2. SESSION ONE What being a parent’s really like!

3. GROUP AGREEMENT What ground rules do we want in this group to help it run smoothly?

4. TIME OUT FOR PARENTS AIMS TO: increase your confidence in your skills and ability as a parent help make the relationship between you and your child even better than it is now teach skills to help you children be more emotionally secure and raise their self esteem

5. TIME OUT FOR PARENTS AIMS TO: work out the best way to effectively discipline your child give you tools to help you in your relationship with your child’s other parent/carer provide you with greater support where you would like it

6. SESSION PLAN The goal of parenting Expectations and realities of parenting Temperament and its impact on behaviour

7. THE GOAL OF PARENTING To raise adults who can cope in the outside world

8. THE ROLLER COASTER OF PARENTING!

9. OUR EXPERIENCES OF BECOMING A PARENT Think about any: Surprises Disappointments Hopes Joys of being a parent so far

10. BREAK

11. TEMPERAMENT What is temperament? The traits, or characteristics you were born with that influence how you behave.

12. THREE DIFFERENT TEMPERAMENT TYPES Easy/flexible (‘I can’) Difficult/active (‘I won’t’) Slow to warm up/cautious (‘I can’t’)

13. How can Adam’s parents help him as he makes the move to nursery? How could an understanding of temperament help Susie’s mum?

14. REFLECTION Introductions Made a group agreement Aims of the course The goal of parenting Expectations and realities of parenting Temperament and its impact on behaviour

15. FOCUS FOR THE WEEK What was your child’s temperament like as a baby? How would you describe him or her now? What do you enjoy about your child? What do you find challenging about your child? What changes have you made to the way you act with your child now you know about temperament?

16. NEXT WEEK We will be looking at the children's needs

17. SESSION 2 Children’s needs

18. SESSION PLAN Attachment and how to develop a good relationship with your child Developing emotional security The Five Love Languages Emotional bank account

19. THE GOAL OF PARENTING To raise adults who can… function in the outside world cope with the knocks of life and bounce back make good relationships And are the sort of people we’d like to spend time with!

20. What are children’s needs?

21. ATTACHMENT “Attachment is a deep and enduring emotional bond that connects one person to another across time and space.” Ainsworth 1973 and Bowlby 1969

22. WE ALL HAVE CERTAIN NEEDS PHYSICAL NEEDS Food, air, sleep etc ESTEEM NEEDS Feel good about themselves SOCIAL NEEDS Feel loved, close relationships SAFETY AND SECURITY NEEDS Safe environment

23. CHILDREN’S NEEDS ESTEEM NEEDS SOCIAL NEEDS SAFETY AND SECURITY NEEDS PHYSICAL NEEDS

24. KEYS TO ENCOURAGING ATTACHMENT Make yourself available. Be attentive to your child’s cues. Respond quickly and appropriately. Be warm, positive and caring. Follow your child’s lead and co-operate with them on how they play and interact. Avoid over stimulating your child as you interact.

25. BREAK

26. MEETING CHILDREN’S EMOTIONAL NEEDS Attention Acceptance Appreciation Encouragement Love and affection Respect Support Comfort Approval Security

27. CHILDREN NEED TO KNOW THEY ARE LOVED “In modern society, raising emotionally healthy children is an increasingly difficult task … If children feel genuinely loved by their parents, they will be more responsive to parental guidance in all areas of their lives” G Chapman and R Campbell The Five Love Languages of Children

28. THE FIVE LOVE LANGUAGES Physical touch (Touch) Words of affirmation (Words)

29. Quality time (Time) Receiving gifts (Gifts) THE FIVE LOVE LANGUAGES

30. Acts of service (Actions)

31. EMOTIONAL BANK ACCOUNT

32. REFLECTION Reviewed take home activity Attachment and how to develop a good relationship with your child Meeting our child’s emotional needs The Five Love Languages Emotional bank account

33. FOCUS FOR THE WEEK Emotional needs Pick one or two emotional needs that you will actively try to meet for your child this week. Identify specific ways you can try to meet this need. Love languages Think about what your primary love language might be. How does this affect how you give/show love to your child? Think of ways you can demonstrate love for each of the 5 love languages and see if you can do them this week for your child.

34. NEXT WEEK We will be looking at play and listening

35. SESSION 3 Play and listening

36. SESSION PLAN The importance of play How to support play Listening and expressing feelings Words that build up Recognising children’s feelings Active listening

37. THE IMPORTANCE OF PLAY Play is a vital part of a child’s development and growth

38. WHAT CAN WE DO TO PLAY WITH OUR CHILDREN? Ideas for play for babies up to 12 months old… Ideas for play for toddlers 1-2 years old… Ideas for play for children 2-4 years old…

39. BREAK

40. THE POWER OF WORDS “Sticks and stones may break my bones, but words will never hurt me.”

41. HOW TO RECOGNISE CHILDREN’S FEELINGS Children often ACT OUT their feelings because they can’t put them into words Being able to put yourself in your child’s shoes helps you to understand your child’s behaviour

42. HELPING YOUR CHILD EXPRESS THEIR FEELINGS “I am convinced that life is 10% what happens to me and 90% of how I react to it.” Charles R Swindoll

43. REFLECTION Reviewed take home task The importance of play How to support play Listening and expressing feelings Words that build up Recognising children’s feelings Active listening

44. FOCUS FOR THE WEEK Play – actively play with your child Listening – describe a moment you actively listened to your child Time together – take the time to read your child a story of their choice

