Contents
Session 1: Responding to StressParticipants' Materials
Session 2: Head Start's Response
Session 3: Characteristics of Children Living in Multistressed Environments
Session 4: The Learning Environment
Session 5: The Daily Schedule, Routines, and Transitions
Session 6: Helping Children Cope with Stress
Session 7: Supporting Parents
Session 8: An Approach to Problem SolvingSession 1: Responding to Stress
Session 2: Head Start's Reponse
Session 3: Characteristics of Children Living in Multistressed Environments
Session 4: The Learning Environment
Session 5: The Daily Schedule, Routines, and Transitions
Session 6: Helping Children Cope with Stress
Session 7: Supporting Parents
Session 8: An Approach to Problem Solving
Introduction for TrainersLiving with high levels of stress can take a toll on young children's development in both direct and indirect ways (Molnar, 1991). For example, children may not receive immunizations or medical care, they may not have safe places to play, or they may not have enough food at mealtimes. Parents' energies often are focused on meeting the family's most basic needs: food, clothing, shelter, and safety. There may be little time to focus on meeting the less obvious social and emotional needs of young children; therefore, children may not receive the emotional support they need to grow and develop.
Many Head Start staff have asked for assistance in addressing the needs of children and families from multistressed environments. This skill-based training program was developed in response to these requests.
The Purpose of this Skill-Based Training Program
This skill-based training program has a dual purpose. First, it suggests practical strategies for working with children who live in multistressed environments. If the strategies sound useful and feasible, classroom teams can try them in their work with children.
Second, participating in this staff development program can provide ongoing support for classroom teams. The support groups introduced in Session 8 can continue indefinitely, with the Education Coordinator and/or Mental Health Specialist serving as facilitators. Depending on staff responsibilities, programs may want to actively involve other coordinators. Ongoing support for staff has been built into this program for several reasons:
Content of the Training Sessions
- Working with children who are highly stressed can be emotionally demanding. Classroom teams need a clear understanding of their role and how the other components support their efforts. This understanding can help them avoid doing too much and becoming frustrated and stressed. Team work is an essential part of the job-within the classroom, the Education Component, and the Head Start program.
- Some staff may themselves live with multiple sources of stress (for example, living in a community where violence is prevalent). They may benefit from talking about the stress they experience in their own lives, as well as the stress they experience in trying to meet children's needs. This is covered in depth in Session 1, and continues in the other sessions.
- Staff may have conflicting feelings about families-at times supportive, at other times angry and judgmental. These feelings are normal. While it is important for staff to express their feelings, they need to feel empathy and respect for families in order to support their children. Trainers can model respect and empathy for families as an integral part of all sessions.
To fully benefit from this training, classroom teams need knowledge and skills in three specific areas. First, they should have basic knowledge of child growth and development. Second, they should understand and be implementing developmentally appropriate practice. Lastly, as many of the follow-up activities involve observing children, it is also important for classroom teams to know how to conduct and record observations. In addition, classroom teams should have a working knowledge of the multicultural principles for Head Start Programs. If classroom teams need further assistance in these areas, we suggest that such training be provided before beginning this program.
This training reinforces the following principles that guide all Head Start programs:
Below are summaries of each two-hour session:
- Parents want the best for their children. They are the prime educators of their children. Strong partnerships between classroom teams and parents are based on respect and trust. Both parents and classroom teams make unique contributions that help children develop "social competence."
- Head Start is a multidisciplinary program, designed to be implemented by a team of staff. Each component supports the work of the others. Individual staff members do not work in isolation. Instead, they work as a team to help children and families receive the full benefits of Head Start.
Definitions of Terms Used in the Training Guide
- Responding to Stress addresses the meaning of stress, discusses healthy and unhealthy ways to manage stress, and describes the conditions that may exist in multistressed environments. Participants complete an activity related to accepting families.
- Head Start's Response reviews the roles and responsibilities of each Head Start component. Classroom teams define the constructive roles they play in working with children and families, both within the classroom and in conjunction with other components.
- Characteristics of Children Living in- Multistressed Environments reviews the signs that a child may be experiencing high levels of stress. Next comes an overview of how children develop self-esteem and what classroom teams can do to support children's development of self esteem and other skills. After a brief review of observation and recording, an activity focuses on getting to know individual children.
