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

Unit 13
Identifying Family Needs and Accessing Community Resources

Even though a primary responsibility for a PSS is to help women find and receive health care for themselves and pediatric care for their children, most women with newborns have many additional stresses in their lives. There are many services in your community that are available to the women who enroll in the PIP program. This unit will review some of those services and procedures to help PSS's identify needs of the families and provide strategies for accessing support.

Objectives

  • By the end of this unit, participants will be able to:
  • Describe the social service agencies most frequently needed including:
    • WIC
    • AFDC
    • Medicaid
    • Foodstamps
    • Housing assistance
    • Public health clinics
    • Childcare
    • Legal aid
    • Educational/vocational training
    • Drug and alcohol treatment
    • Smoking cessation
    • Child development screening
    • Early intervention
  • Help families identify service needs.
  • Explain how the PIP team could work together to address a family's service needs.
  • Know procedures for making referrals.
  • Develop a plan for accessing resources in response to specified family needs.

Time

9 hours

Outline

A. Review Resource Guides and Handouts
B. Presentations By Agency Representatives
C. Developing a Resource Directory
D. Practice Conducting a Family Needs Assessment
E. Discuss Procedures For Accessing Services
F. Obstacles to Following Up on Referrals
G. Discussion of Confidentiality
H. Summary and Review

Materials

  • DC Telephone Directory
  • DC CPH Mom's Resource Book
  • DC Public Schools Early Childhood Organizations Service Directory
  • UDC Boarder Babies Project Guide to Services
  • Pride in Parenting Resource Manual
  • Winton, P., Bayley, D.(1988). The Family Focused Interview: A Collaborative Mechanism for Family Assessment and Goal Setting. Journal of Division of Early Childhood, Vol.12, 195-207.
  • Resource information Form (Handout #1)
  • Survey of Family Needs (Handout #2)
  • Model for the Family Interview (Handout #3)
  • Family Needs Plan (Handout #4)
  • Skills for Effectively Communicating with Families (Handout #5)
  • Telephone Tips (Handout #6)
  • Resource Mothers (1993). Handbook (Ch. 5). Sterling, VA: INMED.
  • Developing a Referral Plan (Training Aid #1)
  • Role play: Obstacles to Following Up On Referrals (Training Aid #2)
  • Role Play Feedback (Overhead #1)
  • Post-Unit Evaluation
  • Post-Unit Test
  • Video Equipment: camera, tripod, tape, VCR and TV
Advance Preparation

  • Read the Resource Mothers Handbook, Chapter 5, "How to Find Help in the Community."
  • Read Winton and Bayley article "The Family Focused Interview..."
  • Review the Survey of Family Needs Assessment (Handout #2).
  • Develop several sample Family Needs Assessments for use in role plays.
  • Review Model for the Family Interview (Handout #3).
  • Invite 4 - 5 social workers and/or representatives of agencies or community organizations to talk about resources in the community. Ask them to prepare a five minute description of what type of service their agency offers and come prepared to distribute some written information to the group.
  • Collect brochures to hand out to trainees describing any local services or organizations whose representatives are not attending your panel discussion.
  • Give extra copies of the "Where to Get Help in Our Community" chart from the Resource Mothers Handbook to the panelists.
  • Copy the chart from the Resource Mothers Handbook on to the board or newsprint so the group can complete it together.
  • Ask the Program Coordinator to gather directories of agencies in the community with whom PSS's may be networking. Include name, contact person, address and telephone number.
  • Ask the trainees to bring in their copies of the local telephone book.
  • Cut up the Role Plays and have them ready to distribute.
  • Set up video camera to record role plays.
  • As an ongoing activity, try to arrange opportunities for Parenting Support Specialists to visit community agencies. Trainees may not be able to complete these visits during the course of training, but it would be helpful as an ongoing activity during the first few months on the job. See Training Aid #2.
  • Make enough copies of Community Agency Checklist for each trainee.

