Module 2

Next Steps: Ideas
to Extend Practice

Follow-up training strategies to reinforce the concepts and skills taught in
Module 2 are presented below. After completing Module 2, review the
strategies with staff and help them choose at least one to work on
individually or as part of a small team,

= Discovering Strengths in Head Start Families

Ask staff to identify at least three strengths in three different Head Start
families during the course of their work in the next two weeks. Suggest
that as staff converse with families they ask questions, such as those in
handout 2: Looking for Strengths, to draw out family strengths. Have
staff keep a log of the families' responses to their questions. Arrange for
staff to meet and share the strengths they discovered among Head Start
families. Categorize the strengths according to “Skills.” “Personal
Characteristics,” and “Community Connections.” Have staff
“brainstorm” contributions families might make to the Head Start
community, based upon the strengths they discovered

TM =Turning Staff Strengths Into Community Resources

Have staff review examples of potential resources to the Head Start
community, which evolved in the activity | or 2 discussion on staff
strengths. Ask staff to sclect one of the cxamples and pursuc its
development in thcir work. Establish a timeframe for completing the
assignment based upon the complexity of the task.

= Finding Solutions to Family Concerns

Over the course of their work in the next two weeks, ask staff to kecp a
log of any concerns they have about specific Head Start familics. For
example, a bus driver might note concern about a child who usually crics
on the way to Head Start, a cook might note concern about a child who is
a very “picky” cater, a family worker might note concern about a parent's
health, a teacher might note concern about the conditions in a family's
home. At the end of the two weeks, ask staff to mect, take turns sharing
the entries in their logs, and discuss how to address the concerns. Have
staff focus thcir discussion on these two questions: Who clse in Head
Start should know about the concern? What can | do to help resolve the
concern?

TM Using a Team Approach
Ask teams from activity 5 role play to reconvene and establish a plan for
mecting with an actual family new to the Head Start community. During
the planning process, have team members discuss these questions:

— What do we know about the family so far?

— Do we have any concerns about the family?

52

Strengthening the Head Start Community



Module 1

TM Build on family strengths. Staff encourage families to identify and
build on their strengths. Familics are encouraged to work together to
meet shared needs and to bring about change in their neighborhoods
and communities. Families are not cast in the role of clicnts, or
service recipients; instead, they are seen as contributing members of
their communities.

® Provide nurturing connections with others. Staff offer familics the
opportunities to make fricnds with other familics in similar
circumstances, share their struggles and successes, and gain strength
from each other. Staff bring isolated familics together in
“community” and engage families in broader circles of community
life.

TM Offer flexible and responsive services. Staff tailor their cfforts to
meet the varied needs of individual families — be they at-risk, stable,
of thriving. Services or resources for families change or adapt as new
needs emerge.

TM Work to prevent crises. Staff aim to keep familics healthy and
intact through a range of preventive services. However. if scrious
problems or criscs occur, familics are connected quickly to the
appropriate services in the broader community.

= Show sensitivity to cultural, ethnic, and other differences among
families. Strengthening familics docs not mean “molding them into
one form.” Staff work hard to preserve and enhance the identitics of
individual participating familics.

© Coordinate and cooperate with others. Staff recognize they cannot
do it all! They forge partnerships with familics and other resources
in the broader community. They act as brokers between familics and
existing services, while identifying and filling in scrvice gaps to create
a web of support.

(a) Initiate the assessment exercise. Refer staff to handout 9. Explain
that the Checklist is intended to help staff determine where they arc now
in their work to support families, as well as ways families can be
supported further in their work.

(b) Divide staff into three (or morc) small groups and assign cach group
to two of the major scctions on the Checklist; for example, Mamily-
Centered Focus and Focus on Family Strengths. Ask cach group to
appoint a facilitator and a reporter. Explain that the large group will
Teconvene in 30 minutcs to discuss the results of cach small group's
assessment.

Building Supportive Communities



ED 398 221

HEAD START,

Training Guides for the
Head Start Learning Community

Building
Supportive
Communities

emers,
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Ra a

: US, DEPARTMENT OF HEALTH AND HUMAN SERVICES
g A mand Fusmilics
3 (4 sa, Youth and Families

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BEST COPY AvaiLABLE



Module 3

| Activitics 5 and 6

solving problems of mutual concem. In essence, families learn how to act
in their own behalf. rather than waiting for other people to act in their
behalf.

An Alliance Between Head Start Families and Staff Can Be a
Powerful Force in the Development of Broader Community
Resources for Families, The broader community also includes formal
organizations that provide assistance to familics. When the broader
community is able to offer a pyramid of assistance that matches the
pyramid of family needs, problems are likely to be solved or alleviated at
carlicr stages and at less expense. Head Start staff-family alliances can
spur the development of the pyrainid of assistance for families.

Opportunity Exists for Local Head Start Programs to Provide
Leadership in Support for Families, Family support opens paths to
Head Stari staff for forming, renewing, or rebuilding partnerships with the
‘broader community. Because of staff success in working with families to
provide comprehensive and integrated services, local Head Start prograr $
have the potential to lead the broader community in making life better for
children and familics.

Family Support is a Collaborative Effort. Support for familics
requires collaboration among Head Start staff and familics and other
resources in the broader community. Everyone must be included to “do
the job” well. As in forming alliances with familics, staff must be
prepared to reach out to organizations in the broader community, learn
about them, and build upon their strengths and resources.

Plan for Success. [n developing a plan of action, it is important for the
Head Start team to build for success. Building for sucecss means
recognizing the perspectives and strengths of all team members during the
planning process. It also means beginning with steps that are manageable
and likely to be implemented by the team within two to six months. Early
success encourages further efforts.

Flexibility in Planning Helps Ensure Success. A good plan of action
aimed at supporting families is flexible and fluid. It changes naturally and
frequently as a result of the Icarning process of all involved in its
development and implementation.

72

62

Connecting With the Broader Community



Module 3

Activity 3-4:
Encouraging Family RA
Involvement in

Community Life -

Preparation

5

organizations they belong to or know of. Record the names on a shect of
newsprint labeled “Grassroots Organizations.” Suggest a few staff
volunteer to complete the directory at a later time and distribute it to all
Head Start staff and tamilies.

Trainer's Note: If the local Head Start program already has a directory
of grassroots organizations, substitute Step 8 with a discussion on
updating and/or distributing the directory.

9. Encourage the group to identify other strategies for engaging families in

community life. Make sure the following strategies are included:

® Leam about the interests of individual families and tell them about
community groups or programs that match their interests:

TM Organize staff-family visits to grassroots organizations, or invite
representatives from the organizations to speak to the Head Start
community;

TM Invite community leaders to speak to the Head Start community about
issues of special interest to families and how families can help resolve
the issues;

TM Invite families to be the “guests” of staff at events or mectings held in
the community; and

TM Provide nominal funding for membership fees, ctc. to organizations that
Head Start families wish tc join, but are unable to afford.

10. Conclude the activity. Restate the key concepts and cncourage staff to
continue the work initiated during the activity. Provide time for staff to
complete the Module 3 activity 3 section of their training journals.

Purpose: To reinforce the importance of community life for familics and
identify strategies staff can employ to mobilize familics around a shared need

Before conducting this coaching activity, review activity 3: Hngaging Families
in the Brosder Community. Key concepts, presentation materials, and summary
points from the workshop activity will help prepare you for this activity.

For this activity you will need:

TM  Flipchart/Markers/Tape

Building Supportive Communities

ee

RB
&3



Module 1

Activity 1-2: fo)
Exploring the ws
Impact of

Community —

ih

Preparation

communities for relationships identified as “strong and supportive,”
broken lines for relationships identified as “weak,” and crossed lines for
relationships identified as “‘stressful.” Point out that the eco-map not only
shows the communities to which the family belongs, but also the primary
sources of support and stress in the family's life.

5. (a) Ask staff to develop their own eco-maps, using handout 3 to guide
them. After staff have completed their eco-maps, discuss these questions:
‘What would your eco-maps look like, if you lived in an ideal (or perfect)
world? How would your family be supported and strengthened? What
would happen when your family needed help?

(b) During the L’scussion, emphasize that all familics need many different
kinds of assistance in caring for their children; and, all familics are able
to do a better job when they are supported by their communities.

6. (a) Develop linkages between the concept of community and Head Start.
Ask staff to “call out” examples of how families are encouraged to fecl
part of their Head Start community. Record responses on a shect of
newsprint labeled Characteristics of Our Head Start Community.

(b) Point out that supportive communities share thrce elements: 1)
people; 2) who interact; 3) toward common goals. All three of those
elements are evident in Head Start, making it a community. That is, there
are children, parents, staff, and volunteers working together to support
and enrich each other's lives. In addition to being a community, Head
Start helps families experience “the sense of community” and establish
vital connections to the broader community.

7. Closing. After reinforcing the key concepts of the activity, refer staff to
the handout entitled My Training Journal. Explain the purpose of the
“Journal” and give staff a few minutes to complete the activity 1 section
for module 1.

Purpose: To increase staff awareness of the importance of community and
the ways they can help families feel part of the Head Start community.

Before conducting this coaching activity, revicw activity 1: Defining
Community. Key concepts, presentation materials, and summary points from
the workshop activity will help prepare you for this activity.

For this activity you will need:

= Flipchart/Markers/Tape
TM Handout 4: 4 Community tramework for Head Start

Building Supportive Communities

co


Module 3

Activity 3-2:
Developing
Listening
Skills

Preparation

Purpose: To develop skill in forming staff partnerships through attentive
listening.

Before conducting this coaching activity, review activity 1; Turning to Others
Jor Help. Key concepts, presentation materials, and summary points from the
workshop activity will help prepare you for this activity.

For this activity you will need:

Flipchart/Markers/Tape
Handout 1: Listening Tips

Introduction. Provide the staff you are coaching with a bricf overview of
the topics and skills addressed in this module's activitics. Discuss the
purpose of this activity and how you will work together to complete its
steps.

Warm-up exercise. Ask staff to describe a time in their life when they
experienced a crisis or a very stressful event, how they felt. and how they
were helped or supported during that time, Have staff reflect for a minute
or two on the characteristics of the person(s) who gave them the most help
or support; then ask them to list the characteristics on a sheet of
newsprint.

Describe attentive listening. Go over the list of characteristics on the
sheet of newsprint with staff, pointing out those that describe a good
listener (¢.g., wasn't critical, didn't give advice, seemed truly interested.
heard what I was saying). Expand upon the characteristics of a good
listener by presenting information on attentive listening. (Sec information
on attentive listening in activity 1.)

Demonstrate attentive listening skills. Engage staff in a role play to
demonstrate attentive listening skills. Ask staff to assume the role of a
teacher's aide who is very upset about the way a teacher is handling a
classroom problem, with you taking the role of the teacher. Explain that
the aide is upset because children are going home with bruises from being
hit and pinched by other children in the class. The aide believes the teacher
should do a better job of protecting the children. Give staff a minute or
two to think about their role and what they want to say to the teacher.
Initiate the role play by stating “I understand you want to talk to me.”
Continue to role play for three to five minutes.

Coaching Note: Instead of a role play involving an aide and teacher, you
may want to substitute a role play depicting a situation more relevant to
the staff's position.

68

Connecting With the Broader Community

73



Module 1: What Is Community?

Handout 3: Blank Eco-Map

Instructions Think about the various communities that affect your family and the type of relationship your
Samily has with each: strong and supportive, weak, or stressful. Then, complete the eco-map below. When
you are done, you will have a better grasp of the sources of support and stress in your family’s life. On the
back of the handout jot down what you might be able to do to strengthen the community relationships you
have identified as “weak” or “stressful.””

[mmm Strong and Supportive Relationship

1m mm "Weak Relationship”

|
|

|
| syyuy "Stressful" Relationship |

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What Is Community?

24



Appendix

Handout: My Training Journal (continued)

Module 2 - Strengthening the Head Start Community

ACTIVITY 1: DISCOVERING STRENGTHS
ACTIVITY 2: DRAWING OUT STRENGTHS

1. Overall, what are your reactions to this activity?
2. What do you plan to do, or do differently, as a result of this activity?
3. What skills, issues, or topics would you like to pursue further?

ACTIVITY 3: OFFERING SUPPORT TO FAMILIES
ACTIVITY 4: SHOWING SUPPORT

1. Overall. what are your reactions to this activity?

2. What do you plan to do, or do differently, as a result of this activity?

3. What skills, issucs, or topics would you like to pursue further?
Ley

98

Appendix


Module 1: What Is Community?

Handout 8: Goals of Family Support Programs®

Despite outward differences, all family support programs work toward the goal of strengthening families
to ensure the well-being and healthy development of the next generation. In achieving that goal, family
Support programs:

®TM Help families to cope more effectively with the stresses of daily life.

TM Give families new information and ideas about child development and child rearing to make parenting
more rewarding and to help parents more effectively nurture and support their children.

TM Reduce the social isolation many families experience by bringing them into contact with other families
in similar circumstances.

TM Link families with other services and supports, which can help them meet their basic needs, before the
needs intensify and reach crisis proportion.

> Adapted from Allen, M., Brown, P., and Finlay, B. Helping Children By Strengthening Families: A Look at Family Support
Programs. Children’s Defense Fund, 1992.

Building Supportive Communities 31

43



Module 2: Strengthening the Head Start Community

@ Handout 4: Showing Support

Instructions

After you finish reading the handout Family Scenario: The Baker Family, think about your answers to

the questions listed below, When the group reconvenes, you will be asked to share your ideas on ways of
| showing the Baker familyYour support.

. In doing your job, what opportunities would you have to interact with the Baker family?

How could you be a source of support to the Baker family? In answering the question, consider the
following:

- What could you say or do to help Mrs. Baker become involved in the Head Start community?

- What could you say or do to develop a relationship with Mrs. Baker?

- What could you say or do to link the Baker family with resources in the Head Start or broader
community?

Building Supportive Communities 57



Module 1; What Is Community?

Handout 5: Exploring Differences in Families”

Appoint a reporter for your group. Read the questions below; then, taking one question at a time, discuss
how the issues were addressed in your family during your childhood.

Discussion Questions

1 Who was included in your family? Who were you closest to? Did any adult, other than your parents,
take care of you for a period of time, or have a strong influence on your development?

2. What was your relationship with extended family? What part did aunts, uncles, cousins, grandparents,
godparents, and close family friends play in your life?

3. What language was spoken primarily in your home?

4. What special celebrations, holidays, or activities were honored by your family? What did your family
do during these times?

5. Who took care of you when your mother had to go out? At what age were you left alone? At what age
were children in your family given responsibility to care for other children in the family?

6. What were your family's “rules” about meals? Did everyone sit down at the table together? Who
cooked the meals? What kinds of foods did you eat a lot of? Were there any foods you were not
allowed to eat?

7, What was your “place” in the family? Oldest or youngest? Only girl? And what expectations did this
“place” carry?

8. How did your family make decisions? Did family members make decisions together, or did only one
person decide? Did grandparents, relatives, or others considered to be part of the family have a “say”
in decisions? What decisions were children permitted to make for themselves?

9. What did your family to when you were ill? Were you given certain foods, medicines, or home
treatments to help you get well?

10. Who did your family turn to for help in times of need? Did it have to be someone in the family?

11. Which of your family's values and patterns of behavior do you still adhere to, and which have you
changed?

2 Adapted from introductory Guide, Arizona Administration for Children Youth and Families, 1994; and from Lookmg Out,
Looking In, Multicultural Infusion in Head Start, Spokane County Head Start, Spokane, Washington, 1994.

Building Supportive Communiies 27

a
Lae)



Module 3

Connecting With the Broader Community

Outcomes

Key Concepts
Activities 1 and 2

Activitics 3 and 4

As a result of completing this module, participants will:

Demonstrate aitentive listening skills;

Establish parmerships with families aimed at increasing their participation
in community life;

Interact with families in a manner that encourages them to take active
roles in the community's family support efforts; and

Collaborate with others in the development and implementation of plans
aimed at supporting and strengthening families.

Listening Is a Critical Skill. In dealing with colleagues and families in
knowing how to respond to them, one of the most important skills to learn
is how to listen. Through listening, we build trust, show our interest and

concer, help others feel better for having talked, and enable others to act
in their own behalf.

Listening Is a Learned Behavior. We begin to learn how to listen, what
to listen for, and whom to listen to very early in our development. We
become accustomed to listening in a certain way. Most of us do not think
about listening as a learned behavior ana, therefore, do not think much
about how we listen.

Attentive Listening Requires Practice. Attentive listening is not only
hearing what someone is saying, but also understanding what the person
really rneans. It requires that we set aside our views, biases, criticisms, or
approvals and learn to listen non-judgmentally.

Families Are Part of Communities. Just as the Head Start community
has traditionally viewed its work with children within the contest of
families, it must now broaden its work with families within the context of
the broader community. For families to be stable and thriving, they need
services from the broader community and they also need to be actively
involved in community life. The Head Start community is uniquely
structured to respond to both types of need, v

Families Benefit Through Active Participation in Community Life.
The broader community includes informal networks (¢.g., gathering places
in the neighborhood, cultural markets), as well as organized groups,
which offer families the opportunity to participate as members, rather than
as service recipients. Through membership in such networks and groups,
familics are able to develop supportive relatior.ships with other members,
contribute to community life, and work with other members toward

Building Supportive Communities

6)

71


Appendix

@ Handout: My Training Journal (continued)

ACTIVITY 5: WORKING AS A TEAM
ACTIVITY 6: PRACTICING TEAM WORK

1 Overall, what are your reactions to this activity?
2. What do you plan to do, or do differently, as a result of this activity?
3. What skills, issues, or topics would you like to pursue further?

Additional Comments: Are there additional comments you would like to make about the training
Program? If so, note them in the space below.

@ 108

Building Supportive Communities 9U



Module 1: What Is Community?

Handout 9: A Checklist on Community-Building (continued)

6. Community Linkages means that partnerships exist among service providers and organizations to help
ensure that families have access to needed resources. Does your Head Start community:

Have collaborative ties with service providers, organizations, groups, and leaders in the
broader community? Does this make a difference?

Teach the broader community about Head Start's mission, goals, Values, parent
involvement practices, and so on? In what ways?

Invite persons from the broader community, who represent different programs or groups, to
visit and learn about Head Start? How often? Do they come?

Form alliances, coalitions, or partnerships with the broader community in efforts to meet the
needs of low-income families? Who is involved? Have needs been met?

Sponsor or belong to a community-involvement advisory committee that promotes family
participation in community organizations? Are families participating? To what extent?

Offer experiences that take children and/or their families to places where they can learn about
how the broader community “works,” such as businesses, government offices, public schools,
and so on? How often? Do children and families benefit?

Encourage families to volunteer in the broader community, such as in hospitals, libraries,
nursing homes, and so on? Do families volunteer?

