Understanding the Challenges in Understanding the Challenges in Assessing Young ChildrenAssessing Young Children

Gerard M. Kysela, Ph.D.,Gerard M. Kysela, Ph.D.,

Professor Emeritus,Professor Emeritus,

The University of Alberta,The University of Alberta,

andand

Clinical Director,Clinical Director,

The Family Centred Practices Group.The Family Centred Practices Group.

www.familycentred.cawww.familycentred.ca

Principles of Family-centred Principles of Family-centred PracticePractice

•include families in decision-making, include families in decision-making, planning, assessment, and service delivery; planning, assessment, and service delivery; •develop services for the whole family;develop services for the whole family;•services are guided by families priorities;services are guided by families priorities;•families have choice regarding the level of families have choice regarding the level of their participation.their participation.

Presentation TopicsPresentation Topics

•Resilience and Capacity Enhancement;Resilience and Capacity Enhancement;•The Ecological Model;The Ecological Model;•The Family Adaptation Model;The Family Adaptation Model;•Family/Child Centred Assessment Family/Child Centred Assessment Practices.Practices.

ResilienceResilienceMaintenance of positive adjustment under Maintenance of positive adjustment under challenging life conditionschallenging life conditions

A process (not a trait)

•Protective processes •Risk processes

Why use resilience?•Shifts our consciousness from pathology to capacity•Alerts us to the possibility that positive adjustment processes may differ by environment (challenging life conditions vs typical life conditions)

Luther, S.S., Cicchetti, D., & Becker, B. (2000). The Luther, S.S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for construct of resilience: A critical evaluation and guidelines for future work. future work. Child Development, 71Child Development, 71(3), 543-562.(3), 543-562.

Protective ProcessesProtective ProcessesIndividuals Individuals FamiliesFamilies

• social competence• reading skill• sense of responsibility• problem solving• feelings of control• plans for future• optimism• history of success• history of + reinforcement• seeks support• detaches from conflict

• effective parenting• attachment• warmth and affection• cohesive support• structure within the family• coping skills• + expectations of members• good partner relationships• strong extended family• extracurricular activities• responsibilities outside the

homeMangham, McGrath, Reid, & Stewart, 1994

Protective processes in communitiesProtective processes in communities

•mutual supportmutual support•collective expectation of success in meeting collective expectation of success in meeting challengeschallenges•high level of community participationhigh level of community participation•organize cooperativelyorganize cooperatively•volunteerismvolunteerism•egalitarian treatment of community membersegalitarian treatment of community members•optimismoptimism•empowerment (control over policy and empowerment (control over policy and programming)programming)

Mangham, C., Reid, G., McGrath, P., & Stewart, M. (1994). Mangham, C., Reid, G., McGrath, P., & Stewart, M. (1994).

Resiliency:Relevance to health promotionResiliency:Relevance to health promotion. Atlantic Health Promotion . Atlantic Health Promotion

Research Centre, Dalhousie University, Halifax, NS. Health Promotion Directorate, Health Research Centre, Dalhousie University, Halifax, NS. Health Promotion Directorate, Health Canada.Canada.

The Ecological Model of DevelopmentThe Ecological Model of Development

Microsystems - Daily

Mesosystems - Family School

Exosystems - Local Structures

Macrosystems - Beliefs and Mores

Proximal and Distal Influences

Child

Family

School

Day Care

Friends

Mesosystem

Microsystems interactive

Exosystem

Macrosystem

Dominant beliefs/mores

Workplace School Board

IndustryMedia

The Family Adaptation ModelThe Family Adaptation Model

BeliefsHassles & Uplifts

Coping Skills

Social Supports

Family Adaptation

Beliefs and Values (appraisals) Demands

FAMILY ADAPTATION

Coping (behavioural)

Support (community and family)

Family Strengths and Resources

Family Goals

Usual Strategies Used

Priority

Desired Outcome

Who Can Help?

Target Date

Family/Child Centred Assessment Family/Child Centred Assessment PracticesPractices

•Family-centered practices are based on the Family-centered practices are based on the philosophy that a child’s abilities to learn and philosophy that a child’s abilities to learn and grow are intertwined with the strengths, grow are intertwined with the strengths, needs, and philosophies of their parents and needs, and philosophies of their parents and other family members other family members •Goal is to enhance the natural capacities of Goal is to enhance the natural capacities of the family to identify needs/risks, mobilize the family to identify needs/risks, mobilize skills, and set their own priorities for skills, and set their own priorities for intervention.intervention.

Common Practices in Family Centred Common Practices in Family Centred PracticesPractices

•Inform parents of the purpose and intent of Inform parents of the purpose and intent of all assessment measures and proceduresall assessment measures and procedures•Accept direction from families regarding Accept direction from families regarding goals for their child, information and goals for their child, information and resources they need, and priorities they resources they need, and priorities they would like to see addressedwould like to see addressed•Provide a variety of supports that fit with Provide a variety of supports that fit with various styles, strengths and preferences various styles, strengths and preferences •Use clear, jargon-free language as well as Use clear, jargon-free language as well as helping families become effective helping families become effective communicatorscommunicators

Common Practices in Family Centred Common Practices in Family Centred PracticesPractices

•Help families view the assessment and Help families view the assessment and intervention process in a positive lightintervention process in a positive light

•Understand the family within their context Understand the family within their context and accommodate all individual differencesand accommodate all individual differences

•Value, believe and respect all information Value, believe and respect all information that you receive from parents - keep it in the that you receive from parents - keep it in the strictest confidencestrictest confidence•Help families see similarities between Help families see similarities between themselves and their peersthemselves and their peers

Practices One Tries To avoidPractices One Tries To avoid

•Invading privacyInvading privacy•Unfairly raising expectations of family Unfairly raising expectations of family members regarding treatment gainsmembers regarding treatment gains•Telling families what they NEED to doTelling families what they NEED to do•Under-emphasizing the importance of Under-emphasizing the importance of team workteam work•Isolating the child as the clientIsolating the child as the client