Pride in Parenting: Training Curriculum for Lay Home Visitors
Linda T. Diamond, M.S. and Marion H. Jarrett, Ed.D., editors.

Unit 1
Introduction to the Training

In this session, trainers and Parenting Support Specialists (PSS) introduce themselves and set both personal and program goals and objectives.

Objectives

By the end of this unit, participants will be able to:

  • Express their feelings and concerns about being a PSS.
  • Discuss their personal learning objectives and training they feel is needed to become a PSS.
  • Discuss the goals and objectives of this training course.
  • Define the value of a PSS.
  • Describe the characteristics/qualities of an effective PSS and discuss their own strengths that will help them become an effective PSS.
  • Discuss at least three of the various tasks and activities carried out by a PSS.
  • Explain the goals of the PIP Project.
  • Explain the roles of the project staff.
  • Describe appropriate interaction with project staff and families to include:
  • obeying workplace policy rules
  • polite interactions with co-workers
  • telephone courtesy
  • Explain the importance of team building; discuss strategies to develop and maintain team support
Time

2 days
Outline

A.Introductions: Ice Breaker Exercises
B.Information About the Pride in Parenting (PIP) Project
C.Reception for Research Team and PSSs to Meet
D.Overview of Training Program/Schedule
E.Team and Skill Building I
F.Value of Parenting Support Specialists
G.Goal Setting
H.Additional Team Building Exercises
I.Qualities and/or Characteristics of an Effective PSS
J.Activities/Tasks That May Be Expected of a PSS
K.Team and Skill Building II
L.Summary and Review
Materials

  • Resource Mothers. (1993). Resource Mothers Handbook (Ch. 1). Sterling, VA: INMED.
  • Newstrom, J.W. & Scannell, E.E. (1990). Games Trainers Play, (pp. 95, 127, 131, 195, 205). NY: McGraw Hill, Inc.
  • Obtain copies of 101 Things You Can Do To Put Children First
    • Coalition for America's Children
    • 1634 Eye Street N.W. 12th floor
    • Washington, D.C. 20006
  • Pre-Test Questionnaire (Handout #1)
  • Introductions: Ice Breaker Exercise (Training Aid #1)
  • Agenda for First Day (Training Aid/Handout #2)
  • Distribute a roster of people involved with PIP (sample not included)
  • Organization Chart (Training Aid/Handout #3)
  • Overview--The Pride in Parenting Program (Training Aid/Handout #4)
  • Primary Goal and Program Objectives (Training Aid/Handout #5)
  • Primary Activities (Training Aid/Handout #6)
  • Primary Outcomes (Training Aid/Handout #7)
  • Training Schedule for Parenting Support Specialists [PSS] (Handout #8)
  • Outreach Worker/PSS (Handout #9)
  • Post-Unit Evaluation
  • Easel, newsprint, markers, tape, blackboard and chalk
Advance Preparation

  • Review Ice Breakers suggested or decide on Ice Breakers of your choice; collect necessary materials.
  • Review the Resource Mothers Handbook, Chapter 1 and PIP Operations Manual.
  • Prepare a training schedule and any handouts and overheads needed.
  • Make sufficient copies of any handouts to be used during the session

A. Introductions: Ice Breaker Exercises (1 hour)

Rationale:

...You and the Parenting Support Specialists (PSS) are going to spend a lot of time together during training. "Ice Breaker" exercises are designed to help adult learners feel at ease. This should be done even before you give an overview of the training workshop. All persons who plan to spend time in the training room should participate in this exercise, not just the future PSS. A specific time can be set aside for entire research team and the PSSs to participate in an Ice Breaker together.
Procedure:

  1. Begin with the Agenda for the day- Training Aid/Handout #2. There are many exercises to use at the start of a training workshop. Three possibilities are outlined in Training Aid #1. Or you may have a favorite that has worked well in the past; feel free to substitute your own exercises at any time for those included in this Training Manual.
  2. Distribute pre-test (Handout #1). Instruct the trainees that they should do their best, but they are not expected to know all answers since they have not yet been trained.

