Family Connections Spring 2013 by BC Council for Families

FamilyConnections The BC Council for Families Magazine Spring 2013

 the professional development issue  bc council for families 2013/2014 training guide

pg. 18

Building Children’s Resilience Through a “Can-Do” View pg. 10

would you like to tell a story? Growing Your Transferable Skills

pg. 14

pg. 24

Council for Families

FamilyConnections

editor Tina Albrecht art director & design Tina Albrecht contributors Alex Prier, Cara Hykawy, Beth Hutchinson, Frances MacDougall, Jennifer Pearson, Joel Kaplan, Ruby Banga, Tina Albrecht subscriptions By membership with the BC Council for Families. www.bccf.ca Family Connections is published four times per year by the BC Council for Families. Opinions expressed are those of the authors and not necessarily those of the Council, its members or funders. #208 – 1600 West 6th Ave Vancouver, bc v6J 1R3 t 604 678 8884 e editor@bccf.ca www.bccf.ca

volume 17, issue 1 spring 2013

Focus 10 Building Children’s Resilience Through a “Can-Do” View Fostering children's belief in their competency sets them up to successfully face challenges. Jennifer Pearson 16 Would You Like To Tell a Story? Storytelling is an important and ever evolving ability. Beth Hutchinson gives advice on how to be both a better storyteller and a listener. Beth Hutchinson

Departments

Established in 1977, the BC Council for Families is a registered non-profit society. Registration #0488189-09-28

3 From the Editor’s Desk

issn#1195-9428

4 News & Notes New podcast, new project, new resources! Get the latest on our newest initiatives.

officers of the society Sylvia Tremblay · President, Fraser Paula Cayley · Vice President, Vancouver Coastal Victor Zhou · Treasurer, Vancouver Coastal Joel Kaplan · Executive Director board of directors Sultan Almajil · Interior Deb Day · Island Karl Eberle · North Tim Fairgrieve · Vancouver Coastal Lynn Locher · North Sandra Routledge · Vancouver Coastal John Thornburn · Fraser Katie Tichauer · Vancouver Coastal Jay Timms · Fraser © 2013 BC Council for Families

6 Toolbox Reader Reviews: A selection of the BC Council for Families' relevant and informative publications collections. 7 Good to Know Lack of funding for professional development is all too common in the not-forprofit sector. 8 Connections Frances MacDougall, developer of the Too Hot for Tots! program. 18 2013 Training Calendar 24 Balancing Act The skills that you develop at work can be useful in you home life and vice versa. 25 Final Word When it comes to professional development, here's some advice: Just do it!

2 Family Connections Spring 2013

From the Editor’s Desk

It seems that spring has finally Storytelling is a tradition that is passed sprung and the leaves are anxiously down through the ages Beth Hutchinson, bursting from their buds. For me Parent-Child Mother goose Coordinator spring is a time for change, growth and says. She relays first hand experience that development. At home there is always can help anyone hone their skills on page 16. spring cleaning, organization and even a little assessing of goals and plans for Helping you stay up-to-date and current the months to come. But these types of is one of our main focuses here at the BC activities often extend from my personal Council for Families. And since we know life and into my work life. This time of new that every organization is different with beginnings is an excellent opportunity for particular needs and capacities we have us to begin thinking about our professional a suite of learning opportunities to meet development and growth. For those of your needs. us who are working in the not-for-profit sector finding the budget and also the Our weekly e-newsletter Healthy Families time for professional development can be is a great way for those on the go with a challenge. Best practices and research are limited time to stay abreast of what is always changing and staying up-to-date is happening in the sector and the province. imperative and can help us further the work You can visit our blog for an archive of all that we are doing with and for families. the past articles from the newsletter. On pages 18 – 23 you will find a full listing In the pages of this issue of Family of all of our currently scheduled trainings Connections we explore some exciting new and events. Keep in mind that if your programs and initiatives, resources and organization or a group of organizations research that can support your work as in your area have a number of people well as workshops and training that can that would like to take part in a training grow your skills and knowledge. Here is a session, we can bring the training to you! taste of what we have in store for you. You can also find a wealth of information It is estimated that 90% of the on our website, whether it is pamphlets unintentional injuries that children suffer and booklets for your clients to podcasts, are preventable. About 25,000 Canadian videos and feature length articles for children under 14 are hospitalized for yourself. We have your needs in mind! serious injuries each year. On page 8 Frances MacDougall shares firsthand I hope that you find this issue to be experience as a burn unit nurse. Injury inspirational and informative to your work. prevention reports have recommended for As we move into the New Year it is also my years that more public education is needed hope that as a province we will gain some and that education needs to target parents forward motion in upholding the rights of of young children. all children in BC. Thanks for reading. As always, if you have comments, questions, On page 10 Jennifer Pearson introduces or suggestions about anything you read in the notion of the “Can Do” attitude. Family Connections, just drop me a line at Resilience is so important for children and editor@bccf.ca. these simple strategies will help you share with parents some of the key principles.

Tina Albrecht, Editor

Spring 2013 Family Connections 3

News & Notes

A piece of my heart – fostering attachment through PCMG It is often said that the Parent Child Mother Goose program is deceptively simple. The 10-week preventative program uses songs, rhymes, and stories to help parents learn different ways to interact and play with their child. Through this process, children learn how to interact with others and engage in activities fostering their social, language, preliteracy, and cognitive skills. In this month’s Voices of Family Podcast, Parent-Child Mother Goose coordinator Beth Hutchinson sits down to talk with Sheila 4 Family Connections Spring 2013

Lindfield, Registered Clinical Counselor, Registered Play Therapist Supervisor, and long-time Parent-Child Mother Goose supporter. Sheila was first introduced to the program as a parent where she attended weekly with her young son. In fact, it was during the first year that the program was offered in BC. Sheila shares with us the wonderful impact that the program has had on her own family, and also how the theories that the program is based on have become a reoccurring theme in her ongoing work as a professional working with families in numerous capacities. Join Beth and Sheila as they delve further into issues such as social and emotional resilience, responding to babies’ queues, and much, much more.

