Virginia Parent Education Coalition Toolkit : simplebooklet.com

VSPEC Parent Education Toolkit Do you ever wonder why some parents attend parent education classes and their children are still at risk? Sometimes we assume that the parent did not participate fully in the program, but it could also be that they were not referred to the appropriate level of class that best meets their needs. The Virginia State-Wide Parent Education Coalition (VSPEC), a professional organization comprised of members in the public and private sectors who work with families and/or conduct parent education classes, has developed this Parent Education Toolkit to help you determine if a program meets the needs of the person you are referring. The Toolkit defines three types of parenting education and describes the population served, as well as the recommended expertise of the providers of those services. This Toolkit can be downloaded on the Families Forward website at: https://www.familiesforwardva.org/parent-education-coalition-toolkit or the VSPEC website at: https://www.vdh.virginia.gov/virginia-statewide-parent-coalition/ VSPEC encourages those who refer parties to parent education to locate appropriate providers in their area and, using the Toolkit as a guide, to identify the population that can most benefit from those services. To request additional information or to provide feedback on the Toolkit, please contact: Julie Anne Rivnak-McAdam, M. Ed. Parent Leadership & Engagement Manager Families Forward Virginia Phone: 540-412-5826 Email: jmcadam@familiesforwardva.org

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 1 VSPEC PARENT EDUCATION REFERRAL TOOLKIT Developed in 2013, by Virginia Statewide Parent Education Coalition (VSPEC) http://www.vdh.virginia.gov/virginia-statewide-parent-coalition https://www.familiesforwardva.org/parent-education-coalition-toolkit Introduction The Parent Education Referral Toolkit was designed for judges, court services staff, guardians ad litem, commonwealth attorneys, probation officers, local departments of social services, and others who refer families to parent education programs to enhance their understanding of the various levels (i.e., duration/intensity) of parent education programs available and to assist them in making appropriate referrals based on the best fit between the families' needs and the focus and design of the program. Table of Contents Overview of Parent Education ............................................................................................................. 2 Characteristics of Effective Parent Education Programs ..................................................................... 4 Appendix A: Risk and Protective Factors ......................................................................................... 7 Appendix B: Trauma-Informed Care ............................................................................................... 11 For more information, please contact: Julie Rivnak-McAdam at: jmcadam@familiesforwardva.org Appendix C: Mandated Parent Education Seminar. ......................................................................... 12

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 2 OVERVIEW OF PARENT EDUCATION Definition of Parent Education Parent education is a process for helping parents to understand children’s development, needs and uniqueness, and their own parental roles and responsibilities by offering strategies, tools, and insight for observing, interpreting, and responding to children’s behaviors in order to maximize positive outcomes for both children and families. Levels of Parent Education Programs Primary: Programs offered to the general population that focus on enhancing parenting knowledge and skills on a wide range of universal topics. Parents participating in these programs are typically not court involved. Secondary: Programs offered to parents and/or children who may be at risk of abuse or neglect and that focus on enhancing parenting knowledge and skills in specific areas known to be associated with risk and that include building self-awareness about the parenting approaches and behaviors that have the potential for putting children at risk. Parents participating in these programs may or may not have court involvement. Tertiary: Programs offered to parents and/or children who have experienced abuse or neglect and that not only enhance parenting knowledge and skills, but that also foster an understanding of how parents' early experiences and belief systems influence their parenting. Tertiary programs empower parents to use their new knowledge and insight to change their behavior. Parents participating in these programs are typically, though not always, court involved. General Characteristics of Effective Parent Education Programs Included in this toolkit is a chart that compares the components of effective primary, secondary, and tertiary parent education programs and their unique characteristics. Regardless of the type or level of the program, however, effective programs include the following: • Clearly defined program goals, objectives and measurable outcomes • A focus on using family strengths to increase parental competence • Responsiveness to parents’ learning needs, developmental, educational and language levels and parents’ attitude toward parent education • Identification of the target population best served (e.g., substance abuse, incarceration), and, if serving court-ordered clients, how the curriculum addresses their unique needs • Trained, knowledgeable, compassionate, and engaging staff to provide parent education • Utilization of a curriculum that includes the following:

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 3 (1) Enhances one or more of the protective factors (parental resilience, knowledge of parenting and child development, nurturing and attachment, concrete supports in times of need, social connections, children’s social and emotional competence); (2) Is culturally responsive to families’ needs; and (3) Provides an opportunity for parents to practice what they learn. • Utilization of an evaluation component to determine the effectiveness of the program to achieve outcomes for parents identified, preferably a pre- and post-assessment tool to measure change • Completion of the total program in order to be effective; and • Follow-up support and reinforcement of learning with families. Finding the Right Fit for Parents to Meet their Needs The most effective parent education program is one that is responsive to the specific needs of the parent. We encourage each court district and local community to determine the needs of the parenting stakeholders in their jurisdiction. For a specific family, the attached Characteristics of Effective Parent Education can help you choose the right fit based on the needs of the parents, the risk factors present, and the components of the program. Use of Evidence-Based and Evidence-Informed Models in Parent Education When considering referrals to parenting classes, practitioners and judges should consider the level of intervention needed and the validity of the program being offered. Research indicates that using an evidence-based model for parent education increases the likelihood of increasing parental competence. When using evidence-based programs, providers need to adhere to the structure and content of the model in order to maintain fidelity. Evidenced-infor med models can also be appropriate at the tertiary level, as they rely on a combination of research-based, evidence- informed, and trauma-focused treatments and are adaptable to individual parenting needs. The Institute of Medicine (IOM) defines "evidence-based practice" as a combination of the following three factors: (1) best research evidence, (2) best clinical experience, and (3) consistent with patient [or family] values (Institute of Medicine. 2001. Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy). Examples of evidence- based models for parent education include: Nurturing Parenting Program, Parents as Teachers, and The Incredible Years. Programs that have demonstrated effectiveness in treating and preventing the re-occurrence of child maltreatment are recommended for intervention (secondary) and treatment (tertiary). SAMHSA (www.samhsa.gov/ ) and CEBC (www.cebc4cw.org/ ) are good resources that include information on levels of recognition for established and effective parent education programs. A best practice is a method or technique that consistently shows results superior to those achieved with other means and is used as a benchmark. It is a practice that is evidence-informed, in addition to evidence-based, incorporates practice wisdom from the field and clinical experience, and is consistent with family/client values. Best practice can be used as an alternative in the absence of mandatory legislated standards, and, when such standards are present, to support and enhance them. The following, Characteristics of Effective Parent Education Programs, incorporates current best practice knowledge.

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 4 Characteristics of Effective Parent Education Programs CHARACTERISTICS LEVEL PRIMARY SECONDARY TERTIARY DEFINITION Designed to: -Increase individuals‘ and families’ parenting knowledge, skills, and strategies; and -Empower them in strengthening their foundation and belief system for consistent, positive parenting. Designed to: -Prevent the occurrence of child maltreatment -Increase individuals‘ and families’ parenting knowledge, skills, strategies and self-awareness; and -Empower parents to examine their parenting beliefs and practices and improve and strengthen their foundation for consistent, positive parenting. Designed to: -Prevent the re-occurrence of child maltreatment. -Increase individuals‘ and families’ parenting knowledge, skills, strategies and self- awareness; and -Assist parents in acknowledging their strengths while recognizing behaviors that put their children at risk of maltreatment; -Empower parents to use their new knowledge and insight to change their behavior; and, -Help parents recognize how their own childhood and/or belief system influence their parenting. POPULATION SERVED Anyone who wants to improve or update parenting knowledge and skills Families with mild or moderate risk of abuse or neglect, and the presence of 1 or more risks factors* Families where abuse, neglect or family violence has already occurred or who are at high risk of abuse, neglect, or family violence and have the presence of 1 or more *risk factors and limited protective factors DURATION/INTENSITY One or more sessions on general parenting topics Number and length of sessions depend on the topic and needs of the families. To be most effective, the recommended number of sessions is 12 or more at 1.5 hours each, resulting in 18 or more hours. Most intensive level of parent education. To be most effective the recommended number of sessions is 15 or more, resulting in 30 or more hours for group or home-based programs. METHOD OF DELIVERY Face to face (individual or group), and web- based interactive Face to face (individual and/or group, including in- home) Face to face (individual and/or group, including in-home)

