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Www.yoursocialworker.com 1 Who's at my door and why should I let you in? Challenges and strategies to forming relationships with difficult to reach kids.

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Presentation on theme: "Www.yoursocialworker.com 1 Who's at my door and why should I let you in? Challenges and strategies to forming relationships with difficult to reach kids."— Presentation transcript:

1 www.yoursocialworker.com 1 Who's at my door and why should I let you in? Challenges and strategies to forming relationships with difficult to reach kids Gary Direnfeld, MSW, RSW www.yoursocialworker.com

2 2 The Four Spheres of a Child’s Life Biology Psychology FamilySociety CHILD

3 www.yoursocialworker.com3 Hardwired Biology Genetics Pre-natal care Environmental toxins

4 www.yoursocialworker.com4 Hardwired and Softwired Psychology Temperament Personality Intelligence Cognitive activity Behaviour Mood - Affect Self-Esteem

5 www.yoursocialworker.com5 Within or Beyond One’s Control? Society School Friends Extracurricular activities Religion Internet Community

6 www.yoursocialworker.com6 Where Life is First Learned Family Intact Blended Single parent Adopted Step Rules, routines Conflict management Emotional expression Nurturance

7 www.yoursocialworker.com7 Psychosocial development  Our progress through each stage of development is in part determined by our success, or lack of success, in all the previous stages. Eric Erikson and the epigenetic principle.

8 www.yoursocialworker.com8 We evolve through social interaction  Socialization imprints on personality and our personality impacts on others. Their reaction to our personality then determines our socialization… and so on.

9 www.yoursocialworker.com9 Walk a mile in their shoes… Formative experiences teach us how to interact with the world.

10 www.yoursocialworker.com10 We are determined by our formative experiences I thought the whole world was just like me, until we moved away.. Then I learned I was different.

11 www.yoursocialworker.com11 0 – 1 year old What’s Going on Developmentally? The time of attachment

12 www.yoursocialworker.com12 2 – 4 Year Olds What’s Going on Developmentally? Rapprochement – the time to venture forth…

13 www.yoursocialworker.com13 5 – 12 Year Olds What’s Going on Developmentally? Cognitive explosion and moral development

14 www.yoursocialworker.com14 Teen Boys and Girls What’s Going on Developmentally? Social rapprochement and developing of intimate relationships

15 www.yoursocialworker.com15 Harmful Events  Neglect  Emotional abuse  Psychological abuse  Physical abuse  Sexual abuse Intra-familial vs. Extra-familial  Witnessing domestic violence  Loss

16 www.yoursocialworker.com16 Harmful Events Affect Behaviour  Behavioral, social, and emotional problems higher levels of aggression, anger, hostility, oppositional behavior, and disobedience; fear, anxiety, withdrawal, and depression; poor peer, sibling, and social relationships; low self-esteem.

17 www.yoursocialworker.com17 It hurts them…  Cognitive and attitudinal problems lower cognitive functioning, poor school performance, lack of conflict resolution skills, limited problem-solving skills, acceptance of violent behaviors and attitudes, belief in rigid gender stereotypes and male privilege.

18 www.yoursocialworker.com18 …and can last a lifetime.  Long-term problems During childhood, harmful events can disrupt the child’s ability to form meaningful attachments. This in turn affects relationships with others who may be poised to help. Higher levels of adult depression and trauma symptoms, increased tolerance for and use of violence in adult relationships

19 www.yoursocialworker.com19 Signs of Disturbance Anxiety and Depression A feeling associated with fear or dread for an negatively anticipated outcome. A feeling associated with a of loss. The loss can be tangible or psychological.