Take a seat on the Couch Here at the Council, we know that in order to make significant changes for children’s well being and to reduce the level of childhood vulnerability in our region, systems of support and related policies need to improve. Through extensive experience in developing, promoting, and coordinating the delivery of parenting education programs, the Council has become a provincial leader and a major advocate for the essential importance

of parenting in supporting the healthy development of children. This is why, with generous funding from the United Way of the Lower Mainland, we have developed a new initiative entitled, The Couch: Issue Identification to Influence Public Policy. This project will allow us to conduct focused public policy, advocacy, and issueoriented surveys on a periodic and consistent basis of families of various configurations and types. Through this medium, British Columbians will be able to have their say about issues and public policy affecting families. The Council will disseminate the results of the surveys and polls broadly, using it to develop advocacy tools and public engagement methods. The intention will be to take the results to the many Ministries effecting public policy, develop relations with the Media to influence decision makers, form alliances with various agencies through existing councils, collaborations, and other pre-existing avenues to present the “voices” of the people to the collaborative decision makers. The Couch is an innovative method of actively engaging with BC families to ensure that decision makers hear their interests and needs and that informed discussion and debate on family issues takes place at community, regional, and provincial levels. Only through an ongoing dialogue with

Connect with readers. Connect with families. Advertising in Family Connections is a great way to showcase your events or services. Family Connections helps you get your message out to family service professionals all across BC. special member rates To book your advertisement, contact: Tina Albrecht, tinaa@bccf.ca Our next ad deadline is April 30, 2013.

families can policy-makers know what BC families think about family issues, how they cope with challenges, and what their struggles are. This dialogue will truly effect positive change for families in BC. Keep an eye out for more information about The Couch coming soon.

Co-parenting guide now in the bookstore Separation and divorce bring many changes to families. Some of these transitions can be difficult for both parents and children to experience. Many families may reach out to professionals for help in order to cope with this trying time. When families have the tools, strategies, and support to help them through these transitions, they are better equipped to build happy, healthy futures. Family serving professionals are often on the front lines when dealing with families experiencing separation or divorce. This work can be overwhelming and without a solid knowledge base it can be tough to know how to respond to issues surrounding divorce correctly. To assist family-serving professionals in their important work with separating and divorcing families, the BC Council for Families has developed a new Co-parenting Guide as part of our Kids: The Heart of Co-Parenting

Program. This guide, complemented by a series of online tip sheets for use by both parents and family service providers, is designed as an entry-level resource. The guide will broaden professionals’ knowledge of the struggles faced by separating and divorcing families, and provides tools for working with parents and children. With increased competencies and a deeper understanding of the issues of separation/divorce, service providers will be better able to address the needs of families and children in their communities. Visit the bookstore at www.bccf.ca today to get your copy!

Do you have plans on June 7, 2013?… You do now! Save the date, and join us at our 36th Annual General Meeting. This year’s early afternoon AGM is a very special one as we honour former BC Council for Families Executive Director, and renowned family advocate, Carol Matusicky PhD, for a lifetime of dedicated service to families. Our usual meeting will be followed by a celebration of Carol’s many achievements, and a fun-filled appetizer reception. Please keep an eye out for more information to come. We hope to see you there!

HealthyFamilies! Family news you need to know. • New research • Policies and programs • Reports and statistics • Trainings and professional development • Events and updates from the BC Council for Families Free! Delivered to your desktop every Monday. Subscribe online: www.bccf.ca

Spring 2013 Family Connections 5

Toolbox

reader reviews  What

have you been reading lately? To contribute a review, contact us at editor@bccf.ca

Information empowers parents to make the choices that lead to healthy families. Through the information resources developed and distributed by the BC Council for Families, parents and professionals throughout Canada have received the information they need to strengthen family relationships. We have affordably priced publications on subjects as diverse as early childhood development, parent-pre-teen relationships, fathering, balancing work and family, preventing family violence, suicide awareness, and more. To view a full list of our publications or to place an order please visit our website at: www.bccf.ca  Leaving

an Abusive Relationship

This is a short pamphlet that outlines the grieving process and various emotions that a person can expect to experience after leaving an abusive partner. It stresses the importance of various support types to a victim of abuse, as well as describes typical barriers they might face when trying to get past a toxic relationship. Written in a reassuring and sympathetic manner, this pamphlet is a very useful tool for any family practitioner that works with newly single parents who have experienced trauma.  Family-Life

Skills: Conflict Resolution

Family-Life Skills are a collection of go-to “reference cards” that can be pulled out for a number of situations in your work with families, or for use by families on their own. 6 Family Connections Spring 2013

“Conflict Resolution” focuses on ways that issues between parent and child or between siblings can be resolved and turned into an exercise in strengthening family bonds. The back of the card breaks down conflict resolution step-by-step, offering practical protocol for families experiencing bumps in the road.  Parenting

Teens: Keeping them Safe

This short pamphlet stresses the importance of allowing your teen to follow their instincts and decide for themselves what constitutes risky behaviours; while not ignoring the fact that parents are a major influence on their teens. The pamphlet explains how the dangers that your teens face are much different and greater in number than they might have been when you were their age, and therefore learning responsibility through making mistakes and informed decisions is of vital importance. The gradual introduction of freedoms and privileges are discussed, as well as touchy subjects such as curfews and yours teens’ friends. Included are suggested readings for further investigation of the trials and tribulations of being a teenager.

Daddy… Come Play with Me (A father’s guide to play with young children) From the Father Involvement Initiative comes Daddy… Come Play with Me, an inclusive guide to engaging and learning with your child. Play is a vital component of healthy development, and provides an opportunity

for children to do what they want to do. Play is also a way for children to act out any frustrations they may have, or to prepare themselves for situations they may be worried about. This short book is full of ideas for dad and child to spend time together, and what special roles a father can fill in playtime. Included are great lists of “Things to Do When There’s Nothing to Do” to match with your child’s developmental stage, and “daddy-specific” games such as rough and tumble play.

Strategies for Parenting Children with FASD This booklet takes parents through the challenges of raising a child with Fetal Alcohol Spectrum Disorder (FASD) in a nonjudgmental, informative tone. It begins with what kinds of behaviours parents can expect to encounter, steps to making a child feel confident and secure in their daily routine, and tips for alleviating frustrations when both parent and child’s patience starts running thin. The needs of other children in the family are addressed, and the positive and negative ways that living with an FASD child will affect them. It concludes by addressing the stigma attached to FASD and how to deal with that while still encouraging your child to go out in the world safely and make lasting friendships.

Good to Know

17% of non-profit organizations in BC have less than $100 for each employee’s professional development. General outlook • 1.2 million people perform paid work for almost 69,000 non-profits in Canada, equally 7% of the overall workforce. 76% are women. 7/10 employees have postsecondary education. 71% are permanent full-time positions. 21% are union members. 88% are satisfied with current job, but professional development and career advancement are cited amongst major complaints. The funding isn’t there • While a substantial minority (17%) of family service agencies are able to invest $500 or more annually per employee in training and ongoing learning, most (60%) spend less than $500 per year, and 17% have less than $100 for each employee’s professional development

• Lack of available training funding was seen as the most important barrier to professional education and training by both front-line workers and supervisors, with 4% of respondents indicating that their organizations set aside less than $250 annually per worker for staff development- insufficient to cover travel or accommodation costs when training cannot be accessed locally. • 7 out of every 10 employers have a budget for staff training and development Non-managerial staff members are getting left behind • 74% of supervisors reported that they attended two or more professional development sessions per year; only 43% of non-managerial staff had the same number of opportunities.