Promote “inclusive” attitudes and practices among groups, organizations, associations, etc.
in the broader community, so Head Start families can comfortably participate as regular
members? In what ways? Are families participating?

Have staff go with parents on their initial visits to individual helpers, service providers, public
schools, and so on? Does this make a difference?

Suggestions for growth or change:

1)

2)

3)
Ay

Building Supportive Communities 37

eee


Module 3: Connecting With the Broader Community

e Handout 2: A Social Map of Families and Communities®

The diagram below illustrates the three primary roles of families as they interact with community resources.

Active Community Life
neighborhood activities
local churches / religious groups
grassroots community organizations / cubs
extended family / network of friends
art / cultural / ethnic associations
Family Role: Member

Employment / Work Place
source of family income
Family Role: Member
Helping Institutions
schools / early childhood centers youth programs / racreation centers
hospitals / health centers / prenatal care
Family Role: Consumer

Assistance Programs
food / dothing / shelter / financial assistance
Family Role: Consumer / Client,
Treatment / Intervention Services
child welfare / mental health / substance abuse treatment
Family Pole: Client
Legal System / Criminal Justice System
legal assistance / advocacy / juvenile justice
Family Role: Client

| @ “Adapted by Chris Carman from Together We Can — A Guide for Crafting a Profamily System of Education United States
Department of Education and United States Department of Health and Human Services, 1993.

Building Supportive Communities 8


Introduction

Modules Activity Time® | Materials”
Module 3: Activity 1: . 1
Connecting With the Turning to Others for Help 45 minutes Rein eet Markers.
Broader Community | (W) B ape.
Activity 2: 60 minutes Easel, Newsprint, Markers, Masking
Developing Listening Skills Tape, Handout 1
(©)
Activity 3 120 minutes | Easel, Newsprint, Markers, Masking
Engaging Families in the Tape, Handouts 2 and 3
Broader Community (W)
Activity 4 60 minutes Easel, Newsprint, Markers, Masking
Encouraging Family Tape, Handout 2
Involvement in Community
Life (C)
Activity 5: 90 minutes Easel, Newsprint, Markers, Masking
Strengthening Family Support Tape, Handout 4
Through Tcam Planning (W)
Activity 6: 60 minutes Easel, Newsprint, Markers, Masking
Contributing to Resource Tape, Handout 5
Development (C)

(W) = Workshop Activity

(C) = Coaching Activity

*Time may vary depending upon the size of the training group and the amount of staff interaction during activities.

Building Supportive Communities

pee
tw

xiii



Contents

Preface vii
Introduction ix
Overview
Purpose ...... ix
Audience . ix
Performance Standards . . x
Tcons .

Ata Glance.

Module | -
What Is Community?
Outcomes .. Jd
Key Concepts . . |
Background Information . -3
Activities oe : .5
Next Steps: Idcas to cr actice . .. 20
Handouts 2.0.0... cece cece cece eee cence eee 22
Module 2 en
Strengthening the Head Start Community
Outcomes .
Key Concepts . . tees 2.39
Background Information 2. 40
Activilics .............. cee AQ
Next Steps: Ideas to Extend Practice . ~... 52
Handouts 0.2... cece e eee eee eee e eens 54
Module 3 a
Connecting With the Broader Community
Outcomes 61
Key Concept 61
Background Information .. 63
Activities : - 65
Next Steps: Ideas to Extend Practice . 79
Handouts . 80
Continuing Professional Development a)
Resources _ 9!
Appendix __os

Building Supportive Communities



Module 1: What Is Community?

Handout 9: A Checklist on Community-Building (continued)

3. Nurturing Connections means there are opportunities for families to make friends with other families
in similar circumstances, share their struggles and successes, and gain strength from each other. In
addition, it means helping families establish networks of support in the broader community. Does your
Head Start community:

_ Offer a variety of informal support groups for families? What are the groups? How often do
they meet?

_ Sponsor activities which help families to form positive relationships with each other, such as
potluck suppers, recreational events, family group outings to special events in the broader
community? How often? Do families come?

_ Keep families informed about churches, clubs, organizations, ethnic associatioas, etc., in the
broader community that they might be interested in joining? In what ways? Do families join?

_ Act as a motivator in bringing interested families together to create informal resources, such
as a food-buying club, a study group, or a child care cooperative? What resources have been
created? Are they being used?

_ Publicize mutual-help groups in the broader community which are available to families, such
as Parents Anonymous and Alcoholics Anonymous? Do families attend? e

_ Encourage families to “drop-in” and visit with other families and staff? Do families come?
Suggestions for growth or change:

1)
2)

3)

46 ©

34 What Is Community?



EE i

Module 3

13. (a) Develop linkages between the staff's feelings and experiences in
seeking help and those of families in the Head Start community. Begin
by asking staff to “call out”:

® The feelings they experienced during a family crisis or a stressful time
in their life; and

= The resources they found most helpful or supportive.

(b) As feclings and resources are identified, record them on corresponding
sheets of newsprint labeled “Feelings” and “Resources.” When responses
stop, point out the range of intense feclings expericnecd by staff during
difficult times in their lives. Stress that families, too, cxperience a wide
range of feclings during difficult times — feclings that may posc barricrs
to sezking or receiving help from others. Attentive listening helps familics
work through their feelings, move on to problem-solving, and take
constructive action on their own behalf.

(c) Next, point out that most staff identified “informal” resources as being
the most helpful. Stress that many Head Start families have not developed
supportive relationships with “informal helpers;” thus, this very valuable
resource is missing in their lives. Helping families “connect” with
informal sources of support in their communities is onc of the most crucial
aspects of family support.

Trainer's Note: If time permits, have staff explore the reasons why
many Head Start families lack supportive relationships with "informal
helpers." Point out that the reasons (e.g., lack of trust in others, conflicts
in the past, low self-esteem) pose barriers in helping familics develop
such relationships. Working with familics to overcome the barriers may
be a necessary first step.

14, (a) Closure. As aclosing comment, acknowledge unshared feclings; that
is, feelings staff did not feel comfortable revealing during the dyad
activity. Point out that families, too, are likely to hide some feclings from
staff. Open expression of feelings occurs when trusting partnerships exist
between people; attentive listening helps build such partnerships.

(b) To end the activity, encourage staff to continue to practice their
attentive listening skills as they interact with each other. Refer staff to
handout | which offers some additional listening tips. Explain that in the
next activity, staff will explore how to “conncct” familics with both
formal and informal resources in the broader community. Provide time for
staff to complete the Module 3 activity 1 section of their training journals.

U¢

Building Supportive Communities

67



BE

Module 3

have considered way's of showing support in our work, working as a team. @
and engaging families in community life.

it is now time to turn the discussions about support for families into
concrete plans of action. In this activity you will work in small groups to
develop a plan aimed at closing one gup in family support. Your group has
the option of focusing its plan on: 1) a specific Head Start family: 2) the
Head Start community; or, 3) the broader community. Regardless of the
focus, the plan must include steps for forming a partnership with a resource
(or resources) in the broader community to address the gap.

Let's look at some examples. Your group might develop a plan aimed at
“connecting” a specific Head Start family with sources of informal support
or with service providers in the broader community. Your group might
develop a plan aimed at creating/enhancing a resource for families within the
Head Start community, with the help of the broader community Or, your
group might develop a plan aimed at leading the broader community in its
provision of supportive services for families.

Trainer's Note: Make certain that staff understand the first option (i.¢..
a plan that focuses on support for a specific family) is only appropriate
for a family that has already discussed the issue with Head Start staff and
| want staff assistance in resolving the issuc.

2. Assist staff in forming small groups, each comprised of staff representing
a variety of job positions in the same Head Start community. If possible,
replicate the group compositions established in Module 2 activity 5
Working as a Team. Refer staff to handout 4 which delineates the steps of
the tcam planning process. Emphasize the activity extends beyond the
training program; the small groups/teams arc expected to implement the
plans in their work

iF
| Trainer's Note: Emphasize that staff are expected to develop realistic
| plans that can be accomplished relatively easily in a short period of time.

A small siep forward in supporting families can lead to larger steps in the
future

d

3. (a) Ask cach small group to appoint a facilitator and a reporter. Point out
facilitators arc also responsible for overseeing the plan's implementation

(b) Explain that the large group will convene in one hour: at that time cach
reporter will be asked to present the plan his or her group developed

4, Debrief the activity. After one hour, reconvene the large group. Ask a @
reporter to voluntecr aid present his or her group's plan: following the

76 8 b Connecting With the Broader Community



DOCUMENT RESUME

ED 398 221 SP 036 872

TITLE Building Supportive Communities. Training Guides for
the Head Start Learning Community.

INSTITUTION RMC Research Corp., Portsmouth, NH.

SPONS AGENCY Administration for Children, Youth, and Families
(DHHS), Washington, DC. Head Start Bureau.
PUB DATE 95

CONTRACT 105-93-1585

NOTE 110p.; For other guides in the series, see SP 036
871-873.

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MFO1/PCO5 Plus Postage.

DESCRIPTORS Community Resources; *Family Involvement; *Family

Role; Group Activities; *Parent School Relationship;
Preschool Children; Preschool Education; Preschool
Teachers; *Staff Development; Trmining Methods;
Workshops

IDENTIFIERS *Project Head Start

ABSTRACT

This document is a guide to provide the foundation
for developing local Head Start programs into strong communities for
staff and families, Using workshop and coaching activities, the guide
initiates a process of staff training and development designed to
foster cooperation between families and staff. These activities
encourage Head Start staff to: (1) examine the impact of their own
beliefs and behaviors on the development of supportive relationships
with each other and with Head Start families; (2) show support for
each other and for Head Start families through recognizing and
reinforcing individual and family strengths; (3) see themselves
together with Head Start families as members of the community who
work as a team in resource development; and (4) establish
collaborative partnerships with each other, Head Start families, and
resources in the broader community to address recurring concerns of
families. Follow-up activities include opportunities tailored to the
participant to continue building on skills learned in training and
ways to identify new skills and knowledge needed to expand or
complement those skills through opportunities in higher education,
credentialing, and community educational programs. (CK)

FESO IAI A AIO III OITA IIIA STA TSO TOASTS TIII TAIT IA.

* Reproductions supplied by EDRS are the best that can be made *

from the original document. *
Tei TTS II TSS S AS KIRK OTS AAT T SIT STIS GODOT AT TAIT IIE

*



This national training guide was developed by the National Alliance of Business under contract
105-93-1586 of the Head Start Bureau, Administration for Children and Families, Department
of Health and Human Services

# Photo courtesy of Rosemount Head Start, Washington, D.C. #



Module 1: What Is Community?

Handout 1: What Community Means to Me

Instructions

Tell your partner about a time in your life when you felt part of a “community.” You might want to share
an experience from your childhood — a time of feeling part of a peer group, a neighborhood, a school, an
athletic team, a club, and so on. You may, on the other hand, want to share a more recent time ~- a time
of feeling part of a parents’ group, a civic group, a neighborhood association, a church, a work team, and
soon, Take a minute or two to try to recall the details of the experience. Then, take turns sharing your
responses to the following questions.

Discussion Questions

a When thinking back on the experience, what feelings do you remember? Do you remember the sense
of “belonging?” Of being valued by others?

L How did the experience affect you? Did the experience influence your values, goals,
accomplishments, or perspectives about life? Ifso, in what ways?

Lt Did the experience result in any friendships? If so, what words or phrases would describe those
friendships?

. Overall, how did the experience make a difference in your life? What was it about the experience
that made the difference?

22 What Is Community?



Module 3: Connecting With the Broader Community

Handout 4: A Plan for Action

Instructions

Review “Part 1: Team Planning Steps” below. Then, as a team, discuss and complete “Part II]: Action
Plan.” Remember this is not a practice exercise; you will actually implement the plan your team develops
over the course of the next several weeks. The large group will reconvene in one hour; at that time, reporters
will be asked to present their team's plans.

PART I; TEAM PLANNING STEPS

During the course of this training program, several strategies aimed at supporting families were identified and
discussed. These included strategies for:

. Reaching out to families and encouraging their involvement in the Head Start community;

tl] Enhancing support for families through “growth and change” within the Head Start community;

a Using the strengths and resources that individual staff and families bring to the Head Start community:
. Developing a team approach to support for families; and
. Helping families realize their potential as contributing community members.

In addition, recurring concerns of Head Start families were identified and ranked in terms of priority.

In this activity your team will develop a plan to meet a gap in family support. Each step in the team planning
process is described below

Step 1: Identifying the Plan's Focus

The first step in the planning process involves identifying the plan's focus or purpose. Your team has the option
of developing a plan to:

1) Support a specific Head Start family;
2) Establish or improve a family support resource within the Head Start community; or

3) Establish or improve a family support resource within the broader community.

93

Building Supportive Communities 83



Module 3

the ideas; for example, if staff have a talent for interior decorating, they may
be interested in making a family resource room at Head Start more “family
friendly,” or if staff have teaching skills they may be interested in
developing a tutoring program for parents in school. Assist staff in deciding
on one idea they want to pursue with a team.

4. Explore courses of action. Examine the options staff have for pursuing
their idea with a team, such as asking co-workers, family members. and
individuals from the broader community to become part of a planning team.

Coaching note: As an alternative to taking a lead role in forming a
planning team, explore options staff might have for joining an existing
resource development planning team, task force, or committee.

5. Identify planning steps. Refer siaff to handout 6. With your assistance, ask
staff to identify the steps they need to take to organize (or join) a planning
team and complete the handout; for example, a first step might be “talk with
co-workers about their interest in joining the planning team.” Sct a time for
staff to report back to you on their progress.

6. Review staff progress. Ask staff to debrief you on the outcome of their
planning steps. As indicated by the outcome, discuss what necds to happen .
next and how staff will proceed. If staff have organized a planning tcam,
discuss your potential role as the team's coach.

7, Offer follow-up support. Establish a plan with staff for coaching th team

or for staying informed of the team's progress in cstablishing the resources
for families.

&&

3 Connecting, With the Broader Community



esses

Module 1

After giving a personal example or story about the topic selected, ask staff e@
to take tums sharing their thoughts, feelings, and experiences based on the

topic. Use the comments by staff as a “springboard” for introducing the

topics and skills addressed in the module.

TM Establish and make sure staff understand the “ground rules” for
maintaining group and family confidentiality.

16 e

4 What Is Community?

SS a


Module 2

e @ Was there a time during the weck when you felt somcone really
listened to you? “Reached out” to you? What did that person say or
do?

TM Was there a time during the week when you felt someone really cared
about you? Valued you? What did the person say or do?

= Was there a time during the weck when somcone “stepped in” to help
you cope with a stressful experience? What did the person say or do?

3. Expand upon the meaning of “support.” Ask staff to develop a second
list on a sheet of newsprint: this time a list of the ways they have
supported others during the past weck. When the list is completed, point
out that all interactions among people provide opportunities for giving or
receiving support. With regard to Head Start families, support is not
limited to any particular type of activity or service, but is conveyed
through the ways staff relate to families.

4. Apply staff practices to a sample family. Ask staff to read handout 3
Afterwards, discuss staff practices and opportunities for showing the
Baker family support. Raisc questions, such as the following, during the

discussion:
TM In carrying out your job, what opportunitics would you have to
e@ interact with the Baker family?

In what ways could you offer support to the Baker family?

What could you say or do to help Mrs. Baker become an active
member of the Head Start community?

© Whatresources within Head Start or the broader community might be
of help to the Baker family? How would you link the Baker family

3 w'th those resources?

—

Coaching Note: If staff have difficulty responding to the last question
above, ask them to talk with other staff about resources they turn to
when families need help. Set a time for staff to report back to you with

findings.
— - —

wn

Clarify processes for linking Head Start families with resources. Refer
staff to the shect of newsprint showing the diagram of the Head Start
organization Make sure staff understand the primary role and
responsibilitics of cach staff position shown on the diagram. Provide

specific cxamples of the ways various staff interact and provide support
e to Head Start families. Discuss internal and external referral procedures
for getting families linked with needed resources.

Building Supportive Communities 47

53

ee


Continuing Professional Development

interviews with cultural leaders). Divide the group into dyads, with each
assigned to a specific culture. Ask the dyads to learn about the culture and
report back to the group.

Reassessing the Family Support Strengths of the Head Start
Community

Approximately four months after staff have completed Activity 5 in
Module 1, reconvene the training group. Ask staff to reassess their Head
Start community's family support strengths, using the handout entitled “A
Checklist on Community-Building” to guide the process. Lead the group
in the re-assessment activity by repeating steps 8 through 10 in Activity
5. Assist staff in evaluating the community's progress since the original
assessment and in pursuing newly identified priorities in resource
development.

uae

90

Continuing Professional Development



Module 3

5. Process the role play. Engage staff in a discussion of the role play. using
the questions below as a guide.

TM What feclings did you experience during the role play” Did your
feclings change any from the beginning to the cnd? In what ways?

TM Didyou feel 1 was involved and interested in what you were saying?
How did I show my interest?

@ ~What kinds of non-verbal messages did you receive from me? How
did I convey those messages?

6. (a) Reinforce the impact of non-verbal communication. Engage staff in
an exercise that illustrates the power of non-verbal communication. Tum
two chairs back to back — onc for you and one for staff. Tell staff you
are going to talk on the topic of “When I am very angry I...” Ask staff to
just listen as you talk.

Coaching Note: If you are coaching more than one staff member, select |!
one to participate directly in the exercise, but have the others also turn

their chairs away from you.

(b) After two or three minutes, repeat the exercise; however. this time
reversc roles and have staff talk on the topic “When ! am feeling ‘down’
I...” Listen to staff for two or three minutes, then stop the proccss.
Discuss how you both felt being unable to sce cach other in your roles as
“talker” and as “listener.”

7. (a) Apply listening skills. Ask staff to think about a time when they
interacted with an upset or angry colleague. Have staff describe the
situation and how they responded to the colleague's feclings. Point out
that one of the best ways of showing others support at such times is to
listen attentively to them, without making any judgments about what they
are saying or giving any advice.

(b) Refer staff to handout | and ask them to read it for some additional
listening tips. Afterwards, ask staff to identify onc or two tips on the
handout that might have helped them handle the situation with the
colleague more effectively. Repeat the process, with staff describing
another situation with a colleague and analyzing what they might have
done differently to communicate understanding and support.

8. (a) Assess staff listening skills. With staff permission, make
arrangements to observe staff having a conversation with a colleague.
Explain that you will be looking for ways theyshow support during the

conversation, as well as ways they might improve upon their listening
skills.

Building Supportive Communiies

69



Module 1: What Is Community?

Handout 6: Getting to Know Different Kinds of Families

Below are some ways to learn more about Head Start families, as well as some ways to encourage their
involvement in the Head Start community. Although the term “parents” is used often in the examples, it
means any adult considered “family.”