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 5 CHARACTERISTICS PRIMARY SECONDARY TERTIARY SUGGESTED COMPONENTS Knowledge and skills of parent educator: -Adult learning principles -Child development -Nurturing & Attachment -Group facilitation skills -Parenting resources -Signs and symptoms of child abuse and neglect and how to report it -Awareness of current recommendations on the topics presented -Awareness of personal beliefs -Responsive to cultural diversity -Non-judgmental and compassionate -*Risk factors present in families that may indicate the need for additional support -Training experience on the curriculum and/or content area -Experience working with children and/or families Evaluation of educator: Ongoing review of participant feedback/ evaluations of the class(es)/workshop(s) Knowledge and skills of facilitator: -Adult learning principles -Child development -Nurturing & Attachment -Group facilitation -Parenting resources -Signs and symptoms of child abuse and neglect and how to report it -Aware of personal beliefs -Responsive to cultural diversity -Non-judgmental and compassionate -Aware of current recommendations and research on the topics presented -*Risk factors present in families that indicate the need for additional support -Training experience on the curriculum and/or content area -Understanding of family systems and how change occurs -Experience with high-risk parents -Risk and protective factors and how to strengthen protective factors* -Signs and symptoms of **traumatic stress and how to respond to children and parents once symptoms are identified** Evaluation of facilitator: Ongoing review of participant feedback/ evaluations of the class(es)/workshop(s) and access to support through supervision, mentoring, collaboration with professionals and/or feedback provided by observers and evaluation of training Knowledge and skills of facilitator: -Adult learning principles -Child development -Nurturing & Attachment -Group facilitation -Parenting resources -Signs and symptoms of child abuse and neglect and how to report it -Aware of personal beliefs -Responsive to cultural diversity -Non-judgmental/compassionate -Aware of current recommendations and research on the topics presented -*Risk factors present in families that indicate the need for additional support -Training experience on the curriculum and/or content area -Understanding of family systems and how change occurs -Experience with high-risk parents -*Risk and protective factors and how to strengthen protective factors -Signs and symptoms of **traumatic stress and how to respond to children and parents once symptoms are identified** -Recent **Trauma-Informed Care Practice training -Graduate degree with experience in clinical work with high-risk families preferred or college degree with experience working with high-risk families Evaluation of facilitator: Ongoing review of participant feedback/ evaluations of the class(es)/workshop(s) and access to support through supervision, mentoring, collaboration with professionals and/or feedback provided by observers and evaluation of training

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 6 CHARACTERISTICS PRIMARY SECONDARY TERTIARY SUGGESTED COMPONENTS, Continued Assessment: May occur based on class content and the needs of the participants Assessment: Initial intake interview prior to the first group session with families to determine best fit between their needs and the program components and to determine if additional services are needed. Should be face to face and include an assessment of parenting attitudes and the family’s risk of abuse or neglect. If *risk factors are apparent, referral to CPS and/or a tertiary program should be made. Includes completion of a reliable and valid instrument that measures strengths and risk levels. Assessment: Initial intake interview prior to the first group session with families to determine best fit between their needs and the program components and to determine what additional services are needed. Should be face to face and includes an assessment of: parenting attitudes; risk of abuse or neglect within the family; level of **traumatic stress experienced by family members; and identification of *risk and protective factors. Should include completion of a reliable and valid instrument that measures strengths and risk levels. Program Evaluation: Written evaluation by participants or feedback forms completed at the end of the training or workshop. Program Evaluation: Written evaluation by participants that measures parental change in beliefs and skills. Could be self- report, pre- and post-test or other tool. If providing an evidence- based program, use associated tools. Program Evaluation: Written evaluation by participants that measures parental change in beliefs and skills. Could be self-report, pre- and post-test or other tool. If providing an evidence-based program, use associated tools. Direct observation of the parent- child relationship with facilitator feedback and/or opportunities for parents to practice acquired skills and/or modeling by trained staff. Case Management: N/A Case management: Provided based on family’s expressed needs Case Management: Ongoing assessment and evaluation of family’s need for additional services, including: individual counseling, family counseling, in-home services, foster care prevention services and other appropriate services and support within the community. *See, Appendix A (Risk and Protective Factors) **See, Appendix B (Trauma-Informed Care)