• When asked whether they had sufficient professional training to be successful in their job, 35% of non-managerial staff said “no” Certain skills need improvement • When asked what skills most required strengthening, both managerial and nonmanagerial staff listed conflict-resolution and counseling skills as their top priority. From “Transforming Training: A Report on Training and Professional Development among BC’s family serving professionals June 2009 2003 National Survey of Nonprofit and Voluntary Organizations

Spring 2013 Family Connections 7

Connections

Frances MacDougall Developer of Too Hot for Tots!

Frances MacDougall is a woman with a mission. After years of working as a clinical nurse on the Burn Unit at BC Children’s Hospital, and seeing firsthand the serious trauma inflicted on young children by common household hazards, she knew that a public education program about burn risks was needed. She is the creator and administrator of the Too Hot for Tots! initiative. family connections: What is the Too Hot for Tots! program all about and how did it come to be? frances macdougall: I worked for many years as a clinical nurse in the burn unit at BC Children’s Hospital. It was distressing to hear parent after parent tell me the same thing: they weren’t aware of the burn hazards in their home, they didn’t realize how quickly these injuries could occur or how seriously their child could be hurt. It seemed unethical to keep caring for these children after their injuries had already happened and not do anything to prevent them from happening in the first place. It was obvious that there was a knowledge gap that could easily be filled through safety education. fc: Who is funding this program and how long has it been around? fm: The BC Professional Fire Fighters’ Burn Fund and BC Children’s Hospital are funding us. We have also received funding from the BC Children’s Hospital Foundation. 8 Family Connections Spring 2013

It has taken several years to develop this program, so it was very exciting to see the program finally launched last March after thousands of volunteer hours and many years of hard work. fc: Who is the target audience of the program? fm: Parents and caregivers of children under the age of 5 will be our primary audience – that is the age group most prone to sustaining a burn or scald injury. fc: What are some of the barriers and challenges that you had to face when developing your own program? fm: The challenges were many, I could write a book! Ten years ago injury prevention was a harder sell. The surveillance and reporting around these injuries was poor. I had to do a lot of legwork researching the topic and collecting the data in order to give these injuries a face and convince educators, administrators, public policy makers and funders that pediatric thermal injuries deserved more attention. Another huge challenge was my inexperience. I knew absolutely nothing about producing a video, project management, resource development, and so on. I made a lot of mistakes but I’m glad I persevered because I learned a lot along the way. Ultimately I have achieved what I’d set out to do and that has been incredibly rewarding.

Another significant issue is that I administrate and manage this program on a volunteer basis. This is in addition to my ongoing efforts to promote the program by providing workshops to educators and my part-time job as a clinical nurse in the Post Anesthetic Care unit at BCCH. Safe Start, the injury program of BCCH, was slated to take over the Too Hot for Tots! program and so the decommissioning of Safe Start last year left me with no option but to continue on in this administrative roll. We continue to search for sustainable solutions to manage the program. fc: What kind of impacts has the program had so far? Were there any surveys or evaluations done before the program and/or have you done any surveys or focus groups after? fm: In 1999 a program called Hot Water Burns like Fire was launched, but it focused on a single source of thermal injury – scald that resulted from hot water. The Too Hot for Tots! program built on this earlier program to include other significant sources of thermal injury to children under 5 – hot liquids and hot surfaces. An Impact Evaluation was completed by the BC Injury Research and Prevention Unit (BCIRPU) in 2011 to determine whether the Too Hot for Tots! DVD and brochure package positively impacted parent’s knowledge, attitudes and at-home practices. The BCIRPU’s recommendations were as follows: The Too Hot for Tots! program

It was distressing to hear parent after parent tell me the same thing: they weren’t aware of the burn hazards in their home…

should be broadly disseminated to health authorities in British Columbia. The study also showed that the most effective method of dissemination was in a group setting rather than the passive measure of simply handing out a brochure. This past fall we followed up with the educators who had received the resources during the launch to get their feedback. When asked if they were using the resource in a public health setting, • 53% said yes, they were using the resource. • 23% said no but they planned to in the future • 23% said no they hadn’t used it. Educators gave the DVD, brochure and posters the highest ratings in terms of resource clarity, attractiveness, effectiveness and usefulness. Unfortunately, the educator resources were often over looked. Time constraints were often cited as the reason why and some were simply not sure how to use the various components in a session. fc: With a program as compelling as Too Hot for Tots!, have you found that people are excited and wanting to get involved? How are people using what they have learned? fm: What I can tell you is that the program has been very well received. Once educators see the video they are motivated to use the resources and very creative in finding ways to ensure parents get this much needed education. • One unit used their budget to purchase 30 spill proof mugs so that they could lead

by example and provide parents with a safer alternative to drink their hot liquids. • Linda Gross, a communication consultant has donated over 500 hours ($49,000) to support me and the program over the last year. • A fire fighter on the island is using the resources provided to facilitate training workshops for ECE educators. It’s difficult to estimate how many people have been exposed to the program, but it’s certainly in the 100’s if not thousands. The video has had 1200 views and Shaw cable will have aired the program 20 times by next week. fc: What kind of resources/support is provided for those that have been trained in the program? fm: I am offering to run 1.5 hour workshops for educators who would like more support in using the Too Hot for Tots! resources. I will be posting an on-line schedule on the Burn Fund and Safe Start website within the next couple of weeks. People will then be able to book a time for me to present. Ideally I would like to present to groups of 10 or more. Again this is all done on a voluntary basis so I like to ensure my time is well appointed. I also recorded a 1 hour webinar in November which is hosted on the Too Hot for Tots! landing page on the burnfund.org website. In this presentation I spend a great deal of time explaining why the various components of the program were developed and how these resources are intended to be used.

fc: Any future plans for the program? Will you be expanding? fm: The difficulty is that I am a one-woman show. Everything I do for this program is done so on a voluntary basis and this is not sustainable for the long term. We are working to find viable solutions. In terms of expanding, there is the potential to do so because I have developed an international version of the program, but again, that can’t happen until a solution is found regarding the administration issue. fc: Are you working with any other agencies or is there any government involvement? How do you plan to continue your partnership(s) in the future? fm: The BC Professional Fire Fighters’ Burn fund and BCCH are partners in this program. The Burn fund has been incredibly supportive of the program. They manage distribution of the resources in addition to supporting awareness campaigns to promote the program provincially through their organization and their members. Dr. Verchere, the Director of the plastics unit at BCCH never needed any convincing that a program like this was needed. Her dream would be to have an empty burn unit! I have tried to engage the government but haven’t really gotten anywhere, which is disappointing.