- The Learning Environment describes some elements of a supportive environment that are important for all children, but are particularly important for children who live in multistressed environments. Classroom teams focus on an individual child and suggest ways to adapt the environment to meet the child's needs.
- The Daily Schedule, Routines, and Transitions begins with a discussion of how participants respond to disruptions in their daily lives and how children typically respond to changes at home or Head Start. The importance of predictable, consistent schedules, routines, and transitions is emphasized. Classroom teams review situations in which children have difficulty handling transitions and discuss ways to help the children cope.
- Helping Children Cope with Stress describes how classroom teams can help children learn acceptable ways to cope with stress. Participants discuss the reasons for children's behavior and positive guidance techniques that promote self-dicipline. Strategies for handling challenging behaviors are presented and teams analyze possible reasons for a child's behavior.
- Supporting Parents reviews the role of parents in Head Start and offers examples of how staff can support parents. The importance of accepting parents without passing judgment is emphasized. Classroom teams read and discuss "stories" based on the experiences of a Head Start teacher.
- An Approach to Problem Solving provides a format for analyzing and developing strategies for addressing specific problems. This session also is the planning meeting for defining the goals and format for an ongoing support group.
The term classroom team is used to describe master teachers, teachers, assistants, aides, classroom volunteers, and other adults who work directly with children. Occasionally the term teacher is used to designate any of the above classroom team members.
The term Education Coordinator refers to the staff member who is responsible for overseeing the Education Services Component. The term Mental Health Specialist refers to the full or part-time employee or consultant who is responsible for overseeing the mental health section of the Head Start Program Performance Standards. Ideally, this person will have had experience working with high-risk children and families.
The term trainer refers to the individuals who are leading the sessions.
Responding to Children Under Stress: A Skill-Based Training Guide includes three sections-this Introduction for Trainers, Trainers' Notes, and Participants' Materials. The Trainers' Notes include for each session an Overview for Trainers which presents the session objectives, materials and equipment needed to lead the session, and the agenda. The agenda describes the topics and activities and provides guidance on how to lead the sessions. Content for each session is included in the readings, as described below.
The Participants' Materials include for each session a Summary for Classroom Teams which present the session objectives, materials needed by participants, and the agenda. The agenda describes the topics and activities and what participants will be doing in the sessions. Also included in this section are readings, handouts, and follow-up activities. The Reading provides the content for the session. It is used by trainers during the session and by participants as a professional resource. The Handouts describe learning activities conducted during the session. The Follow-Up Activities are used by classroom teams between sessions to apply and further develop skills and knowledge.
Implementing the Training Program
Ideally, the program's Education Coordinator and Mental Health Specialist will work together to lead the sessions, with other coordinators involved as appropriate. Your program might want to utilize mental health providers in your community as trainers and resources. Some suggested training approaches and issues to consider follow.
Each two-hour session builds on the information and activities presented in the previous one. We suggest scheduling them on a weekly basis. Depending on program needs, you may want to cover the material more quickly, or you may want to take more time with specific topics or activities.
Training Approaches Issues to Consider Education Coordinator & Mental Health Specialist (counselor, therapist, early intervention) serve as co- facilitators of sessions. This approach takes advantage of each trainer's expertise and skills. The Education Coordinator understands the program and classroom practices. The Mental Health Specialist understands the effects of high levels of stress on children and families. Heor she can also support staff if they become overwhelmed by the challenges of their jobs. The Mental Health Specialist may need an orientation to the program and classroom practices.
If the Education Coordinator supervises classroom teams, she or he may need to emphasize that the training is being provided to support staff, not to judge or evaluate them.
Education Coordinator works with other coordinators and/or Head Start Director as co facilitators of sessions. This approach takes advantage of the Education Coordinator's knowledge and emphasizes Head Start's "team" approach. The coordinators and/or the director should acknowledge classroom team's problem solving skills, but encourage them to seek support from other components when needed.
Lead teacher facilitates sessions. Lead teachers could take turns being trainer. This approach gives lead teachers responsibility and encourages classroom teams to build on their own strengths. Programs need to be sure that this extra responsibility does not place a burden on lead teachers. Programs may want to invite "guest" trainers from the community to provide new ideas and perspectives.
