Center for Community Futures
P.O. Box 5309
Berkeley, CA 94705

Contact Us:

Jim Masters, Consultant (510) 459-7570
Matt Klapperich, Accounting Consultant (510) 339-3801
Allen Stansbury, Consultant in Public Policy Research Analysis (707) 540-5776
Teresa Wickstrom, Head Start Consultant (909) 790-0670

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Certificate Program for

Family Development and Case Management Summer Institutes for Head Start Programs

Basic Skills Summer Institute 2020

Dates TBA


Yes, we will hold the Summer Institutes this year online. The classes will be available to you online via ZOOM.  You can take the quizzes online.


 

California State University Certificate in Family Development for Family Workers in Head Start Programs Based on the HHS/ACF Office of Head Start PFCE Goals and Relationship Based Competencies

The Office of Head Start created the Parent, Family Community Engagement (PFCE) Framework to guide the work of local Head Start programs in their relationships with families. The OHS first published the Relationship Based Competencies (RBCs) in IM-12-05 and these were updated in 2018 with the addition of the new goal on leadership and advocacy, and changes in the RBCs.  The RBCs are the knowledge, skills and actions that family workers need to implement the PFCE framework.

The Center for Community Futures conducts educational programs in family development that enable you to acquire the knowledge and skills described in the RBCs. Social work faculty and practitioners describe how social work theory and practices can be used to accomplish the RBCs. The content of these classes is based on the RBCs for Head Start family workers so it is directly related to your job. You can take any of these classes without participating in the full certificate program, or without registering for college credit.  These classes can also provide Continuing Education Units for MFTs and LCSWs.

In collaboration with the California State University East Bay (CSUEB), the Center has designed a certification program for family workers based on the PFCE and the RBCs. The certification program enables family workers to demonstrate their knowledge and skills in all of the topic areas covered by the RBCs. There are four separate classes. Each is eligible for 2 college-semester credits from CSUEB.  After completing the four courses (8 credit hours) the Certificate in Family Development is automatically issued by the California State University East Bay (CSUEB).

Most people will complete the four classes for the Certificate over a fifteen-month to eighteen-month period. You take the class in June at CSU or at your agency location (contact Jim for details), then do the homework/fieldwork class related to it over the following fall/winter. Then you take the second class in June of the following year, and complete the homework/fieldwork course related to it. Each participant who completes the four classes will receive the Certificate in Family Development from the California State University East Bay. CSUEB is a fully accredited institution. The 8 college credits are transferable toward an A.A. or B.A. degree. Everybody who has tried to transfer credits from CSUEB to their local university has been successful.

Each class is described below.

I.  Basic Skills for Family Workers 1. Online instruction and small-group work. Course # EPSY 820C (click for required Contract Form). It is 2 semester credits. This class provides skill training on one-half of the RBC areas. This class covers the RBCs related to: culture, engagement, assessment, goal setting, and intervention including interventions in family crisis situations, leadership and advocacy, and data. These are PFCE Goals 1, 2, 3, 7 and 9. After each goal is discussed, the participant will take a true/false exam consisting of ten to twenty questions. All those who have attended the class will have the knowledge needed to pass these exams. 

II. Professional Portfolio: Homework and Fieldwork, Part ICourse # EPSY 821C (click for required Contract Form). It is 2 semester credits. This will be completed back home after the first online training event. You will use your experience to develop answers to about 17 questions to demonstrate your competence on the RBCs covered in the first course. The homework is based on the information and interventions you learned in the class. 

III. Basic Skills for Family Workers 2Course # EPSY 822C (click for required Contract Form). It is 2 semester credits. This second Summer Institute class provides more skill training. This class covers the remaining RBCs. There are five goals covered.  Their focus will be on working with families, coordinating and integrating services, family connections to the community, foundations for professional growth and transition from Head Start to Kindergarten, (PFCE Goals 4, 5, 6, 8 and 10).

IV.  Professional Portfolio: Homework and Fieldwork, Part II. Course # EPSY 823C.  It is 2 semester credits.  Back home, each individual will answer 18 questions based on what they learned in the class, and will also develop:   

  • An Autobiography (1-2 pages) and
  • Professional Resource File  (A list of the agencies and other resources you use.)  You send us the table of contents of your resource file, not the whole file.

After completing these four classes, the candidate will automatically receive the Certificate in Family Development from CSUEB. Each of these four elements is described in greater detail below.

The source of the RBCs is:  U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, National Center on Parent, Family, and Community Engagement (2018). Relationship-based competencies to support family engagement: A guide for early childhood professionals who work with families.  For more information about this resource, please contact:  PFCE@ecetta.info | 1-866-763-6481
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/rbc-sfe-guide-pro-work-with-families.pdf    The RBCs that are covered in each class/goal area are listed below.