Encourage good memories in families. Take the time to look at family photos, listen to stories about
the family, and discuss important family events.

Ask parents to draw their family in any way that depicts its members and their importance. Crayons and
large sheets of papers promote creativity in this. Then, discuss the drawing.

Find out who is important to the family; ask about friends, relatives, neighbors, employers, etc.
Take the time to learn about the parents' dreams and hopes for their children's future.

If possible, arrange field trips to parents' places of work, so that children and staff can see parents “on
the job” and parents can explain their work and introduce co-workers.

Invite parents to be the children's “special guests” at snack or lunch time.

Ask parents with special talents, hobbies, or knowledge (e.g., cake decorating, auto repair, weight
reduction, karate, aerobics) to come to Head Start to share their talents-with other parents, children, and
staff.

Encourage Head Start families to develop a “resource exchange,” so they are able to support each other
in practical ways. For example, a parent with home repair skills might be willing to make a simple repair
in exchange for some child care. Rides to work might be offered to a parent not on a bus line in
exchange for some sewing or niending.

Help Head Start families organize “potluck suppers,” parties, or “parents night out” events

al

28

What Is Community?



Module 2

Instructions

Last, staff explore how they might work together more effectively in support
of families. Using the same family scenario as the impetus for discussion,
staff consider various aspects of a team approach, including the team's
composition, goals, and activities. The advantages of a team approach are
reinforced as staff role play how they would interact, share information, and
“pool” resources as a team. ae

In addition to the handouts for each activity, duplicate the handout entitled
My Training Journal (provided in the appendix). The “Journal”
provides staff with a tool for documenting their reactions to the training,
identifying ways of applying the training to their jobs, and noting areas for
follow-up. It is divided into sections that parallel the guide's learning
activitics and is to be completed by staff at the conclusion of each activity
in all three modules. Encourage staff to discuss their “Journal” comments

with their trainers, coaches, and/or supervisors after completing cach
module.

Before conducting the activitics in this module, it is important to engage
staff in the learning process with an “icebreaker” discussion on a selected

topic. Some examples of icebreaker topics relevant to this module
include:

— What three words best describe you? What do those words mcan to
you?

— Who has tecn a source of support to you? In what ways?

— What are two aspects of your job other staff should know about?

— What does the word “team” mean to you?

After giving a personal example or story about the topic selected, ask staff
to take tums sharing their thoughts, feelings, and experiences on the topic.
Use the comments by staff as a “springboard” for introducing the topics

and skills addressed in the module.

Establish and make sure staff understand the training program's “ground
tules” for maintaining group and family confidentiality.

Building Supportive Communities



Activity 2-4:
Showing Support

Preparation

questions raised on handout 4. Explain that staff are to work
independently for the next 20 minutes. When the group reconvenes. staff
will be asked to share their responses to the questions.

5. Process the assignment. After 20 minutes, reconvene the group and
discuss staff roles in supporting the Baker family. To guide the
discussion, ask staff to take turns bricfly explaining their work
responsibilities and the types of interaction they have with familics as a
result. Next, ask staff to focus on the Baker family and share examples
of what they might say and do to show their support.

6. Expand upon examples. Expand upon examples of staff-family
interaction by asking staff to identify informal “intervention moments”
with familics, such as greeting times at the beginning or end of the day.
and how they might usc thesc moments to initiate or strengthen their
relationship with a family. In addition, encourage staff to consider how
they might capitalize upon each other's strengths in efforts to support a
family exhibiting multiple necds, such as the Baker family.

7. Draw the activity to a close. Reinforce the key concepts and summarize
the varicty of ways staff interact and support familics. Give staff a fow
minutes to complete the Module 2 activity 3 section of their training
journals.

Purpose: ‘To clarify staff roles in providing support to families and in linking
familics with Head Start and broader community resources.

Prior to conducting this coaching activity, review activity 3: Offering
Support to Families, Key concepts. presentation materials, and summary
points from the workshop activity will help prepare you for this activity

For this activity you will need:

@ Flipchart/Markers/Tape

TM > Handout 3: Mamily Scenario: The Baker Family

® Locate or develop an organizational diagram of Head Start staff. Copy
the diagram onto a shect of newsprint

1. Introducuion. Discuss the purpose of this activity with the staff you are
coaching and how you will work together to complete its steps

2. Warm-up exercise. Ask staff to think about the ways they have been
supported by others during the past week and to list the ways on a shect
of newsprint. Go over the list with staff and help them add to the list by
asking questions such as these:

Strengthening the Head Start Community

5”


Module 2

Activity 2-1:
Discovering
Strengths

Preparation

Purpose: To enhance recognition of the strengths and resources each
individual staff member brings to the Head Start community.

For this activity you will need:

Flipchart/Markers/Tape
Handout 1: My Strengths
Handout 2: Looking for Strengths

(a) Opening. Ask staff to tum to handout 1. Without further explanation.
ask staff to list all of their strengths in the “Personal Strengths” section of
the handout.

(b) After five minutes, call time and ask staff to share their reactions to
the assignment. Did they find the assignment difficult or easv? How
many strengths are on their list?

(a) Intraduce the activity. Point out that we often view ourselves and
others from a perspective of deficit (i.c., what is “wrong” with ourselves
or others), rather than from a perspective of strengths (i.c., what is “right”
about ourselves or others.) Explain that the purpose of this activity is to
help staff shift toward a perspective of strengths through a process of
discovering strengths in themselves and in their co-workers.

(b) Refer staff to handout 2 and review the instructions. Ask staff to
select a partner. Explain that the large group will reconvene in 20 rninutes
and, at that time, partaers will be asked to share what they learned about
each other.

After 20 minutes, reconvene the group. Explain that you want staff to
imagine they have just been asked to introduce a new staff member (i.c.,
their partner) to the Head Start community. In making their introductions.
staff should point out the strengths or resources the “new staff member”
brings to the community; for example:

= A particular skill, talent, or hobby;

TM A personal characteristic, such as having a good scnse of humor. or
being friendly and casy to talk to: and

TM “Connections” to the broader community, such as membership in a
club or church.

a
ice

Strengthening the Head Start Community



Module 3

(a) Divide the large group into two (or more) groups, with each group
assigned to one of the two concerns just identified. Ask staff to address
the following three issues (displayed on newsprint) in their small group:

TM How can we get Head Start families interested in helping us address the
concern?

TM What groups, organizations, or leaders in the broader commun. :ight
be willing to help us?

=~ =What can we do to encourage the groups, organizations, or leaders in
the broader community to work with us?

(b) Ask cach group to appoint a facilitator and a reporter. Suggest that
facilitators use “brainstorming” to help their groups respond to the three
questions. Explain that staff will reconvene in 30 minutes to discuss the
outcomes of their group's work.

Debrief the small group activity. After 30 minutes, reconvene the large
group and as< reporters to share the results of their group's discussion.
After recapping the reporters’ presentations and allowing time for further
discussion, bring closure to this part of the activity. Emphasize that, as
¢ ident from the group's work and discussion, familics can be encouraged
by staff to take responsible action around shared concems. The alliance
established between staff and families can be a powerful force in getting the
broader community involved, as well.

Bring the group's attention back to the importance of helping families
experience the support of informal networks. Ask staff to “call out”

examples of informal sources of support for families. Make sure examples
include:

Neighborhood gathering places, such as cultural markets;

Respected individuals, such as elders;

Extended family and friends; and

Grassroots membership-based organizations, such as churchcs, art-
cultural groups, cthnic and neighborhood associations, muti.al-help
groups, spccial intcrest clubs, and youth groups.

(a) Develop a grassroots directory. Explain that the group will now focus
‘on grassroots membership-based organizations as potential resources for
engaging familics in community life. Emphasize all familics need to be
members of organizations that use their skills and valuc their contributions
For many low income families that necd is acute; it is also a need that can
be met through the Head Start community.

(b) Explain that giving families a directory of grassroots organizations is
one way staff can cncourage family involvement in community life. Ask
staff to initiate a directory by “calling out” the namcs of the grassroots

72

Connecting With the Broader Community

S2



Module 3:_ Connecting With the Broader Community

Handout 3: Building a Pyramid of Services’ @

When communities are able to offer a pyramid of assistance that matches the pyramid of family needs or
concerns, problems are likely to be solved or lessened at earlier stages, when they are easier and less costly
to address. The illustration below shows how varying degrees of family need or concern can be met by
community resources.

Residential
treatment centers \ Families whose
children cannot
be protected or

treated at home

Therapeutic
group homes

Foster family homes

Intensive family preservation
services Families
Inalsis

Child protective services

‘Comprehensive substance abuse treatment
Families needing
specialized
assistance

Respite child care
Fomily-bused services

Sperial health and educotion services

Families
needing
some extra
sunport

Home visiting programs

Family support centers

Parent education programs

Adequate income, housing, health care, child care, education, and All families
recreational services

Ge

"Children's Defense Fund Reports, Children’s Defense Fund. December, 1993.

82 Connecting With the Broader Community

_ BEST COPY AVAILABLE


Module 1; What Is Community?

Handout 9: A Checklist on Community-Building (continued)

4. Flexible and Responsive Services means that programs adapt to meet the changing concerns and
interests of families. Does your Head Start commuaity:

_ Assess families on an ongoing and regularly updated basis? Are the results used?

Encourage all staff to work as a team in forming partnerships with individual families? To
what extent?

_ Encourage staff to meet and talk with families in their own homes, beyond the required two
home visits per year per child? Who visits? How often?

_ Tailor services to meet the varied concerns of individual families, rather than expecting
families to “fit” into existing services? In what ways?

_ Have a family advisory committee, representing a cross-section of Head Start families, that

offers suggestions on the types of services and resources families need most? What happens
to the suggestions? .

_ Have enough staff to be able to be responsive to the goals and interests of families? Are staff
Tesponsive?

Suggestions for growth or change:

1)

2)

3)

Building Supportive Communities 35



Building Supportive
Communities

Training Guides for the Head
Start Learning Community

f U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
: ildren and Fannie
Xe, Head Start Bureau

teveaul

3



Appendix

) Handout: My Training Journal (continued)

ACTIVITY 5; STRENGTHENING FAMILY SUPPORT THROUGH TEAM PLANNING
ACTIVITY 6: CONTRIBUTING TO RESOURCE DEVELOPMENT

1. Overall, what are your reactions to this activity?

2. What do you plan to do, or do differently, as a result of this activity?

3. What skills, issues, or topics would you like to pursue further?

Additional Comments: Are there additional comments you would like to make about the training
program? If so, note them in the space below.

Building Supportive Communities 130 101



Module 2: Strengthening the Head Start Community

Handout 6: Team Observation Guidelines

Instructions
Before you observe the team meeting, review the questions listed beicw. If any of the questions are not clear

to you, ask your coach for help. During the meeting, use this handout to record notes about your
observations of the team.

2 Who are the members of the team? What family members are participating?
a Why is the team meeting? Is the goal of the team clear? Do all team members agree on the goal?
. Do team members show respect for each other during the meeting? Listen to each other? Encourage

each other to contribute to the discussion? Share feelings of concern about the family?

a Do all team members participate in the meeting?
5 Does the team identify and build upon the family's strengths?
a

What decisions are reached during the meeting? 1s the family actively involved in the decision-making
process?

Is it clear who will do what as a follow-up to the meeting? Who will take the lead role in keeping
team members informed and on task?

~2

Building Supportive Communities 59



Module 2

@ 6. Support change in staff practices. Review the list of ideas for enriching
the resources of the Head Start community developed during Step 3, as
well as the co-worker strengths identified during Step 5. Assist staff in
developing a plan for tuming at least one strength into a resource for Head
Start families. Establish a time to mect again with staff to discuss the
progress of their plan.

Activity 2-3:
Offering Support
to Families

Purpose: To enhance the efforts of the Head Start community in supporting
families through clarification of how each staff member contributes, or can
contribute, to the support of families.

Preparation For this activity you will need:

@  Flipchart/Markers/Tape
® Handout 3: Family Scenario -- The Baker Family
= Handout 4: Showing Support

1. Open the activity. Ask staff to take tums describing onc way they have
provided support to a Head Start family or another family they know

2. Provide a broad definition of “support” based upon staff examples and
the following presentation material.

There are many ways we provide support to others in any given day. We
may do simple things, such as helping someone find an item in the grocery
store, or offering a neighbor a ride to work. We may give instructions.
loan a book, or encourage someone to relax. To help others feel better, we
may listen to a child complain about a playmate, a spouse describe a
“terrible day,” or a friend reveal problems in a marriage. We may act as
a sounding board for a co-worker who is trying to decide where to live. an
adolescent who is confused, or a relative who is upset about work. We
may teach a child how to express anger more appropriately, or offer our
companionship to a recently widowed friend. We may show a parent how
to fill out a form or how to calm a crying child. In essence, support incans
letting others know we value and care about them. All of us give and
receive support every day.

3. Expand upon the concept of “'support.”” Stress that staff bring much
experience in supporting others to the Head Start community: and, al!
staff have a role in supporting familics. The opportunity for offering
support exists at any time any staff member interacts with a fainily.

4. Prepare staff for assignment. Explain that in this activity staff will learn
more about the ways cach staff member contributes to the support of
families in the Head Start community. Refer staff to handout 3, which

e@ presents an cxample of a Head Start family in need of a great deal of
support. Explain that staff arc to read the scenario and then answer the

Building Supportive Communities ia 6 45
| 5

Ee a



Appendix

Handout: My Training Journal (continued)

Module 1 - What Is Community?

ACTIVITY 1: DEFINING COMMUNITY
ACTIVITY 2: EXPLORING TH. {MPACT OF COMMUNITY

1. Overall, what are your reactions to this activity?
2. What do you plan to do, or do differently, as a result of this activity?
3. What skills, issues, or topics would you like to pursue further?

ACTIVITY 3: APPRECIATING FAMILY DIVERSITY

ACTIVITY 4: LEARNING ABOUT FAMILIES

1. Overall, what are your reactions to this activity?

2. What do you plan to do, or do differently, as a result of this activity?
3. What skills, issues, or topics would you like to pursue further?

Appendix



Module 1

9.

Debrief the assessment exercise. After 30 minutes, call time and ask
reporters from the small groups to present a summary of their group's
discussion, beginning with a brief explanation of the scctions assigned to
their group. Ask reporters to focus on their group's suggestions for
“growth or change.” As suggestions are cited, record them on the shcet
of newsprint with the corresponding section label

1) Family-Centered Emphasis,

2) Focus on Family Strengths,

3) Nurturing Connections,

4) Flexible and Responsive Services,

5) Appreciation for Cultural and Family Diversity, and
6) Community Linkages.

. Review the suggestions for each section. During the review, probe for

specific examples of what staff might do, or do differently, in their jobs
to achieve the suggested changes. Then, ask staff to rank the suggestions
in each section from highest to lowest priority.

. Closing. End the activity by summarizing the results of the group's work.

Reinforce the values and goals established by the group, as well as the
‘outcomes of the assessment process. Capture the essence of the group's
view for “growth or change” by citing the suggestions ranked as “highest
priority.” Provide time for staff to complete the Module | activity 5
section of their training journals.

Activity 1-6: 0O Purpose: To encourage staff to take an active role in asscssing and improving
Examining {aA} the Head Start community's family support efforts.
Supportive =;
Practices
Preparation Before conducting this coaching activity, review activity 5: Assessing F'ead
Start as a Community- Where Are We? Where Do We Want to Be?. Key
concepts, presentation materials, and summary points from tl - workshop
activity will help prepare you for this activity.
For this activity you will nced:
@  Flipchart/Markers/Tape
TM Handout 9: A Checklist on Community-Building
1. Introduction. Discuss the purpose of this activity with the staff you are
coaching and how you will work together to complete its steps
2. Warm-up discussion. Explore sources of stress for families today by
raising questions such as these:
18

What Is Community?

30



Module 1

Expand knowledge about family diversity. Ask staff to interview two to
three co-workers or community members of varying cultural and/or
economic backgrounds to lear more about differences among their
families. Provide staff with handout 5 to use as an interview guide. Point
out some topics may make the person being interviewed fecl
uncomfortable and he/she may choose to pass on these. Ask staff tc,
report back on the outcomes of their interviews within two wecks.

- Conduct a debriefing on staff interviews. Ask staff to report on the

results of the interviews they held with co-workers/community members.
Make sure staff cover differences they discovered among familics 1n the
following areas:

family composition and membership,

language spoken in the home,

family celebrations and observances,

the supervision of children,

rules about mealtime and views of proper nutrition,

expectations of children,

patterns of decision-making,

health practices,

sources of support to the family, and

family attitudes about involving “outsiders” in personal problems:

Explore staff attitudes. Ask staff to comment on how their own family
of origin compares to the families discussed with co-workers. Probe for
differences in family values, bcliefs, and practices and how staff fecl about
these differences. Point out the importance of getting to know familics on
an individual basis, before drawing conclusions about them.

Examine the impact of family diversity on staff practices. Discuss
family diversity within the Head Start community, raising questions such
as these:

TM How are familics you work with in Head Start different than your own
family? Similar to your own family?

TM how would you describe the families casiest for you to relate to in
your work? The most challenging for you to relate to?

TM Why do you think some families are more involved in the Head Start
community than others?

| What issucs may be deterring some familics from getting involved in
the Head Start community?

TM What do you do now to get to know Head Start familics on an
individual basis?

far)
a

What Is Community?


Appendix

Handout: My Training Journal (continued)

Module 3 - Connecting With the Broader Community

ACTIVITY 1: TURNING TO CTHERS FOR HELP
ACTIVITY 2: DEVELOPING LISTENING SKILLS

1. Overall, what are your reactions to this activity?
2. What do you plan to do, or do differently, as a result of this activity?
3. What skills, issues, or topics would you like to pursue further’?

ACTIVITY 3: ENGAGING FAMILIES IN THE BROADER COMMUNITY
ACTIVITY 4: ENCOURAGING COMMUNITY LIFE

1. Overall, what are your reactions to this activity?

2. What do you plan to do, or do differently, as a result of this activity?

3. What skills. issues, or topics would you like Lo pursue further?
icy

100

Appendix



Module 1; What Is Community?