Head Start programs have different needs. After reviewing the training guide, you may want to adapt the sessions to address needs identified by you and the classroom teams, or to reflect your own training style. For example, teams might want to focus on one or two children as they participate in the eight sessions, and as they complete the follow-up activities. This approach would give them in-depth knowledge of these children and their families, how they are affected by multistressed environments, and appropriate ways for Head Start to respond.
Making the Most of the Follow-Up Activities
The follow-up activities allow classroom teams to apply the skills and information gained through each session as they work with children in their classrooms. When appropriate, teams are asked to consult with other component staff as they complete the activities. The activities are discussed at the beginning of the next session before new topics are introduced. Trainers may want to expand the time devoted to discussing the follow-up activities as these exercises reinforce and build upon the content and activities addressed in the sessions.
Most of the follow-up activities ask classroom teams to focus on an individual child. It is likely that much valuable information will be collected about individual children that can be included in their individual files. In addition, it might be appropriate to use the activity to identify and address the needs of all the children in the classroom.
Establishing Ongoing Support Groups
Support groups bring together people who are experiencing a similar stress to exchange and process information. In the support groups formed at the end of Session 8, classroom teams can meet to discuss individual children and to brainstorm strategies for creating the kind of environments, routines, and interactions that will help children who are experiencing high levels of stress. Support groups can help staff:
· feel less isolated and part of a larger team;
· reduce their stress levels by discussing problems encountered in their work;
· learn and apply problem solving strategies; and
· identify available resources within Head Start and the community.Over time, as the support group continues meeting, leaders are likely to emerge within the group. These individuals can assume greater leadership within the group and facilitate sessions if the Education Coordinator or Mental Health Specialist is not available.
Providing Additional Training
There are many reasons why a child or family might be experiencing high levels of stress. Depending on child, family, and staff needs, Head Start programs might want to address more topics than are included in this training. For example, your program may want to provide training on topics such as:
· Supporting children with special needs;
· The effects of community violence on children;
· Preventing and responding to substance abuse;
· Recognizing and reporting child abuse and neglect;
· Developmentally appropriate practice
· The importance of play in an early childhood program;
· Communicating with parents;
· Child development from birth to age five; or
· Working with homeless children and families.There are many excellent resources on the above topics. For more information, you can review the list of resources included at the end of this introduction and/or contact your Head Start technical assistance providers.
Adapting these Materials for Other Components
Although these materials were designed to support classroom teams in their work with children who are highly stressed, Head Start programs may want to adapt them to provide training for other components. In addition, much of the content is useful for home visitors and other staff in home-based programs. These staff development materials can supplement materials developed specifically for the home-based option.
Additional ResourcesMaterials Developed by the Head Start Bureau
Chalufour, Ingrid, et. al., As I Am, U. S. Department of Health and Human Services, Office of Human Development Services, Head Start Bureau, Washington, DC, 1988.
Collins, Raymond C., and Penny R. Anderson, Head Start Substance Abuse Guide,
Department of Health and Human Services, Administration for Children and Families,
Administration on Children, Youth and Families, Head Start Bureau, Washington, DC,
1991.Hansen, Kirsten A., and Janet S. Martner, Mental Health in Head Start: A Wellness
Approach, Georgetown University, Child Development Center, Head Start Mental Health
Project, Washington, DC, 1991.Head Start Bureau, Head Start Demonstration Projects to Serve Homeless Families, Administration for Children and Families, Administration on Children, Youth and Families, Head Start Bureau, Washington, DC, forthcoming.
Head Start Bureau, Multicultural Principles for Head Start Programs, Administration for Children and Families, Administration on Children, Youth and Families, Head Start Bureau, Washington, DC, 1992.
Materials Developed by Head Start Agencies and Early Childhood Programs
Cole et. al., for Los Angeles Unified School District, Division of Special Education, Prenatally Exposed to Drugs (PED) Program, "Today's Challenge: Teaching Strategies for Working with Young Children At Risk Due to Prenatal Substance Exposure," July, 1990.
North Shore Community Action Program, Inc. (NSCAP) Head Start, "Head Start Helps the Homeless: A Manual for Creating a Head Start Homeless Classroom," no date.