Spring 2013 Family Connections 9

Focus

Building Children’s Resilience Through a “Can-Do” View

ď&#x192;Ş Jennifer

Pearson

When you set out to do something, how confident are you in your ability to accomplish the task? How difficult is it to keep on trying when you experience a set-back? What do you tell yourself when you make a mistake or fail in an attempt to do something? Continuedâ&#x20AC;Ś

Focus

he way we think about the challenges we encounter determines how effectively we will handle them. And, the way we handle challenges has a significant impact on our “self-efficacy,” which is the belief we have in our ability to be effective in the world, to reach our goals, and make things happen. People with a strong sense of efficacy have a “can-do” view. They believe they can successfully steer through challenges, overcome obstacles and make use of opportunities that arise. This builds resilience. On the other hand, research shows that people who lack a sense of self-efficacy can develop a stance of “learned helplessness.” They hold little or no belief in their ability to influence the outcome of a situation and give up easily, believing that nothing they do will matter anyway. This can lead to depression. Why is a “can-do” view important? We can count on life to present us with unexpected change, conflict and adversity. Many families today face multiple stressors including economic hardship, exposure 12 Family Connections Spring 2013

to violence, relationship difficulties, discrimination, isolation and lack of support. A “can-do” view is an essential component in building the resilience necessary to cope with everyday pressures and successfully navigate serious challenges that jeopardize normative development in children or the ability to flourish in adults. Research shows that people who respond to hardships with resilience are healthier and live longer; happier in their relationships; more successful in school and work, and less likely to get depressed. This all sounds good, but what is resilience? Simply put, resilience is the ability to successfully deal with significant challenges in our lives. We all have the capacity for resilience. However, we need to experience actually getting through difficulties to see ourselves as capable of tackling problems and directing our lives in a meaningful way. Every experience we have of successfully grappling with life’s inevitable bumps in the road strengthens our “can-do” view. This motivates us to persevere and actively engage in the process of finding solutions to minor hassles or serious difficulties.

What can we do to foster a “can-do” view in children? Research shows that children as young as two to three years old copy how significant adults in their lives think about and handle stressful situations. When adults demonstrate perseverance and a calm, flexible approach to challenges, children imitate them and begin to develop strategies for an effective response to their own stressors. We cannot underestimate the power that positive role modelling within the context of a caring relationship can have on building children’s capacity for resilience. Exposure to warm, responsive care and a safe, secure environment are the keys to fostering children’s belief in their competency. We are born with the motivation to influence the world around us. At first it is a matter of survival, as human infants cannot take care of themselves. They cry to alert their caregivers that they are hungry, in pain or need comforting. They smile or coo to engage their caregiver in an instinctive attempt to deepen the bond between them. When caregivers respond with warmth and consistency, infants

develop a sense of security and trust that their survival needs will be met. They find out they can make things happen within the context of their significant relationships and so enjoy an authentic experience of exerting control over their environment. Fortified by this, and driven by their natural curiosity, children begin to explore their surroundings. Curiosity is an important component of a “can-do” view. It creates opportunities to develop mastery over development tasks, such as an infant reaching for and finally grasping a toy to pull to his mouth for exploration. Later, curiosity can foster creative problem solving, such as how to build a fort with couch cushions and a blanket. Later still, curiosity supports development of open minded exchange as children engage with people who have different points of view. Giving children plenty of time for unstructured play provides them opportunities to satisfy their curiosity, master tasks in their own time and gain confidence in their ability to accomplish something new. For example, a child who finally builds a block

tower that doesn’t fall over is motivated to explore how to build a different structure. Children don’t need expensive toys to experience the pleasure of mastery and discovery. Babies are delighted to learn that they can make a noise when they bang on a

together about things that interest them, such as the stars in the night sky, or how the siren on a fire engine works. Another strategy is to “not know” the answer to their questions, but show interest in working together to find out. Learning new things means taking risks,

Helping children develop a sense of autonomy increases their motivation to direct their lives in meaningful ways. pan with a wooden spoon. Playing with water and sand give children personal experience with cause and effect, which is important for learning effective problem solving. Roughand-tumble play like tag, climbing and wrestling keeps them fit and healthy; and requires them to develop the self-regulation and empathy skills necessary to stop the action before someone gets hurt. These skills are an important part of the “can-do” view that help children make and keep friends. We can cultivate curiosity in children by being inquisitive ourselves and wondering

and usually involves making mistakes and encountering failure. We can support a fledgling “can-do” view in children by helping them develop a positive attitude about this inevitability. Research shows that people who see mistakes as simply part of the learning process feel less stressed about trying new things. These people also view challenges not as a threat, but as an opportunity to learn and grow. Adults who model this kind of thinking in the face of their own mistakes and challenges are giving children the gift of watching a “can-do” view in action. Spring 2013 Family Connections 13

Understanding that children really are watching us can be a powerful reminder to be intentional about how we watch them. Do we focus our attention on the problematic behaviours and things about them we think need fixing? There is a saying that many adults spend ninety percent of the time looking for what’s going wrong with children and only ten percent looking for what’s going right. What if we switch that ratio around? What if we focused our attention on looking for and helping children develop their strengths? Pointing out children’s strengths is a much more effective confidence-builder than focusing on their deficits. Sometimes, if their behaviour is challenging, it is hard to see their strengths. But all children have them. Encouraging children to follow their interests, develop their talents and participate in activities that increase enjoyment in their life, all expand their “can-do” view and often improves their behaviour. Children don’t have to accomplish something big to gain confidence. It’s the small steps along the way that help them believe in their ability to overcome obstacles and keep moving forward in life. When we teach them how to break tasks down into doable steps it helps them manage challenges and monitor their progress step-by-step. We can also set them up for success by giving them

opportunities to do things they are capable of, yet gently stretch their abilities. This helps them tolerate small amounts of “healthy” stress and learn to deal with frustration. It also shows them that effort is needed to learn new things and solve problems. We all need encouragement to keep up

action and the outcome, feel encouraged by their efforts, and own their accomplishments. Children learn by directly experiencing what works and what doesn’t work in their problem solving efforts. Once you have given children the structure and guidance to solve problems, step back, let them try different