  
SKILLS RELATED TO THE PFCE RELATIONSHIP BASED COMPETENCIES
For FAMILY WORKERS IN HEAD START PROGRAMS

NOTE: The goals are presented in a sequence based on faculty recommendations.

 

I.  THE FIRST CLASS.  Basic Skills for Family Workers 1.  

This is a four-day course via Zoom. CSUEB Course # EPSY 820C (click for required Contract Form). It takes place on at Cal State University East Bay.

INTRODUCTION - Overview of Head Start PFCE Relationship Based Competencies.

PFCE GOAL 2. SELF AWARE AND CULTURALLY RESPONSIVE RELATIONSHIPS.  Respects and responds to the cultures, languages, values, and family structures of each family.

Instructor(s)

Day 1

Knowledge: 

  • Understands that each family has unique strengths and resilience
  • Understands how families’ cultures influence caregiving practices and shape family life and children’s early development
  • Understands and respects variations in families’ cultures, experiences, expectations, and childrearing beliefs and practices
  • Understands one’s own beliefs, values, experiences, ethics, and biases to increase self-awareness about how they may affect work with families and their children
  • Knows that despite best efforts from everyone, there may be misunderstandings due to different cultural beliefs, values, and viewpoints and knows how to navigate these misunderstandings.

Kilolo Brodie, Ph. D.

 

Skills: 

  • Builds positive relationships with each family
  • Reflects on one’s own beliefs, values, experiences, ethics, and biases to increase self-awareness
  • Seeks information about the strengths, cultures, languages, beliefs, values, and circumstances of each family
  • Engages in relationships that are responsive to families’ cultures, languages, and values
  • Shows respect for the contributions of home languages and cultures to create shared understandings
  • Discusses with families that the purpose of learning about each family’s traditions, living situation, cultures, languages, and values is to enhance relationships with families and better support them in reaching their goals
  • Develops skills to engage in cross-cultural conversations that respect families’ beliefs, opinions, and caregiving practices.

 

 

Practices:

  • Uses a variety of communication strategies to reach families
  • Uses approaches with parents that show sensitivity and respect for their cultures and languages
  • Communicates with families in their home languages, to the extent possible, or arranges for an interpreter, as needed, to communicate fully and effectively
  • Provides recruitment, intake, orientation, and informational materials to families that are welcoming and responsive to different cultures and languages
  • Welcomes conversations about parenting and family cultures, languages, values, experiences, ethics, and strengths
  • Seeks information or consultation about specific cultural values and practices when necessary

 

 

 

PFCE GOAL 9. DATA DRIVEN SERVICES AND CONTINUOUS IMPROVEMENT.  Collects information with families and reflects with them to inform goal-setting, planning, and implementation to effect progress and outcomes for families, children, programs, and communities.

Instructor (s)

Day 1

Knowledge

  • Understands effective ways to talk with families about individual child progress
  • Understands effective ways to talk with families about family well-being, goal-setting, and family assessment and progress
  • Understands the importance of using data for setting and marking progress toward one’s own professional development and program-level goals
  • Understands policies and procedures for securing family input for continuous program improvement
  • Understands how to partner with parents to share and use information to improve services
  • Understands program policies, guidelines, and expectations related to confidentiality, privacy, and ethical practice

James I. Masters, M.S.  Center for Community Futures

 

Skills

  • Joins teachers in engaging parents in discussions about individual child progress and development and implications for current and future planning, including when developmental issues or concerns arise
  • Asks each family about what they know and feel is important to share about their family and their child, as well as the program and their community
  • Engages families as active participants in collecting and analyzing information to enhance and individualize services (for example, through surveys, observation, or other information from families)
  • Applies information about child development and family well-being to individualize services, decision making, and practices
  • Stores, retrieves, and uses information for planning purposes.

 

 

Practices: 

  • Partners with families in gathering information about children’s development and about family context including values, cultures, and languages
  • Expects and responds to emotions that surface while discussing child development and well-being
  • Tracks information about parent and family progress over time to guide planning, individualization, and communication with parents
  • Asks for parents’ reflection and feedback about the family support they are receiving and uses the information to guide planning and approach to services
  • Develops, shares, and collects evaluations and feedback forms during workshops, meetings, and other activities for parents and families
  • Uses findings from participant feedback to revise the design of workshops, meetings, and other group activities for parents and expectant families
  • Uses consistent record keeping and reporting practices to track individual family and program progress
  • Maintains the policies, guidelines, and expectations that are in place to protect the confidentiality and privacy of families.

 

 

 

PFCE GOAL 1. POSITIVE GOAL ORIENTED RELATIONSHIPS.  Engages in mutually respectful, positive, goal-oriented partnerships with families to promote positive child and family outcomes.