Parry, Anne, Melissa Walker, and Chris Heim, Choosing Nonviolence, Rainbow House/Arco Iris, Chicago, IL, February, 1991.
Santa Clara County Office of Education, A Guide to Provide Comprehensive and Quality Services to Homeless Children and their Families, San Jose, CA., nd.
Journal Articles
Bassuk, Ellen L., "Homeless Families," Scientific American, December 1991.
Bassuk, Ellen L. and Ellen M. Gallagher, "The Impact of Homelessness on Children," Child and Youth Services, 14 (1), 1990.
Bassuk, Ellen L., Lenore Rubin and Alison S. Lauriat, "Characteristics of Sheltered Homeless Families," American Journal of Public Health, 76 (9), September 1986.
Bassuk, Ellen L, and Lenore Rubin, "Homeless Children: A Neglected Population," American Journal of Orthopsychiatry, 57 (2), April1987.
Cole, Carol K., Mary Jones, and Gayle Sudofsky, "Working with Children At Risk Due to Prenatal Substance Exposure," Pennsylvania Resources and Information Center for Special Education, Vol. 21, No. 5, June 1990.
Crittenden, Patricia, "Teaching Maltreated Children in the Preschool," Topics in Early Childhood Special Education, (2), 16-32, 1989.
Edelman, Marian Wright, and Lisa Mihaly, "Homeless Families and the Housing Crisis in the United States," Children and Youth Services Review, 11(1), 1989.
Gewirtzman, Rena and Iris Fodor, "The Homeless Child At School: From Welfare Hotel to Classroom," Child Welfare, LXVI (3), 1987.
Grant, Roy, "The Special Needs of Homeless Children: Early Intervention at a Welfare
Hotel," Topics in Early Childhood Special Education, Intervention in Home Settings, 10
(4), Winter 1991.Honig, Alice S., "Stress and Coping in Children (Part 2), Interpersonal Family Relationships," Young Children, July 1986.
Howard, Judy, et. al., "The Development of Young Children of Substance-Abusing Parents: Insights from Seven Years of Intervention and Research," Zero to Three, IX (5), June 1989.
Kaplan-Sanoff, M. and E. F. Kletter, "The Developmental Needs of Abused Children:
Classroom Strategies," Beginnings, Fall 1985.Klein, Tovah, Calley Bittel, and Janice Molnar, "No Place to Call Home: Supporting the Needs of Homeless Children in the Early Childhood Classroom," Young Children, September 1993.
McCormick, Linda and Rita Holden, "Homeless Children: A Special Challenge," Young Children, September 1992.
Neiman, Laura, "A Critical Review of Resiliency Literature and its Relevance to Homeless Children," Children's Environment Quarterly, Vol. 5, No. 1, Spring 1988.
Poulson, Marie K., "The Impact of Substance Abuse on Child Care: Challenges for
Today, Hopes for Tomorrow," Journal of the National Head Start Association, Spring
1991.Rafferty, Yvonne, and Marybeth Shinn, "The Impact of Homelessness on Children," American Psychologist, Vol. 46 No. 11, November 1991.
Rivlin, Leanne G., "Home and Homelessness in the Lives of Children," Child and Youth Services, 14 (1), 1990.
Roscoe, Bruce, "Sexual Abuse: The Educator's Role in Identification and Interaction with Abuse Victims," Education, 105 (1), 1984.
Scott, S. L., "What Works for Abused Children: Environments and Activities," Beginnings, Fall 1985.
Soderman, Anne K., "Dealing with Difficult Young Children, Strategies for Teachers and Parents," Young Children, July 1985.
Wilson, Jean, Dan Thomas, and Linda Schuette, "The Silent Screams: Recognizing Abused Children," Education, 104 (1), 1983.
Books and Manuals
Beaty, Janice J., Observing Development of the Young Child, Charles E. Merrill Co., Columbus, OH, 1986.
Boxhill, Nancy, ed., Homeless Children: The Watchers and Waiters, Haworth Press, New York, NY, 1990.
Garbarino, James, Nancy Dubrow, Kathleen Kostelny, and Carole Pardo, Children in Danger: Coping with the Consequences of Community Violence, Jossey-Bass, San Francisco, CA, 1992.
Kersey, Katharine, Helping Your Child Handle Stress, Acropolis Books, Washington, DC, 1986.