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 7 Appendix A: Risk and Protective Factors Protective Factors can be thought of as “family characteristics” that are framed in a positive manner. Protective Factors have been identified as those needed by families to provide a buffer against abuse and neglect. The degree to which Protective Factors are present or absent is determined by an assessment of the family. Protective Factors that are present in a family represent strengths that can be utilized by the family to help them overcome problems they are experiencing. On the other hand, Protective Factors that are totally absent, or present in insufficient degree, represent needs that have to be addressed. Risk Factors in families and environments are conditions that research has demonstrated increase the likelihood of child maltreatment (e.g., parental history of abuse, substance use, etc.). While certain risk factors are often present in families where maltreatment occurs, it must be emphasized that the presence of these factors does not mean that child abuse and neglect is present. PROTECTIVE FACTORS According to the Virginia Department of Social Services (VDSS), “Emerging research indicates that a wide range of prevention strategies has demonstrated an ability to reduce child abuse and neglect reports and foster care placement” (VDSS, Child and Family Services Manual, Chapter B: Prevention, April 2021). 1. Parental Resilience. Although no one can eliminate stress from parenting, a parent’s capacity for resilience can affect how a parent deals with stress. Resilience is the ability to manage and recover from difficult life events and the ability to form positive relationships with one’s children. Resilient parents have empathy for themselves, their child, and others. Resilience requires the ability to communicate, recognize challenges, use healthy coping strategies, embrace a positive belief system, acknowledge feelings, and make good choices. Teaching resilience means supporting family-driven services and decision-making. It means helping families find ways to solve their problems, to build and sustain trusting relationships—including relationships with their children, to know how to seek help when necessary, and being able to identify and use the resources available. Specific examples include: • Able to stay in control when child misbehaves - uses non-abusive disciplinary techniques and consequences (e.g., positive discipline) • Feelings of competence in parenting roles • Pulling together in times of stress • Listening to each other 2. Social Connections. Social connections are the antidote to social isolation—a primary risk factor for child abuse and neglect. Families can have many different types of social connections that provide different types of support. For example, friends, extended family members, other parents with children the same age, and neighbors and community members all provide emotional support, help solve problems, offer parenting advice and give concrete assistance to parents. Networks of support are essential to parents and also offer opportunities for people to “give back,” an important part of self-esteem, as well as a benefit for the community. Isolated families may need extra help in reaching out to build positive relationships. An example would be: • Having others to talk to when there is a problem or crisis

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 8 Appendix A: Risk and Protective Factors PROTECTIVE FACTORS, Continued 3. Concrete Support in Times of Need. Providing concrete help to families at times when they need it most can help to fortify families, minimize the stress they are experiencing, and helps them take care of their children despite the circumstances they face. Meeting basic economic needs like food, shelter, clothing, and health care are essential for families to thrive. Meeting basic emotional needs is equally important. All families can benefit from concrete support in times of need and when crises arise. When crises happen, social connections and adequate services and support need to be in place to provide stability, treatment, and help for family members to manage the crisis. Specific examples include: • Knowledge of community resources and available supports • Supportive family environment and social connections and supports • Adequate and stable housing • Access to health care and social services • Parental employment and financial solvency • Opportunities for education and employment 4. Knowledge of Parenting and Child Development. One of the primary factors in family disruption is unmatched expectations of the parents. Accurate information about child development and appropriate expectations for children’s behavior at every age helps parents see their children and youth in a positive light and promote their healthy development. Information can come from many sources, including family members as well as parent education classes and surfing the internet. Studies show information is most effective when it comes at the precise time parents need it to understand their own children. Parents who experienced harsh discipline or other negative childhood experiences may need extra help to change the parenting patterns they learned as children. Specific examples include the following: • Effective parenting knowledge • Understanding of child development • Realistic expectations of child • Using praise 5. Social and Emotional Competence of Children. Behavior and expression of emotion vary widely based on a child’s developmental stage and temperament. Helping children become more capable of handling life’s challenges as they grow is critical for their social, emotional and intellectual development. Challenging behaviors or delayed development creates extra stress for families, so early identification and assistance is necessary for both. Specific examples of social and emotional competence of children included the following: • Ability to communicate clearly • Ability to recognize and regulate their emotions • Ability to establish and maintain relationships with both peers and adults • Ability to solve problems and resolve conflict