Instructor (s)

Day 2

Knowledge:

  • Understands effective relationship-building practices with parents, families, children, and professionals
  • Understands the importance of cultures and languages when working with all families and their children
  • Understands the importance of working in partnership with families by sharing planning and decision-making to support children’s learning and development and family well-being
  • Understands the need to get to know each family
  • Understands the importance of positive relationships between families and family services professionals to identify, encourage, and celebrate family wellbeing and children’s development and learning
  • Is familiar with professional ethical standards.

Cathy Ralph, LCSW

 

Skills:

  • Helps families feel welcome and connected to the program, including specific outreach to families experiencing challenges and adversities
  • Helps families feel safe and respected by building mutually trusting relationships over time
  • Shows respect for each family’s cultures, values, and life situation
  • Uses effective, responsive communication skills with families. Examples include paying attention to both verbal and nonverbal messages, listening carefully without interrupting, and repeating what the other person said to make sure she or he is understood.
  • Creates opportunities for parents to identify their goals for their children and themselves and regularly follows up on progress. Examples include learning, parent-child interactions, health and mental health, nutrition, safety, family literacy, bi-lingual or multilingual abilities, financial literacy, and basic needs.
  • Adjusts plans, approaches, and services to meet each family’s unique needs.
  • Reflects on interactions and experiences with families to enhance skills on an ongoing basis.

 

 

Practices:

  • Welcomes all families, promoting and valuing diversity across family structures, cultures, languages, perspectives, and values
  • Helps families feel comfortable sharing information
  • Creates time for open communication with families
  • Meets with families when they first enroll in the program to learn about each family’s situation and goals
  • Contacts all primary caregivers (parents, grandparents, and others) in the child’s life when possible to develop ongoing relationships
  • Works with each family to develop and support plans to meet family goals that describe the family’s strengths, resources, challenges, and needs
  • Reviews the family’s goals and progress toward their goals with the family regularly 
  • Acts in ways that are consistent with professional ethical standards for family services professionals

 

 


 

PFCE GOAL 9. DATA DRIVEN SERVICES AND CONTINUOUS IMPROVEMENT.  Collects information with families and reflects with them to inform goal-setting, planning, and implementation to effect progress and outcomes for families, children, programs, and communities.

Instructor (s)

Day 2

Knowledge

  • Understands effective ways to talk with families about individual child progress
  • Understands effective ways to talk with families about family well-being, goal-setting, and family assessment and progress
  • Understands the importance of using data for setting and marking progress toward one’s own professional development and program-level goals
  • Understands policies and procedures for securing family input for continuous program improvement
  • Understands how to partner with parents to share and use information to improve services
  • Understands program policies, guidelines, and expectations related to confidentiality, privacy, and ethical practice

James I. Masters, M.S.  Center for Community Futures

 

Skills

  • Joins teachers in engaging parents in discussions about individual child progress and development and implications for current and future planning, including when developmental issues or concerns arise
  • Asks each family about what they know and feel is important to share about their family and their child, as well as the program and their community
  • Engages families as active participants in collecting and analyzing information to enhance and individualize services (for example, through surveys, observation, or other information from families)
  • Applies information about child development and family well-being to individualize services, decision making, and practices
  • Stores, retrieves, and uses information for planning purposes.

 

 

Practices: 

  • Partners with families in gathering information about children’s development and about family context including values, cultures, and languages
  • Expects and responds to emotions that surface while discussing child development and well-being
  • Tracks information about parent and family progress over time to guide planning, individualization, and communication with parents
  • Asks for parents’ reflection and feedback about the family support they are receiving and uses the information to guide planning and approach to services
  • Develops, shares, and collects evaluations and feedback forms during workshops, meetings, and other activities for parents and families
  • Uses findings from participant feedback to revise the design of workshops, meetings, and other group activities for parents and expectant families
  • Uses consistent record keeping and reporting practices to track individual family and program progress
  • Maintains the policies, guidelines, and expectations that are in place to protect the confidentiality and privacy of families.

 

 

 

PFCE GOAL 3. FAMILY WELL BEING AND FAMILIES AS LEARNERS. Supports families’ reflections on and planning for their safety, health, education, well-being, and life goals.

Instructor (s)

Day 3

Knowledge

  • Knows how to recognize family resilience, strengths and resources, and unique gifts and talents, and what families already do to maintain family wellbeing and cope with challenges
  • Understands that children’s healthy development is related to family well-being and family goals for themselves and their children
  • Knows the signs of depression, trauma, substance use, homelessness, domestic violence, child maltreatment, food insecurity, mental illness, and other challenges to family well-being
  • Knows about laws and regulations that support and protect families and their children
  • Knows what steps to take and who to talk with if child or family safety may be threatened
  • Knows about resources in the community to support families’ safety, health, mental health, financial stability, economic mobility, and educational growth, and asks others for referral information when needed
  • Understands the importance of asking for support from their supervisor or colleagues about issues that are beyond their current professional skills and knowledge.