Levy, Steven Jay, and Eileen Rutter, Children of Drug Abusers, Lexington Books, New York, NY, 1992.
Schorr, Lisbeth B., and Daniel Schorr, Within Our Reach, Breaking the Cycle of Disadvantage, Doubleday, New York, NY, 1988.
Texas Department of Human Resources, Day Care, Families, and Stress, Austin, TX, 1985.
Conference Presentations
Molnar, Janice, "Multistressed Young Children and Their Families: Implications for
Practice," presented at the National Networking Meeting for Head Start Education
Coordinators, November 1990.Molnar, Janice, "Some Effects of Homelessness and Chronic Poverty on Preschoolers and Their Families with Implications for Head Start Practice," presented at New Directions in Child and Family Research: Shaping Head Start in the Nineties, Arlington, VA, June 24-26,1991.
Other
Matthiessen, Constance, "Offsetting the Effects of Crack on Babies," Washington Post Health, December 31, 1991.
Molnar, Janice, Home is Where the Heart Is: The Crisis of Homeless Children and
Families in New York City, A Report to the Edna McConnell Clark Foundation, Bank
Street College of Education, March 1988.National Perinatal Addiction Research and Education (NAPARE), Perinatal Addiction
Research and Education Update, 11 E. Hubbard Street, Suite 200, Chicago, IL 60611-
2512, quarterly newsletter.Southern Association on Children Under Six, Prenatal Cocaine Exposure: The South
Looks forAnswers, A SACUS Special Report, P.O. Box 5403, Little Rock, AR, 722 15-
5403, 1991.Poulsen, Marie K. Ph.D., "Risk Factors of Early Childhood and Strategies for Healthy
Development," California Foster Care Network, Shelter Care Study, Child Development
Subcommittee Report, November 1987.
Trainer's Notes
Session 1 Responding to Stress Overview for Trainers
Objectives
This session will enable participants to:· Recognize the sources of stress that can affect adults.
· Understand physiological, physical, and psychological responses to stress.
· Handle stress in healthy rather than unhealthy ways.
· Describe how families are affected by multistressed environments.
· Plan ways to work as a team to assist children and families.Materials and Equipment
· Flip chart, markers, and tape
· Reading
1: Responding to Stress
· Handouts
1-1: Responding to Children Under Stress-Session Overviews
1-2. Accepting Families
· Follow-Up Activities
J-J. Daily Log
1-2: Life in a Multistressed Environment
Agenda I. Presentation of the Content and Format of the Sessions (10 minutes)Use the Introduction for Trainers to present the content and format of the staff development program.
Distribute Handout 1-1: Responding to Children Under Stress: Session Overviews and review the content and format of each session.
- The purpose of the staff development program is to suggest practical strategies for working with children and families who are living with high levels of stress and to provide ongoing support for classroom teams.
- Participant materials for each session include a reading, handout(s), and follow-up activities. The reading summarizes the content of the session, the handout(s) are used for learning activities during the session, and the follow-up activities are used by classroom teams to apply the information and skills gained through the session as they work with individual children and families.
- The term classroom team refers to master teachers, teachers, assistants, aides, classroom volunteers, and other adults who work directly with children. Occasionally, the term teacher is used to designate any of the above team members.
- Classroom teams will work together during the sessions and to complete follow-up activities.
Answer questions and/or address participants' concerns before beginning the discussion.
- The first seven sessions can help participants develop skills and knowledge.
- Session 8 provides guidance on establishing an ongoing support group for classroom teams (teachers, assistants, volunteers).
II. Discussion Topics and Activities
A. Your Own Experiences With Stress (1 hour)
In this session participants will discuss stress: the kinds they experience, how they cope, what they do to minimize sources of stress, and what happens when it gets out of control. It is important for staff to recognize their own responses to stress and to learn how to handle it effectively because their jobs (working with children and families) can be very stressful. No matter how much they like their jobs, how well they do them, or how rewarding they find the work, most of the "helping professions" (e.g., teaching, child care, social work, nursing) can be very demanding.Next lead a discussion on What is stress?" You can use the definition in the reading to get the group started.
What are some sources of stress in your life outside of work?