Handout 4: A Community Framework for Head Start (continued)

Strategy #4: Develop community-involvement directories and activities. In order to reduce family
isolation and expand families’ social networks, each local Head Start center should have a directory for
families of grassroots membership-based community organizations including churches, art/cultural groups,
ethnic associations, neighborhood associations, youth groups, and interest clubs. This approach is consistent
with Head Start's multi-cultural philosophy as it can put families in touch with community groups that
promote a special appreciation for specific ethnic/cultural roots and with other organizations that cross
cultural lines. These community groups are distinct from “community services” in that they do not categorize
families by income or deficiency. This sector of the community has the potential to provide significant social
support to families and to meet the basic human need to “belong” and to be needed by others. Supportive
relationships often grow out of participation in community organizations. Head Start itself provides a sense
of “belonging” for many parents, which they miss when they leave the program. As we look at transition of
children to public schools, we should also look at transition of families into wider circles of community life

Strategy #5: Establish a community-involvement advisory committee. A community-involvement
committee, which includes parents, should be established at the grantee level to foster an atmosphere of
inclusion for low-income families among grassroots community organizations. This local committee can
address barriers to family participation in community organizations, effective outreach, and welcoming
families. This committee should represent the diversity of the Head Start membership.

Strategy #6: Include past Head Start families in center community activities. Family involvement in
community activities at a Head Start center does not have to end automatically when their children leave
Head Start. Since this involvement is informal in nature and doesn't require funding, families should feel

comfortable coming to potlucks or participating in Head Start neighborhood improvement efforts even after
officially leaving the program.

Strategy #7: Examine staff roles and the need for staff development. Community-building in Head Start
requires some new staff skills such as expertise in initial group formation, consensus decision-making, conflict

resolution, and activity planning. Staff should also be role models for the supportive relationships which
parents are encouraged to develop with each other.

Strategy #8: Develop a Head Start model that does not cluster families by income. We need t » have
a service option which does not cluster families by income. This could involve cooperative ventures between
Head Start and existing community early childhood programs. Classroom services which meet Head Start
Performance Standards could be provided by the early childhood program through a service contract. and
the Head Start grantee could directly provide other key component services needed by Head Start families
This model would result in families and children of varying income levels routinely interacting

are
o

26 What Is Community?



Module 2

handout 6. Explain that, as staff observe the mecting, they are to take
notes in response to the questions on the handout; afterwards. you will
meet to discuss and analyze the team's effectiveness.

Conduct a debriefing on the observed team meeting. Following the team
meeting, ask staff to share their observations of the team in action.
Reinforce the components of an effective team during the discussion,
using the observations of staff to illustrate the ways the team did or did
not convey the components of an effective team. Make sure that all
questions on handout 6 are covered in the debriefing.

|. Reinforce the advantages of a team approach with families. Engage

staff in a discussion about the importance of teamwork in Head Start,
using the following questions as a guide.

TM During the observed meeting, what are some ways that individual
members contributed to a better understanding of the family? To
plans for meeting the family's needs?

TM How might you have contributed to the meeting, if you had been a
team member?

TM What are the advantages of staff and families working together as a
team?

Support teamwork practices. Make surc that staff understand that every
member of the Head Start community has a role in identifying and
supporting the goals of families. Help staff identify some practices they:
can employ in their jobs to promote teamwork, such as:

TM Bringing concerns about a child or family to the attention of other
staff,

TM Secking out the viewpoints of all staff who are in contact with a
family in need of support; and

TM Making certain that a family in need of support is connected with the
appropriate resources of the Head Start community.

Building Supportive Communities

51

62



Module 3

Activity 3-3:
Engaging Families
in the Broader
Community

Preparation

(b) After observing the conversation, ask staff to give examples of the
ways they:

TM Conveyed non-judgmental — judgmental attitudes about what the
colleague was saying;

TM Showed sensitivity — insensitivity to the colleague's feclings;
TM Showed interest — disinterest in what the colleague was saying; and

TM Asked the colleague questions for clarification — made assumptions,
or “jumped” to conclusions.

(c) If improvement is needed ir the staff's listening skills, ask staff to
identify ways they believe th... skills could be improved. Make
arrangements to observe staff having another conversation with the same
or a different colleague. Set a time to provide staff with feedback on your
observations.

Coaching Note: As an alternative to Step 8, arrange for staff to observe
a co-worker having a conversation with a family. Participate in the
observation process. Afterwards, ask staff to assess the co-workcr's
listening skills, based on the four points above.

Purpose: To encourage staff to pursue strategies for building the capacity of
families to achieve shared goals, support one another, and participate actively
in community life.

For this activity you will need:

Flipchart/Markers/Tape
Handout 2: A Social Map of Families and Communities
Handout 3: Building a Pyramid of Services

Introduction. Explain that in this activity staff will identify recurring
concerns of families in the Head Start community, as well as potential
resources in the broader community to address these concerns. They will
also explore strategies for strengthening the capacity of familics to act in
their own behalf aid contribute to community life.

Clarify differences in community resources. Makc a distinction between
community resources offering families the opportunity to participate as
contributing members and community resources providing serviccs to
families as clients or consumers. Refer staff to handout 2 to reinforce the

70

84 Connecting With the Broader Community



Module 1

Next Steps:
Ideas to
Extend Practice

Follow up training strategics to reinforce the concepts and skills taught in
Modute | are presented below. After completing Module 1, review the
strategies with staff and help them choose at Ieast one to work on individually
or as part of a small team.

= Helping Families Experience the Sense of Community

Ask staff to keep a daily log of their interactions with Head Start families
over the course of two weeks. At the end of the two weeks, ask staff to
review their logs and respond to these questions: How do | show families
I value them? How do | help families experience the sense of belonging
to the Head Start community? What could | do differently? Mect with
staff to go over their logs and responses to the questions Help staff
pinpoint ways they can promote “the sense of community” in families
during the course of their work.

TM Using the Eco-Map as a Family Assessment Tool

Modeling the process taught in activity 1. ask staff to do an eco-map with
a Head Start family to learn more about the relationships between the
family and its social environment and the sources of stress and support in
the family's life. Suggest that in doing the cco-map. staff begin with a
diagram of the family structure in the center circle. and then use the
surrounding circles to identify the informal resources or natural helpers
within the family's social network. Ask staffto report back within two
weeks on:

1) What they learned about the family from the eco-map: and
2) What they plan to do with the information.
TM Getting to Know Different Kinds of Families

— Have staff, individually or as part of a small team. sclect and follow
through with one of the examples presented in handout 6 Establish
a timeframe for carrying out the example, based upon the complexity
of the task involved. Ask staff to report back on their experiences

- Ask staff to initiate a conversation with a Head Start family very
different than their own to leam about the family's structure. values.
and lifestyle. During the conversation, staff might ask the family:
questions such as these: How long have you lived in this area?
Where did you live before? Why did you move here? Who arc the
members of your iamily? Who are you closest to” What are your
hopes for your child? What worries vou most about bemg a parent?
If you could change one thing about your family. what would it be?

What do you think is important for Head Start to know about your
family?

20

3 2 What ls Cammuniy?



ee

Module 3: Connecting With the Broader Community

Handout 5: Planning Steps

Use the space in the first section below to describe the resource you would like to see developed or improved
Jor families in the Head Start community. In the second section, list the steps you will take to form or join
a planning team and your target dates for completing the steps.

SECTION I: RESOURCE DESCRIPTION

SECTION II: STEPS AND TARGET DATES

Step 1: Target Date:
Step 2 Target Date: ©
Step 3 Target Date
Step 4: Target Date:
Step 5: Target Date:

1
ns @

88

Connecting With the Broader Community



Medule |

@ What Is Community?

Outcomes

Key Concepts
Activilics 1 and 2

Activitics 3 and 4

As a result of completing this module, participants will:

Know why it is important for familics to experience a “strong sense of
community,”

Interact with families in a manner that demonstrates interest in learning
more about them and encourages thcir involvement in the Head Start
community;

Carry out practices that show acceptance of diversity in family’ structures,
values, and lifestyles; and

Contribute to Head Stast's capacity to strengthen families by reinforcing
family support values, goals, and practices in their work,

Community Is a Powerful Force in Our Lives. Communities arc social
networks of informal and formal relationships that can make a significant
difference in our lives. Our expericnces with community affect our sclf-
perceptions, our values and goals, our relationships with otlicrs, and our
accomplishments.

The Impact of Community on Our Lives Is Linked to Our Needs.
When involvement in community contributes to our ability to mect our
needs, we experience its impact as a strong and supportive force in our
lives. We feel a strong sense of belonging. On the other hand. when a
cci.munity is unresponsive to our eds, we feel a sense of alienation.

‘We Are Members of Many Communities. Social groups. churches,
clubs, extended family, and friends are some examples of communitics to
which we belong. We have different types of relationships with members
of the various communities we are a part of; some relationships are strong
and supportive, some are weak, and some are stressful.

Head Start Is One Example of a Supportive Community. In addition
to being a community thet supports and strengthens familics, Head Start
also is part of the broader community family support network. Family
support means helping familics develop their own strengths and geals and
deal successfully with their own communitics. When families feel part of
their communities, they gain the sense of belonging and of being valued
as contributing community members.

Diversity in Family Structures and Lifestyles Is the “Norm” in
Today's World. In developing partnerships with familics. we must move
beyond a traditional definition of family to onc that is broad and inclusive.
A broad and inclusive definition of family recognizes family structures
and ties in all shapes and forms.

Building Supportive Communities

|

ra
w



Module 3

distinction. Ask staff to reflect for a minute or two on their own experiences
as “contributing community members” and as “clients” or “consumers.”
Engage staff in a brief discussion on the feelings they remember from the
three different types of experiences.

Conduct a brainstorming exercise. Refer staff to handout 3 which
illustrates the varying needs of familics. Next, ask staff to “brainstorm” the
recurring concerns of families in their Head Start community. As areas of
concern arc “called out,” record them on a sheet of newsprint labeled
“Family Concerns.” Suggest staff consider the following arcas of concern.

if they are not identified during the brainstorming exercise:

adult education,

self-defense,

affordable housing,

employment,

protection from neighborhood crime,
health coverage,

child care,

job training,

substance abuse prevention and treatment,
food and clothing, and

legal assistance.

Hl
Trainer's Note: If staff identify the lack of informal networks of support |!
for families as a concern, record the concern on the newsprint and circle i:
it for later group discussion. If staff do not identify that concern, add it \

to the list and explain it will be eddressed later. i

Establish priorities. Ask staff to review the list of recurring concerns and
rank them in terms of priority, from most to east urgent or pressing. Next.
ask staff to review the top five arcas on the list and select twe they believe
a group of Head Start families might be able to take constructive action on.
Explain that the group will now focus on those two concerns.

Trainer's Note: As you lead staff through steps 3 and 4, point out the
value of involving Head Start families in the process of identifying and
ranking shared concerns. The same process used in training can be
replicated by staff with groups of families. Once families determine the
most pressing concerns they have in common, they can be helped by the
Head Start community to take constructive action together to address the
concerns.

Building Supportive Communines
.

71



Module 3

Activity 3-6: 00
Contributing 4
to Resource

tt
Development

Preparation

presentation, encourage staff to ask questions or make comments about the
plan. Continue the process until all plans are presented and discussed.
Commend the groups for the plans they developed and explain that you (or
someone else) will be following up on the implementation of cach small
group's “Plan of Action” in the weeks ahead.

5. Conclude the activity. Point out the accomptishments and highlights of the
staff's work during the course of the entire training program Encourage
staff to comment on the training program, as well. Provide time for staff to
complete Module 3 activity 5 section of their training journals.

Purpose: To encourage staff to contribute to the development of resources for
families through participation on a planning team.

Before conducting this coaching activity, review activity Strengthening
Family Support Through Tecm Planning. Key concepts, presentation materials,
and summary points from the workshop activity will help prepare you for this
activity

Spend a few minutes thinking about your coaching experiences with staff to date.
Jo: down staff strengths, skills, and interests that mav be helpful to refer to
during this activity.

For this aciivity you will need:

®  Flipchart/Markers/Tape
@) Handout 5: Planning Steps

1. Introduction. Discuss the purpose of this activity with staff you are
coaching and how you will work together to complete its steps.

2. Warm-up discussion Go over the various strategies for supporting familics
that you and staff have explored during previous coaching activities
Engage staff in a discussion of how they might expand their role in family
support by contributing to the development or improvement of a resource
for families in the Head Start community.

Coaching Note: Make sure you tailor the discussion to the strengths
and skilis of staff. Help staff te realistic about the resources they would
like to see developed or improved and their role.

—

3, Explore staff interests in resource development, Help staff sharpen their
ideas for supporting families. Reinforce a “fit” between staff strengths and

Building Supportive Communities

77

iF)
wz



Introduction

Performance Standards

® Staff working in the areas of health, parent involvement, and
education will find the training particularly uscful in developing
supportive relationships with familics and in working with families 10
achieve mutual goals; and

TM Staff working in support positions such as bus driver. cook. aide. and
assistant will find the training particularly useful in clarifying what they
can do further to support familics individually and as part of the Head
Start team.

The Head Start program is bascd on the premise that‘. . . a child bencfits from
a comprehensive, interdisciplinary program in which the child's entire family
as well as the community must be involved.” The benefits to the child are
maximized when supportive relationships exist within and among staff.
families. children, and other resources in the broader community All Head
Start staff, as members of a team, have a role in developing and sustaining all
of those relationships. This guide's training activitics will help local programs
meet Head Start performance standards requiring teamwork in helping familics
to achieve their goals and to deal successfully with their communitics.

Icons Icons, distinguishing the four types of learning activitics in this guide. are
explained below
YJ (C) Coaching
way A training strategy that fosters the development of skills
ef — through tailored instruction, demonstrations. practice, and
feedback. The activities are written for a coach to work
closely with one to three participants.
28, (W) Workshop
‘ r)
t J . .
. A facilitated group-training strategy that fosters the
8 — development of skills through activities that build on learning
through group interaction. These activitics are written for up
to 25 participants working in small or large groups with onc
or two trainers.
f m Next Steps: Ideas to Extend Practice
ae
f rd Activitics assigned by the trainer immediately following the
= completion of the module to help participants review key
information, practice skills, and examine their progress
toward expected outcomes of the module.
x

Introduction



Module 3

families can be a particularly povverful force in the development of resources
for families.

(b) Ask staff to identify some of the recurring concerns of Head Start
familics that they see in the course of their work. Brainstorm
ideas/strategies for encouraging familics to begin to work together toward
resolving one or more of the concerns, such as:

® Asking families with similar concems to participate in a focus group

discussion;

Establishing a commuttee of parents and staff to focus on the concerns:
and

Inviting an “expert” to talk with a group of families and staff about the
concem.

(c) As idcas/strategies are prescntcd, list them on a shect of newsprint

Encourage siaffto pursue the strategies. Review the strategies listed on
the newsprint and ask staff to select at least one strategy they would like to
pursuc. Suggest staff mect with some co-workers and Head Start famitics
to discuss the strategy and thcir interest in working together to implement
e it. Sct a time for staff to get back to you with the results of the mectiny

Provide follow-up coaching to help staff (and other interested individuals)
implement the strategy.

Activity 3-5:
Strengthening Family
Support Through
Team Planning

Purpose: To develop and implement a Head Start plan of action that enlists
the broader community in efforts to suport and strengthen familics

Preparation For this activity you will need:

® Flipchart/Markers/Tape
TM Handout 4: A Plan for Action

1. Establish the context for the activity, based upon the key concepts and the
introductory statements below.

Over the course of this training program we have explored the topic of

Building Supportive Communities from may perspectives. We have

leamed that a “strong and supportive” Head Start coinmunity offers familics

the opportunity to belong and contribute to both the Head Sta.t community

and the broader community. Along the way, we have discussed several

@ strategies for bringing that opportunity closer to all Head Start familics. We

Building Supportive Communities


Module 3: Connecting With the Broader Community

Handout 4: A Plan for Action (continued)

@ These are the steps we will take to develop partnerships with them:
1)
2)
3)
4)
Step 4:_ Engaging Head Start Families in the Plan
Remember, staff-family alliances can be powerful forces in the development of resources for families. Asa

team, discuss possible strategies for encouraging family involvement in your team's planning process. Then,
record your team's decisions below

= We will take the following steps to encourage family involvement in our plan:
)
2)
3) @
4)
Step 5: Identifying and Assigning Tasks
As a team, identify the tasks necessary to initiate your plan and the team member(s) who will work on each

task. Remember, your group's facilitator is responsible for keeping team members on task. Record the tasks
and assignments below, as agreed upon by your team.

We have identified the following initial tasks:
Task |
Task 2
Task 3
Task 4

Task $
Task 6 @

86 Connecting With the Brouder Community

co
lop]



Module 2

e@ — What else would be helpful for us to know about the family?

— What do we want to accomplish in our first meeting with the
family?

After the meeting is held, conduct a debriefing with staff to cxaminc the
meeting's process and outcomes. Have staff discuss what they will do next to
strengthen their relationships with the family and how they will help the family
become an integral member of their team.

Building Supportive Communities 64 53

EEE


Module 2

= Did members of your team show respect for one another during the
meeting? Share feelings of concem for the Baker family”

TM Did everyone participate during your mecting?

TM Did members of your team gain a better understanding of the Baker
family's strengths and necds?

= Was your team successful in helping Mrs. Baker see herself from a
perspective of strengths?

= Did members of your team agree on the initial goal(s) sct during your
meeting? Was everyone clear about their role in achieving the
goal(s)?

TM What follow-up plans did your team make for staying informed?
Who agreed to take the lead role? When did you decide to meet
again?

Discuss and summarize key points. After reporters have completed their
presentations, encourage staff to explore any differences in the ways the
issues were addressed by the small groups. Make sure the following
points are made in drawing the activity to a close:

= A comprehensive assessment of a Head Start family's strengths and
needs requires the involvement of all staff. Each staff member has a
unique understanding of the family, resu'ting from his or her personal
observations and interactions with the family. Through a tcam
approach, a clearer and more complete picture of a family is realized.

TM Of all members of the team, the family is the most critical member.
In a team approach to family support, families “lead” the team in
defining family strengths, concerns, and goals.

TM Initial team goals must focus on building/strengthening staff-family
partnerships. Partnerships arc at the corc of family support; they arc
built through recognizing family strengths and being responsive to
what the family perceives as its most pressing concern(s).

TM Effective teamwork is a process that involves: establishing a common
goal; developing “bridges” among members based on shared feelings
of concern; respecting the contributions of all team members; defining
the roles of individual team members; and, establishing frequent and
clear channcls of communication among team members.

TM A team approach to family support capitalizes upon the strengths and
resources of all team members.

Building Supportive Communities

49

64



Module 1

= In thinking about your cultural history or “roots,” how would you e@
describe the typical family of 30 years ago?

TM In what ways are families in your culture different today?
TM Why do you believe families have changed so much?
=~ Whatare some examples of different types of families you sec today?

3. As the discussion evolves, make the following points to reinforce
changes seen in families over the past 30 years.

TM More mothers are working outside the home. A family consisting
of a father working and a mother at home has almost ceased to exist.
Today, 60 percent of mothers with children under age 18 work
outside the home; and, that figure is expected to grow to 80 percent
in another 5 years.

