e.g: One office meeting, two in-home meetings, two follow-up 30 minute phone sessions, one summary meeting for future planning.

The Family Coach ToolsThe FOUNDATION SKILL SETS SKILL SETS SKILL SETS

Your Home as a Picture Teaching The Beginning, Middle and end (83)

The do-over (39) The Circle of Peace

The Family Coach Playbook Learning To Listen -For Parents

Teaching Boundaries and Behavior with Hoolahoops

Collaborative Communication

Your Mission Statement (23) Write it, draw it post, it Managing Moments of Cognitive Shift (94)

SPARKPE

Your Family Values List (30) Role-play (112) Maria Bailey’s Secret Handshake (42)

Dr. Lynne’s Fab 5 Foods

As a Family We Value (28) Charades Daily Points For Teaching Behaviors

Look, Listen and Learn (134)

I Will Be Happier When Pillow Hops Social Emotional IQ with KIMOCHIS

The Space Between (141)

Proactive Rules (32) Creating Buy-In Sprinkling Skills Sets (107) The Space Within (143)

Kathy Ireland’s Bubble Time (11)

The Family Security Blanket The Preparation Habit (109) “I’m Your Best Coach”

Defining RESPECT 30 Family Activity List (189) The Night Before The Corral of Nurturance

Creating a culture of RESPECT

The Clean Sweep (83) Skill Deficits vs Willfull Non-compliance (116)

The Clarity Process (163)

Seven Signs of Respect (43) The Saturday Box (85) The ABC Detective Tool (121)

The Line of Demarcation (145)

Raining on Your Children Tackling Procrastination (88)

Situational Non-compliance Create The Pond (174)

The Family Schedule (68) Skill Set Breakdown ABC Task Delegation Deputizing Kids (176)

Routine Task Lists (62) Activity Previews Direct Communications Michelle LaRowe (81)

Seek To Understand (178)

The Check It Method (73) Why Children Misbehave (159)

The Who What When Where How (125)

The Walk and Talk Game (191)

Dinner Routine (63) Independence and Responsibility are partners

(79)

The Bridge (129) The Caveman and The Thinker (211)

Family Rules List (33) Nurture Yourself (216) Know Yourself (218) Be Accountable (245)

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SAMPLE 4 SESSION Service Provision

Session 1: Review needs, consents, motivations, interests, goals and process planning. Session 2: Lay the foundation for the work. How skillful is the family? Are they clear in behavioral expectations? Do they know their values? Do they know their needs for improvement? Is there an IP? Session 3: Skills, goals, strategies, practice. Session 4: Skill review next set of skills, planning for future work.

Where Does The Brain Come Into Play?

  The brain is ever-changing

  The brain is use it or lose it

  The brain is experience neutral

  Neuronal connections grow based on experience

  Why experience needs to be multi-modal

Why Skills Matter

  We have expectations of our children

  Our children have task demands

  We need to teach our children the skills to meet task demands

  Example Behaviors

Sample Skill Break-Downs

CHILD+ Choices

Listening Skills

I chose not to speakI listened to someone speaking! !I nodded my head to show I was listening! I repeated back what I heard, when asked!I asked a question when I did not understandI remembered instructionsI followed instructions! ! !

. Accepting "No"

. Accepting Consequences

. Accepting Criticism

. Apologizing

. Appropriate Language

. Arguing Respectfully

. Asking a Favor

. Asking Questions

. Being a Good Listener

. Being in a Group Discussion

. Being on Time

. Brainstorming

. Complying with Requests

. Conflict Resolution

. Controlling Anger

. Conversational Skills

. Dealing with Bullying

. Dealing with Fear

. Declining an Invitation

. Expressing Empathy

. Expressing Feelings

. Expressing Grief

. Following Directions

. Following Rules

. Get Someone's Attention

. Getting Teacher's Attention

. Good Sportsmanship

. Ignoring Distractions

. Interrupting

. Introducing Yourself

. Learning to Disagree

. Listening to Others

. Maintaining Friendships

. Making New Friends

. Netiquette

. Offering Assistance

. Passing in Hallways

. Proximity

. Reacting to Rumors

. Reading Body Language

. Refusing Requests

. Resisting Peer Pressure

. Responding to Defeat

. Responding to Prejudice

. Responding to Teasing

. Setting Goals

. Showing Appreciation

. Showing Respect

. Solving a Problem

. Staying on Task

. Talking With Others

. Tolerance of Differences

. Using Humor

. Using Self-Control

. Waiting Your Turn

. Willingness to Try New Tasks

Calming Skills

I noticed my thermometer risingI chose to stop and breathe! !I thought before I spoke! I chose my words carefully!I asked a question when I did not understandI kept my body still and calm! ! !

Sportsmanship Skills

I made a decision to be team player firstI thought of others feelings not just my

own! !I nodded my head to show I was listening! I repeated back what I heard, when asked!I complimented my teammatesI kept my body calmI practiced STOP THINK ACT! ! !

Disagreeing Skills

I chose to listen firstI said, “May I please respond”! !I said “May I ask a question”! I listened to the response!I used a nice tone and calm bodyI made an agreementI followed thru on my agreement! ! !

Ethical Practice

  Review written limits of confidentiality, your local laws and consents with clients before you begin

  Maintain your boundaries, refer out

  Consult consistently with colleagues

  Participate in CE

  Have a methodology, know what you do how you do it and why