Jenell Thompson, LCSW

 

Skills:

  • Applies information about families’ strengths, talents, cultures, languages, aspirations, resources, challenges, needs, and goals to work with families
  • Uses a supportive and non-judgmental approach to talk with parents about difficult or sensitive topics
  • Recognizes the importance of taking time for self-care, for one’s own well-being and for others, especially when supporting families in crisis
  • Expresses kindness, warmth, and compassion when families are overwhelmed by demanding challenges, trauma, or stress
  • Seeks support from their supervisor or colleagues about how to be successful in conversations that are difficult to have with families
  • Provides information about and connects families with community and cultural resources that offer opportunities to use and build on their strengths, and to support child and family safety, financial literacy, economic mobility, educational growth, health, and other aspects of family well-being
  • Works with families in a collaborative goal-setting process (for example, Family Partnership Process) to identify their goals and available resources and to plan steps toward achieving their goals
  • Works with families to identify opportunities for education, training, and employment to advance family economic mobility
  • Talks with families about indicators of healthy relationships and identifies related social supports and other resources.

 

 

Practices:

  • Checks in with families regularly to see how they are doing
  • Talks with parents about their well-being and short- and long-term goals and offers resources or referrals if appropriate
  • Shares information about, and connects families with, community and cultural resources that support family safety, economic mobility, educational growth, health, and family well-being
  • Follows up with families to check if resources or referrals were helpful
  • Consults with their supervisor, coach, or colleagues about appropriate resources or referrals to share with families experiencing serious challenges
  • Links parents to training opportunities to support their progress toward their education and career
  • Follow policies, guidelines, and expectations related to confidentiality, privacy, and ethical practice

 

 

 

PFCE GOAL 7. Leadership and Advocacy.   Works alongside parents to build on their strengths as advocates for their families and as leaders in the program and community. 

 

Instructor (s)

Day 4

Knowledge.

  • Recognizes that parents lead, make decisions, and advocate for their interests and may have experiences in formal leadership and advocacy roles
  • Understands the importance of working together with parents in problem-solving and reaching solutions
  • Is aware of advocacy and leadership opportunities for parents in the program and community
  • Understands the barriers that may impede a family’s ability to exercise their power and advocate effectively (for example, in the IEP and IFSP process)

Cathy Ralph, LCSW

 

Skills:

  • Includes families in decision-making, planning, implementing, and evaluating change at different levels of the organization
  • Listens to families’ ideas and encourages them to move their ideas forward
  • Encourages parents to participate in leadership and advocacy opportunities that exist in the program and community
  • Supports families in developing skills and confidence to be effective leaders and advocates for their children
  • Encourages parents to work together to advance changes they wish to see in the program, community, or at the state level.

 

 

Practices

  • Works with families to plan how to advocate for their children’s development and family well-being in other early childhood and family services settings
  • Encourages parents to volunteer in the program and the community
  • Partners with families to identify opportunities in the program or community that promote parent leadership and advocacy and welcome parent input. Examples include Head Start Policy Council, parent committees, local and state early childhood advisory boards, health services advisory boards, and agency boards for input.

 

 

A True/False quiz at the end of each and every discussion of a goal based on the information presented in the workshop ensures that each participant is meeting core competency requirements.

Either during the class or after the class, students who want college credit may select either a pass/fail option or a letter-grade option. About 90% choose the letter-grade option. So far, of the 800 Head Start Family workers who have completed these classes, the only students who chose the pass-fail option were students whose first language was not English.

II. THE SECOND CLASS. Homework and Field Work Part I. CSUEB Course # EPSY 823C (click for required Contract Form) (2 semester credits).  Next, while at home and at work, the candidate will complete 17 statements of competence that are based on the subject matter and RBCs covered in the first class. These statements are written by the family worker in her or his own words for each of the topics listed below. Each of the statements of competence is developed through self-study and fieldwork. The questions ask how you used or applied the knowledge that you learned in the course in your work with families. Your answers to these question are descriptions of what you do as you work with families.  The questions:

PFCE Goal 2.  Self-Aware and Culturally Responsive Relationships

  • Describe the philosophy of YOUR HEAD START program and the services it provides.
  • Describe 4 activities (2 internal and 2 external) in which you have worked with other program staff.
  • Describe 3 ways you served as a productive team member in your agency.
  • Obtain statement from supervisor that you are performing recording keeping and reporting tasks correctly and in a timely manner.
  • Describe your participation in strategic planning, program self-assessment or another effort to improve program services.
  • Describe your agency’s outreach and recruitment programs, and enrollment procedures. Be sure to describe your part in these.
  • Describe your work with a family of a culture different than your own. Be specific about HOW you learned and WHAT your learned about the family’s values, beliefs, traditions, cultural influences, make-up and circumstances. Be specific and give examples about how you used your knowledge of and sensitivity to their culture as you interacted with them for purposes of engagement, assessment, or goal setting. (If you ONLY do enrollment, describe that. If you do more than enrollment, then go beyond enrollment.) 