As you lead a discussion on sources of stress in participants' personal lives, remind them that what is stressful for one person may not be for another. In addition, emphasize that not all stress is negative. Many joyous occasions such as the birth of a child, a wedding, or a graduation also are stressful. Feelings of stress can even give people the extra energy they need to tackle a difficult job, handle a dangerous situation, or respond in an emergency.
Record participants' responses on the left side of a flip chart. For each one, ask whether it was a challenge or a threat. You will use the right side later in this session.
What are some sources of stress that take place at work?
Before posing this question, explain that what one person finds stressful on the job may not be stressful for another person. The reading includes examples of the types of responses you can expect.
Record participants' responses on the left side of a flip chart. For each one, ask whether it was a challenge or a threat. You will use the right side later in this session.What are some of the ways that adults respond to stress?
As you discuss the examples of ways adults respond to stress, explain that these are normal responses to stress and generally are temporary. They do not render people helpless to cope with their stress, nor do they make them unable to cope with the rest of their lives. They are presented here to help participants recognize how they may respond to the stress in their own lives. However, when these responses continue over a long period of time, the individual probably is not coping with the stress in a healthy way.
What are some things you do to handle stress?
As you review healthy and unhealthy ways to handle stress, be aware that many people do respond to stress in "unhealthy" ways. Encourage participants to try the "healthy" techniques because they are generally more effective and really do relieve tension.
What are some things you can do when stress becomes overwhelming?
Review the lists of sources of stress on and off the job recorded on a flip chart earlier in this session. For each source of stress, ask participants for suggestions of healthy ways to handle the stress. List these in the right column on the flip chart sheets.
Conclude this segment by acknowledging that the stress Head Start staff feel is very real and can be frustrating. It is important to use healthy techniques to handle stress so that it does not lead to bum-out.
B. Living in Multistressed Environments (45 minutes)
Lead a discussion on the sources of stress that are prevalent in contemporary society particularly for Head Start families who are already dealing with the effects of poverty. Discuss how the societal sources of stress found in multistressed environments differ from the kinds of stress discussed in the first part of this session.
What sources of long-term significant stress might be experienced by Head Start families?
The reading provides examples of long-term significant stress. Tailor this discussion to address the types of stress prevalent in the community served by your Head Start program. Add to the list examples that are specific to your community.
What are some of the effects of living in a multistressed environment?
Note a few of these for participants. Tell them that they will focus on these effects in a later session.
How can classroom teams respond?
Explain to participants that most of the sessions in this staff development program will contribute to answering the question: How can classroom teams respond? To begin addressing this important question, conduct the activity described in Handout 1-2: Accepting Families.
The purpose of the activity is to help classroom teams acknowledge their feelings and learn to accept families without passing judgment on behaviors, lifestyles, or circumstances. The first page is a description of "Frankie," a child who shows signs of being affected by multiple sources of stress. The second page, "Laurie Jackson," expresses his mother's feelings on her way to a parent-teacher conference. The third page, "Ms. Reed," expresses the teacher's feelings as she waits for Ms. Jackson.
Each member of the classroom team will assume a different role. One will be Laurie Jackson, one Ms. Reed, and one an observer. Ms. Jackson and Ms. Reed will conduct a role play of the conference while the observer watches, listens, and takes notes. After the role play, team members will share their reactions to the conference. Participants can switch roles twice so that each person can have a turn playing the three roles.
After the teams have completed three role plays, lead a discussion on how to accept all children and families. Ask questions such as the following:
III. Closing (5 minutes)
- What are Frankie's strengths? How can his mother and teacher work together to build on them?
- What are Ms. Jackson's strengths? How can she use them as the prime educator of her child?
- What are Ms. Reed's strengths? How can she use them to support Ms. Jackson as the prime educator of her child? to help Frankie grow and develop?
- Ask participants to share examples of the healthy ways they handle their own stress and what they might do to reduce or eliminate sources of stress in their lives.
- Distribute and review the Follow-Up Activities that are to be completed before you meet again. They will be discussed at the beginning of the next session.
- Agree on when and where you will meet for the next session. Give a brief overview of the topics to be addressed.
Session 2 Head Start's Response Overview for Trainers
ObjectivesThis session will enable participants to:
· State the roles and responsibilities of Head Start component staff.
· Explain and give examples of how Head Start components work together.