Children will be best able to rise up to face challenges if they see themselves as capable and connected in many areas of their lives. the effort required to face life’s challenges. Children benefit from knowing that we believe they are capable of mustering the perseverance necessary to triumph over difficulties. Encouraging words give children the courage to keep trying when they are starting to feel frustrated by a task. “You almost did it... keep going! You kept trying and you did it!” When using encouragement try to make it as specific as possible. For example, rather than saying “good job,” try describing what you see: “All the blocks are off the floor and in the bin. You did a good job of tidying up!” This kind of descriptive feedback directly boosts children’s “can-do” view because it helps them see the relationship between their

solutions and see what results. What stops us from stepping back? Maybe we have a need to control the situation. Perhaps we’re afraid children will give up if things are too hard. Perhaps we want to protect them, to ensure they’re happy and conflict-free. However, when we step back we give children the message that we have confidence in their ability to work things through. Helping children develop a sense of autonomy increases their motivation to direct their lives in meaningful ways. Offering children choices is a simple way to give them autonomy and suitable control. When children are encouraged to make choices they have the opportunity to practice important life skills such as making decisions and taking

responsibility for their actions. There are some caveats about giving choices to children. Offer only one or two simple choices. If there are too many choices, it makes the decision more difficult and paradoxically can lead to a reduced sense of control. In addition, make sure to only offer choices on which you can follow through. Children don’t have a choice about wearing a seat belt in the car, but they could decide if they are going to sit by the window or in the middle of the back seat. The increase of bullying behaviour is impacting children of all ages with some terrible consequences. We want children to be self-assured enough to stand up for themselves and respectfully speak their minds. They need our support to do this. We can teach them that it is not ok for anyone to hurt or threaten them. They need to know that it is a sign of strength to reach out for help if someone is trying to intimidate them. Even very young children can learn to assert themselves and set limits with their siblings and peers by practicing how to say “No!” or “I don’t like that!” with an assertive voice and body language. Children can also develop a personal sense of empowerment by emulating characters in films, literature and video games. We want to make sure that this influence is a positive one by monitoring what they watch, read and play. Characters and plots that involve triumph over adversity through creative problem solving, cooperation and positive social engagement give children the message that personal power can be achieved without resorting to violence and destruction. Children will be best able to rise up to face challenges if they see themselves as capable and connected in many areas of their lives. Encourage them to participate in activities at school and in the community that celebrate their heritage or nurture their interests and hobbies – like sports, music and art. Involve them in helping out around the house and in their community. This gives children an opportunity to contribute and develop positive relationships. Helping others can

make children feel good about themselves. Developing relationships with people who need support gives children practice using kindness, compassion and empathy. These are important habits that will serve them in their relationships with others for their whole life. And, since children best develop a “can-do” view within the context of a caring relationship, it serves us all if we help the children of today become positive role models for the children of tomorrow.

References Benard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd. Masten, A. & Wright, M. (2009). Resilience over the lifespan: Developmental perspectives on resistance, recovery and transformation. In J. Reich (Ed.), Handbook of adult resilience. New York: Guildford Books. Reaching IN…Reaching OUT (2010). Resilience: Successful navigation through significant threat. Report prepared for the Ontario Ministry of Children and Youth Services. Toronto: The Child & Family Partnership (Available at: www.reachinginreachingout.com/documents/ MCYS%20Resilience%20Report%2011-1610%20Dissemination.pdf).

Seligman, M.E. P., Reivich, K., Jaycox, L., & Gillham, J. (1995) The optimistic child, New York: Harper Perennial. Storybooks for young children promoting a “can-do” view Button, L., Willow’s Whispers. Kids Can Press, 2010. Willow’s shyness makes it hard for her to speak above a whisper. Encouraging words from her father motivate Willow to make a “magic” microphone from a cardboard tube to boost her confidence and her voice. Galloway, R., Clumsy Crab. Little Tiger Press, 2007. Nipper the crab is surprised to discover that the same claws that make him feel clumsy actually prove to be his special gift. Jeffers, O., How to Catch a Star. Harper Collins Children’s Books, 2005. Boy loves stars and decides to catch one of his own. With patience, perseverance and problem solving, he finally succeeds. Saltzberg, B., Beautiful Oops! Workman Publishing, 2010. This wonderful interactive book inspires readers to see the creative possibilities in those inevitable mistakes we make along the way.

Pearson, J. & Kordich Hall, D. (2012) Building resilience in young children. Toronto: Best Start www.beststart.org Pearson, J. & Kordich Hall, D. (2006) RIRO resiliency guidebook. Toronto: The Child & Family Partnership. www.reachinginreachingout.com

 Jennifer Pearson

Jennifer Pearson is a “hands-on” grandma to four spirited children who keep her committed in her quest

Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, Penguin Group.

to build resilience in families and communities. She is an internationally recognized program developer and trainer, and lead writer/trainer for Reaching IN… Reaching OUT (RIRO). RIRO has been promoting

Reivich, K. & Shatté, A. J. The resilience factor (2002). New York: Broadway Books.

resilience in young children and adults since 2002.

Focus

Would You Like to Tell a Story?  Beth Hutchinson

he telling of stories is a part of our human Why would I? heritage. They have been a means of Stories have been told for many reasons: to communication since long before history entertain; to guide; to pass the time; to teach; was written down and they continue to be an to influence; to pass on the history of the family, eloquent and expressive way to communicate. the neighbourhood, the culture, the society; The reality is that we tell stories all the time. to express deep human truth; to have fun. We tell a friend about what happened at the In working with families, we think about grocery store, we tell a co-worker about the the power of a story to build connections movie we saw last night, we tell our families amongst family members, to develop social, about the amazing bear story we heard at emotional, language and cognitive abilities work. Confidence and practice are the two in the young and to stimulate all of the main differences between telling these kinds above in the old. We think of adults being of stories and telling recognized stories. nourished with a sense of adventure, insight 16 Family Connections Spring 2013

and recognition through stories. We think of playfulness with language and concepts, we think of stories that are built through everyone’s contributions and we think of fun and laughter and the imagination going wild. Given that we think families are crucially important, why shouldn’t they have all of this as a part of everyday life? And who better to give it a boost than you? How would I get started? The telling of a story involves a relationship between the teller, the listener and the

Here are a couple of rhymes with a clear story in them.

Here is a bunny

have both male and female genders;

sound? You and the child are creating

With ears so funny

both deserve representation.

the story together. It may stay the same

And here is a hole in the ground

As children grow beyond babyhood,

over and over or it may change with

Five little peas in a peapod pressed

With the first sound she hears

they will have ideas that you can

every telling.