20 www.yoursocialworker.com20 Signs of Disturbance Missed school or poor school performance Changes in eating and sleeping habits Withdrawal from friends and activities once enjoyed Persistent sadness and hopelessness Problems with authority Indecision, lack of concentration or forgetfulness Poor self-esteem or guilt Overreaction to criticism Frequent physical complaints, such as headaches and stomachaches Anger and rage Lack of enthusiasm, low energy or motivation Drug and/or alcohol abuse Thoughts of death or suicide

21 www.yoursocialworker.com21 Signs of Disturbance Other issues affecting behaviour:  ADD/ADHD  Learning differences  Language and auditory processing disorders  Attachment difficulties

22 www.yoursocialworker.com22 The World of the Parent(s)  Perhaps the same as for the child  Domestic violence?  Drug/Alcohol dependency  Depression / Anxiety  Poor self esteem  Guilt? Jealousy? Fear?  Immigration issues if from another country  Custody/access issues  Money

23 www.yoursocialworker.com23 Worker Characteristics  Motivation  School requirement – volunteer hours  Righting a personal past wrong  Altruism / charity / good deed

24 www.yoursocialworker.com24 Take one part child, one part parent and one part worker… Blend. There is AWAYS more than just you and the child involved in EVERY meeting or interaction:  Child and their history and world  Parent(s) and their history and world  Mentor and their history and world  Agency with rules, expectations and responsibilities

25 www.yoursocialworker.com25 Rules, Expectations and Responsibilities  Confidentiality  Child protection  Reports  …and?

26 www.yoursocialworker.com26 RESPECT 1.Polite expressions of consideration or deference 2.Willingness to show consideration or appreciation 3.To avoid violation of or interference with

27 www.yoursocialworker.com27 Support without interfering - boundaries  Active listening  Reflecting the message  Avoidance of Argument  Avoidance of Control  Unconditional positive regard  Willingness for another to be separate Carl Rogers – The Person-Centred Relationship

28 www.yoursocialworker.com28 Structure/Routine  Check in with parent before and after  Check in with child – tune in – before and after  Have a regular format - a beginning and an end

29 www.yoursocialworker.com29 Pace  Rapport is a byproduct of relationship building over time  The turtle vs. the hare  The goal is the relationship – not the fun.  Fun is a tool for building the relationship, not an end in itself!

30 www.yoursocialworker.com30 Beginnings  There is no reason to expect trust  Trust is earned over time  Trust is built as a byproduct of decency, manners, appropriate behaviour and BEING ON TIME – EVERYTIME.  Trust is also a function of permission – approval from the parent for the child’s activity!

31 www.yoursocialworker.com31 Endings  May mirror past losses  May seek to avoid with poor behaviour  Is best when by mutual consent  Transition vs. loss

32 www.yoursocialworker.com32 Managing Behaviour How you respond will determine what you get back. Here’s how it all works…

33 www.yoursocialworker.com33 RAISING KIDS WITHOUT RAISING CANE The story of the two dogs… The dog that wins is the one your feed. Which dog do you feed?

34 www.yoursocialworker.com34 RAISING KIDS WITHOUT RAISING CANE Set Up For Success Always have children's attention when talking and give them all the information necessary to do what is expected, appropriate to their level of understanding.

35 www.yoursocialworker.com35 RAISING KIDS WITHOUT RAISING CANE The Power Of Feedback Provide the right information so children know what you want. Provide feedback to let children know they are on the right track to help the desired behaviour get repeated.

36 www.yoursocialworker.com36 RAISING KIDS WITHOUT RAISING CANE Key Ingredients to Self Esteem Valuing Competency Structure. Doing good deeds

37 www.yoursocialworker.com37 RAISING KIDS WITHOUT RAISING CANE Praise And Self Esteem Praise is necessary but not sufficient. To facilitate healthy self-esteem provide generous amounts of valuing, opportunities to develop competency, opportunities for doing good deeds, and structure.

38 www.yoursocialworker.com38 RAISING KIDS WITHOUT RAISING CANE Negotiating Negotiating offers a process where both sides can come away winners. Sometimes parents have to remember to let go a little.

39 www.yoursocialworker.com39 RAISING KIDS WITHOUT RAISING CANE You are always on! Be aware of how you are interacting while in the company of children. Children are more aware than we sometimes realize. Children will always learn more from what we do than what we say. We call this… Role Modelling.

40 www.yoursocialworker.com40 Who's at my door and why should I let you in? I am at your door and I am here to be your mentor –a partner in your development. I will respect our differences, work to gain your trust and through activities and our time together, present myself as a positive role model.

41 www.yoursocialworker.com 41 Who's at my door and why should I let you in? Challenges and strategies to forming relationships with difficult to reach kids Gary Direnfeld, MSW, RSW www.yoursocialworker.com


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