B. Information about the Pride in Parenting (PIP) Program (2 hours)

Rationale:

Sharing the goals and objectives of PIP will help to clarify expectations and can help promote the sense of shared camaraderie and mission.
Procedure:

1. Begin by explaining that the program is part of a fairly recent "movement" that is gaining momentum all across the United States. Their common thread is training people from within the community to reach out and help others, and to work with people especially parenting women on their "own turf," i.e. in their homes or a similar place of their choosing. So, while this program is a part of something big, the strength of the PIP program, what makes it successful, is each single individual! Handout 101 Things You Can Do To Put Children First.

2. Have Principal Investigator speak to PSSs about project mission and particularly their role.

3. Review the goals and objectives of the PIP Project. Discuss an organization chart for the program (Training Aid/Handout #3).

Goals and objectives, plus planned activities and expected outcomes, will be provided by the Project Director or Intervention Coordinator to give an overview of this specific program (Training Aid/Handout #4-7).

4. There are many prenatal and early child programs. Some work well, others do not. Ask participants to focus on why the PIP Project should work so well. Ask them to identify and discuss benefits for themselves, as well as for the clients. List the responses as goals and objectives.

5. Be sure to ask for questions or comments before moving on. During the initial stages of the training, it is particularly important that participants feel comfortable with sharing experiences, and making comments.


C. Hold Reception for Research Team and PSSs to Meet

Rationale:

Team building.
Procedure:

Have the research team introduce themselves, their background and their particular interest in this project. Do the Ice Breaker done in the morning- tell one thing about yourself that no one would guess from looking at you. Have PSSs share what they said earlier or share something new. Have refreshments and time for everyone to interact.

D. Overview of the Training Program/Schedule (45 minutes)

Rationale:

An overview of training will assist everyone in feeling comfortable and will guide expectations.
Procedure:

  1. Explain what will happen during training. Refer back to the goals and objectives identified by the trainees. Share your objectives for this training workshop. Emphasize the value that the PSSs bring to the training course. You value the skill and experience they bring to the program. Let them know that much of what they learn will be from each other. Identify common program and personal goals.
  2. Pass out a schedule (Handout #8): It is much easier for participants to follow your explanation if they have an outline in front of them detailing what skills and information will be provided on what days and at what times.
  3. Explain that at the beginning of each day you and the PSS's will look at the objectives for a particular unit. [Note: it is important to review these together so everyone has a clear understanding of what is expected. Learning objectives will always be included on the first page of each unit. You or a volunteer should put the objectives for a particular unit on newsprint so everyone can refer to them from time to time during that day's training.]
  4. Explain that the Resource Mothers Handbook will be used by you and by the participants as a major reference material. Training activities will provide participants with an opportunity to discuss information provided in the Handbook and provide opportunities to practice communication techniques.
  5. Discuss any "housekeeping procedures" including morning and afternoon breaks, lunch time, location of rest rooms, participants' responsibility for background reading, times when video cameras will be used (if relevant), use of telephones during breaks, etc. Be sure to ask for questions.
  6. Ask for participants' input into the kind of "rules and guidelines" they would like to establish for the training: attendance, punctuality, dress code, seating arrangements, etc. Have someone put agreed-upon decisions on newsprint and tape it where it is visible throughout the training.
  7. Discuss workplace interactions.

E.Team and Skill Building I (½ hour)

Rationale:

Team and skill building is extremely important to the project's success and to job satisfaction.
Procedure:

Use an Ice Breaker focused on positive feedback, i.e., p.127 in Games Trainers Play. Focus on stressing the importance of positive feedback to the clients.