One grew, two grew and so did all

She pricks up her ears

incorporate into the rhyme. You may

And jumps in the hole in the ground.*

be able to make up a story about the

*You can develop hand or whole body

bunny that you tell before or after the

actions that express the meaning of

I like to use both the male and female

rhyme. What was the bunny doing?

the words.

genders in using rhyme; sometimes I

Does the bunny have a name? Are there

use he and sometimes she. All creatures

other bunnies in the hole? What was the

the rest And they grew and they grew and they never ever stopped Until one day that peapod popped!*

Here are some of my favourites. I hope story. This means that the specific person they help. that you are: your history, your culture, your • You could meet with your small group to tell thoughts and feelings and your ideas always each other stories. Each person can choose affect the stories that you will tell. This is part one story (it could be one known from of their power. The story comes to the listener’s childhood) and tell the same story to each ears with the richness of your insight and experience. It means that learning to tell a story other every time you meet for 3 or 4 times. Then decide whether you want to continue is best done in a way that makes sense for you. with a different story. Telling the same story Therefore, I would start with thinking about over and over is very helpful in developing you. Why do you want to tell stories, what our storytelling ability. Talk about the kind stories do you like, who would you want to of response you want to give to each other tell stories to, do you remember stories from before you start telling. Appreciation of your childhood? Then you could think about the stories that you already tell. You may or may not tell formal stories, but you do tell stories of daily life to your friends, co-workers and family. You may or may not decide to start off with specific aspects of your storytelling is often increasing this kind of storytelling, but notice more helpful than lots of suggestions about that you are doing it. You are telling stories. how you could do it better. We need lots of Listening to stories is a big part of learning to tell them. Notice where you listen to stories practice so it doesn’t matter if we tell our stories really well. Mostly, we need to keep and seek out opportunities to listen to them. listening and keep telling. This process may be even better if you And now it begins… each tell a story from your own life as well At some point, one way or another, you will as a more official story. They build on each want to find a story to tell and someone to other. You could have some questions to help tell it to. You might find a storytelling course or group. But, you might not. So, we come to with the personal stories, such as: What was an early experience of ice cream? other possibilities. Of pickles? There are many storytelling groups and Did you ever have a kitchen disaster? events in different parts of BC and many traditions of storytelling. You may be able to Did you learn to ride a bike? Skate? • There are stories in many rhymes and songs. find some close to you by asking everyone If there are children in your life, you could you know, by asking at a local library or increase your use of this rich activity. If you community agency or by googling storytelling don’t, maybe one of your friends will practice and the name of your community or one with you. close to you. • There are many collections of stories that The next step in the process is to find you can consult if you are looking for stories another person (or a few more) who is (are) to tell. Telling stories that you knew in your interested in either joining with you in this own childhood is often a very good way quest, or who are interested in supporting you to start. I would also suggest asking at the in telling stories. Then, you need to choose a library for suggestions and/or asking people way to get started.

that you know for suggestions. Many cultures have collections of fairly short stories you might like. You could consider Aesop’s fables, Anansi stories, Hodja stories or collections of Aboriginal stories. The children’s versions are often an easier way to get started than the adult versions. The library will have copies of some of these collections or can bring them in for you. • Choose a person who you love to listen to or a person who loves to listen to you and ask them for their ideas and support. • There are moments that are great for telling

The telling of a story involves a relationship between the teller, the listener and the story. a story and moments when it is good to stay quiet and listen. Choose your moment. • Keep on listening to stories. Storytelling is an ability that continues to develop and change as we continue to listen and to tell. We are all learning as we go. I wish you great joy in stories, both in the listening and in the telling.

 Beth Hutchinson

Beth is the provincial coordinator of the Parent-Child Mother Goose Program® in BC housed in the BC Council for Families. Her background in the PCMGP and in the Infant Development Program have boosted her understanding of expressiveness, interaction and stories and the gifts they bring to our human lives.

Spring 2013 Family Connections 17

2013 Training and Professional Development Calendar

Family Service Trainings BC’s non-profit centre for family support training and resources

Council for Families

18 Family Connections Spring 2013

Upcoming 2013/2014 Trainings

The participant-driven parenting education programs of the BC Council for Families allow families to develop and build on their strengths. All of our programs consider parenting in its cultural and social context and are adaptable to the needs of diverse communities. Every BC Council for Families training session is developed using a rigorous set of criteria to include relevant and informative content, encourage participant interaction, and emphasize practical skillsbuilding. Our expert trainers provide professionals with the knowledge and skills to enhance their ability to support families and communities throughout BC. My Tween and Me Leader Training Date Location Cost Includes

May 15 – 16, 2013 VanDusen Botanical Garden, Vancouver $400 2 days of instruction. Facilitators guide and program marketing materials, lunch and refreshments each day

Nobody’s Perfect Parenting Advanced Training Date & Location July 22 – Vancouver at Kiwassa Neighbourhood House July 23 – Coquitlam SUCCESS at Henderson Place Mall July 29 – Surrey OPTIONS Community Service Cost $70.00 Includes Half day workshop and materials

Parent Child Mother Goose Facilitator Training Date May 25 & 26, 2013 Location Prince George Contact Bonny Remple at bremple@northcentral.bclibrary.ca for registration details.

Nobody’s Perfect Parenting Facilitator Training Date Location Cost Includes

June 17 – 20, 2013 Executive Plaza Hotel & Conference Centre, Coquitlam $385 4 days of instruction. Facilitator’s guide and supplemental materials, lunch and refreshments each day.

September 16 –19, 2013 Vancouver $385 4 days of instruction. Facilitator’s guide and supplemental materials, lunch and refreshments each day.

BC Alliance for Young Parents Conference Date October 25, 2013 Location Coquitlam

Parent Child Mother Goose Facilitator Training

Nobody’s Perfect Parenting Facilitator Training

Date June, 2013 date to-be-decided, Location Kamloops Contact Maureen Doll at kelli@interiorcommunityservices.bc.ca for registration details.

Date Location Cost Includes

January 20 – 23, 2014 Vancouver $385 4 days of instruction. Facilitator’s guide and supplemental materials, lunch and refreshments each day.

Please visit our website: www.bccf.ca to register for any of our trainings Spring 2013 Family Connections 19

customized training

Do you have a large group needing training? Does your organization, community or coalition of agencies have specific needs that aren’t covered by our regular offerings? We can customize our trainings and professional development workshops to suit your needs. Our training can focus on the aspect of family support that best suits your agency, your community, and your team. Whether you’re looking to refresh your facilitation, learn the theory and basics of home visitation, discover best practices for supporting fathers, or sharpen your storytelling skills, we can help. Our sessions are delivered by experts in family service programming, who provide research-based, practical seminars with an emphasis on real-world workability. From half-day presentations to full training programs, we can work with you to ensure that your team gains the knowledge and confidence to make a difference in the lives of children and families.