 

PFCE Goal 1.  Positive Goal Oriented Relationships.

  • Describe the engagement process with a family with whom you have worked. You may want to refer to course material on the 16 steps of engagement (although it is not necessary to comment on each one). How did you help this specific family feel welcome, safe and respected by building trust?
  • Write an assessment for this same family using the assessment guide provided in the workshop. If your agency uses a specific assessment tool like a genogram or ecomap, please include a copy of it.
  • Using the Family Partnership Plan or Agreement, describe an intervention plan with this same family. Write down the goal(s) they have decided to achieve. Describe how at least one of these goals satisfy the SMART criteria, (Simple, Measurable, Achievable, Reasonable, and Timely.) 

 

PFCE Goal 3.  Family Well-Being and Families as Learners

  • Describe at least 3 examples about how you have provided or coordinated training and/or educational opportunities for parents on one or more of these topics:  the importance of healthy relationships and support networks; or contributes to self-sufficiency, or reaches goals around education or career training.
  • Describe how you have helped parents connect with each of the following: opportunities that support safety, financial literacy, health and family wellness.
  • Describe 3 methods you have used to promote and support parent involvement and leadership throughout the program.
  • Describe a family situation in which you applied your knowledge of mental health to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
  • Describe your work with a family in crisis. Include descriptions of the following:
  • Your assessment of the situation;
  • The steps you took to ensure the safety of all involved;
  • The factors you considered when deciding to intervene or to refer to others;
  • The options and resources available to address the crisis, and the consequences of  their use;
  • 3 ways in which you supported the family in making decisions and taking active steps to resolve the current crisis and to be prepared to address future crises.

 

PFCE Goal 7.  Leadership and Advocacy.

            16).  Give two examples about how you worked with families to plan how to advocate for their children’s development and family well-being in other early childhood and family services settings.

PFCE GOAL 9.  Data Drive Services and Continuous Improvement.

            17)  Give two examples about how you used family well-being data to inform decisions and methods for supporting families

You can download this overall description of the Certificate program which includes these questions from:  http://www.cencomfut.com/Certificate.htm

Most statements will be a one to three pages. No one-sentence statements, please!

We find that students provide more complete answers if they repeat the question at the top of each statement.

E-mail your first two or three statements to jmasters@cencomfut.com and I will let you know if you are on the right track.

 

III. THE THIRD CLASS. Basic Skills 2 for Family Workers. The second 4-day program. CSUEB Course # EPSY 822C (click for required Contract Form) (2 semester credits). This takes place online via Zoom.
Opens with:  Overview of the PFCE Framework and the Relationship Based Competencies

PFCE GOAL 4. PARENT CHILD RELATIONSHIPS AND FAMILIES AND LIFELONG EDUCATORS.  Partners with families to build strong parent-child relationships and supports parents as the first and lifelong educators of their children. 

Instructor (s)

Day 1

Knowledge:

  • Understands that children’s early family relationships serve as a foundation for later development and learning 
  • Understands prenatal development and healthy pregnancy behaviors
  • Understands that families’ cultures, languages, and history shape the way that parents raise their children and the way that family members relate to each other
  • Understands the value of focusing on a child’s developmental strengths—what children can do—and what parents already do to foster growth, and uses these strengths as a foundation for communication with families
  • Understands the value of focusing on family strengths—what families already do to build strong parent-child relationships, and supports each family member’s development and learning
  • Knows about resources to support families of children who are learning more than one language, have exceptional potential, and/or have specific needs including behaviors considered challenging, disability, or developmental delay.

Jenell Thompson,
LCSW

 

Skills:

  • Supports children’s attachment and relationships with their parents and other caregivers
  • Communicates with families about child progress in ways that deepen trust and build relationships with families
  • Focuses on child and family strengths in discussions with parents about their children
  • Communicates with parents about transitions that might be challenging for their child and works with parents to develop strategies that can help their child
  • Guides and connects parents with resources to address developmental concerns, including how to manage challenging child behaviors in positive, developmentally appropriate, inclusive ways
  • Partners with parents and other program professionals or experts to identify and support ongoing learning opportunities for parents to enjoy with their children at home and in the community
  • Engages actively with families in interactions with their children when children are present
  • Listens to concerns and supports positive anticipation and preparation in expectant families
  • Talks with families about their opportunities to support school readiness
  • Supports and/or offers parenting education opportunities for parents that fit well with the child’s cultures, gender, and age

 

 

Practices:

  • Engages actively with families in responsive, language-rich interactions in ways that are culturally responsive
  • Encourages parents to observe, participate, and volunteer in the program
  • Individualizes family learning resources and informational materials to each family’s unique experiences, languages, and cultures
  • Supports parents’ ability to identify and respond to children’s emotions, communication, interests, and basic needs by providing time for parent to respond to child when meeting with family services professional
  • Develops strong relationships with community child care, preschools, and public schools to support positive transitions and future parent-school partnerships
  • Supports successful transitions by providing families with appropriate information, training, and connections to future early care, intervention, and educational settings and kindergarten
  • Supports expectant families in positive health practices and in planning for their baby
  • Welcomes opportunities to connect with other professionals who work with families.