F. Value of Parenting Support Specialists (2 hours)

Rationale:

Personal reflection on what motivates each PSS to become a mentor and advocate for her community will help each to set personal goals. A shared reflection will help the group develop a sense of trust and cohesiveness.
Procedure:

  1. Explain to the group that a river is a very meaningful symbol in many cultures, and most people find it easy to use this symbol to reflect on their personal lives. [Note: A road with bridges, tunnels, road blocks can also be used if that seems more relevant to your group.]
  2. Demonstrate on the newsprint how to draw a river, tributaries and dams. The tributaries represent important events or changes in life that have contributed to the development of the role of PSS. The dams represent events or changes that slowed down or blocked progress toward the role of community mentor/advocate/PSS.
  3. Ask each person to draw her own river of life. Be sure that the trainees understand that they share only those aspects of their lives that they are comfortable sharing. They will be asked to meet in small groups to discuss their rivers (or roads). Allow 20-30 minutes for drawing.
  4. Ask trainees to form groups of three to share experiences illustrated by the rivers. Allow one hour for sharing. Because of the sensitive nature of this exercise, and particularly since the PSS's don't know each other well yet, it may be best not to share with a large group. Ask if trainees wish to share their rivers by hanging the drawings on the wall for all to share informally.
  5. Process this exercise by bringing the group together as a whole. Ask how they feel about the exercise. Discuss factors in the community that have led to the need for PSS. Acknowledge the PSS's self-identification as change agents and advocates within the community. Recognize their inherent strengths and motivations that will make this program a success.

G. Goal Setting (1 hour)

Rationale:

Setting personal goals will help PSSs recognize their own strengths and help them to experience personal growth and fulfillment.
Procedure:

  1. Ask participants to split into groups of no more than five. One person is assigned as writer. Everyone shares personal learning objectives and goals for training.
  2. Bring the group back together to develop a master list of common goals and objectives. Discuss those learning goals and objectives that are personal and those that are programmatic. List separately or star those goals and objectives that you have not planned to cover in this initial training, but would be good topics to cover in an in-service training. Keep the list on newsprint as a reference for all to see.
  3. Ask trainees to list their personal goals in their Handbook. Process this exercise by referring back to the training outline. Encourage trainees to continually reflect on whether or not they feel goals are being met and to share these reflections with you.

H. Additional Team Building Exercises II (1 hour)

Rationale:

Team and skill building is vital to the success of the project and job satisfaction of the staff.
Procedure:

Begin Afternoon with Ice Breakers designed for team building, i.e., pp. 95 and 131 in Games Trainers Play.

I. Qualities and/or Characteristics of an effective PSS (½ hour)

Rationale:

PSS's come to the training with many valued life experiences and personal qualities. It is important that everyone recognizes these qualities in themselves as the key to their success as a PSS.
Procedure:

1. Open the discussion by saying something like: "Let's start by thinking of a helping relationship you had and what made it special. Tell us about it"; "Let's talk for a few minutes about the qualities and personality traits of the kind of person who will make an effective PSS. Please share with the group one quality or characteristic you have which you think will make you an effective PSS."

2. Go around the room and encourage each person to contribute one such characteristic. Then, if participants still have personal traits to share, give everyone a second change to suggest additional qualities of an effective PSS. Be sure to record these characteristics on newsprint or a blackboard.

Here are a few of the responses you can expect to hear:

  • Someone who is a caring person.
  • Someone with patience.
  • Someone who is understanding.
  • Someone who treats people equally and who is not judgmental.
  • Someone who has had a positive parenting experience and who can be a good role model.
  • Someone who likes to be around people.
  • Someone who communicates well.
  • Someone who is able to make and carry through plans.
  • Someone who is street wise.
  • Someone who can empathize with people different from themselves.
  • Someone who has the strength to tell the truth even though the listener is not going to like it.

Ask trainees: Why is it important to share strengths? Was it difficult for them to do so? Ask if anyone wants to share what they consider a personal weakness. Possible responses include:

  • It is important to know ourselves.
  • We can offer our expertise when needed.
  • We will recognize when we need to ask for help.

[Note: This is a good time to share strengths and weaknesses so that the PSS trainees can start to develop a support network for each other.

J. Activities/Tasks that may be expected of a PSS (45 minutes)

Rationale:

Participants may be able to remember and use the new information from the training course more easily if the framework of how it will be needed and used in a home visit is understood.
Procedure:

1. If it was not done in Section D when you or other staff presented an overview of the PIP Project, now is a good time to provide a general framework of what a home visit entails. It would be ideal if you could invite an experienced home visitor to share her story.