A. Review Resource Guide and Handouts (1/4 hour)

Rationale:

While a Parenting Support Specialist is not expected to solve her client's problems, there are times when she can help by directing her client to available community resources

Procedure:

  1. Mini-lecture and discussion. This unit will cover resources available to clients, and how PSS' can help clients to make contacts and get the help they need.
  2. Ask the group what the term "networking" means. Try to have everyone contribute some idea or example. Then summarize and develop a definition by explaining that it means making contacts and finding out what goes on in other agencies that might be useful to PSS and their clients. PSS don't need to know everything about a particular agency or service, but they should know where to go to find information about community resources.
  3. Ask if any of the trainees have a "contact" with any of the community agencies that provide support to women and families in the community. List those organizations on the board or flip chart, along with brief information about what services those organizations provide. Ask the group to refer to their Resource Mothers Handbook and to find where each organization fits into the chart, "Where to Get Help in Our Community." Have the group fill in the name and address, contact person, and telephone number for these organizations (while the trainer or a volunteer fills in the large similar chart prepared in advance of the session.) Ask trainees if they know where to find that information in their telephone books. If they don't, direct them where to look. Explain that as they make contacts in the community, including the panelists coming to this training session, they can add names and addresses to this list.

B. Presentations by Agency Representatives (1 hour)

Rationale:

An overview of valuable resources is helpful, but even more helpful is putting a face and name to a particular agency. It helps to build a true sense of network.

Procedure:

  1. Introduce the panel and ask each panelist to give a brief description of his/her organization. When each panelist has finished speaking, encourage the group to ask questions. Fill in where each organization fits into the chart, "Where to Get Help in Our Community."
  2. Be prepared for any negative questions or comments particularly if any of the PSS have had unfortunate experiences with any of the agencies.
  3. Thank the panelists and ask them if they have any other contacts to add to the chart.
  4. Ask the panelists if they have anything else to add. Then thank them and ask the group to look at Chapter 5 of their Handbook while you escort the panelists to the door.


C. Developing a Resource Directory (2 1/2 HOURS)

Rationale:

Being able to guide families to appropriate service agencies for their needs is an important part of the PSS's job. Having resources at one's fingertips is important in facilitating intervention

Procedure:

1. Ask the group how they might be able to fill in more of the chart begun with the panelists' information. Possible responses should include:

  • Telephone book
  • Toll free 800 numbers and hotlines to call for information, crisis support, and emergency help
  • Social Service Agencies and/or health departments that run public programs
  • Women's centers
  • Networking
  • Site visits to other organizations in the community.

2. Use the phone directories for listings of offices of services offered by your local government.This is in addition to the information obtained from the panelists. Continue by gathering more resources from the phone directories and identifying other resources that might be needed that are not on the original list. Using the flip chart, list the resource in a column on the left, have the location of the office in a second column and a contact number in a third column. Divide the finalized list into sections so that each PSS will be responsible for completing resource information for a section of the list. Indiviuals may have preferences for which group of agencies would like to be responsible. Ask for this feedback.

3. Distribute the Resource Information Form (Handout #1) which the PSS's will complete for each agency that they contact. Describe each of the sections and questions they will need to ask in order to get the information. Have them note the different response styles of the people they talk to when getting the needed information. This is important so that they can prepare mothers for what they may experience in attempting to access resource.

4. Show the group resource directories currently available to assist in identifying services in their community for families and children. Due to budget cuts, services in these directories may no longer be available. Always check individual services before making a referral. Make the existing directories available to the PSS's to assist them in compiling current resources which will be leading to their own resource directory.

5. Give participants an hour to begin collecting information. This task should be ongoing. It will likely work out best if the PSS's are given a large block of time perhaps after training and before the delivery of intervention begins.


D. Practice Conducting a Family Needs Assessment (2 hours)

Rationale:

For families to be empowered they must themselves learn to identify their needs and prioritize those needs into an action plan. The PSS can assist families in learning this process.

Procedure:

1. Discussion. Introduce the group to the Survey of Family Needs (Handout #2). The Survey covers a broad range of needs that families with young children would be likely to have.

2. Have the group discuss the broad areas (financial needs, needs for information, etc.) and identifying which ones will be likely needs for the PIP families.

3. The survey can be completed by the family or filled out by the PSS in discussion with the family.

4. Demonstrate how information from the survey and from conversation with the mother can be organized into broad areas for discussion in developing a service plan.