 

 

 

 

PFCE GOAL 8. COORDINATED, INTEGRATED AND COMPREHENSIVE SERVICES.  Works with other professionals and agencies to support coordinated, integrated, and comprehensive services for families across the organization, community, and system.

Instructor (s)

Day 2

Knowledge:

  • Understands the importance of family services professionals coordinating with other professionals about child health and development, mental health, educational, social, and other services
  • Knows the resources and systems available in the community and how a family can access services needed to advance their strengths and talents or address their concerns and needs
  • Is aware of and understands policies, guidelines, and expectations related to confidentiality, privacy, and ethical practice

Christine Slaymaker, Director of Family Services, Sonoma County Head Start

 

Skills

  • Discusses with families the importance of coordinating health, social, and educational services for supporting children’s ongoing learning and development and family well-being
  • Reaches out to other professionals to facilitate coordination and integration of services for families
  • Partners with their supervisor, parents, staff, and other experts or peers to find information when needed
  • Builds relationships with schools and community service providers to serve families more effectively
  • Supports families’ capacity to communicate effectively with other service providers
  • Shares only information with parental consent within programs and with outside agencies that will improve services for children and families.

 

 

Practices:

  • Refers families to services in the community
  • Obtains permission from families before sharing confidential information with other service professionals and respects families’ wishes if they choose not to share information
  • Shares only essential, relevant information about families with colleagues and other professionals
  • Connects and collaborates with community partners who can play a role in supporting families to reach their goals
  • Follows up with families and professionals to support the effective delivery of community services
  • Works effectively with other professionals, including teachers and home visitors who work with families and their children
  • Coordinates with families and other professionals, especially those offering services to children, such as early interventionists or infant mental health practitioners
  • Contributes to the process of collecting and compiling information and resources to support families’ safety, health, mental health, financial stability, economic mobility, and educational growth
  • Integrates policies, guidelines, and expectations to protect the confidentiality and privacy of families

 

 

 

PFCE GOAL 5. FAMILY CONNECTIONS TO PEERS AND COMMUNITY.  Works with families to strengthen their support networks and connections with other parents and community members who can address families’ strengths, interests, and challenges.

Instructor (s)

Day 2

Knowledge:

  • Understands the importance of social support networks for families, especially for those who may be isolated
  • Knows the resources available in the community and early childhood field that may support families’ strengths, interests, and challenges
  • Understands how facilitation skills for parent and family groups can support positive interactions and learning between parents
  • Understands how positive parenting skills and practices support children’s development and wellbeing
  • Understands the importance of learning from families’ experiences related to community resources to increase knowledge about beneficial and effective services for families and their children.

Christine Slaymaker, Sonoma County Head Start

 

Skills:

  • Encourages families to identify, develop, and use informal and formal social support networks. Examples include family-led organizations, family support networks, neighborhood groups, faith/ spiritual communities, civic organizations, and other social groups.
  • Identifies common and individual interests, and strengths and challenges of parents, and uses that information to plan activities and group learning opportunities
  • Teaches adults effectively in one-to-one and group situations
  • Uses group facilitation skills to lead parenting group work effectively
  • Coordinates training, educational, and parenting skill opportunities for parents. Examples include adult education, life skills, parenting curriculum, family literacy, and employment training.
  • Creates educational opportunities for parents and expectant families to learn about the importance of healthy relationships and social support networks.

 

 

Practices:

  • Provides opportunities for families to get to know one another through program events. Examples include family nights, potluck dinners, and field trips.
  • Partners with parents in planning stages of programming so that they can share their skills, cultures, and other talents at group gatherings
  • Encourages parents to contribute, volunteer, and collaborate in the program and community
  • Connects families with resources and events available in the community. Examples include recreational facilities, libraries, museums, parks and other outdoor activity resources, and civic organizations. 

 

 

 

PFCE GOAL 6. FAMILY ACCESS TO COMMUNITY RESOURCES.  Supports families’ use of community resources to make progress toward positive child and family outcomes.