2. Use the job description that was prepared for your newly hired PSS. Also use PIP information in Operations Manual and Handout #9 as a sample. The participants may have seen this description at the time they were recruited, but it is useful to discuss their anticipated responsibilities at this time. It will help them focus on the types of skills they will want to develop and/or improve upon during this training.

3. Suggest that participants also refer to the last section of Chapter 1 in the Resource Mothers Handbook. It gives a quick overview of the types of activities that home visitors may be called upon to perform. Participants may want to mark all those that are applicable to this program.

4. Some trainees may look at these lists/descriptions and feel somewhat overwhelmed. Ask the PSS trainees how they feel about the job description. Does anyone feel overwhelmed? Being a PSS is a BIG job. No one is 100% prepared for any job. That is why it is so important for everyone to share strengths, develop teamwork and thrive on the multiple talents that they share.

You can also help by pointing out that their life experiences have already laid the foundation for them to undertake these activities/tasks/responsibilities.

5. Lead a group discussion on skills/knowledge they already have. Point out that they probably already know much of what they will be learning together during training. This training will help them recognize bits of information that they knew all along but may not have realized they knew. The course will thus, at times, verify and give credibility to things they know intuitively

K. Team and Skill Building (45 minutes)

Rationale:

Team and skill building is vital to the success of the project and job satisfaction of the staff.
Procedure:

Use Ice Breakers of your choice or pp. 195 and 205 in Games Trainers Play.

L. Summary and Review (15 minutes)

Rationale:

Each session of the training must be "wrapped up" before moving on to the next unit. "Wrap-up" should be participatory; trainees are the best ones to provide this summary information. This is a good way for the trainer to "check up" on him/herself and learn how much of the information has been internalized by the group. It is a good time to clarify any material/information that was perceived incorrectly, or to review content that needs strengthening. In some of the following units, you may find that, although you have covered all the material, additional time is needed to practice skills. That is why training must always be flexible enough to allow for scheduling changes.

Before moving on to the next unit, be sure to ask participants what they enjoyed about this portion of the training, and in which areas they feel they require further information, practice time, or both. An easy way to do this is to ask each participant to complete a post-unit evaluation form. As discussed earlier, you can also do this verbally. This form is not a test of knowledge. It is a type of process evaluation. Its function is to gather trainees' comments on a particular unit and learn how they perceive their ability to use whatever information was presented. A prototype post-unit evaluation form is included at the end of this unit. Use it, adapt it, or create one of your own.
Procedure:

1. Refer back to the objectives on the first page of this unit and rephrase them so they are questions. Ask for a volunteer to answer each question. For example: "What are the goals and objectives of our PIP Project?" or "What are some of the qualities that make for an effective PSS?" Take turns so everyone is encouraged to participate.

Or, you may prefer to have a different participant take the lead in summarizing each session, and then ask others to fill in with any important points that may have been overlooked. Or, you may try both methods and see which one works best for this particular group.

2. Distribute the post-unit evaluation form. As this is the first time trainees will have seen it, go through it with them and make sure they understand each question and the type of explanatory comments you want them to provide. Let them know that you will ask them to complete a similar form at the end of each unit. Point out that there are no right or wrong answers, and explain why you are interested in this type of feedback.

Unit 1 Handout #1
Pride in Parenting Pretest Questionnaire

  1. What is the goal of the Pride in Parenting Project?
  2. Name four qualities or characteristics of an effective Parenting Support Specialist.
  3. List three advantages of going into a mother's home to provide information and support.
  4. List three characteristics of active listening.
  5. Name five traits found in healthy families.
  6. Describe the difference between discipline and punishment.
  7. List two ways a woman can protect herself from getting an STD.
  8. List three characteristics of the high violence/abusive parent.
  9. List three myths about ethnicity and cultural diversity that are prevalent in our society.
  10. At what age do you think babies first begin to: Smile_____ Walk _____ Fill and dump toys _____ Play peek-a-boo _____ Sit up _____ Say words _____
  11. List three tasks or activities that you as a Parenting Support Specialist may be asked to perform.
  12. What do you tell your client who tells you she doesn't want anymore children but she stopped taking birth control pills because they made her feel sick?
  13. Can you spoil a two to three month old baby? Why or why not?
  14. Is it important that children get all immunizations? Yes___ No___ Maybe___ Why?
  15. Discuss two positive and two negative ways of dealing with anger.
  16. List three warning signs in the postpartum period.
  17. Name five social service agencies used frequently by families in need and how referrals are made.
  18. You make a weekly visit to one of the mothers. She tells you her baby has been crying all morning. How would you respond. Be specific.
  19. List three ways you can ensure your safety on home visits.
  20. Name four things mothers can do to stay healthy.