5. Review the steps for the family interview to develop the family needs plan (Handout #3). Describe the procedure for conducting the interview and the guidelines to discuss with the mother in setting it up. Emphasize the point of having the mother decide who else will participate, if anyone. Be sure to give assurances of confidentiality.

6. Distribute the Family Needs Plan (Handout #4). Discuss the way in which the PSS should list the needs, have the mother prioritize the urgency of each need and then develop the plan for how the need will be met. This entails who will take responsibility for finding resources to fill each need and a time frame for completion of each of the objectives. Use the following outline as a guide for completing the Family Needs Plan:

Developing a Family Needs Plan

  • Discuss family strengths
  • Review survey of family needs
  • Ask parent(s) to expand upon identified areas
  • Ask if other areas need attention
  • Develop a list of the needs and steps to achieve them
  • Prioritize needs with mother
  • Identify who will follow up on which needs and within what time frame

7. Review Skills for Effectively Communicating with Families (Handout #4)

8. Role Play Exercise. First demonstrate a role play of the family interview. Have the trainer play the PSS and one of the participants play the mother. The trainer will work from a sample Family Needs Survey that was prepared ahead of time in discussing with the mother the needs she has identified. Continue the role play by filling out a Family Needs Plan for this mother. Then divide the group into three and select three to be "mothers" and three to be interviewers. Provide each of the interviewers with one completed needs assessment and have them interview the "mothers" to develop a Family Needs Plan. Videotape 5-10 minutes of each pair.

Have the PSS's discuss what their experience was like in conducting the interview.

9. Replay some of the tape of each group and have the PSS's comment on what they observe


E. Discuss Procedures for Accessing Services (1/2 hour)

Rationale:

When serving families who have many needs, it is important that each PSS be comfortable with how to access the services clients may need.

Procedure:

1. Exercise. Ask each participant to write down on a piece of paper a problem situation that they themselves have had or that they think a client might have. Give one example, such as the following situation:

Ronelle came here three years ago from South Carolina. Recently she and her partner broke up and he forced her to leave their small apartment. She has no family here and no place to live. She doesn't want to return home. Where can she go for help?

2. Then have trainees discuss the various organizations in your community's "network" that might be able to help Ronelle.

3. Give the group 5 minutes to jot down their problem situation that requires assistance from organizations in your community.

4. Go around the room and have each trainee read the problem situation they have written down. With the group, identify one or more resource organizations where the client should go for help.

5. Given a typical set of family needs have the PSS's develop a full referral plan (Training Aid #1).

 
F. Obstacles to Following up on Referrals (1-1/2 hours)

Rationale:

It is not enough to simply provide information. Parenting Support Specialists often need to guide clients and support them through the referral process.

Procedure:

1.Discussion and Role Plays. Begin by asking trainees why, in their opinions, clients might not follow up on referrals? Possible responses:

  • Fear
  • Misunderstanding
  • Doesn't know where it is
  • Doesn't know how to get there
  • Doesn't know how much it will cost
  • Doesn't understand how the service will help her
  • Is not convinced that she can really use the service
  • Discomfort on the telephone

2. Distribute and review Handout #5, Telephone Tips. Perhaps go around the room and ask each PSS to take turns reading each suggestion. Ask for additional ideas and have trainees add them to their lists.

3. Ask participants to break into teams of two and hand out different role plays (Training Aid #2) to each team. Ask them to practice performing the role plays and then ask for volunteers to present their "plays" to everyone. If you have access to a video camera, use it now, and play it back later so volunteers can observe themselves. When doing their role plays in front of the group, have the group provide constructive criticisms to each team. As the trainer, be sure to give lots of positive reinforcement. Emphasize that they should encourage the "clients" to make the calls themselves instead of doing it for them.

4. When everyone has finished, work with trainees on telephone skills. The exact issues to be emphasized will depend on what you observed during the role plays.

 
G. Discussion of Confidentiality (3/4 hour)

Rationale:

Recognize the importance of client confidentiality in communicating with agencies. Communication between PSS and mother is confidential unless the mother gives permission to share information.

Procedure:

  1. Discuss types of information that would be confidential.
  2. Discuss ways to seek information from agencies without divulging confidential information.
  3. There are a few circumstances where certain information cannot be maintained in confidence (i.e. child abuse). Discuss ways to handle this circumstance.