= More marriages are ending in divorce. Today, 50 percent of all
marriages will end in divorce.

= More children are living in step-parent families. More than one-
third of all children bom since 1980 will live with a stepparent, as the
result of their parents' divorce and remarriage. r

TM More children are living in young single-parent families. In 1955,
10 percent of American families were headed by single parents.
Today, the figure is at least 25 percent and increasing. Included in
that figure are the many teenagers who become mothers, two-thirds
of whom are unmarried and 94 percent of whom keep their babies.

TM More children are being cared for by foster families or relatives.
In 1990 an estimated 407,000 children were in foster care, an increase
of almost 50 percent since 1986. In addition, more and more children
are being cared for by relatives in the extended family.

= Diversity in the shape and structure of families is the “norm”
today. Group homes, childless couples, adoptive and “blended”
families, and unmarried partners living together with or without
children add to the diversity of today's families.

Trainer's Note: To make the statistics on changes in families more
relevant to the training group, feel free to substitute or add data specific
to the group's statc or locality.

10 2 2 What Is Community?



Activities S and 6

Background Information

Head Start Staff Share Responsibility in Providing Support to
Families. While the hub of family support rests with family scrvices
staff, all staff in the Head Start community have a critical role in
supporting families.

= ATeam Means Working Together to Accomplish a Goal. A tcam is
two or more people who agree to work together to achieve a common goal
People working together can achieve a common goal more casily and more
effectively than they can by working separately. In the Head Start
community, all staff are members of a team working toward the overall
goal of strengthening the capacity of families to nurture their children
physically, emotionally, and intellectually.

= Families Are Integral Members of the Head Start Team. Familics arc
the most important members of the Head Start team. The primary role of
other team members is to help and support families in identifying their
own strengths, needs, goals, and ways of achieving thcir goals.

= ATeam's Effectiveness Is Influenced by Five Key Components. As
with any successful team, a team working to support families must include
the following five components: a common identified goal; an emotional
bond among team members based on shared feclings of concern; mutual
respect; defined roles; and clear communication.

@ Clear Communication Is the Most Critical Component of a Team. If
communication among team members is frequent, open, and clear, most
difficulties in other areas can be overcome. If communication is unclear
or nonexistent, almost certainly team members will drift apart, and the
team approach to family support will collapse.

If a community values its children, it must cherish their parents.
— John Bowlby

Many resources for families exist within the Head Start community. Module
2 is designed to help staff recognize those resources and build upon them in
their work to support and strengthen families. As a beginning point, staff are
encouraged to sce themselves and each other from a perspective of strengths.
After completing an exercise designed to draw out the strengths cach staff
member brings to Head Start, staff turn to the ways thcir personal strengths
can be “tapped” as resources for families.

As the module continucs, a scenario, depicting a family with multiple
unmet needs, provides the opportunity for staff to clarify and sharpen
their respective roles in supporting familics. Staff learn there arc
many ways to show support as thcy interact with familics: they cach
have a unique contribution to make to the family support arena; and.
supporting families is a responsibility they share.

40

‘Strengthening the Head Start Community

51



Module 2

For this activity you will need:

1

Flipchart/Markcrs/Tape
Handout 2: Looking for Strengths

Introduction. Provide the staff you are coaching with a bricf overview of
the topics and skills addressed in this module's activities. Discuss the
purpose of this activity and how you will work together to complete its
steps.

Warm-up discussion. Assist staff in identifying personal strengths in
each of the following areas:

TM Special skills, talents, or hobbies;

TM Personal characteristics, such as being a caring person or having an
optimistic attitude about life: and

TM “Connections” to the broader community, such as membership in a
local church.

Emphasize personal strengths as potential resources for families. Point
out that personal strengths are important resources in the Head Start
community. Provide some examples of how various staff have turned
personal strengths into resources for Head Start families, such as starting
a grandparent support group or teaching a class on meal planning to teen
parents. Ask staff to identify some ways thcy might usc their personal
strengths to enrich the Head Start community's resources for familics.
Record staff ideas on newsprint.

Enhance skills for drawing out strengths in others. Suggest staff
identify five co-workers they know the least well and interview them to
Icarn about the strengths they bring to the Head Start community. Refer
staff to the handout entitled “Looking for Strengths” and explain how it
can be used to guide the interviewing process. Have staff report back on
the outcomes of their interviews with co-workers within the next two
wecks.

Conduct a debriefing session. Ask staff to tell you about the interviews
they had with co-workers. Use the following questions as a guide.

@ What did you lcam about your co-workers that was new to you?

TM What kinds of feclings did co-workers express/revcal during and after
the interviews?

How successful do you fecl you were in drawing out co-worker
strengths?

@ How might you continue to draw out the strengths in co-workers as
you do your job?

a

5 0 Strengthening the Head Start Community



Module 3

wa

Handout 2: A Social Map of Families and Communities

Introduction. Discuss the purpose of this activity with staff you are
coaching and how you will work together to complete its steps.

Warm-up exercise. Ask staff to describe a personal experience as a
contributing member of a “community” (¢.g., a church yoluntecr. a youth
activity leader, taking a group of ncighborhood children to the movics, the
library or on a hike, visiting an clderly neighbor), and the feelings they
remember. Then, ask staff to reflect on a personal experience as a client or
consumer of community services (c.g., a hospital patient). Aficr a minute
or two for self-reflection, ask staff to describe the feelings they remember

from that “ence. Poim out differences in the two scts of feclings
identified and discuss thcir implications (¢.g., fecling valued versus
feeling v ole, feeling supported versus feeling dependent)

(a) Expand upon family roles in the cominunity. To illustrate the three

primary roles familics have in the Lroader community, refer staffto handout
2.

(b) Provide cxamples of ways familics are: 1) contributing community
members; 2) consumers; and, 3) clients. Stress the importance of helping
Head Start familics to have more expericnees "s con‘ributing members of
the community. Point out that through such exveriences, families develop
supportive relationships. fcc! better about themselves, and learn to uct in
their own behal?.

Analyze Head Start famihes' participation in community life. Engage staff
in a discussion of community involyement among Head Start families by
raising questions such as these:

TM Do you think most Head Start families see themselves es members.

consumers, or as clicrts of the Head Start community? ‘The broader
community?

= What arc some of the ways Head Start families contribute to the broader
community?

TM ~=What can you do in your job to encourage ‘ead Start families to
become more involved in community life?

© What grassroots organizations. or other informal networks of support.
do you think Head Start families might be interested in joining? How
can you help them join?

(a) Explore strategies for mobilizing families around shared concerns.
Explain that another way of encouraging familics to become contributing
members of the community is to help them organize around a mutually:
shared concern. Point out that an alliance between Head Start staff and

74

Connecting With the Broader Community

84


Module 1

Activity 1-1: (Aen, }
Defining i 3
"Community" QS ix

‘ aad
Preparation

Purpose: To generate understanding among staff of what is meant by
community and how a strong sense of community contributes to the quality of
life.

For this activity you will need:

Flipchart/Markers/Tape

Handout 1: What Community Means to Me
Handout 2: Sample Eco-map

Handout 3: Blank Eco-map

Establish the context for the activity and explore the various meanings
of community, using the presentation material below as a guide.

Today, many people involved in Head Start are talking about community.
Some are saying there is a need to create or strengthen the sense of
community within Head Start. Others are calling for a community
framework for Head Start — a framework that emphasizes bringing
families together in community. There are still others saying that a vision
of community is missing from the lives of too many Head Start families.
While there is much talk about community, what does community really
mean?

As we begin our journey on Building Supportive Communities, we face
the task of figuring out the meaning of community. Our task is difficult
because community has many different meanings, depending upon who
you ask. For some people community means the geographic boundaries
of the area in which they live. For others it means little more than being
recognized by the cashier at the local grocery store, while for others it
means finding lifelong friends. For some it means going to a ncighbor's
house for coffee or singing in the church choir. There also are some who
say community means “creating a family out of strangers.”

Actually, community is a composite of all the different meanings people
give to it. For when people speak of community, they are really describing
the ways in which community makes a difference in their lives. In this
activity, we are going to take a look at how community affects us and the
families we work with in Head Start.

2. Have staff consider the impact of community on their own lives. Ask
staff to sclect a partner, turn to handout 1, and revicw the instructions.
Explain that after 15 minutes, staff will reconvenc and share their
perspectives on the meaning of community.

3. After 15 minutes, call time and discuss staff experiences with
community. To guide the discussion, ask staff to share their responses to
the questions raised in the handout. As the discussion evolves, make sure
the following points are covered:

Building Supportive Communities



OEE

Module 2

6. Reinforce the referral process. Take two or three examples of unmet e
needs evident in the Baker family and “walk” staff through the referral
process. Then, ask staff to identify an unmet need in a family they work
with. Help staff develop a plan for linking the family with a resource to
address the need. Ask staff to follow through with their plan and report
back to you within two weeks

Activity 2-5:
Working as
aTeam

Purpose: To produce an integrated team approach to family support within
the Head Start community.

Preparation For this activity you will nced

TM  Flipchart/Markers/Tape
TM Handout 5: Role Play —A Team Approach to Family Support

1, Introduction. Explain that teamwork is, perhaps, the most important
factor contributing to the effective support of families in the Head Start
community. In this activity, staff will cxamine the Baker family again:
however, this time staff will demonstrate a team approach to the family
through role play.

Trainer's Note: Make sure staff understand the purpase of the role play @
is to simulate a team meeting, where staff come together with Mrs.
Baker to pool resources aimed at helping her deal with her current
situation.

2. Form small groups. Assist staff in forming small groups, cach comprised
of staff representing a variety of job positions in the same Hcad Start
communit, Ask cach small group to appoint a facilitator and a reporter.

3. Refer group facilitators to handout 5 and ask them to review the
instructions. Explain that reporters will be asked to report on the
outcomes of thcir small group's role play and discussion when the large
group reconvencs

4. Debrief the role plays. Allow 45 minutes for the small group role plays
and discussions; reconvene staff and ask for reports from the small
groups. Make sure reporters addres all the issucs raised in the handout,
as presented below:

= Did your small group represent all the key members of a Head Start
team? Werc any key tcam members missing?

48

5g Strengthening the Head Start Community



L

Preface

Building Supportive Communities provides the foundation for developing
local Head Start programs into strong communitics for staff and familics. The
following questions arc to help you, as a member of the Head Start
management team, to determine the benefits of the guide's training program

TM Does a strong sense of ( ommunity exist among staff and families in your
Head Start program?

TM Docs staff and family diversity work for, rather than against, your Head
Start community?

= Arc all staff involved in your Head Start community's efforts to support
familics?

= Arcstaff and family strengths recognized and used to enrich the resources
of your Head Start community?

TM Do staff and familics work together as a team in identifying and
responding to family concerns?

TM Are staff and familics working with resources in the broader community
to close gaps in family support?

TM  Doall staff show support for families in carrying out their day-to-day job
responsibilitics?

As a foundation guide, Building Supportive Communities initiates a process
of staff training and development aimed at producing affirmative responses to
the questions just raised. 11 is essential for staff to have the opportunity to
sharpen and to apply the skills taught in the guide's workshop and coaching
activities with follow-up training. Thus, the Next Steps: Ideas to Extend
Practice and Continuing Professional Development scctions of this guide
provide suggestions for follow-up training activitics

Subscquent training guides in this scrics offer additional development of staff
skills in supporting families, other relevant topics in the scrics include family
partnerships and crisis intervention. Furthermore, staff skills addressed m this
series arc reinforced in the parent involvement trainmgy guides. a scrics
beginning with the guide entitled Engaging Parents.

Building Supportive Communities is written for the person(s) who provide
training and staff development activitics at the local program level. and its
equally important for the Head Start management team to be familiar with the
contents of the guide. Familiarity with this guide's training will help ensure its
“fit” within the existing training plan at the local program level. the selection
of qualified trainers, and arrangements for follow-up traming

Building Supportive Communities

vu

nD



ee

Module 3

partner will be the talker and the other will be the listener. The two roles )
will reverse as the activity proceeds

Trainer's Note: Refer to the statements written on the newsprint as you
conduct the activity, kuep the dyad activity moving quickly, repeat the
statements, as necessary, to ensure that the “talkers” understand their
assignment; allow only 3 to 4 minutes on each statement.

4. Ask partners to identify the talker and the listener for the first statement.
The talker's task is to continue the statement after it is read. The listencr's
task is to respond nonverbally to what is being said through facial
expressions, body posture, and gestures. However, if the listencr docs net
understand what the talker said, he or she can ask a question, but only for
clarification.

5. Read the first statement: “When | think back on a crisis in my family, 1
remember feeling...”

6. Tell the talkers to think about the statement and then begin. At the end
of three minutes, or when the talk is beginning to slow down, tell the
partners to stop, exchange roles and listen to the next statement.

7. Read the second statement: “During one of the most stressful times in @
my life, I felt...”

8. Repeat Step 6.

9. Read the third statement: “When | needed help to solve a difficult
problem in my life, I tumed to...”

10. Repeat Step 6.

11. Read the fourth statement: “Of all the people who have helped me in my
life, I remember . . .”

12,

Process the activity. After the last statement is completed, reconvenc the
group and process the activity, using the questions below as a guide:

TM How did it {ecl to be listened to? Did you feel your partner was
interested in what you were saying? Genuinely concerned about you?

®TM How did it feel to listen, without responding verbally’?

TM What non-verbal messages did you reccive from your partner?
y @
vo

Connecting With the Broader Community

66

Le


Module 1

= What are some sources of stress in your family?

TM What are some sources of stress you see in the familics you work
with?

(a) Establish the rationale for providing support to families. Discuss
the impact of stress on families. Use the following questions to guide the
discussion:

TM@ How are families affected by stress?
= What arc some of the ways families attempt to cope with stress?
What do families need to be able to cope with stress more effectively?

(b) Point out that staff working in supportive, programs such as Head
Start, help families cope more effectively with the demands and siresscs
of daily life by showing certain practices in their work.

Identify supportive practices. Using the presentation material provided
in the workshop activity 5 as a guide, present staff with an overview of
core supportive practices, While doing thc overview, stop and discuss
practices relevant to the staff's job. For example, raise the question: How
do you involve family members in your work?

Assess supportive practices in the Head Start community. Go over
handout 9 with staff. Focus on two or three sections most relevant to the
staff's job. Have staff identify arcas they sce as program strengths and
areas they would like to sce improved.

Reinforce change in staff practices. Ask staff to brainstorm responses
to the question: What can you do in your job to show greater support for
families? Record staff ideas on newsprint. From the list created through
brainstorming, ask staff to pick out at least onc idea they will pursue in
their work over the course of the next two weeks. Have staff report back
to you on the results of their efforts

Building Supportive Communities

ww
a



Module 3

After giving a personal example or story about the topic selected, ask staff to e
take tums sharing their thoughts, feelings, or experiences on the topic. Use the
cornments by staff as a “springboard” for introducing the topics and skills
addressed in the module.

= Establish and make certain that staff understand the training program's
“ground rules” for maintaining group and family confidentiality.

64 Connecting With the Broader Community



Module 2: Strengthening the Head Start Community

Handout 3: Family Scenario: The Baker Family*

Mrs. Baker is a 38-year-old single Head Start parent with 5 children, ranging in age from 16 months to 10
years. The 3-year-old, Emily, is enrolled in the Head Start center. Emily often is sick and has “trouble
listening, following rules, and sitting still.” There are also some concerns about the other children. The 16-
month-old, Jimmy, appears withdrawn and frail. The three children in elementary school are having problems
learning and are often tardy or absent. Mrs. Baker, herself, has difficulty reading and writing; she dropped
out of school in the 7th grade to care for her ill mother and “never went back.”

Mrs Baker recently moved here to be near her cousin, who has turned out to be more “distant than a
stranger.” Mrs. Baker, an “only child,” has no other relatives and will not discuss her husband. She has not
made any friends, nor is she involved in the community in any way.

Mrs. Baker is friendly and attractive, but overweight. She says she is a diabetic, always tired, and “just
doesn't feel like doing anything.” She does not have a family doctor.

Public assistance is the Baker family's only source of income. Mrs. Baker talks about not having enough
money to buy clothes or shoes for the children. She says the children often cannot go to school or play
outside because they don't have the “right things to wear.” She also says the family doesn't get enough food
stamps, so the children are often hungry and irritable. The family had a telephone, but it was disconnected
four months ago due to nonpayment of the bill.

Mrs. Baker is unhappy about moving here. She says she never has had many friends but, at least in her
hometown, she knew some people and some people knew her. She never would have moved, if she had
known her cousin was going to act like “we are not even related.” Now, she doesn't have the money to move
back, and even if she did, “there's no place there to live.” Mrs. Baker “dreams” about having a larger place
for her family, but says “we'll just have to stay where we are because no one else will rent to us.”

The Baker's live in a sparsely furnished four-room apartment. The two oldest children sleep on a mattress
on the floor of the living room. In the kitchen, a chair is propped against the refrigerator door to keep it
closed. Mrs. Baker says she cannot buy much food at a time, because it spoils in the refrigerator, so she often
sends the children to the corner grocery for food.

Mrs. Baker has never been to the Head Siart center, saying “It is too hard for me to get there without a car
and I don't have anyone to babysit for Jimmy.” She says she has “not been able to get out” to keep the
children's appointments at the health clinic either, even though she knows she should.

Despite the many problems facing the Baker family, Mrs. Baker expresses the desire to “do better” for her
children. She is able to show the children affection and seems interested in having someone to talk to about

her “worries.” However, at this time, Mrs, Baker appears to be immobilized by the stresses of her current
situation.

67

“Adapted from Head Start Social Services Training Manual. U.S. Department of Health and Human Services, 1990.

56 Strengthening the Head Start Community



TM = What can you do to encourage the sharing of Head Start community
valucs and goals among families? To make family diversity work
for rather than against the community?

TM What do you think families need or want from the Head Start
community?

What can you do to learn more about families in the Head Start
community?

. Ask staff to “brainstorm” ideas for expanding family involvement in the

Head Start community. As they do so, probe for ways staff might
specifically “reach out” to:

teen parents,

working parents,

fathers,

grandparents and other relative caregivers, and

foster parents, god parents, close family friends, and other persons
considered family.

==

Trainer's Note: During Step 8, encourage staff to present some actual
examples of Head Start families and use these examples as the
springboard for a group discussion on “reaching out” strategics. Remind
the group to maintain family confidentiality.

9. In bringing the activity to a close, note that some additional ideas for

“reaching out” to families are in hanc'out 6. Stress that through
“reaching out,” staff can find out what different kinds of familics really
are like; and, in doing so, they will come to understand and accept families
seemingly so different than their own.