Unit 1 Handout for use at end of each Unit
Post-Unit Evaluation

Unit Covered: _____
Date: _____

  1. Do you feel we covered all the information in this unit that we said we were going to?
  2. What did you like best about the unit?
  3. What did you like least about the unit?
  4. Was the information in this unit presented clearly? If not, please explain.
  5. In which skill areas do you feel you need more practice or help?
  6. How can we make this unit better?
  7. Any additional comments?

Unit 1 Training Aid #1
Introductions: Ice Breaker Exercise

Exercise 1:
Take the nametag of someone else. Find that person and when you do, sit down and talk to her for five minutes. Find out as much as you can about her -- family, where she grew up, hobbies, interesting facts, unique characteristics; then reverse roles. At the end of ten minutes, you will introduce your new friend to the group.

Exercise 2:
Go down into your purse and find one item that is symbolic of or represents something very important about yourself. Share with the group.

Exercise 3:
Share one thing that no one would ever know just by looking at you.

After each exercise, ask participants how they feel. Discuss various feelings that will frequently occur in new situations and while getting to know new people (ie. anxious, embarrassed, shy...). Ask participants what helped them feel most comfortable. Suggest these as strategies to use with clients (ie. listening, providing encouragement and praise, ensuring confidentiality ...).

Source: Unknown

Unit 1 Training Aid/Handout #2
The Pride in Parenting Program 
Training Agenda

9:00 - 9:05 a.m. Welcome Project Coordinator

9:05 - 10:00

Introductions/

Team Building

  

10:00 - 10:30

 Pretest Project Coordinator
10:30 - 10:45 Break  

10:45 - 12:00

Overview of the Project
Role of Parenting
Support Specialist
Preview of Training

Intervention Coordinator

12:00 - 1:00

Lunch

 
1:00 - 2:00 Program Philosophy

Principal Investigator

2:00 - 3:00

Introductions of Research
Project Staff/Trainees

  

3:00 - 3:30

Refreshments

  

3:30 - 4:30

Brief meeting of Research Project Staff

  

Unit 1 Training Aid/Handout #4
Overview
The Pride in Parenting Program 

Unit 1 Training Aid/Handout #5
The Pride in Parenting Program 

Primary Goal

To develop and test a program of interventions for low-income minority mothers with poor/no prenatal care.

 Program Objectives for Intervention Mothers

  1. To develop a healthy relationship with their babies
  2. To understand growth and development
  3. To cope with stresses of parenting and everyday life
  4. To improve use of health services

Unit 1 Training Aid/Handout #6
The Pride in Parenting Program 

Group 1: Mothers receive services already available at the hospital.

Group 2: Mothers receive special services offered by Pride in Parenting.

Unit 1 Training Aid/Handout #7
The Pride in Parenting Program 


Unit 1 Handout #8
Parenting Support Specialist Training Schedule

Welcome! The following schedule will show you when each topic in the training program will be taught. More specific information will be presented at the beginning of each unit. We look forward to an exciting time together.

The reading assignments are noted on the day before the unit is to be taught. These assignments are to prepare you to begin to think about the information that will be presented.

Weeks 1, 2, and 3 will be held at D.C. General Hospital.

WEEK 1: JANUARY
3 - 5 Parenting Support Specialists will be at individual sites, processing through each hospital.
6 Introduction to Pride in Parenting (PIP) and getting to know each other.
9 Introduction continued. Read Chapter 2 in Resource Mothers (RM) Handbook.
10 - 12 Communication and Relationship Building. Read Chapter 17 of the RM.
13 Using Support Materials. Read Chapter 14 of the RM for Tuesday 1/17/95.