· Describe the ways in which classroom teams work together.Materiais and Equipment
- Flip chart, markers, and tape
- Head Start Program Performance Standards (one copy per participant)
- Final Rule on Head Start Services for Children with Disabilities (one copy per participant)
- Handouts
- 2-1: How Our Head Start "Team" Works Together
- 2-2: Component Coordination Log (Part 1)
- 2-3: A Typical Day for Our Classroom Team
- Follow-Up Activities
- 2-1: Component Coordination Log (Part 2)
- 2-2: Component Classroom Visit
Agenda I. Discussion of Session 1 Follow-Up Activities (10 minutes)Use the discussion to reinforce the following:
· Coping with multiple sources of stress can overwhelm children and families.
· Classroom teams can begin to help by accepting rather than judging children and families.
· It is important to help families identify and build on their strengths.Answer questions and/or address participants' concerns before beginning the session.
II. Discussion Topics and Activities
A. The Head Start Team (45 minutes)
Provide individual copies of the Head Start Program Performance Standards and Final Rule on Head Start Services for Children with Disabilities. These two documents serve as the "Reading" for this session. In this discussion, emphasize that the Head Start program is carried out by a team of staff, each responsible for a different component of the program. While each component has specific areas of expertise, they work together in a supportive manner. Individual staff members do not work in isolation. Classroom teams provide support for each other; however, they also have many colleagues who can work with them to help children and families receive the full benefits of Head Start.
Review the objectives for each component found in the Head Start Program Performance Standards (June, 1992).
Health (1304.3-1, p. 15)
Mental Health (1304.3-7, p. 33)
Nutrition (1304.3-9, p. 38)
Social Services (1304.4-1, p. 53)
Parent Involvement (1304.5-1, p. 56)
Education Services (1304.2-1, p. 4)Review the requirements found in the Final Rule on Head Start Services for Children with Disabilities (summarized on page 1 of the Information Memorandum) and the information on how other components work with the Disabilities Component as described in the following sections:
Disabilities/Health Services coordination (1308.18, p. 5508)
Education Services (1308.19, p. 5508)
Nutrition Services (1308.20, p. 5509)
Parent Involvement (1308.21, p. 5509)Next, divide participants into small groups for the activity described in Handout 2-1:
How Our Head Start "Team" Works Together. The activity encourages classroom teams to think about how your Head Start program works as a team. The handout includes descriptions of eight situations in which a classroom team has noticed a child or parent's need that should be addressed using a team approach. (If you prefer, make up other situations that would be more typical in your program.) Assign one or more situations to each small group. Each group will read the situation, then discuss how they would work with other component staff to respond to the family's needs. Ask each small group to share their responses. Be sure to address the system your program uses for referrals and follow-up among components.B. Cross-Component Coordination (30 minutes)
This activity builds on the previous one by encouraging participants to focus on how the components in your program work together each day to accomplish the goals of Head Start. While the previous activity dealt with sample situations, in this one participants think back over the past month about the times they worked with another component to complete a task or to do something for a child or family. After recording several examples on Handout 2-2: Component Coordination Log, they can discuss their "logs" with their classroom team.
Ask each team to share its examples of component coordination. Clarify any inaccuracies or misunderstandings and answer questions about how the components in your program work together to provide services for children and families.
C. The Education Services Component (30 minutes)
Lead the group in a discussion of the roles and responsibilities of the following individuals:
The Education Coordinator
Teachers
Assistants
VolunteersYou may want to provide copies of the job descriptions for the Education Services Component.
Your discussion is likely to point out that there is a lot of overlap because team members often share responsibilities. However, each team member has a unique role. Ask the classroom teams to think of a typical day in their classrooms. They will use Handout 2- 3: A Typical Day for Our Classroom Team to list the roles and responsibilities each team member carried out during that typical day.
As participants share their responses, point out the ways staff support children and families.
III. Closing (5 minutes)
- Ask participants to think about realistic, appropriate ways that Head Start can help children and families. What can Head Start to do to build on families' strengths and encourage greater social and economic self- sufficiency?
- Distribute and review the Follow-Up Activities that are to be completed before you meet again. They will be discussed at the beginning of the next session.
- Agree on where and when you will meet for the next session. Give a brief overview of the topics to be addressed.
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