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 9 Appendix A: Risk and Protective Factors PROTECTIVE FACTORS, Continued 6. Nurturing and Attachment. Parents who are nurturing provide structure and consistently meet children’s emotional and physical needs and help children develop healthy attachments with their caregivers. This attachment provides the foundation for positive interaction, self-regulation, effective communication, and a positive self-concept. Some examples of nurturing and attachment include: • Demonstrate empathy towards the child and are attuned to the child’s needs • Enjoys being with child • Able to soothe child when they are upset • Spend time with the child doing what the child likes to do • Provides nurturing and affection • Positive, strong, stable, and caring parent child relationships • Open communication and problem-solving RISK FACTORS Risk factors include a combination of parent/caregiver, child, family-related, community, and societal factors that contribute to the risk of child abuse and neglect. 1. Parent-related. • Parent substance use disorder or history of substance use disorder • Parental history of child abuse/neglect in family of origin • Parental history of or current involvement with domestic violence (DV) • History of child abuse/neglect involving parents’ child • Current or history of depression • Parent physical and mental health issues • Parent language barriers • Parent’s unrealistic expectations of child • Parent antisocial behavior • Late, poor or no prenatal care • Abortion, unsuccessfully sought or attempted, for pregnancy of a particular child • Parental attitude about becoming a parent • Relinquishment of adoption sought or attempted for a particular child • History of psychiatric care • Education under 12 years • Low maternal self-esteem • Low parental IQ • Parents’ negative view of the child in families where domestic violence is present • Single parents • Non-biological, transient caregivers in the home

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 10 Appendix A: Risk and Protective Factors RISK FACTORS, Continued 2. Child-related. • Child younger than 4 years of age • Child exposure to DV • Child’s behavior and temperament • Child with disabilities or other special needs that may increase caregiver responsibilities • Child antisocial behavior 3. Family-related. • Lack of secure or nonexistent attachment and bonding • Family economic factors • Unemployment, inadequate income, unstable housing, no phone • Family management problems and family conflict • Marital or family problems • History of family violence of any kind • Single-parent family • Inadequate emergency contacts-excludes immediate family 4. Community-related. • Lack of social supports • Isolation • Few housing opportunities • High unemployment • High incidence of teen pregnancy • Lack of resources-lack of access to early infant and child services, day care, mental health resources, educational resources, after-school programs, parent support groups, child development information • Availability of drugs in the community • Community violence • Community disorganization/low neighborhood attachment 5. Societal. • Systemic Racism