10, Conclude the activity. Emphasize the contributions all staff made to a

better understanding of family diversity within the Head Start community.
Encourage staff to continue to work together on making Hcad Start a
community that recognizes and appreciates all kinds of familics. P ovide
time for staff to complete the Module | activity 3 section of their training
journals.

2 4 What Is Community?



DS

Module 1: What ls Community?

Handout 6: Getting to Know Different Kinds of Families (continued)

@ Offer some practical solutions to the needs of working parents or parents attending school. For
example, it might be possible for a full-day Head Start center to serve early evening meals for working
families and staff. Or, it might be possible to establish laundry facilities at the center, which are available
to parents until late evening. And, for parents attending school, it might be possible to start an evening

care babysitting cooperative at the center, where parents take turns providing child care while others
study.

TM Initiate a “job club” for parents, so they have a vehicle for sharing leads on new or better jobs, tips on
finding work, and so on.

TM Establish focus groups, comprised of parents and staff, as vehicles for discussing various issues affecting
families. Some possible focus group topics include: preventing drug abuse; “moving on” to public

school; sharing parenting responsibilities, making neighborhoods safe, and, challenges of being a teen
parent.

TM Sponsor a family “show and tell” event. Ask families to bring items of cultural significance to them to
the event. “Cultural items” could include food, recipes, clothing, arts and crafts, books, musical
instruments, cassettes of music, family heirlooms, etc. During the event, ask family members to describe
the items they brought and what these items mean to their family.

Building Supportive Communities 29



Module 2

Activity 2-6:
Practicing
Team Work

Preparation

[oo

163)

6. End the activity. Ask staff to complete the Module 2 activity 5 section
of their training journals.

Purpose: To enhance the abilities of staff 10 contribute to an cffective team
approach with families.

Prior to conducting this coaching activity, review activity 5: Working as a
Team. Key concepts, presentation materials, and summary points from the
workshop activity will help prepare you for this activity.

Make arrangements for staff to observe a team that is mecting with a family
to develop a plan of support. This may be a program team mecting or a
meeting held by another Head Start program or by another agency.

For this activity you will need:

= Flipchart/Markers/Tape
TM Handout 6: Team Observation Guidelines

1. Introduction. Discuss the purpose of this activity with the staff you are
coaching and how you will work together to complete its steps

2. (a) Warm-up exercise. Ask staff to think for a minute or two about what
the word “team” means to them and record their thoughts on a sheet of
newsprint. Go over the words and phrases on the newsprint with staff,
discussing the components of an effective team and providing some
examples as you do so. Make sure the following components of a team
are covered during the exercise:

TM Agreement on the team's goal (e.g., team members agrec to work with
the X family to connect the family with supportive resources);

= Anemotional bond among team members (¢.g., team members share
the X family's feelings of concern about children);

=~ Mutual respect (¢.g., team members recognize and value cach other's
viewpoints about the X family's strengths and needs);

TM Defined roles (c.g., the roles of individual team members in achieving
the team's goal arc clear to all members); and

TM Clear communication (¢g., frequcnt and open channels of
communication exist among team members).

(b) Reinforce to staff that the team process of developing a plan to
support a family is always donc with the family.

3. Prepare staff for observation of the team meeting, Explain the
arrangements for staff observation of a team mecting. Provide staff with

50

Strengthening the Head Start Community

61



Module 1

Activity 1-5:
Assessing Head
Start as a
Community —
Where Are We?
Where Do We Want to Be?

Preparation

Support change in staff practices. Engage staff in a discussion of
strategies for learning more about the families they work with. To
generate ideas for discussion, have staff review handout 6 with you. Have
staff identify two or three strategies to implement in their work. Sct a
time for staff to report back to you on what they learned about familics as
aresult of the strategics they implemented.

Coaching Note: Helping staff understand and accept differences in
families may require considerable discussion and time. Be careful not
to rush the process.

Purpose: To establish a direction, shared by staff, o:: the ways the Head Start
community can grow and change on behalf of families.

For this activity you will need:

=

Flipchart/Markers/Tape

Handout 7: Values and Goals

Handout 8: Goals of Family Support Programs
Handout 9: A Checklist on Community-Building

To open the activity, ask staff to take turns describing a source of stress

Sor a family they know in the Head Start community (Before staff begin.
remind them that families are not to be identificd by name.) As sources
of family stress are identified, record them on a sheet of newsprint labeled
Family Stressors.

Reinforce examples of family stressors. Point out that today's familics
are experiencing greater stress due to declining family income, morc births
to teens, lack of access to health care, growing hunger and homelessness.
and the substance abuse epidemic. Further, many famitics today arc
exposed to dangers almost unknown a generation ago. For example. some
children are not allowed to play outside in their neighborhoods — even in
front of their own homes — for fear of violence. All families are fecling
uncertain about how to teach their children strong valucs and to resist
negative peer pressure.

Explain that in this activity staff have the opportunity to create a
framework for a supportive Head Start community. Emphasize that the
“world” of Head Start familics is dramatically different than when Head
Start began in 1965. To meet the challenges of a new age, it is crucial for

Building Supportive Communities

15

a0



Module 3: Connecting With the Broader-Community

Handout 4: A Plan for Action (continued)

Step 2: Setting Priorities

During Step 1, your team may uncover several gaps in support for families that you plan could address. For
example, if your team decides to focus its plan on a specific Head Start family, the family may have multiple
concerns. Or, if your team decides to focus its plan on developing a resource within the identitied Head Start
community or in the broader community, there may be many competing unmet family needs to consider.

Being overly ambitious can be a major obstacle to the success of your team's plan. The purpose of Step 2 is
to narrow the range of possibilities to a manageable level by setting priorities. Thus, during Step 2, your team
should discuss the various options your plan might address and establish priorities among them.

Step 3: Engaging the Broader Community in the Plan
An important component of your team's plan is determining which leaders, service providers, organizations,
or groups in the broader community may be willing and able to help close the family support gap selected as

your team's priority. Thus, during Step 3, your team should explore the full range of possibilities for
community involvement.

Step 4: Engaging Head Start Families in the Plan

As emphasized during the training program, families are integral members of the Head Start team. The purpose

of this step is to ensure ongoing family participation in your team's action planning process. Thus, if your
team's plan focuses on a specific Head Start family, you need to discuss steps for involving the family. If your
team's plan focuses on the development of a resource within the Head Start community or the broader @
community, you need to discuss steps for forming an alliance with Head Start families

Step $: Identifying and Assigning Tasks

Developing and implementing a plan of action requires the completion of several tasks. The purpose of this
step is to identify:

TM The initial tasks involved in carrying out your plan; and
TM The group member(s) responsible for completing each task.

Step 6: Establishing Timeframes for the Plan

The purpose of this step is to set realistic target dates for completing the planning process and starting the
plan's implementation.

Step 7: Evaluating the Plan and Making Revisions
A good plan of action is open to change. Your team may decide to make some changes in the plan you develop
today when you meet again. Additional changes may be necessary once the broader community and families
become involved in the planning process. And, stili other changes may be indicated as team members work
on initial planning tasks. Therefore, the purpose of this step is to set a target date for evaluating your team's
plan, revising it, if necessary, and finalizing it.

-
ye
94  ]

Connecting With the Broader Community

84


Module 1: What [s Community?

Handout 9: A Checklist on Community-Building (continued)

Appreciation for Cultural and Family Diversity means that differences in individual families are
respected and accepted. Does your Head Start community:

Include a representative cross-section of families as members of Head Start councils and
committees? What types of families are represented?

Involve children in learning about different cultures through stories, songs, snacks, etc.?
To what extent?

Invite persons, who represent different cultural and ethnic groups, to visit and share
information about their group's heritage, customs, values, practices, etc.? How often? Does
this make a difference?

Take special steps to “reach out” and engage different kinds of families in the community,
such as support groups for grandparents in caregiving roles? Do families become involved?

Have staff or access to interpreters who are able to translate for non-English speaking
families? Are interpreters used? How often?

Celebrate the special holidays or observances of different cultural and ethnic groups? In what
ways?

Suggestions for growth or change:

!)

2)

3)

48

36

What Is Community?



®@ Next Steps:

Module 3

Ideas to
Extend Practice

Follow-up training strategies to reinforce the concepts and skills taught in
Module 3 are presented below. After completing Module 3. review the

strategies with staff and help them choose at Icast onc to work on individually
or as part of a small team.

TM Practicing Attentive Listening

Ask staff to practice attentive listening during a conversation, an interview.
or a meeting with a parent. In doing so, remind staff they should listen. only
ask questions to clarify something which is unclear, show interest in what
is being said through non-verbal communication, and observe the parent as
he or she talks. Have staff report back on the attentive listening experience
within the next week: What feclings did the parent communicate? How did
staff respond non-verbally to the parent's feelings? What did staff observe
as the parent talked? How do staff feel about the outcome of the
experience?

® Involving Head Start Families in Community Life

Ask staff to sclect and implement one strategy for encouraging family
involvement in Head Start or the broader community. Some cxamples
include: convening a focus group, comprised of Head Start families, to
discuss practical ways families can support each other; conducting a survey
of Head Start families to determine their interests and concerns and
providing feedback to families on the resutts, and, visiting a community
organization with a family or a group of familics interested in working for
the organization on a volunteer basis. Establish a timeframe for completion
of the assignment based on the complexity of the task

= Providing Guidance to Action Planning Teams

Meet individually with the teams established during activity 5 in Module 3
to review their action plans and their progress to date. Determine ways of
reinforcing and supporting the teams’ action plans. Arrange for Head Start
staff or consultants to provide assistance to the teams in arcas where they
are experiencing difficulty.

Building Supportive Communities

79



Module 2: Strengthening the Head Start Community

Handout 2: Looking for Strengths

Instructions

In this activity, you and your partner will interview each other to learn more about each other. Some
questions are listed below to guide the process; you may want to take some notes along the way. Each
partner has 10 minutes to ask questions; in 20 minutes the large group will reconvene. At that time,
partners will introduce each other to the group.

. What do you do for fun?
. Do you have any hobbies or special interests?

. What jobs have you had?

. What do you like best about your current job?
. Who are your close friends and why are they special to you?
.

What groups, clubs, or organizations have you worked with during the past year where you felt useful
and/or learned a lot?

. What do you like about yourself?

. What makes you feel happy?

. When you are feeling “down” what helps you to feel better?

a What are you most proud of accomplishing in your life?

. If you could achieve one goal within the next year, what would it be?
G6

Building Supportive Communities

55



Module 3: Connecting With the Broader Community

Handout 1: Listening Tips®

The following techniques will help you improve your listening skills.

Listen carefully to what others have to say, whether you agree totally or not.

Listen for the part of what someone is saying that is new and important. Let the person know the

information he or she is sharing is important and you appreciate him or her for bringing it to your
attention.

Listen to criticisms about the Head Start program, without becoming defensive.

Put yourself in other people's “shoes” and try to understand their point of view. Ask questions to
clarify exactly what they are saying, before commenting or offering any suggestions.

Do not listen to rumors about colleagues or families: if rumors persist. investigate them directly
After listening to colleagues or families, write down points that require follow-up action or attention.

Include time in your day to “reach out” to others and listen to “news” about their families, jobs. or
other interests. .

Restate what people say to let them know you are listening to them.
Reinforce the successes colleagues and families are having. Accentuate the positive!

Deal with any conflicts or issues as they arise; talk to colleagues or families immediately to “clear the

air” and work things out. Don't let “things go,” hoping they will get better without any action on your
part.

Never leave people with a sense of hopelessness or frustration. Al: -ays tell the people when you will
get back to them with further information or a response to their concerns.

Freely admit when you have made an error or don't have an immediate answer to a question.

Do not use jargon or complicated terms when responding to others; if you are not sure whether they
understood what you said, ask them to tell you what they “heard.”

$4

‘Adapted from Beers, M.C., et al. Parent Involvement in Day Care: A Resource Manual for Day Care Providers. Creative
Associates, Inc., Washington, D.C., 1982.

80

Connecting With the Broader Community



Module 1: What Is Community?

@ Handout 2: Sample Eco-Map

The Eco-Map below illustrates one family's relationships with various communities.

‘mmm Strong and Supportive Relationship |
:1 = mom "Weak Relationship" |
[RWI] "Stressful Relationship |

———
/ \
f \
—~. | Head Start j ao
. \ ; / / .
NN, {
: Friends 7 \ Schoo! )

Health
Clinic

Housing Tho Famik [
Authority jo mas Family —|

Building Supportive Communities 23



Introduction

Ata Glance e@

Modules Activity Time* Materials

Module 1: Activity 1: Defining 75 minutes Easel, Newsprint Markers.

What Is Community? “Community” (W) Masking Tape, Handouts ]. 2, and 3
Activity 2: Exploring the 60 minutes Easel, Newsprint, Markers. Masking
Impact of Community (C) Tape, Handout +
Activity 3: Appreciating 90 minutes Easel, Newsprint. Markers. Masking
Family Diversity (W) Tape, Handouts 5 and 6
Activity 4: Learning About 75 minutes Eascl, Newsprint, Markers. Masking
Families (C) Tape, Handouts 5 and 6
Activity 5: Assessing Head 120 minutes | Easel, Newsprint. Markers, Masking
Start As a Community- Where Tape, Handouts 7, 8. and 9
Are We? Where Do We Want to
Be? (W)
Activity 6: Examining 60 minutes ‘Easel. Newsprint. Markers, Masking
Supportive Practices (C) Tape, Handout 9

Module 2: Activity 1: Discovering 60 minutes Eascl. Newsprint, Markers. Masking @

Strengthening the Strengths (W) Tape, Handout | and 2

Head Start Community , . .
Activity 2: Drawing Out 45 minutes Easel. Newsprint. Markers. Masking
Strengths (C) Tape, Handout 2

Activity 3: Offering Support | 75 minutes Easel, Newsprint. Markers. Masking
to Familics (W) Tape, Handout 3 and 4

Activity 4: Showing Support | 45 minutes Easel. Newsprint. Markers. Masking
(C) . Tape. Handout 3, Organtational
Diagram of Head Start Staff

Activity 5: Working As a 60 minutes Eascl, Newsprint, Markers, Masking
Team (W) Tape, Handout 5
Activity 6: Practicing 45 minutes Easel. Newsprint, Markers. Masking
Teamwork (C) Tape, Handout 6

(W) = Workshop Activity (C) = Coaching Activity

*Time may vary depending upon the size of the training group and the amount of staff interaction during activities. e@

iy

xii Introduction



Module 2

e@ Strengthening the Head Start Cc nmunity

Outcomes

Key Concepts
Activities | and 2

Activitics 3 and 4

As a result of completing this module, participants will:

Acknowledge their own strengths and use them as strategics for
supporting families;

Interact with others in a manner that “draws out” their strengths and helps
them sce themselves from a perspective of strengths;

Identify staff strengths and resources and incorporate them into cfforts to
support families; and

Include families in a team approach to assessment and support activities

The Way We View Ourselves Affects the Way We Interact With
Others. There are two basic ways of viewing ourselves. The first way is
from a perspective of deficit, which focuses on what is wrong with us —
our weaknesses, our problems. The second way is from a perspective of
strength, which focuscs on what is right with us — our internal and
extcmal resources, and our capacity to solve problems. These sainc two.
perspectives influence our views of and intcractions with others.

New Resources Are Discovered When We View Ourselves and
Others From a Perspective of Strengths. A shift away from a
perspective of deficit to one of strengths is critical to any community's
success in supporting familics. In terms of the Head Start community, a
perspective of strengths emanates from the belief that every staff member
and every family brings valuable resources to the family support arena.

Creativity, or Finding Different Paths to the Same End, Is the Key to
a Growth-Oriented Head Start Community. Recognition of one's own
strengths leads to recognition of the strengths in others. Through the
process of discovering strengths, ncw resources for supporting and
enriching the lives of families also are discovered.

Opportunities to Support Each Other Exist Every Day. All
intcractions among pcople provide opportunitics for giving or receiving
support. Thus, on any given day, the potential for giving or receiving
support is great.

Support Is Demonstrated in a Variety of Ways. Support is not limited
to any particular activity or strategy. Rather, it is reflected in the many’
ways we “reach out” to others, listen to others, and assist others in coping
with the stresses of daily life.

Building Supportive Communities

a

«

39

—



Introduction

Continuing Professional Development

Follow-up activities for the program to support continued
staff development in the regular use of the skills addressed in
a particular training guide. It includes:

(1) Opportunities tailored to the participant — to
continue building on the skills leamed in the
training;

(2) Ways to identify new skills and knowledge necded
to expand or complement those skills through
opportunities in such areas as higher cducation,
credentialing, and community educational programs.

“9

Building Supportive Communes

xi


Module 1: What Is Community?

Handout 9: A Checklist on Community-Building

Instructions

This Checklist will help you identify the family support strengths of you. Head Start community, as well as
ways the community might “grow and change” in support of families. The Checklist is divided into six
sections that reflect the major characteristics of supportive programs (e.g., “Family-Centered Emphasis”).

Review the two sections of the Checklist assigned to your group. Within each section, there are questions |
to guide your assessment of the Head Start community's strengths. Place check marks in the spaces next
to the questions you rate as strengths. Think about what you do that shows support for families and what
you would like to see improved. Share your thoughts and suggestions for improvement with other members
of your group. 1

1, Family-Centered Emphasis means that children are vieweg,within the context of their families, with
parents supported in their roles as caregivers, teachers, and promoters of their children's development.
Does your Head Start community:

_ Offer families help and encouragement in meeting the demands of parenting and family life?
Do families benefit?

_ Conduct annual (or more frequent) surveys of families to determine the needs and interests
they share in common and provide feedback to families and staff on the results? Are the
results used?

_ Have a family resource room where families can meet and support each other informally,
obtain information, post notices, etc.? Is the room used?

_ Offer evening and weekend gatherings for families involved in work or school during the day?
Do families come?

_ Successfully involve men important in the lives of Head Start children (e.g., fathers,
grandfathers, uncles, older brothers, friends) in community activities? Do they participate?

Suggestions for growth or change:

1)
2)
3)

Ad ©

What Is Community?

32



Nene |

Module I

@ 4. Ask staff to form small groups, each comprised of three members with
diverse family backgrounds. Explain that in this exercise, staff will
explore differences among their familics of origin to gain a better
understanding of family diversity. Refer the small groups to handout 5.
Explain that after approximately 30 minutes, staff will reconvene and
compare responses to the questions on the handout

Trainer's Note: Before the groups begin their discussions, acknowledge
that some group members may feel uncomfortable discussing certain
issues raised in the handout. Thercfore, group members have the option
to pass on those issues.