WEEK 2:
16 Holiday
17 Child Growth and Development, Introduction.
18 Child Growth and Development, Birth - 1 Month. Read Chapter 10 of the RM.
19 Postpartum Care and Planning. Read Chapter 11 of the RM.
20 Family Planning. Read Chapters 8 and 13 of the RM.

WEEK 3:
23 Infant Feeding and Nutrition. Read Chapters 12 and 15 of the RM.
24 Health Care in the First Year.
25 - 27 Child Growth and Development, 1-4 months.

Weeks 4, 5, and 6 will be held at Columbia Hospital for Women.

WEEK 4: JANUARY
30 - 31 and February 1-3 Child Growth and Development, 4 - 8 months.

WEEK 5: FEBRUARY
6 Beginning Training on Forms. Read Chapter 3 of the RM.
7 Coping With Stress.
8 Coping With Stress continued. Begin Working With Families.
9 Working With Families continued. Read Chapter 4 of the RM.
10 Self-Esteem and Feelings.

WEEK 6:
13 - 17 Child Growth and Development, 8 - 12 months. Read Chapter 18 of the RM for Tuesday 2/21.

Weeks 7, 8 and 9 will be held at Howard University Hospital.

WEEK 7: FEBRUARY
20 Holiday
21 Managing Home Visits
22 MCH Conference
23 Personal Safety
24 Managing Home Visits

WEEK 8: During weeks 8 and 9, there will be times of joint training for the Parenting Support Specialists and Family Resource Specialists.
27 - 28 Child Growth and Development, 1 - 2 years
March 1 Behavior and Discipline
2 Team Building and Cultural Diversity
3 Health Promotion for Families

WEEK 9:
6 Children in Violent Circumstances. Read Chapter 13 of the RM.
7 Morning: Identifying Family Needs. Afternoon: Accessing Community Resources.
8 Support Materials
9 Speaker on home visiting
10 GRADUATION -- CONGRATULATIONS!!!!!!!!

Unit 1 Training Aid/Handout #9
Outreach Worker/Parenting Support Specialist

Pride in Parenting is a research project funded by the National Institute of Child Health and Development. This program will be implemented at four different hospitals in the Washington, D.C. area:

The project is designed to work with babies and their mothers who had very little or no prenatal care during their pregnancy. Pride in Parenting will bring new services to these mothers and babies. The focus of these services will be:

Mothers who agree to participate in this research program will become a member of one of two groups:

Group 1: Mothers in this group will be offered services already available at the hospital (Control Group).

Group 2: Mothers will receive the special services offered by the program (Intervention Group).

Pride in Parenting will then study the ability of mothers in both groups to cope with their lives and especially the needs of their babies, as well as their ability to use health care for themselves and their babies. The project is interested in finding out whether one group does better than the other.

The Outreach Worker, also referred to as the Parenting Support Specialist in the Pride in Parenting Project, is a very important part of the intervention (special services) delivered to Group 2. She will participate in two ways:

1. Home visits: These will be weekly visits starting the first week home from the hospital, then every two weeks from five months until the baby's first birthday.

2. Developmental Play Group: This will occur at the hospital two times every month from five to twelve months. The Parenting Support Specialist will be assisting the Infant Development Specialist with the running of these groups.

The Parenting Support Specialist will be required to complete paperwork at the end of both the home visits and the play group.

The Parenting Support Specialist will be responsible for helping every mother and baby on her case load learn about:

The Parenting Support Specialist will meet these goals by establishing a personal relationship with each mother and baby. Through this relationship, she will become a support person for the mothers and therefore important in their lives. All the requirements of the project will be covered in a 45-day training before the Parenting Support Specialist begins working on the project.

In order to become a Parenting Support Specialist, you must want to help mothers and babies, you must be sensitive to each mother as an individual, while following the guidelines of the Pride in Parenting Project.

Pride in Parenting cares about mothers and babies in the District of Columbia. We are looking for people who care about them, too.

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