20 Family Connections Spring 2013

Integrated Strategies for Home Visiting training Cost

$3750 for 1 trainer for 4 days with maximum 16 participants, plus $50/participant for resource manual. Should you wish to include the Risk Management for Home Visitors training the fee for five days is $4000.*

All parents deserve support. And when families get the support they need, serious problems can often be prevented. Home visiting programs are an effective and cost-efficient way to improve parental skills and confidence, connect families with other community resources and ensure positive child outcomes. The Workshop: This engaging, interactive 4-day training program is packed with information, discussion, and activities specifically designed to ensure home visitors will emerge with the knowledge and practical skills to implement successful services for families. The program is strengths-based, recognizing and utilizing parent/family strengths to build onto existing competencies and effectively address concerns. It is based on the belief that all parents have the resources to learn new skills and solve problems and therefore involves them in the process of discovery, learning, and coping with the challenges they may face.

Risk Management for Home Visitors training Cost

$650 for 5 hour training with maximum 18 participants*

Risk Management for Home Visitors is a practical and research-based 1-day workshop that will equip outreach workers with the skills, awareness and strategies to stay safe and healthy in their work. Home Visitors provide invaluable support and information to thousands of families in BC. By coming to see clients in their own homes, workers provide families a sense of control, safety and respect. But for outreach workers themselves, safety concerns and risk are often ignored or not addressed appropriately and strategically. This leaves workers open to the potential for on-the-job accidents, injury from violence, or other adverse effects from infection or an unhealthy environment.

Spring 2013â&#x20AC;&#x192; Family Connectionsâ&#x20AC;&#x192; 21

customized training

Journey to Healing: Suicide Postvention for Aboriginal Youth Cost

$4500 for 2 trainers for 2 days with maximum 20 participants, including a ½ day community meeting at least 1 month prior to the training*

The Journey to Healing training gathers family service professionals, community and youth leaders, and other key stakeholders in aboriginal communities to explore the lived experiences of bereaved youth. The training will develop strategies to support these youth effectively, while recognizing and building on the unique cultural strengths of the community. The ultimate goal of the training is to prevent youth suicide and adverse mental health effects, and to strengthen community capacity. The Training: Prior to the 2-day training, program facilitators visit the community to meet with representatives from different sectors, including law enforcement, schools, cultural organizations and elders, mental health and counseling programs. Through this meeting, input and guidance from the community will help the trainers ensure the program is focused on the needs, values and traditions in each community.

My Tween and Me Parenting Program Cost

$3000 for 2 trainers for 2 days with maximum 24 participants, plus $100/participant for resource manual*

The Program: Research confirms it – kids who enjoy a close relationship with their parents and family are less likely to engage in high-risk behaviours. My Tween and Me is a 6-week program for parents of children 7–12 that helps them build strong relationships with their pre-teen children, and gives them the confidence and skills to guide their children into – and through – the risk-taking teen years. The Training: The interactive, 2-day training session prepares program leaders with the tools and know-how to help parents maintain a strong connection with their children as they move into the teen years. Packed with information, discussion and activities, the My Tween and Me training session incorporates current research along with practical communication skills for parents. Participants will: • Increase their knowledge of tweens’ key developmental milestones • Learn the risk and protective factors that affect children • Strengthen their understanding of issues faced by families in diverse cultural and linguistic communities • Gain the practical skills to help parents strengthen relationships with tweens • Build the skills to successfully adapt the My Tween and Me program to the needs of diverse communities • Learn the basics of program marketing and promotion 22 Family Connections Spring 2013

Nobody’s Perfect Parenting Program Cost

$6000 for 2 trainers for 4 days with maximum 24 participants*

The program: For parents in stressful situations – when there simply isn’t enough money, when they’re new to the country or the community, when they’re young, or under-educated, or struggling without a partner or family support – being part of a supportive group of parents who understand and share their difficulties can make all the difference. The Nobody’s Perfect Parenting Program, developed in Canada for Canadian parents of every cultural community, makes a positive difference in the lives of parents and children. The Training: The intensive four-day training session is designed to prepare facilitators to work with parents of children aged 0 – 5 in a group setting, discussing and sharing experiences of parenting. The training explores the needs and concerns of parents who may be: young (under 25); single parents; low income; lacking formal education; or isolated socially; geographically or linguistically. Participants will: • Gain competence in Nobody’s Perfect program objectives and materials • Learn the principles of adult education and their application to the Nobody’s Perfect program parents • Acquire the skills to assess the needs of parent groups • Learn to plan program sessions • Develop and practice facilitation skills

Reaching IN, Reaching OUT – Resilience Training Cost

$1100 for 1 trainer for 2 days with maximum 16 participants, plus $20/participant for resources*

Reaching In, Reaching Out resiliency skills training provides professionals working in early learning, child care, mental health and other settings with the knowledge and skills they need to model and teach resilience approaches to young children, from birth to eight years of age. The 12-hour evidence-based program has several flexible delivery models designed to meet the individual needs of groups and organizations. The Training: Reaching In, Reaching Out training gives professionals skills and theory to support a relationship-based reflective practice and provides a framework for creating a “culture of resilience” in programs serving young children.

Parent Child Mother Goose Program® Cost

$2620 for 1 trainer for 2 days with maximum 20 participants*

The Parent-Child Mother Goose Program® is a group experience for parents and their babies and young children focusing on the pleasure and power of using rhymes, songs and stories together. Preventative in nature, Parent-Child Mother Goose® helps parents create positive family patterns during their children’s crucial early years, while building on parents’ strengths and confidence. The Training: Initial two-day teacher training workshops cover the methods and principles of the Parent-Child Mother Goose Program®. Following the training, participants engage in a self-evaluation process. Once completed, and upon approval of required reports, you will receive your Level One Parent-Child Mother Goose Program® Teacher certification.

