Presentation on theme: "T SHINANU P ROGRAM. P ERSONAL, F AMILY AND C OMMUNITY A SSISTANCE P ROGRAM ( FREE TRANSLATION ) Conceived in 1991, the program was experimented with from."— Presentation transcript:
P ERSONAL, F AMILY AND C OMMUNITY A SSISTANCE P ROGRAM ( FREE TRANSLATION ) Conceived in 1991, the program was experimented with from 1992 to 1995 in Victoriaville, Drummondville, Trois- Rivières and Shawinigan. The program includes 6 components: Assistance to parents as people Family assistance (individual and family) Family assistance (individual and family) Assistance to parents as parents Child assistance and protection Community support Social development
The Tshinanu Program is intended for families with children ages 0 to 6 years. It is intended for all family members (father, mother, the mother’s partner and all the children). The program’s duration (between 1 and 3 years) is determined according to the progress and needs of the families.
General and specific objectives Around neglect, developing local and territorial strategies involving all resources interested in the phenomenon Reducing isolated intervention Decreasing the number and duration of placements for young children and the deterioration of the situations and fostering the reintegration of the children into their families Promoting parenting skills and giving the parents the tools they need to reduce negligent behaviours by adopting appropriate educational methods and knowing the needs of the children better Allowing the children to experience activities focused on stimulation and socialisation Promoting mutual support among the participants Supporting the work of the workers for a clinical team life Developing a partnership between the Uautshitun social services and the community setting
Activities for the parents as adults (focused on the person) and as parents Elimination of personal problems that hinder the parental role and acquisition of parenting skills Facilitates the organisation for the parents and allows for working on certain aspects with the children and assessing their development Support in the family living environment and supporting the assisted families in their learning processes Promoting as many community resources as possible to increase the density and quality of their formal and informal support network The follow-up is performed by a social worker. This person is central to the intervention and responsible for the file of the child and his/her parents. ELEMENTS OF THE PROGRAM
THE INDIVIDUAL SERVICE PLAN (ISP) Takes place at the beginning of the group with the parent, the clinical team and the worker who made the follow-up referral. * It can be reviewed over the course of the year as needed. All the data is compiled each year in order to have accurate information on what has been done and ensure the continuity of the program and make corrections to it if necessary. A form has been designed for this purpose.
F ACILITATION OF THE PARENT GROUP Diversity of the clientele (underlying principles and values) Promoting the continuity of the services even after the youth protection follow-up has come to an end Heterogeneous groups = advantage for facilitation and mutual influence between the parents Welcoming new parents twice per year in order to compensate for departures Diversity of the clientele (underlying principles and values) Promoting the continuity of the services even after the youth protection follow-up has come to an end Heterogeneous groups = advantage for facilitation and mutual influence between the parents Welcoming new parents twice per year in order to compensate for departures
Facilitation challenges Respect for the clientele Humour and candour Confidentiality of the legal framework Preparing the group for the new arrivals and ensuring that the integration is effective and re-establishing a group dynamic Fostering contributions from the veterans in order to facilitate the integration of the new arrivals Facilitation challenges Respect for the clientele Humour and candour Confidentiality of the legal framework Preparing the group for the new arrivals and ensuring that the integration is effective and re-establishing a group dynamic Fostering contributions from the veterans in order to facilitate the integration of the new arrivals
Diversity of the two facilitators Avoiding the cancelling of group meetings Exploiting the strengths of each Allowing for the venting of certain experienced situations Alleviating the preparation and facilitation Fostering coherence and complementarity
Maintaining participant motivation Supervising and supporting the participants in their processes Allowing the participants to vent regarding sources of discouragement Developing a sense of belonging Encouraging perseverance Using testimonies from the veterans in order to highlight the benefits and successes
Theme choices for the group meetings Using themes that are previously planned and/or in line with the needs expressed by the participants Number of participants Ideally, 12 to 14 participants per group
Management of absenteeism Calling the parents in order to remind them of the dates and times of the meetings Informing the referring worker Addressing the issue in the event of three consecutive absences Encouraging the fathers or the mothers’ partners to participate and making a selection
Welcoming new parents Warm and respectful of their feelings Normalising their feelings (getting the more veteran members to express themselves) Operating rules of the group Established with the collaboration of the parents and the facilitators complete them (twice per year)
Transportation / child care services Ensuring proper coordination of the transportation services in order to enable the parents and children to attend the meetings Developing social skills among the parents Fostering a sense of belonging to the group through respect, acceptance of others, listening… Respecting the rules, being on time… Learning to give and to receive (Banking on the individual strengths as well as the strengths of the group)
Facilitation strategies Role playing Mini questionnaires Guests Situation scenarios Exercises and games...
A TTITUDE TOWARDS PARENTS WHO ARE DISSATISFIED WITH THEIR REFERRING WORKER OR THEIR FAMILY / PARENT SUPPORT OR VISITING MOTHER The unacceptable attitudes of the parents must be identified and they must cease immediately Resolving problems Reminding the parents that we are a team and that it is important to talk to each other Eliminating drama Maintaining a good group climate
Use of the contents following the clinical meetings Being transparent and determining the right moment to raise a situation. Everything must take place in a respectful manner
End of session (June and December) Thanking and congratulating the group for their perseverance Providing the parents with a binder that has their name on it (sheets, telephone numbers, meeting schedule…) Using positive reinforcement (diplomas, etc.) to highlight their efforts, qualities and progress
Quotes from the participants (free translation) I come to Tshinanu to recharge my batteries This program is exactly what I needed! When I got here I was sad and upset and now I leave with a smile on my face and at peace, I feel good…Thanks. At the end of the workshops we don’t want to leave, they should be held twice a week. I’m always looking forward to Tshinanu Wednesdays! I learn something new each time; it helps me in my progress and development. I really appreciated this first meeting, so much laughter, I am already looking forward to next week. Thank you! Thank you! Thank you! It’s fun, it’s like unwrapping a gift each time we come here. It’s always a pleasure to come here particularly to learn what you have to offer, I feel good here, there’s a pleasant atmosphere. Thank you for the warm reception.
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