H. Summary and Review (1/4 hour)

Procedure:

  1. Rephrase objectives in form of questions and have participants answer questions.
  2. Distribute Post-Unit Test.
  3. Distribute and have participants complete the post-unit evaluation form.


Unit 13 Handout #1

Resource Information

Unit 13 Handout #2
Pride in Parenting
Survey of Family Needs

Your Name and your relationship to the child:
Child's Name:

Listed below are some of the needs expressed by parents of young children of what they would like help with. Please read each statement. If it is not a need for you at this time, circle number 1. If you are not sure about whether you would like help in this area, circle number 2. If it is a need for you and you would like help at this time, please circle number 3.

A. NEEDS FOR INFORMATION

I do not need help
Not Sure

I need help

1. I need more information about my baby's health or development.

1 2 3
2. I need additional training in caring for my baby's health needs. 1 2 3

3. I need more information on the services that are presently available for my baby or older children.

1 2 3

4. I need more information about services that my baby or older children might need in the future.

1 2 3
5. I need assistance in locating/ordering baby supplies. 1 2 3

6. I need a source for formula.

1 2 3

7. I need more information about/or applications for public programs, i.e., WIC, SSI, Housing.

1 2 3

8. I need more information about how children grow and develop.

1 2 3

9. I need more information about how to teach, play, or talk with my child.

1 2 3
10. I need more information about how to handle my baby or older child's behavior. 1 2 3

B. NEEDS FOR THE HOME

I do not need help
Not Sure

I need help
1. I need safety equipment in my home e.g. smoke detector, fire extinguisher.

1 2 3

2. I need a telephone.

1 2 3
3. I need to know who to call in case of an emergency. 1 2 3

4. I need a plan for my children in case I need to leave quickly.

1 2 3

5. I need a plan for child care in case of my own illness.

1 2 3

6. I need assistance with transportation.

1 2 3

7. I need to make changes in my home environment that have not been mentioned. Describe____________________

1 2 3
C. NEEDS FOR SUPPORT

I do not need help
Not Sure

I need help

1. I need to have more time for myself.

1 2 3

2. I need to have more friends.

1 2 3
3. I would like information about a parent support group.

1 2 3

4. I would like to have a referral to talk to a counselor, psychologist, social worker, or psychiatrist about my problems.

1 2 3

5. I would like to talk to a minister who could help me to deal with my problems.

1 2 3
D. NEEDS FOR MEDICAL CARE AND COMMUNITY SERVICES

I do not need help
Not Sure

I need help
1. I need help locating a clinic or doctor for myself or my children for regular medical or dental care. 1 2 3

2. I need specific guidelines for when to call my pediatrician.

1 2 3
3. I need help locating a pharmacist. 1 2 3

4. I need help locating babysitters.

1 2 3
5. I need assistance in locating child care or preschool for my other children.

1 2 3

6. I need help in locating other treatment services for myself or other family member.Describe _________________________________

1 2 3

E. FAMILY ISSUES

I do not need help
Not Sure

I need help

1. Our family needs help in discussing problems and reaching solutions.

1 2 3

2. Our family needs help in learning how to support each other during difficult times.

1 2 3

3. Our family needs help in deciding who will do household chores, child care, and other family tasks.

1 2 3
F. FINANCIAL NEEDS

I do not need help
Not Sure

I need help

1. I need more help in paying for expenses such as food, housing, medical care, clothing, toys, transportation, babysitting, day care or other services.

1 2 3

2. I need information on how to make my budget go further.

1 2 3

3. I or my partner need more training or help in getting a job or going back to school.

1 2 3
Needs that I'm concerned about which have not been mentioned:

Adapted from: Bailey, D., & Simeonsson, R. (1985). Family Needs Survey. Chapel Hill: Frank Porter Graham Center.

Unit 13 Handout #3
Model for the Family Interview

PHASE OF INTERVIEW

PURPOSE

Introduction

A. Explain purpose of the interview.

B. Confirm time allotted and format.

C. Discuss confidentiality.

D. Structure physical environment

(if possible).