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 11 Appendix B: Trauma-Informed Care Definition of Trauma Trauma is defined as an experience that threatens the life, physical or psychological integrity of a child or someone important to that child. This includes events such as witnessing or being the victim of violence, serious injury, physical abuse, and/or sexual abuse; but can also include unexpected separations from the family, automobile accidents, natural disasters, and the unexpected death of a loved one. Types of Trauma Acute trauma is a single event that lasts for a limited period of time. Chronic trauma is a series of traumatic events often over a long period of time. Complex trauma is multiple events, beginning from a very young age, inflicted by adults in a caregiver or protective role. Neglect is also considered a form of trauma and may limit a child’s ability to recover from other types of trauma. Impact of Trauma Research has demonstrated that trauma impacts biology, brain development, the ability to regulate emotions, sensory integration, cognition and learning, cause and effect thinking, problem solving, behavior control, memory, attachment, self-concept and outlook on life or world view. The impact of trauma is long term across the life span of a child. Many of the parents who receive education and support have experienced childhood trauma and approach parenting with these challenges. Traumatic Stress Traumatic stress describes the physical and emotional responses of an individual to events that threaten their life or physical integrity or the life of someone important to them. Reactions to trauma vary based on a child’s level of exposure, access to supportive caregivers, previous history of trauma, and other individual, familial, and environmental factors. Overall, children exposed to trauma have reactions in one of 3 areas: hyper-arousal, re-experiencing, or avoidance and withdrawal. Trauma often causes an overwhelming sense of terror, helplessness, or horror and typically results in intense physical outcomes such as heart pounding, rapid breathing, trembling, dizziness, or loss of bladder/bowel control. Other outcomes can include intense and ongoing emotional upset, depression, anxiety, behavioral change, academic and relational problems, eating and sleeping problems, aches and pains, withdrawal, substance abuse, and dangerous and/or unhealthy sexual behaviors. Trauma-Informed Care “Trauma-Informed Care is a strengths-based framework that is grounded in an understanding of and responsiveness to the impact of trauma, that emphasizes physical, psychological, and emotional safety for both providers and survivors, and that creates opportunities for survivors to rebuild a sense of control and empowerment.” (Hopper, Bassuk, & Olivet, 2009, p. 133). All systems that interface with families who have experienced trauma should be aware of the symptoms of traumatic stress and should seek to incorporate a framework that reduces—not exacerbates—stress and helps children and families heal. Trauma Treatment Trauma-informed treatment varies depending on the child, but should minimize the effects of trauma and prevent further traumatization. Integrated trauma-informed approaches have been found to be effective in helping children recover from traumatic stress. Trauma-Focused Cognitive Behavioral Therapies have also been shown to be effective with certain children. Treatment generally includes maximizing a child’s sense of safety; teaching children stress management and relaxation skills; creating a coherent narrative around the traumatic event(s); reframing or correcting distorted ideas related to the trauma; changing unhealthy or negative thoughts resulting from the trauma; and, involves parents in creating optimal recovery environments.

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Developed by VSPEC Best Practice Committee 2013; Updated 2022 12 Appendix C: Mandated Parent Education Seminar Virginia Code Sections 16.1‐278.15 and 20‐103 Virginia Code Sections 16.1-278.15 and 20-103, as amended, state that the parties to any petition where a child whose custody, visitation or support is contested shall show proof that they have attended within the 12 months prior to their court appearance or that they shall attend within 45 days thereafter an educational seminar or other like program conducted by a qualified person or organization approved by the court. The court may require the parties to attend such seminar or program in uncontested cases only if the court finds good cause. The seminar or other program shall be a minimum of 4 hours in length and shall address the effects of separation or divorce on children, parenting responsibilities, options for conflict resolution and financial responsibilities. Once a party has completed one educational seminar or other like program, the required completion of additional programs shall be at the court’s discretion. Parties under this section shall include natural or adoptive parents of the child, or any person with a legitimate interest as defined in Section 20-124.1. Definition Designed to make families aware of the effects of separation or divorce on children, parenting and financial responsibilities when parenting from separate homes, and options for conflict resolution. Population Served Those in contested child custody, visitation, and child support cases. Duration/Intensity A minimum of 4 hours. Method of Delivery Face to face (individual or group) including in‐home. Knowledge and Skills of Facilitator Knowledge of child development, background in divorce/separation issues, knowledge of family abuse, including domestic violence and child abuse issues and appropriate referrals when needed, experience teaching adults, and group facilitation skills. Licensed/certified mental health practitioner, certified family mediator, licensed clinical social worker, licensed professional counselor, family law attorney, pastoral counselor, practicing parenting educator or parenting coordinator. Evaluation of Facilitator Evaluations from participants attending the class. Feedback from supervisors at the organization providing the class. Oversight by the Parent Education Coordinator at the Supreme Court of Virginia. Identified Providers Qualified providers serving Circuit and Juvenile and Domestic Relations courts may be found on the Judicial website at www.courts.state.va.us by clicking on Programs and then on Parent Education.

Virginia Parent Education Coalition Toolkit

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