Triple Tvp Intervention

Behavior rating scales scores were shared. Rating scores from parents and teachers were elevated for the area of depression. Trinity’s self-rating indicated that she recognizes the need to take responsibility, acknowledges that there are areas of her life that she needs helps with and she is open to continuing therapy

Turning Points for Children (TPFC) is a 501(c)(3) nonprofit social service agency that services children and families throughout the city of Philadelphia. Through providing a variety of services and programs, they envision a thriving community for all (www.turningpointsforchildren.org, 2016). Their mission is to support families in raising safe, healthy, educated and strong children by partnering with caregivers to develop and strengthen protective qualities and by offering them the tools, skills and resources they need to ensure their children’s optimal development (www.turningpointsforchildren.org, 2016). This Organizational Capacity Assessment will focus on the Community Umbrella Agency 3 (CUA 3), one of the largest programs that the agency offers. I currently am employed as a Visitation Coach at this CUA. My analysis will detail how the services of the CUA are part of the overall vision and mission of Turning Points for Children.

Lastly, Sprayberry Education Center is a center that be seen as a place that encourages family involvement. Each student at Sprayberry has unique needs, such as medical needs even to the degree of need a ventilator to behavioral needs. The faculty and staff of Sprayberry view the family of students as the experts. The ability of schools to establish and maintain collaborative relationships with parents is widely accepted as a sound educational practice (Pushor, 2010; Tollefson, 2008). The staff at Sprayberry is committed to developing a positive relationship with the student’s families which will enable them to work together as a team. People's ability to trust in others is essential to their work relationships (Mayer et. al., 1995). When

Parents have to think about interventions when the expected pattern is not following and implement some of talked-about methods.

The Parenting Plus program meets the first piece by tailoring each client’s program to their specific needs at the time. Clients decide what curriculum to view based both on what interests them, and what is happening with their child in the present moment. This also meets the active and engaged piece, as they are making plans and decisions based on current needs. Staff may counsel, but action is directed by the

The findings of all four interventions presented above have demonstrated their effectiveness in addressing their respective goals. PACE/CANNES gave parents tools to better address practical parenting issues and promote child-competence, in the follow-up assessment these parents reported having an increase in positive parenting skills and a reduced risk of child abuse.

NDPT is humanistic in approach, suitable for children aged three to sixteen years, particularly those who are withdrawn, have experienced abuse, learning difficulties or behavioural issues (Rye, 2010) but it can also be tailored to late teens or adults and takes into account not only chronological age, but also developmental stages. The focus is on the child, not the problem, and no attempt is made to change or control them, but instead meets the child where they are and believes in their ability to redirect their own process (Axline, 1989).

The Triple-P proves its significance in the ADHD treatment with the results of the therapy. Thus, the outcome of the program allows the child to assess the situation as less critical and is a necessary mental resource for a rational approach to it. Moreover, it allows parents to show emotional sensitivity, compassion and impartiality in their interactions with children, as a result of which the child becomes more subjectively safe and stress-resistant. Nevertheless, it is significant to note particular restrictions for using the Positive Parenting Program in ADHD. A relative contraindication for using the method is the low motivation of parents to participate in it.

Paloma goes above and beyond to connect families to the needed resources. For example, a participant needed an eye exam at low cost, so she connected family with The Lion’s Club of New Mexico to obtain the exam, linked a mom to the Breastfeeding Taskforce to get the information about a place to donate breastmilk, etc.

Therefore, parent education programs aim to increase parental knowledge of child development, assist parents in developing their parenting skills and normalising the challenges and difficulties faced in parenting (Sanders et al, 2000). Tomison (1998) states that parent education programs are currently an essential part of early intervention with vulnerable or at risk families. Keep Them Safe continues to fund and provide the Triple P parenting course to all parents with children 3-8 years. The Positive Parenting Program is evidence based and designed to help parents make changes to improve their parenting skills through seminars and groups. Parents are able to sign up voluntarily, can be referred by a GP, counsellor or welfare agency. This program is designed to build positive relationships between children and parents. It helps parents use simple routines to address conflict and provides tips on how to deal with problem behaviours as children develop (Sanders, n.d). A study on the Australian Triple P program found that all three levels of the program reduced child disruptive behaviour by improving parenting skills. This then has the assumed follow- on effect of reducing the child’s vulnerability to maltreatment and decreasing parental potential for maltreatment (Sanders,

That is, a developmental turning point may be a place where a negative trajectory is established or an opportunity for adolescents to develop new skills. Many middle school interventions are designed around this idea, Gonzales noted. This is an important stage, Gonzales said, because it is when many risk behaviors are initiated and adolescents face many new challenges, including puberty and the growing importance of peer groups. The Strengthening Families intervention, for example—a universal intervention that addresses the parenting skills of individuals with children ages 10 to 14—has shown success in reducing conduct problems and affiliation with antisocial peers.4 Another example of an early intervention is the Raising Healthy Children program, an elementary school-based intervention designed to improve family bonding with the school while also building children’s competencies for resisting risk (Catalano et al.,

This was my last week working with Community Partners of the Ozark. This last week I reviewed the Triple P information I was given and prepared for my pre accreditation class. When I attended the pre accreditation we reviewed what we learned in the trainings and learned what exactly we needed to know for the accreditation class. I will have an option to pick one out of the three seminars I learned about. The day of the accreditation I will inform the instructor which seminar I am more comfortable with and she will instruct me perform from whatever power points she picks. I will then act as if I am giving the seminar, the instructor will them grade how I present the seminar. I will also have a multiple choice quiz that I will have to

The ecomap will help me understand the relationships that are broken and those that support the family. The ecomap will also help me understand the affect that each family member has on the family. To help Trig regulate his emotions, individual sessions and collaborated work with other systems will be necessary. Providing activities that will allow Trig to understand his emotions and express them in a healthy way is important. Activities such as “The Color Wheel of Emotional Regulation” can be given to the family to adopt. This is an activity that will involve the whole family. Focusing only on Trigs defiant behavior will be a huge mistake therefore being aware of his strengths is important. Mrs. Mann mentioned that Trig loves basketball and I will use Trig’s love for sports as an outlet of the anger that he is experiencing due to his father leaving the home. This will also allow me to engage with Trig. Another goal for the family is to change the family interactions that are associated with Trigs problem behaviors. It would be important to educate Mrs. Mann about the impact of domestic violence and the impact that it has on children. This will help her understand the behavior of Trig and separate Trig from his behavior. Another important goal for Trig would be to eliminate or reduce his problem

Our program’s philosophy on positive child guidance is to discipline instead of punishing children for accidents or mistakes they make. With the help of our committed staff, we can provide a positive atmosphere that will allow the children to feel loved and accepted to help build their self-esteem. Our program will offer the children with choices, but there will also be reasonable, and developmentally appropriate limits. The educators will model positive behaviours that will teach the children to problem solve and build self-control in a healthy, and safe way.

Learning about each leader specific marketing strategies helped me to learn about the diverse methods that each program is implementing. The different strategies helped me to understand how they ensure that the community knows about their program. For instance, Mrs. Brown discussed how much of her marketing strategy is through the current and prior families who share information about the program. I had the opportunity to learn about the various tools child development programs can use to communicate their message with others. I learned that the message should “begin by marketing the program’s strongest assets” (Hearron & Hildebrand, 2011, p. 316). To be honest, since I am a teacher in the classroom, I never stopped to think about the marketing strategies that my program used. Since our program has not struggled with enrollment. However, after reading Hearron & Hildebrand, Chapter 14 I reflected on the tools that are used by all three programs.