  1. Children
  2. Phone calls/TV
  3. Sitting arrangement

Reduces parents' anxiety and creates appropriate listening environment.

Inventory

A. Opening statement (nonthreatening, open-ended, related to purpose of interview.

B. Major portion of the interview--parents do most of the talking

Validates and elaborates information from assessment measures.

Identifies additional areas of family needs, strengths, and resources

Summary and Priority

A. Summarizing statement

B. Exploration of family's priorities

Clarifies consensus and disagreement between parents.

Agree on definition of family needs.

Closure

A. Recognition of and appreciation for parents' contribution to PSS's understanding of family needs.

B. Statement of family and PSS's objectives to be accomplished or worked on by next meeting.

C. Opportunity for family to ask any other questions not previously discussed.

Agree upon order in which to consider needs.

Focus on objectives or actions to be accomplished by next meeting.

Important information may emerge after the "formal" part of the interview is completed.

From Winton and Bayley, 1988.


Unit 13 Handout #4

Family Needs Plan

Family Name:
PSS:
Date of Plan:
Review Date:

#

What You Need

How To Get It

Who will do it?

When?

       
 

Unit 13 Handout #5

Strategic and reflexive questinos can be used throuth the interview when exploring issues with families, but they particularly lend themselves to goal-setting.

References

Gorden, R. (1969). Interviewing: Strategies, techniques and tactics. Homewood, IL: Dorsey Press.

Ivey, A., (1971). Microcounseling: Innovations in interview training. Springfield, IL: Charles C. Thomas.

Tomm, K. (1987). Intervention interviewing: Part I. Strategizing as a fourth guideline for the therapist. Family Process, 26, 3-13.

Tomm, K. (1987). Intervention interviewing: Part II. Relexive questioning as a means to enable self-healing. Family Process, 26, 167-183.

Winton, P.J., and Bailey, D.B. (in press). The Family-focused intertiew: A collaborative mechanism for family assessment and goal-setting. Journal of the Division for Early Childhood.


Unit 13 Handout #6
Telephone Tips


Unit 13 Teaching Aid #1

Developing a Referral Plan

 

Needs for Information

Needs for the Home

Needs for Support

Needs for Medical Care and Community Services


Unit 13 Teaching Aid #2

Role Plays: Obstacles to Follow-up on Referrals

Client #1:

Marketa is afraid of going to get Food Stamps because she is not a legal citizen. Parenting Support Specialist #1: Help find out whether it is necessary to be a citizen to be eligible for food stamps, and if so, what other programs are available. Most programs require social security cards and/or birth certificates. Make sure your client brings whatever identification she has.

Client #2: Sharee is reluctant to go to Upper Cardoza Health Center because she doesn't know where it is or how to get there from her house.Parenting Support Specialist #2: Draw her a map. Help her to find out the exact directions and tell her what bus or buses to take. Also be sure to help her find out what day and hours of the program she should be there. Most programs require social security cards and/or birth certificates. Make sure your client brings whatever identification she has.

Client #3: Nolanda is hesitant to seek well-baby care because she doesn't know how much it will cost. Parenting Support Specialist #3: Help Nolanda call and find out the cost of the services. Help identify what other programs she might be eligible to receive, such as Medicaid, Food Stamps, AFDC, Commodity Foods, etc. Try not to do the calling, but encourage Nolanda to do it. Also find out the hours of the services and where they are located. Most programs require social security cards and/or birth certificates. Make sure your client brings whatever identification she has.

Develop additional scenarios as needed.

Unit 13 Overhead #1
Role Play Feedback

  1. What do you think you the Parenting Support Specialist did well?
  2. What could the Parenting Support Specialist have changed or done differently?
  3. What other things do you think the Parenting Support Specialist might say or do to help a mother in this situation?

Unit 13 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?
  5. Was the information in this unit presented clearly? If not, please explain.
  6. In which skill areas do you feel you need more practice or help?
  7. How can we make this unit better?
  8. Any additional comments?

Unit 13 Handout for use at end of each Unit

Post -Unit Test

  1. Describe 5 social services agencies that the population you will be working with would often need to contact.
  2. How would you help a family identify their needs?
  3. What would you do to address those needs?

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