Seeing Families Whole INTEGRAL FAMILY SUPPORT Gary Johnson: Credentials: M.Ed. University of Missouri – St Louis, Family Development Credentialing (FDC) Senior Facilitator and Facilitator Trainer Current Employment: Director of Parenting Life Skills Center – A Great Circle Agency 600 S Jefferson Springfield, MO 65806 417-831-9596 [email protected] Tracey Sheets: Credentials: BS from Drury University, majors Psychology & Sociology, Certified Mediator, Foster Care Case Manager, Parent Educator and In-Home Service Provider Current Employment: Parenting Life Skills Center – Parent Educator and InHome Service Provider 600 S Jefferson Springfield, MO 65806 417-831-9596 [email protected] A Bone Deep Longing “ Within each person lies a bone-deep longing for freedom, self-respect, hope, and the chance to make an important contribution to one's family, community, and the world ... No government program can help families become self-reliant, integrated members of their communities unless it is built on a recognition of the power of this bone-deep longing for freedom, self-respect, hope and the chance to contribute.“ Christiann Dean, creator of the FDC Curriculum MAPS We USE Eco-Map Genogram Family Circles Assessment Mission Map Passion Map Integral AQAL The map is not the territory Four Quads AQAL: Five Aspects Quadrants Lines Levels States Types Lines and Levels: Ken Wilber’s: Integral Psychograph Integral Assessment Upper Left Subjective: ‘I’ - personal values, intentions, meanings, mindsets and desires Upper Right Objective: ‘It’ - visible individual behavior and • Spiral Dynamics Value Memes • Ego Development Levels/Action Logics • Kegan's Orders of Consciousness • Maslow's Hierarchy of Needs (+ beyond) • Myers-Briggs Personality Types • Enneagram Types • Emotional Intelligence/EQ • Multiple Intelligences • Perry's Intellectual/ethical levels • Kohlberg’s moral reasoning stages • Fowler's Stages of Faith • IQ (+ Dog IQ videos!) • Belbin team roles test • Adizes Management Styles • Jaques’ Levels of Complexity/time horizons • Managerial Grid (People vs task focus) • Brain sex test etc • Kolb’s Learning Styles • Sexual Essence (Deida) skills, neurology Integral Assessment Continued Lower Left Intersubjective: ‘We’ - culture, customs and shared values Lower Right Interobjective: ‘Its’ - business systems, processes, environment and technology • Inglehart's Post-materialist Value Shift • Bridges’ Organizational Character Index • Cultural Creatives • Creative Class • Ten Lenses (cultural diversity) • Vitamin T (social capital) • Organizational Creativity • Torbert Organizational Stages • Corporate Lifecycle stage • The 'Learning organization' and Knowledge Management • Ecological Footprint • Political Compass • Organizational 'Excellence' • Social Network Analysis CDC Effective Program Components Child Development Knowledge and Care Positive Interactions with Child Responsiveness, Sensitivity, and Nurturing Emotional Communication Disciplinary Communication Discipline and Behavior Management Promoting Children’s Social Skills or Prosocial Behavior Promoting Children’s Cognitive or Academic Skills CDC Continued Curriculum or Manual Modeling Homework Rehearsal, Role Playing, or Practice Separate Child Instruction Ancillary Services Protective Factors • enhancing parent resilience • providing an array of social connections • facilitating parent knowledge & skills as it relates to child development • providing concrete support for parents • supporting healthy social & emotional development in young children • promoting nurturing and attachment by parents and other caregivers Characteristics of Successful EvidenceBased Parent Education Programs: Strength-based focus. Family-centered practice. Individual and group approaches. Targeted service groups. Clear program goals and continuous evaluation Qualified staff. Collaborations. References AQAL image google search [images]. (n.d.). Retrieved from http://www.google.com/search?q=AQAL&hl=en&rls=com.microsoft: *&prmd=ivns&tbm=isch&tbo=u&source=univ&sa=X&ei=R6G1TcjSPJ KztwfiuNDnDg&ved=0CCQQsAQ&biw=1259&bih=654 Beckmann, K. A., Knitzer, J., Cooper, J., & Dicker, S. (2010, February). Supporting parents of young children in the child welfare system. National Center for Children in Poverty. Bolen, M. G., McWey, L. M., & Schlee, B. M. (2008). Are at-risk parents getting what they need? Perspectives of parents involved with child protective services. Journal of Clinical Social Work, (36), 341-354. Goodyear, R. K., & Rubovits, J. J. (1982, March). Parent education: A model for low-income parents. The Personnel and Guidance Journal, 409-412. Harden, B. J. (2010, July). Home visitation with psychologically vulnerable families. Zero to Three, 44-51. Besser, R. E., Falk, H., & Hammond, R. W. (2009). Parent Training Programs: Insight For Practitioners. U.S. Dept. Health and Human Services, CDC. House-Palmer, K., & Forest, C. (2003). Empowerment skills for family workers. Ithaca, New York: Cornell University Press. Kerrigan, D. (2004, Spring). An introduction to integral social services. AQAL: The Journal of Integral Theory and Practice, 1(2), 115. Larkin, H. (2005, Summer). Social work as an integral profession. AQAL: The Journal of Integral Theory and Practice, 1(2), 2-30. National Resource Center for Foster Care and Permanency Planning, & National Resource Center for Family Centered Practice. (2002, July). Family centered assessment guidebook: The art of assessment. Retrieved from http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/tools/fa mily_centered_assessment_guidebook.pdf University of California, Davis, Extension, & The Center for Human Services (Eds.). (2009, April). A strength-based approach to working with youth and families: A review of research. Www.humanservices.ucdavis.edu/academy. Wilber, K. (2000). A theory of everything. Boston, Massachusetts: Shambhala.