Instructor (s)

Day 3

Knowledge:

  • Understands that families and family networks offer social support and are resources for other families
  • Knows about local social services and community resources available to families including how to access information that addresses unique goals and needs. Examples include health, mental health, nutrition, parenting, financial literacy, education, enrichment, recreation, job training, and employment
  • Understands how to partner with families to identify which local services and resources best match family interests, cultures, languages, values, needs, and goals
  • Understands the importance of learning from families’ experiences related to community resources to increase knowledge about beneficial and effective services for families and their children
  • Understands when to ask their supervisor, coach, experts, or peers for help

Cathy Ralph, LCSW

 

Skills:

  • Partners with families to identify services and resources that might be helpful in reaching their goals
  • Supports families’ use of services and resources to meet family goals
  • Recognizes when immediate assistance or support is needed for a family, especially when there are signs of possible developmental delays or family concerns related to food insecurity, family and child safety, environmental toxins (for example, lead in the water supply or building), or a need for emergency shelter
  • Supports partnerships with schools and community service providers to serve families more effectively.

 

 

Practices:

  • Responds with information and support to families’ expressed strengths, interests, challenges, or needs about the services in the community that can help them reach their goals
  • Checks in with families regularly to ask if they are receiving services that meet their expressed interests, challenges, and needs
  • Serves as a liaison to initiate referrals and ensures follow through to confirm that services are beneficial and effective within the program and with community agencies
  • Establishes relationships with community partners that are productive and proactive
  • Acts as the family’s connection to program and community services as needed. Examples include meeting with health, mental health, child development, and child welfare professionals together.
  • Consults with their supervisor, coach, experts, or peers to find information to address family challenges, needs, and goals when necessary.

 

 

 

PFCE GOAL 10. FOUNDATIONS FOR PROFESSIONAL GROWTH.  Shows professionalism and participates actively in opportunities for ongoing professional development related to family engagement. 

Instructor (s)

Day 4

Knowledge:

  • Understands the importance of ongoing reflective practice (self-reflection) to enhance work with families
  • Understands the importance of ongoing coaching and reflective supervision for personal and professional growth
  • Understands the importance of healthy self-care habits for one’s own well-being and to enhance the ability to build responsive relationships with families and their children
  • Understands the importance of ongoing professional development related to engaging families
  • Understands that children’s learning, development, and health is ongoing and is essential to share with families as part of the engagement process
  • Understands legal and professional ethical standards related to confidentiality and privacy.

Shawneece Stevenson, MSW

 

Skills:

  • Engages in reflective practice (self-reflection) to gain insights to enhance one’s work with families and their children
  • Asks for help when needed
  • Maintains healthy self-care habits for one’s own wellbeing and to enhance the ability to build responsive relationships with others
  • Seeks opportunities to learn and apply new knowledge about strengths-based, culturally and linguistically responsive family engagement
  • Uses information learned through formal and informal professional development to enhance practices for engaging families in children’s learning and supporting family well-being
  • Maintains professional boundaries with other family services professionals, teachers and child care providers, families, and children
  • Maintains professional boundaries by recognizing any tendencies to do things for families which can interfere with each family’s efforts to determine their own goals and develop their own capacities.

 

 

Practices:

  • Participates in reflective supervision to gain new insight and knowledge about working with families and their children
  • Creates and follows through on individual professional development plans to strengthen professional practice related to family engagement
  • Tracks progress toward one’s own professional development plans for advancement with their supervisor or coach
  • Participates in peer learning opportunities to share ideas and enhance practice
  • Advocates for advances in family engagement practices in the program and community, and in the field of early childhood

 

 

THE CENTER CONDUCTS BOTH SUMMER INSTITUTES -- Basic Skills 1 and Basic Skills 2 – each year.

You may take either “Basic Skills 1” or “Basic Skills 2” first. 
“1” is not a prerequisite for “2.”

We have simply divided the Relationship Based Competencies into two groups. It does not make any difference which class you take first.

 

IV. THE FOURTH CLASS. Homework and Fieldwork, Part II. Autobiography and Professional Portfolio: CSUEB Course # EPSY 823C (click for required Contract Form) (2 semester credits). After attending Basic Skills 2, the candidate while at home and at work will complete an additional 18 statements of competence, written by the family worker in her or his own words, one for each of the topics listed below. Each of the 18 statements of competence is developed through self-study and fieldwork. Here are the 18 questions or topics for statements.

 

PFCE GOAL 4. Parent Child Relationships and Families as Lifelong Educators.

  • Describe 3 ways in which you provided training for parents in how to be the primary teacher for their children and full partners in the education of their children.
  • Describe 3 ways in which you assisted parents as adult learners to recognize and address their own literacy goals.
  • Describe 3 ways you have supported parents in engaging in literacy training.

 

PFCE Goal 8.  Coordinated, Integrated and Comprehensive Services.

  • Describe a family situation in which you applied your knowledge of health or mental health to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
  • Describe a family situation in which you applied your knowledge of disabilities to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
  • Describe a family situation in which you applied your knowledge of child development to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.

 

PFCE Goal 5.  Family Connections to Peers and Community.