5. (a) Process the small group exercise. Ask reporters from the small
groups to take turns describing the differences in familics that cmerged
during their group's discussion in each of the following areas:

family composition and membership,

language spoken in the home,

family celebrations and observances,

the supervision of children,

tules about mealtime and views of “proper” nutrition,

expectations of children,

patterns of decision-making,

health practices, and

sources of support to the family and attitudes about involving
“outsiders” in personal problems.

(b) In processing the activity, point out that differences in familics reflect
different cultural values, beliefs, and practices. Different families have
different ways of responding to the complexities of life.

6. Ask staff to close their eyes and reflect another minute or two on their
experiences “growing up.” Raise this question for staff to consider
during the period of self-reflection: How do my own family expcricrices
affect my work with Head Start families?

7. Explore issues affecting the Head Start community's response to
families. Make sure the following issues are covered.

TM ~Howdo Head Start families today differ from your traditional view of
family?

= Why are some families more directly involved in the Head Start
community than others?

e TM Do you think some families “‘see” the Head Start community as
“threatening,” instead of “inviting?” Why might they fecl that way?

Building Supportive Communities iB



Module 1

TM ~ Ourexperiences with community have a powerful impact on how we
perceive oursclves. When we experience a strong scnse of
community, we feel better about ourselves — we feel the sense of
belonging and of being valued by others;

TM Our experiences with community affect our values and perspectives
about life. When we experience a strong sense of community, we
become clearer about our core values and the direction we want our
lives to take;

TM ~Ourexperienccs with community influence our life goals. When we
experience a strong sense of community. we fecl more hopeful about
life and what we can accomplish:

= Our experiences with community affect the quality of our interactions
with others. When we expcricnec a strong sense of community, our
capacity to build meaningful and nurturing relationships with others
is enhanced, and we are strengthened by these relationships, and

= Ourexpericnees with community have an impact on what we are able
to achieve in life. When we expcricnce a strong sense of community,
our accomplishments arc bolstered by the support and resources of
other community members.

Trainer's Note: In addition to discussing the positive impact of
community, it may be heipful for the group to explore ne;
community experiences or influences. For example, you might ask staff
whether they have had any experiences that made it difficult for them to
feel part of a community, or whether thcy have any fears/concems about
community influences on their children,

(a) Point out that an eco-map is a usefidl tool for illustrating the various
types of relationships we have with our communities. Refer staff to
handouts 2 and 3, which provide a sample and a blank cco-map

(b) Ask for a volunteer to develop, with your help, an cee-map of his/her
family's interactions with the broader community. In the center circle of
the cco-map, write the family's name; as communitics with which the
family interacts are identified, draw and label circles surrounding the
center circle (c.g., work, recreation, church,, school, clubs, cthnic
associations, support groups, ncighborhood centers, the extended family.
and so on). Explain that the circles surrounding the center circle represent
significant communities in the family's environment.

(c) Then ask the volunteer to describe the nature of the family's
relationship with cach community as “strong and supportive.” “weak,” or
“stressful.” Draw heavy lines between the family circle and the

What ls Community?

18



Preface

This guide provides both workshop and coaching activitics, either of which
activities can be used to achieve module outcomes. However. staff are more
likely to grasp the community-building and team-building thrusts of the
training when they have the opportunity to interact as a multidisciplinary
group, share first-hand knowledge and experiences, and solidify their role in
the “bigger picture” of supporting familics.

Finally, in making arrangements for workshop activitics, it is important to
develop a plan that brings all, or a broad mix of, staff together for training at
the local program level. If staff from more than one Head Start program arc
involved in the workshop, it is important for staff from the same Head Start
program to work together during small group training activitics.

viii

Preface


Module 3

Background Information

Instructions

Collaboration is a mindset that says, of course I'm going to need the help
of others to do my job well!
— Sidney L. Gardner

This module leads staff into forming partnerships with Head Start families and
resources in the broader community. To facilitate the development of
partnerships, the module begins with an attentive listening exercise. Staff learn
the valuc of listening and of being listencd to as they explore a difficult time
in their own lives. The exercise also underscores the importance of helping
families “connect” with informal sources of support in the broader community.

As the module continues, emphasis is placed on helping families realize their
potential as contributing community members. After identifying recurring
concerns of families in the Head Start community, staff examine ways of
forming alliances with Head Start families and members of the broader
community to address the concerns. In addition, staff consider ways of
encouraging familics to become actively involved in grassroots membership-
based organizations. Staff learn that as they engage families in broader circles
of community life, they also help families establish essential connections to
supportive resources.

The module concludes with staff developing a collaborative plan of action
aimed at mobilizing resources in the broader community for Head Start
families. The planning process helps staff solidify the concepts and skills
learned during the training program and move forward in their work together
to support families.

® Inaddition to the handouts for each activity, duplicate the handout entitled
My Training Journal, provided in the appendix. The Journal provides
staff with a tool for documenting their rcactions to the training, identifying
ways of applying the training to their jobs, and noting arcas for follow-up.
It is divided into sections that parallel the guide's learning activitics and
is to be completed by staff at the conclusion of cach activity in all three
modules. Encourage staff to discuss their Journal comments with their
trainers, coaches, or supervisors afler completing cach module.

© Before conducting the activities in this module, it is important to engage
staffin the learning provess with an “‘icebreaker” discussion on a selected

topic. Some examples of icchreaker topics relevant to this module
include:

- How do you feel when someone docsn''t listen to you?

~ What is an important resource to you ir: coping with the dernands
of life?

~ What is one resource in the broader community you would like to sce
developed for familics?

Building Supportive Communities

63

73



Module 1

each local Head Start community to renew and refocus its direction for
supporting families. Point out that, in a “strong and supportive”
community, members share a core set of values and work toward common
goals. Thus, staff will focus first on the values and goals of the Head
Start community.

(a) Clarify core values. Ask staff to take a few minutes to think about the
basic values, beliefs, or commitments that members of the Head Start
community share in regard to families. For example, “all families have
strengths,” “all families want the best for their children,” and “families
and staff can teach and learn from each other.”

(b) After a few minutes, ask staff to “call out” words or phrases that
reflect their thoughts about the community's values. With the group's
help, refine the words or phrases, as necessary, to achicve a sct of core
values that statf agree upon.

(c) Throughout the process, record the group's work on a shect of
newsprint labeled Core Values. When the list is completed, refer staff to
handout 7. Ask staff to complete the first two sections of the handout.

Clarify goals. Ask staff to take a few minutes to think about the goals
that guide their work with familics in the Head Start community. Then,
assist staff in developing a list of goals relevant to their work. As goals
are cited by staff. record them on a shect of newsprint labeled Goals

Refer staff to handout 8. Point out linkages between the goals gencrated
by staff to the goals on the handout. Ask staff to turn again to handout 7
and complete the handout's last section.

Trainer's Note: It is important for staff to receive a final version of the
core values snd goals generated during the activity. Let staff know you
will be making copics of the lists and distributing them prior to the next

Provide the context for the assessment exercise, Explain that staff will
now move further toward their view of family support by completing an
assessment of their Head Start community. The assessment exercise ts
intended to help staff answer two basic questions: Where are we now in
our work to support families? Where do we want to be? Explain that
support 1s based upon relationships staff build with families, and practices
staff follow in their work. Support for families is shown by staff who:

= Emphasize the family unit. Staff offer parents help and
encouragement in mecting the demands of work and family life so
they, in turn, can do a better job of nurturing their children. At the

core of family support programs are caring, trusting staff partnerships
with whole families.

16

What Is Community?

28



Module 1

Activities 5 and 6

Each Family Is Unique. We cannot be effective in supporting a family
unless we first know who the family is, from the family's own viewpoint.
The best source of information about a family's composition. interests,
strengths, goals, and concems is the family, itsclf.

When We Interact With Families, We Must Be Clear About Which
Values Are Ours, Which Ones Are Theirs, and Which Ones We
Share. We must stay alert for the subtle ways we expose or impose our
own “agenda” and expectations on a family. When we assume our views
about family life are “best,” “right,” or the “only” ones, we overlook the
successes and strengths of disparate familics. We also “miss out” on
enriching our own lives through learning from the values, belicfs. and
experiences of others.

Each Local Head Start Community Faces the Challenge of “Growth
and Change” as It Moves Into the Mid-1990's and Beyond. Today.
the Head Start program finds itself at a critical crossroad in its history.
Recognized as a program that works, Head Start is now being asked to
reach more children and familics and play an expanded role in supporting
those families.

Low-Income Families Today Need Family-Centered Programs to
Deal With Multiple Sources of Stress. In its 1993 report, Creating a
21st Century Head Start, the Advisory Committee on Head Start Quality
and Expansion challenged Head Start to respond to the complex and
urgent needs of today's families by meeting its full potential as a family-
centered program. As envisioned by the Advisory Commitice. the Head
Start of the 21st century is a central community institution for low-income
children and their families and an integral part of the broader community
network.

Staff Practices Aimed at Achieving Partnerships With Families,
Rather Than a Special Set of Services, Define Family Support.
Supportive staff practices include helping families to identify and to build
upon their own strengths, achieve their own goals, and deal successfully
with their own communities.

It Is Crucial for Each Local Head Start Community to Renew and
Refocus Its Direction for Supporting Families. A clear vicw of
supporting families evolves from a foundation of values and goals
developed and shared by members of the Head Start community. In
addition, ongoing program assessment helps the Head Start community
identify and keep pace with the changing needs and interests of familics
over time. A meaningful assessmei* draws, to the greatest extent possible,
on the knowledge and perspectives of all members of the Head Start
community.

14

What ly Community?



Module 1

Following the conversation, have staff develop a list of similarities and
differences between the two families (i.c., their own and the one they

spoke with) and discuss their findings with you. Sct a timeframe of two
wecks for reporting back.

Getting to Where We Want to Be

Have staff who worked together during activity 5 meet and discuss further
the priorities for “growth and change” relevant to the assigned sections of
Handout 9: A Checklist on Community-Building. Ask staff to focus on
these two questions: What needs to happen to get our Head Start
community to where we want it to be? What resources do we have
available to help us get there? Allow two weeks for staff to complete the
assignment. Then, ask staff to present the outcomes of their work to
members of the Head Start community for further discussion

Building Supportive Communities

21

eS
aw



Resourtes

Creating a 21st Century Head Start — Finai Report of the Advisory
Committee on Head Start Quality and Expansion. U.S. Department of
Health and Human Services, Administration on Children, Youth and
Families, Head Start Bureau, 1994. This report of the Advisory
Committee on Head Start Quality and Expansion reviews the Head Start
program and makcs recommendations for improvement and expansion by
setting forth a set of recommendations to the federal government, Head
Start providers, and 12e nation at large. The recommendations are
organized in accord with three guiding principles: 1) ensure every Head
Start program can deliver the Head Start vision; 2) expand the number of
children served and the scope of services provided; 3) encourage Head
Start to forge partnerships with key community and state institutions and
programs in early childhood, family support, health, education, and mental
health. This report is available from the Head Start Publications Centcr
703/739-0875 or Fax 703/739-0878. °

Looking Ahead: The Promise of Head Start as a Comprehensive Family
Support Program. Family Impact Seminar, American Association for
Marriage and Family Therapy (AAMFT) Research and Education
Foundation, 1994. This seminar and briefing report presents a historical
overview of Head Start's efforts to provide a comprehensive range of
services to low-income families and describes some Head Start programs
that exemplify its potential as a family support program. The programs
described are not the result of a systematic evaluation, or comprehensive
survey, but an attempt to identify some of the strategics uscd by local
programs to serve families in more effective ways. This report is
available from the Family Impact Seminar 202/467-5114.

Melaville, Atelia, Blank, Martin, and Gelarch, Asayesh. Together We
Can — A Guide for Crafting a Profamily System of Education and
Human Services. U.S. Department of Education and U.S. Department of
Health and Human Services, 1993. This practical guide assists local
communities to create more responsive educational and human service
delivery systems Effective delivery of supports for familics. a crucial
step toward assuring the future success of America's children, is proposed
through a five-step collaborative process. Central to this guide is the
concept of systems change, based on a revision of the wavs people and
institutions think, behave, and use their resources to serve children and
familics. This guide is dedicated to all people who are working to
strengthen families. For information on ordering this guide, contact the
Family Resource Coalition at 312/341-0900.

Communicating with Parents. U.S. Department of Health and Human
Services, Administration on Children, Youth and Families. Head Start
Bureau, 1995. This guide targets Head Start staff who communicate with
parents. It focuscs on: the value of effective communications in building
partnerships with parents; effective speaking and listening skills: clear

1e2

92

Resources



Module 3: Connecting With the Broader Community

Handout 4: A Plan for Action (continued)

PART II: ACTION PLAN

Step 1: Identifying the Plan's Focus
To initiate your team's planning process, discuss your options for the plan's focus, the family concerns you

might address and the specific strategies you might pursue. Then, select the type of plan your team will
develop from the choices below:

TM A plan to support a specific Head Start family;
TM A plan to create or improve a family support resource within the Head Start community; or
TM =A plan to create or improve a family support resource within the broader community.

Step 2: Setting Priorities

In setting priorities among the many concems your plan might address, aim for success. Do not attempt to deal
with many concerns in one plan. Focus on concerns that are possible to lessen or resolve within the next few
months. Then, record your team's priorities below.

TM We have decided on these three concerns as our priorities:
1)
2)
3)

= We will address this priority first:

Step 3: Engaging the Broader Community in the Plan

Again, aim for success as you discuss the options for community involvement in your plan. Consider
relationships or linkages which already exist between Head Start staff and the broader community. Then,
record your team's decisions below:

= We want to involve the following leaders, service provider(s), organization(s), or group(s) from the broader

community in our plan

ou

Building Supportive Communities 85



Module 1

@ Background Information Visions that are truly shared take time to emerge. They require ongoing
conversation where individuals not only feel free to express their dreams,
but learn how to listen to others' dreams, Out of this listening, new
insights into what is possible emerge.

— Peter Senge

Module | challenges Head Start staff to establish a supportive community —-
a community that evokes a sense of belonging and of being valued. Staff
examine and discuss the ways in which community has made a difference in
their lives. As experiences are recalled and shared, the meaning of community
evolves, which, in turn, spurs the staff's understanding of the impact of
community on the lives of families.

As the module continues, staff examine diversity in family life. Greater
acceptance of differences in family composition, valucs, and behaviors is
achieved as staff discuss and compare how various issues were dealt with in
their families of origin. An exploration of different kinds of familics points
to a vision of community which embraces all Head Start Familics.

A sharper view of Head Start as a community of support for familics is
realized as the module draws to a close. Staff share their perspectives on the
values and goals guiding their work with familics, the strengths of the Head

Start community, and ways Head Start can be more effective in supporting
families.

Instructions TM  Inaddition to the handouts for each activity, duplicate the handout entitled

My Training Journal (provided in the appendix). The “Joumal” provides
staff with a tool for documenting their reactions to the training, identifying
ways of applying the training to their jobs, and noting arcas for follow-up.
It is divided into sections that parallel the guide's Icarning activitics and
is to be completed by staff at the conclusion of cach activity in all three
modules, Encourage staff to discuss their “Journal” comments with their
trainers, coaches, and/or supervisors after completing cach module.

Before conducting the activities in this module, it is important to engage
staff in the learning process with an icebreaker discussion on a sclected

topic. Some examples of icebreaker topics relevant to this module
include:

— What do you remember about where you grew up? What have you
“carried with you” from there?

~ What were your family rules when you were a child? What are your
family rules now?

— What do familics need to be able to nurture their children?

e — What is one way you provide support to families in your work?

Building Supportive Communities


Resources

The resources cited below collectively influenced the contents of this training

@ guide. Famiharity with the resources by trainers, coaches, and supervisors of
Head Start staff is recommended as a prerequisite to conducting the guide's
Icarning activities.

TM Allen, Mary Lec; Brown, Patricia; and Finlay, Belva. Helping Children
by Strengthening Families — A Look at Family Support Programs.
Children's Defense Fund, 1992. This report provides child advocates and
others who work for children's well-being, a clearer idea of what family
support programs do, how they operate, and why they arc effective — not
just for low-income families or familics with serious problems, but for all
families. Key ideas presented include: every child should get the best
possible start in life; prevent problems before they become scrious and
require costly treatment; and all parents must te prepared for and be
supported in their parenting role. The authors focus on strengthening the
families’ ability to nurture their children physically, emotionally, and
intellectually, and enabling parents to respond early to their children's
multiple needs, within the family, and before healthy development is
compromised. For information on obtaining this report call the Children's
Defense Fund at 202/628-8787.

TM Carman, Christopher. A Community Framework for Head Start.

Hawkeye Area Community Action Program. 1994. This article explains
why acommunity framework for Head Start is needed, with an emphasis

@ on increasing family involvement in community lite. The proposed Head
Start framework approaches families from the vantage point of their
strengths, viewing families as active members of their community — not
deficient clients in a service system. Goals and strategics for
implementing a community framework are presented. An abbreviated
version of this article is provided in Module | of this guide. A complete
version is available through contacting the Hawkeye Community Action
Program at 1-800-366-7631.

= Carman, Christopher. Empowering Head Start Families Through the
Use of Community. Hawkeye Arca Community Action Program, 1994
Drawing upon concepts presented by John McKnight, this article
illustrates a community-oriented vision for low-income familics and
provides ideas for applying this vision within Head Start. Four casy-to-
follow steps that Head Start programs can take to empower familics are
offered: 1) the use of community, including identifying and strengthening
existing empowering clements; 2) fostering balanced roles for human
service programs, 3) assisting familics to move out of “dependent client”
roles, and 4) developing inclusive communities. Call the Hawkeye
Community Action Program at 1-800-366-7631 for information on
obtaining this article.

LOL

Building Supportive Communities 91



Appendix

e Handout: My Training Journal (continued)

ACTIVITY 5: ASSESSING HEAD START AS A COMMUNITY
ACTIVITY 6: EXAMINING SUPPORTIVE PRACTICES

1. Overall, what are your reactions to this activity?

2, What do you plan to do, or do differently, as a result of this activity?

3. What skills, issues, or topics would you like to pursue further?

Additional Comments: Are there additional comments you would like to make about the training
program? If so, note them in the space below.

@ 106

Building Supportive Communities 97



Module 2: Strengthening the Head Start Community

Handout 5: Role Play: A Team Approach to Family Support

Instructions for Facilitator

In this activity your group will do a role play of a Head Start team meeting with the Baker family. The
setting for the role play is a Head Start classroom. As the group's facilitator, assign one member of your
group to the role of Mrs. Baker. Tell other members of the group they are to role play the siaff positions
they actually have in Head Start. You have the role of team leader/facilitator.

To begin the role play, greet the staff eam members and ask them to come and meet Mrs. Baker. After the
greetings, make sure you explain the team is meeting to discuss: 1) the strengths and needs of the Baker
family; 2) initial goals the team might work toward; and, 3) ways the team might achieve the goals.