How to Arrange a Training For more information, or to arrange a training in your community, contact us at training@bccf.ca or call us at 604 678 8884. *Fees are for delivery of the training & materials. The host agency is responsible for costs of: • Recruiting and registering participants • Venue • Food for participants & trainers • Trainers’ travel and accommodations • Trainers’ meals while away from Vancouver

Participants will: • Learn to organize a session • Build the skills to reach your target audience • Use and teach rhymes and songs successfully • Learn to observe and respond to parent-child interactions • Practice the basics of storytelling

Changing Fathers, Evolving Practices Cost

$3000 for 2 trainers for 2 days with maximum 16 participants*

Fathers play an essential role in children’s lives. But for family service providers, engaging meaningfully with fathers can mean rethinking many of the basic assumptions behind delivering services and supports for families. The Training: This two-day training program for family service practitioners will increase your awareness and understanding of the role of fathers. Participants will develop the skills they need to foster, encourage and maintain a greater degree of paternal commitment. Focused workshops help participants enhance their knowledge and build strategies in the following areas: • Making room for fathers in agencies and services • Developing individual and collective practices that support fathers • Promoting paternal involvement • Taking a systemic approach to community-based activities

Spring 2013 Family Connections 23

Balancing Act

Growing Your Transferable Skills The skills that you develop at work can be helpful in your home life and vice versa.

here are times when many of us wish towards the growth and development of your that we were better equipped to deal family, when you’re participating in various with various issues in both our personal professional development programs, this and professional lives. From personal conflict couldn’t be farther from the truth! Lots of resolution, to new technology to master, in professional training programs, such as the this fast-paced world there are always ways in long list of programs and trainings offered which our holster of skills can be elaborated by the BC Council for Families, contain many and expanded. Although we may think that lessons that can be readily and successfully our skills can be filed into concrete categories implemented in family life. Training programs of either personal or professional, the truth is such as the Nobody’s Perfect Program, and that the majority of skills are transferable. This the My Tween and Me Program, provided by means, skills that you develop at work can be the Council, train professionals to implement helpful in your home life, and skills that you these programs with their clients. As we’ve have developed outside of work, are most heard from many individuals who have taken certainly helpful inside the office. these trainings, and other training programs Attending professional development that we offer at the Council, trainees have sessions enriches your skill-set, and helps you learned valuable information in regards to a to grow as a professional. Many organizations variety of facets of family life and parenting. have a budget allowing for some amount These areas include building children’s of professional development, whether it be sense of belongingness and self-esteem and attending a conference, or taking a course. fostering community engagement. These Taking courses or training programs to further lessons and skills are directly applicable your professional skills is one method with a to their families, and have helped them to proven track record of effectiveness. While manage both their professional and personal it is common knowledge that participating lives in a more effective manner. in professional development programs to The learning of transferable skills happens enhance your professional capabilities is useful in many different venues. If I take some in the work-place, these courses, conferences, time to think about where I learned a good and programs can also provide lessons that are portion of my skills that translate to the applicable at home with your family. workplace, it doesn’t take long to come up Engaging in and learning new material in with the answer: my family! It was in my the context of professional development not family that I learned how to communicate only enhances your performance at work; it effectively, how to co-operate, and how to can also expand your personal skill repertoire. take responsibility. By bringing home learned Although popular opinion is that when skills and knowledge, especially in the realm you are at work you are not contributing of communication, parenting, and family 24 Family Connections Spring 2013

matters, individuals can not only improve the quality of their family life, but transfer these learned skills and behaviours to their children, who in turn will develop them, and utilize them in their lives. It is this cyclical nature of learning and permeable boundaries over which learned skills can be transferred that ensures skill development continues to be integral to those who are at the forefront of the family service sector. Professional skills are not limited to the venue in which they are taught but are as useful to an individual in the way that they are applied in their professional or personal lives. Growing these interchangeable skills is an ambitious, yet important goal for individuals working in the family service sector to have. Keeping up with the latest developments and advancements in the sector is beneficial to your professional life, your personal life, and all that’s in between.

 Cara Hykawy

Cara is a recent graduate of the University of British Columbia with a degree in Psychology. She works in the Communications Department at the BC Council for Families, where she enthusiastically advocates for families and family serving professionals. Cara is passionate about utilizing social media to help get the message out that healthy families equal healthy communities.

The Final Word

Professional Development: Just Do It!! Throughout my career I have always placed importance on my personal and my staff or organizations emphasis on professional development and life long learning. Professional Development is the key in my mind to excellence, growth, creativity, openness and change. Without professional development you stagnate as a professional. Just like you update your software on your computer you should regularly upgrade your “grey matter “ and your outlook toward your field of work. All professions require professional development or continuing studies to elevate the level of your practice and ability to stay current and on the cutting edge. Whether you are a Social Worker, Counselor, Psychologist, Educator, Librarian, Nurse, or any other variety of professional, you are required to grow professionally throughout your career. I have over the years pushed myself to write professional articles, make presentations on a innovative service delivery direction at conferences, be a respondent to a keynote address, take college level courses on specific areas such as “Not For Profit Budgets 101”, or taken seminars, workshops, or training on a specific skill that I needed to enhance in my quiver of expertise and knowledge. These trainings have covered diverse areas from computer software training to a specific group work technique or family life education approach to working with a specific niche group. Training and a course of study has always been an imperative for me. The BC Council for Families offers an array of training options for professionals throughout our Province who are serving individuals and families. We regularly provide conferences, workshops, seminars and full four to five day trainings in a variety of specialty areas. You can certainly check out the options on our website: www.bccf.ca. We have trained professionals serving individuals living in poverty, counselors, home visitors, librarians, social workers, neighborhood house workers, Aboriginal community professionals, and professionals from many other sectors. We hold the franchise on several Canada-wide programs, one of our highlighted programs

being the Nobody’s Perfect Parenting program that consists of a four-day training. This year we are also providing one-day intermediate and advanced trainings for NPP. Additionally, we coordinate Parent Child Mother Goose Program trainings and support throughout the province. The Council also offers several

“The Changing Fathers, Evolving Practices training expanded my thinking about dads. I got great ideas I can take back to my work and life.” – training participant

proprietary training programs such as: My Tween and Me, Making Cent$ for Families, Kids the Heart of Co-parenting, Integrated Strategies for Home Visiting and Risk Management for Visitors, Reaching IN, Reaching OUT (Resilience Training) and LGBTQ Parents: Resources for Families and Professionals. So, what are you doing about training your team or yourself? Now is the time to consider your options and put together a plan for your career and your staff team. Please consider including BC Council for Families among your training options. Our trainings consistently receive high ratings from participants, they are offered throughout the year and we can tailor trainings, workshops and seminars to your specific agency, a group of agencies, or a region within the Province. We are here to serve your training needs. A full listing of your available trainings can be found on page 18 – 23. We certainly look forward to hearing from you. You can contact me directly at: 604 678 8884, extension 234. As a family-serving professional, we know you ❤ families, and we do too!

Joel Kaplan, Executive Director Spring 2013 Family Connections 25

At the BC Council for Families we truly love families. We’ve invested more than 30 years developing programs and resources that meet the needs of families – always focusing on prevention and proactive activities.

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