  • Describe a parent group at your site.
  • Explain how the group was formed, how participants were recruited and how long they’ve been meeting. Next, describe group dynamics or interactions among the participants and facilitator(s).
  • Tell something about parent leadership emergence and development.
  • Describe your role or participation in this group.
  •  Explain how you helped a specific family to develop connections to peers and community through an approach other than a parent group at your site.

 

PFCE Goal 6.  Family Access to Community Resources.

  • Describe 3 methods you used to identify needs and potential community resources that you used after learning about a family during a home visit.
  • Describe 3 ways you advocated for a family -- and 3 ways you supported them to advocate for themselves within their community.
  • Describe from beginning to end a case conference/meeting you facilitated with members of the community and the family to promote service integration.

 

PFCE Goal 10  Foundations for Professional Growth.

  • Describe 3 ways in which you have utilized the knowledge and skills of your supervisors to develop professionally.
  • Describe in one thousand (1000) or fewer words your use of family support principles, theories, practices, and code of ethics in specific situations with families.
  • Describe 3 ways in which you have utilized technical assistance resources (consultation with another agency or a consultant or a faculty member in a class you were taking) to improve your competence.
  • Describe 3 decisions you have made based on your knowledge of family support principles, theories, practices, and/or the code of ethics. The decisions you describe should have contributed to your professional development.
  • Define the term “professional boundaries.”  Describe a family situation in which your professional boundaries were challenged. Describe your decision-making process and action(s) and justify your action(s).
  • Describe your agency’s policy regarding confidentiality. List at least five exceptions to the general rules of confidentiality.
  • Write a plan for termination and/or transition of services for a family. This can be an actual family you worked with or a made-up example.

 

Autobiography.  For this homework class, the participant will also prepare an autobiography of no more than 750 words. It will articulate an awareness of self and ethics as they impact on work with families, and identify and reflect on personal values, experiences, and biases that facilitate and/or present barriers in working with persons different from herself/himself.

Resource File.  For this homework class, the participant will also prepare a file listing community resources that will be used by the participant during her/his career in family development. It provides information candidates find valuable in their work and contains reference material about other agencies or about theories and methods of family development. The creation of the file provides candidates with an important experience in locating resources and articulating their own view of their work in Head Start. Material can be arranged in any one of many creative ways (e.g. bound in a notebook, or put in folders in a file box, or entered as a database in a computer). It should be professional looking, manageable in size and legible. It should be easy to add, delete or update information. It should be portable; i.e., it can be carried to-and-from a work site, to a home visit or to a meeting. The Resource File may include, for example:
Directories used for referral and placement.
Memoranda of Understanding with other agencies   
Descriptions of other agencies’ services and eligibility requirements.
Blank application forms, data entry-tools.
Lists of websites, e-mail addresses and phone numbers.

PLEASE SEND US ONLY THE TABLE OF CONTENTS FOR YOUR RESOURCE FILE AND NOT THE RESOURCE FILE ITSELF.

After completing these four courses, the candidate will automatically receive the Certificate in Family Development from the Department of Human Development at the California State University East Bay. Each of the four courses is two semester credits. Completion of all four course therefore produces 8 college credit hours from CSUEB, which is a fully accredited institution. Transfer these for use in your A.A. or a B.A. program and, with permission of your faculty advisor, for use in a Graduate program.

Pricing for Certificate in Family Development:   Currently, the California State University credit fee is $134 for each semester credit hour, or $268 for 2 credits, and it may be increased at any time.

Class Name:

EPSY 820C (click for required Contract Form) Family Worker Training Basic Skills 1

 

Class on Zoom

$345

 

The 2 credits California State University East Bay Fee is

$268

(check payable to CSUEB)

 

EPSY 821C (click for required Contract Form) Field Work 1 completed at your work site

 

Supervision Fee

$295

 

2 credits Cal State East Bay Fee is

$268

(check payable to CSUEB)

 

EPSY 822C (click for required Contract Form) Family Worker Training Basic Skills 2

 

Class on Zoom

$345

 

2 credits Cal State East Bay Fee is

$268

(check payable to CSUEB)

 

EPSY 823C (click for required Contract Form) Field Work 2 completed at your work site 

 

Supervision Fee

$295

 

2 credits Cal State East Bay Fee is

$268

(check payable to CSUEB)

Make the $268 checks for Cal State University East Bay college credit fees payable to: CSUEB (California State University of the East Bay). You must do a separate check for each class you take from CSUEB. You must give Jim Masters the reg form and checks because the forms and checks for the entire class must all be sent to Cal State as one package.

Mailing address:

Jim Masters
Center for Community Futures
P.O. Box 5309
Berkeley, CA  94705

E-mail jmasters@cencomfut.com
For credit card payments or for other questions call Jim at 510.459.7570

 

To register for Basic Skills Summer Institutes, click here.

 
Center for Community Futures. www.cencomfut.com 
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