Give role players a few minutes to review handout 3: Family Scenario: The Baker Family and think about
the upcoming team meeting. Allow 10 to 15 minutes for the role play. Then, lead the group in a discussion,

using the questions below as a guide. You have approximately 30 minutes to complete the discussion.

Discussion Questions

s Did our small group represent all the key members of a Head Start team? Were any key members
missing?

. Did we show respect for each other during our meeting? Share our feelings of concern for the
Baker family?

a Did everyone participate during our meeting?

s Do we have a better understanding of the Baker family's strengths and concerns now?

5 Was our team successful in helping Mrs. Baker see herself from a perspective of strengths”
. Do all of us agree on the initial goal(s) set during our meeting? Is everyone clear about his or her
role in achieving the goal(s)?
. How will we stay informed as a team? Who will take the lead role? When will we meet again”
69
58

Strengihening the Head Start Community



Module 3

@ Activity 3-1:

Turning to Others
for Help

Preparation

Purpose: To enhance the development of supportive paztnerships through
attentive listening.

For this activity you will need

@  Flipchart/Markers/Tape
TM Handout 1: Listening Tips

1. (a) Introduce the activity. Explain that in enabling familics to use the
resources in the broader community, we must be sensitive to their feelings,
their past experiences in sceking help, and their attitudes about the help
they received. We must “hear” what families have to say, before we can
be of help to them in addressing their concerns.

(b) Continue by explaining this activity gives staff the opportunity to
practice attentive listening. Point out that attentive listening is a skill; it
is also one of the best ways we show support.

2, Ask staff to describe a “good listener.” Reinforce staff comments with
an overview of attentive listening, using the following points as a guide:

TM When we listen attentively, we display involvement and interest in

what a person is saying through both our verbal and non-verbal
communication;

@ In our verbal communication, we show interest by asking for
clarification about something we do not understand, but we do not
express our personal views, biascs, criticisms, or approvals. We
listen non-judgmentally;

In our non-verbal communication, we show interest by our facial
expressions, our gestures, and our body posture; and, we arc aware of
the meaning of our non-verbal communication. For example, when
we lean back in our chair and cross our arms in front of our chest, we
know our body posture is sending a very different message than when
we Ican forward slightly with our hands lightly clasped in our lap; and

@ When we listen attentively, we carefully observe the person who is
speaxing. Through our observations, we are able to cam more about
how the person feels about his or her situation, as well as how the
person feels about us.

3. Ask staff to form dyads and turn their chairs so they are facing each
other, Explain that during this activity partners will share a time in their
life when they needed help. As they do so, they will also practice attentive
listening. Refer to the four statements (on shects of newsprint). which
partners will complete in their dyads. For cach statement, explain onc

Building Supportive Communities

El t—te

65

79


Module 1

Introduction. Provide the staff you are coaching with a brief overview of
the topics and skills addressed in this module. Discuss the purpose of this
activity and how you will work together to complete its steps.

Warm-up discussion. Initiate a discussion on the topic of “community”
by asking staff questions, such as the following:

@ What do you remember most about the community in which you grew
up?

= What does the word “community” mean to you?
TM What makes Head Start a community?

Develop linkages between the concept of community and staff
experiences. Ask staff to think about a time when being part of a
community made a difference in their life. Raise questions, such as the
following: :

TM When thinking back on the experience, what feclings do you
remember?

= How did the experience affect you?

TM ~=What was it about the experience that made a difference in your
life?

Expand upon the concept of community. Add to the staff's understanding
of “community” by providing some examples of the ways community can
have a positive impact on individuals and families. Emphasize the sensc
of “belonging,” which evolves from feeling part of a community, as well
as the sense of being “valued” as a contributing community member.

Apply the concept of community to Head Start families. Provide
examples of two Head Start families — one that is very involved in the
Head Start community and one that is not involved. Have staff compare
the two families by raising questions, such as these:

TM Which family do you “sec” as a contributing member of the Head
Start community? How does this family contribute to Head Start?
How would you describe your relationship with this family’? How do
you fecl about this family?

= Which family do you “sce” as a Head Start “client?” Why is this so?
How would you describe your relationship with this family? How do
you fecl about this family?

TM How does Head Start make a difference in the life of the
“contributing” family? The “client” family?

What Is Community?
wJ



Resources

@ and concise writing for a variety of readers; and planning communication
straiegies at the program level. This guide is recommended as a supplement
to Building Supportive Communities. Communicating with Parents is
available from the Head Start Publications Center 703/739-0875 or Fax
703/739-0878.

@ ye

Building Supportive Communities 93

ee


Module |

Activity 1-4:

Learning About
Families QA

Preparation

Purpose: To encourage staff to interact with families in ways that convey
acceptance and interest in learning more about them.

Before conducting this coaching activity, revicw activity 3: Appreciating
Family Diversity. Key concepts, presentation materials, and summary points
from the workshop activity will help prepare you for this activity.

For this activity you will need:

Flipchart/Markers/Tape
Handout 5: Exploring Differences in Families
Handout 6: Getting to Know Different Kinds of Families

Introduction. Discuss the purpose of this activity with the staff you are
coaching and how you will work together to complete its steps.

Warm-up discussion. Have staff share their perspectives on the ways
families have changed in their culture(s) during the past 30 years, using
the following questions as a guide:

= What was the typical family in your culture like 30 years ayo?

What is the typical family in your culture like today?

TM ~Howdo you feel about the changes you have seen in familics over the
years? What do you think has caused these changes?

Define family. Raise the issue: Who is a family” Pursuc the issue by
asking more questions, such as the following:

Who is in your family?

TM ~=Must individuals spend time together frequently to be a family?

TM Must family members be related?

TM Are relatives necessarily a family? If so, why? If not. why not?

TM How do family members show cach other they are a family?
Establish a broad and inclusive definition of family. Assist staff in
developing and accepting a definition of “family” that recognizes familics
in all shapes und forms. Ask staff to identify some of the different types
of family structures that exist today. Emphasize that the capacity to

provide children with nurturing 1s the distinguishing characteristic of a
family — not the way a family is structured.

Bualding Supportive Communities



Module 2

4. Give staff a few minutes to compose their introductions; then ask for a
volunteer to start the introduction process. As strengths arc revealed
during the introduction, record them on sheets of newsprint labcled
“Skills,” “Personal Characteristics,” and “Community Conncctions.”
Continue with other volunteers until all staff have been introduced to the
group.

5. Process the activity by raising the following questions

TM =~ What feelings did you experience as you were being introduced to the

group? Did you leam anything new about yourself? What did you
learn?

® What did you leam from the introductions of other staff Did you
learn anything new about someone you work with? What did you
learn?

6. (a) Recap the strengths listed on the sheets of newsprint and point out
how they represent potential resources to the Head Start community.
For example, staff with artist:c talents may be able to engage
“uninvolved” families in ait classes’ staff with good interpersonal skills
may be able to initiate a support group for isolated parents: and, staff with
connections to the broader community may be able to link families with
new sources of support.

(b) Encourage staff to suggest ways they might usc personal strengths and
resources in supporting familics Record ideas on a sheet of newsprint
labeled “Resources.” During the process of recording, emphasize the
success of staff in drawing out the strengths in one another and encourage
them to continue to incorporate a perspective of strengths into their
interactions with one another.

7. Toconelude the activity. ask staff to turn again to handout 1. Suggest
they spend the next few minutes adding strengths they did not recognize
at the beginning of the activity. In addition. suggest staff complete the
Module 2 activity 1 section of their training journals.

Activity 2-2: 00 Purpose: To enhance staff skills in drawing out personal and co-worker
Drawing Out strengths as resources for Head Start families.

Strengths

Preparation Before conducting this coaching activity, review activity 1: Discovering

Strengths. Key concepts, presentation materials, and summary points from
the workshop activity will help prepare you for this activity.

Ot
we

Building Supportive Communities 43



Continuing Professional Development

We)

Activities, which Head Start grantees may find useful for reinforcing and
expanding staff training on Building Supportive Communities, are presented
below.

TM Developing Individualized Plans for Professional Growth

Have supervisors, coaches, or trainers meet with staff individually to
develop plans for professional growth based upon entries in their
“Training Journals.” (See the handout entitled My Training Journal in
the appendix.) Provide some examples of professional development
plans, appropriate to different types of staff positions, to guide the
process.

= Establishing Peer Support Groups for Supervisors

Assist supervisors in cstablishing an ongoing group to address practice
issues raised by their staff. For example, supervisors might want to
discuss concerns about staff practices that impede teamwork, family
involvement in community life, relationships with other community
resources, or the sense of “community” within Head Start. In addition,
thcy might want to pursue broader issues identified by their staff. such as
recurring family needs and gaps in resources for families.

= Learning From Other Family Centered Programs

Identify other Head Start programs offering comprehensive family-
centered services. Ask representatives from those programs to meet with
staff, provide an overview of their services and the hurdles they overcame
in developing their programs, and discuss issues of concern to staff. In
following weeks, meet with a group of staff to discuss ways of moving
toward a more comprehensive family centered program.

© Strengthening Teamwork

Arrange for a Head Start staff member or a consultant with expertise in
group dynamics and team-building to observe a Head Start tcam mecting
Following the meeting, have the expert discuss his/her observations with
the team and suggest team-building strategies. Arrange for the same
expert to rctum two to three weeks later to observe another team mecting
and provide feedback on the team's progress.

= Increasing Cultural Competency

Involve a yroup of staff in learning more about the history, values, and
practices of different cultures represented in the Head Start community
Help staff develop a sct of questions aimed at finding out more about a
cultural group and identify ways of getting the questions answered (c.g.,

Building Supportive Communities

oe _

89

ag



Module 1; What Is Community?

Handout 4: A Community Framework for Head Start'

Overview. This is a framework for Head Start programming which emphasizes family involvement in
community life, both within the local Head Start center and in the broader community. We believe Head
Start's work with families must include: bringing isolated families together in community, building the
capacity of families to meet shared needs and to bring about change in their neighborhoods and communities;
and engaging families in broader circles of community life. This approach views Head Start families as active
members of communities, rather than as deficient clients in a service system.

Why is a community framework needed? Low-income families are cast in passive “client "roles by many
public programs. Neighborhoods need active groups of local citizens working toward change. When we fail
to build healthy communities, negative centered “community” around crime and drugs can develop, making
it more difficult for Head Start to be successful.

Prevailing assumption. The community framework stands in contrast to a prevailing assumption we've held
that low-income families simply need more or better professional services from public programs. “Community
services” are different from “community life;” families need both.

Goals. The goals of a community framework are: to develop a strong sense of community and mutual
support among Head Start families; to encourage Head Start families to take responsible group action around
neighborhood problems, and to expand families' social networks through active involvement with grassroots
membership-based organizations (churches, cultural groups, etc.).

Implementation strategies for a community framework:

Strategy #1: Conduct community-building activities within local Head Start centers.

Offer initial activities which help families to form positive relationships with each other.
Set up “Skill/Resource Exchanges” that identify tools, materials, and expertise of members.

Delegate additional areas of decision making to local parent groups.
Provide special recognition to Head Start members who are “community builders.”

Strategy #2: Conduct community assessments at the center level and promote center action plans.
Conduct a survey that will give local parent groups an overview of shared needs, interests, and assets around
which they can take constructive action. Encourage the parent group to use the results of the survey as a
basis for developing a “center action plan.”

Strategy #3: Offer practical group solutions to needs of working families. Significant involvement with
Head Start parents who are working or attending school might best be achieved through approaches that
make a full-day Head Start center available some evenings and weekends for use by families who are
members of the center. Consider serving an early evening meal or starting an evening care co-op for student
families to take turns studying and caring for children. With the constantly changing jobmarket, it would

behelpful for full-day Head Start sites to have “job clubs” and employment bulletin boards for sharing leads
on new or better jobs

‘Carn

C.A Community Framework for Head Start. Wawkeye Area Community Action Program, Cedar Rapids, A, 1994

77
Building Supportive Communities 37 2s



Module 1

Activity 1-3:
Appreciating
Family Diversity

Preparation

Reinforce the importance of community life for Head Start families.
Ask staff to read handout 4. As presented in the handout, discuss the
ways families benefit from participation in community life and strategies
for encouraging family participation in the Head Start community.

Apply the concept of community to current staff practices. Ask staff to
think for a minute or two about what they do in their jobs to help families
feel part of the Head Start community. Suggest staff talk with co-workers
to find out what they do in their jobs to encourage families to become
active members of the Head Start community. Ask staff to take notes and
report back to you on the outcomes of their discussions with co-workers.

Conduct a debriefing on staff practices. Discuss what staff learned from
talking with co-workers. Raise questions, such as these

In what ways are staff encouraging families to become contributing
members of the Head Start community?

m= What else might Head Start staff do to encourage families to become
active community members? What else might you do in your job?

Support change in staff practices. Ask staff to select at least one new
practice aimed at encouraging families to feel part of the Head Start
community and try it out in their work. Establish a time for staff to report
back to you on how families responded. Discuss the results.

Purpose: To lay the groundwork for greater acceptance and responsivencss
of staff to diversity in the composition, values, and lifestyles of families within
the Head Start community.

For this activity you will need:

Flipchart/Markcrs/Tape
Handout 5: Exploring Differences in Families
Handout 6: Getting to Know Different Kinds of Families

Open the activity Ask staff to “call out” the opportunities they have to
interact with familics in their jobs. Following the examples, point out the
structures, valucs, and lifestyles of some Head Start familics may be very
different from those of staff Explain that in this activity staff will explore
differences in familics. strategies for learning more about families, and
ways of increasing family involvement in the Head Start community.
Acceptance of family diversity Icads 0 a mutually supportive community.

Discuss staff perceptions of changes occurring in American families
over the past 30 years, using the questions below as a guide.

Building Supportive Communities

tS
a



|

Module 2: Strengthening the Head Start Community

Handout 1; My Strengths

Instructions
You will complete the two sections of this handout at different times during this activity. The trainer will
give you directions on when and how to complete each section.

Part I: Personal strengths I bring to the Head Start community:

1

Part II: Strengths I discovered in myself during this activity:

1

65  )

Strengthening the Head Start Community

54

TLL


Introduction

@ Purpose Head Start must respond and grow to meet the challenges of a rapidly
changing world..at the same time it must maintain the concepts that have
made it such a success...

— Advisory Committee on Head Start Quality and Expansion,
Creating a 21st Century Head Start

As presented by the Advisory Committee in Creatmng a 2181 Century Head
Start, Head Start is entering a new cra in its development — one that requires
local prosrams to respond to the mounting issucs and concerns of todav's
familics with both new and renewed community-building efforts.

Building Supportive Communities cstablishes the foundation for developing
a community of support for staff and familics. Activitics in this guide
encourage Head Start staff to:

= Examine the impact of their own valucs, belicfs, and behaviors on the
development of supportive relationships with cach other and with Head
Start families;

TM Show support for cach other and for Head Start familics through
recognizing and reinforcing individual and family strengths, attentive
listening, “reaching out.” and displaying accepting and caring behaviors:

TM See themselves together with Head Start familics as members of the
@ community who work as a tcam in resource devclopment; and

"Establish collaborative partnerships with cach other, Head Start families.
and resources in the broader community to address recurring concerns of
families.

In essence, this guide offers staff a foundation of knowledge and skills for
strengthening Head Start as a supportive conununity and in becoming a leader
in the broader community network of family support.

Audience Community building requires the commitment and involvement of all Head
Start staff. Thus, all local Head Start staff. from bus drivers to directors, are
targeted for this guide's training program. Among thosc involved:

= Program managers will find the training particularly uscful in
determining prioritics in the development of program resources and in
evaluating staff practices and behaviors that enhance or hinder a
supportive Head Start community;

TM Family services staff will find the training particularly uscful in
implementing collaborative strategics to mect the needs of families:

Bialding Supportive Communiies

EEE


ee

Module 3: Connecting With the Broader Community

Handout 4: A Plan for Action (continued)

The team member(s) assigned to each task are as follows:
Task 1
Task 2:
Task 3:
Task 4:
Task 5:
Task 6:

Step 6: Establishing Timeframes for the Plan
As a team, discuss and record realistic target dates for each point below.

TM We will meet again to review and refine our plan on:

TM We hope to engage the broader community in our plan by:

TM We have agreed to these dates for completing initial planning tasks:

- Task 1 by

- Task 2 by

- Task 3 by

~ Task 4 by

- Task 5 by

~ Task 6 by

Step 7: Evaluating the Plan and Making Revisions

As a team, discuss when you hope to finish the initial planning process and finalize your plan. Then, record
your team's target dates below.

We will evaluate and finalize our plan by this date

We hope to achieve our final plan by this date

Building Supportive Communities 87

9%



Module 1: What Is Community?

Handout 7: Values and Goals

Instructions
Wait for the trainer to give you directions on when and how to complete each part of this handout.

Part I: The two core values must important to me in my work are:
Part IL: The core values I can reinforce most in my work are:
Part II: The goals I would most like to see us work on are:

42 e

30 What ls Community?



Appendix

@ Handout: Module 1, 2, and 3: My Training Journal

Instructions
At the end of each workshop-coaching activity, complete the relevant sections of this journal, as follows.

o First, note your general reactions to the activity (e.g., how you felt, what you learned, any new
thoughts, beliefs, or feelings).

L! Second, record your ideas for applying what you learned to your work (i.e., what you might do, or
do differently, as a result of the activity).

. Third, within the context of the activity, list any skills, issues, or topics you would like to pursue
further with your supervisor, coach, or co-workers.

As part of the follow up to this training program, you may want to discuss your comments with the trainer,
your supervisor, and/or your coach. Your comments will be helpful in determining the effectiveness of this
training program, as well as in helping you develop a plan for your own professional growth. You will not
have to show your comments to anyone.

104

Building Supportive Communities 95


Module 1:_ What Is Community?

Handout 9: A Checklist on Community-Building (continued)

A Focus on Family Strengths means that families are helped to identify and build on their strengths.
Does your Head Start community:

View families as contributing members of the community, rather than as“ clients?” How
many families contribute?

Encourage families to work together to meet shared needs or address shared concerns? Do
families work together? In what ways?

Actively encourage families to be involved in the community's decision-making and policy-
setting processes? In what ways?

Train and hire current and past parents for staff positions? To what extent?

Offer a “Skills/Resource Exchange” that lists the tools, materials, skills, areas of expertise,
and so on, possessed by individual families so that families can be resources to each other.
Is the “Exchange” used?

Celebrate the “successes” of families, such as giving special recognition to parents who
receive their GEDs, serve as Head Start volunteers, are sources of support to other parents,
and so on. How often?

Suggestions for growth or change:

1)

2)

3)

Building Supportive Communities 33