45. NEXT WEEK We will be looking at parenting styles and setting boundaries

46. SESSION 4 Parenting styles and boundaries

47. SESSION PLAN What is discipline? Setting loving limits Parenting styles Keys to positive parenting

48. DISCIPLINE – WHAT IS IT?

49. SETTING LOVING LIMITS

50. WHY ARE BOUNDARIES IMPORTANT FOR CHILDREN? Because they… teach children to respect others and their property teach children self-control teach children about acceptable limits teach children how to be responsible adults give children security keep children safe

51. WHAT AGE/WHAT BOUNDARY? What boundary would you have for your age group: Bedtime Mealtimes Television watching Playing outside

52. SETTING BOUNDARIES If we don’t, someone else will...

53. LOVING DISCIPLINE ISN’T… Shouting and yelling Dominating and controlling Criticising and putting down Hitting Being inconsistent Being cold or detached

54. LOVING DISCIPLINE IS… Training Leading by example Consistent Age appropriate

55. BREAK

56. TWO SIDES TO PARENTING The Child and The Parent

57. THERE ARE 3 DIFFERENT RECOGNISED STYLES OF PARENTING Authoritarian Permissive Authoritative/assertive

58. AUTHORITARIAN

59. PERMISSIVE

60. AUTHORITATIVE/ ASSERTIVE

61. Can you plot yourself on the line? Do you want to make any changes? Do you think there are times when you use different styles of parenting to your ‘usual’ style?

62. KEYS TO POSITIVE PARENTING Expectations and house rules Routines Consistency One-to-one fun time Communication Giving choices

63. REFLECTION Reviewed take home tasks What discipline means Setting loving limits Two sides of parenting Parenting styles Keys to positive parenting

64. FOCUS FOR THE WEEK Parenting styles – think about your own ‘main’ style of parenting and whether there are changes you want to make. Write down your reflections. Try and give your child some choices this week. Keys to positive parenting – focus on one this week and write down things you try.

65. NEXT WEEK We will be looking at discipline and safety

66. SESSION 5 Discipline and safety

67. SESSION PLAN Disciplining your child Why do children misbehave? Keeping children safe

68. YOUR DISCIPLINE TOOLKIT

69. ENCOURAGING GOOD BEHAVIOUR Star chart/sticker chart

70. ENCOURAGING GOOD BEHAVIOUR Rewards

71. ENCOURAGING GOOD BEHAVIOUR Praise and overheard praise

72. ENCOURAGING GOOD BEHAVIOUR Counting 1, 2, 3

73. DISCOURAGING BAD BEHAVIOUR Removal

74. DISCOURAGING BAD BEHAVIOUR Distraction

75. DISCOURAGING BAD BEHAVIOUR Planned ignoring

76. DISCOURAGING BAD BEHAVIOUR Time out

77. DISCOURAGING BAD BEHAVIOUR Taking away privileges

78. DISCOURAGING BAD BEHAVIOUR Giving choices and consequences

79. There are laws in the UK covering the use of physical punishment on children DISCOURAGING BAD BEHAVIOUR Smacking

80. MAKE UP AFTERWARDS

81. BREAK

82. WHY CHILDREN MISBEHAVE Child’s behaviour relates to how they are feeling Children ‘act out’ their feelings They may be tired, hungry or anxious They want more attention or love

83. Stop Think Act

84. HANDLING CHALLENGING BEHAVIOUR

85. KEYS TO MANAGING BEHAVIOUR Action not anger! Try to keep a sense of humour Keep a united front Try to think what might be triggering the behaviour

86. KEEPING CHILDREN SAFE

87. REFLECTION Reviewed take home activity Strategies for dealing with behaviour Why children might misbehave Keeping children safe

88. FOCUS FOR THE WEEK Think of a specific discipline issue that you would like to deal with this week. How are you going to deal with it? What strategy are you going to use? Write down a short account of what happened, what you did, what the outcome was and how you felt about it, or think about it ready to discuss next week.

89. NEXT WEEK We will be looking at the wider family

90. SESSION 6 The wider family

91. SESSION PLAN Importance of time for you Importance of communication Handling conflict Family vision and traditions Family vision statement

92. IMPORTANCE OF TIME FOR YOU On a plane parents put on their own oxygen mask before helping their child

93. EMOTIONAL BANK ACCOUNT

94. IMPORTANCE OF COMMUNICATION

95. “I” MESSAGES When you… I feel… Because… Would you…

96. HANDLING CONFLICT STOP BAD HABITS S – scoring points T – thinking the worst O – opting out P – putting down

97. STOP SCORING POINTS Apologise, deal with the issue and don’t allow things to get out of control. Swallow your pride and put your relationship first.

98. STOP THINKING THE WORST Make sure your conclusions are fair. Ask questions. Check your assumptions. You may be pleasantly surprised.

99. STOP OPTING OUT Say you’re feeling under pressure but keep talking. Let the other person know you care. You could ask for time out and suggest another time when you can give your full attention.

100. STOP PUTTING DOWN Recognise your bad attitude. Look for the good things your partner/child does and compliment them.

101. PRINCIPLES FOR HANDLING CONFLICT Pick your battles and be prepared to compromise Don’t pick up on everything Ask yourself ‘why is this such a big deal for me?’ Do we need to lower our expectations to become more realistic?

102. BREAK

103. FAMILY TRADITIONS Traditions are a valuable way to create strong, lasting memories and to create a connected family. Do you have any memories of family traditions? Some can be very simple and not cost much.

104. FAMILY VISION STATEMENT Families are important and valuable. We need to do all we can to keep them strong, stable and loving. Writing a family vision statement is a good way of working out what is important to you as a family and how you might keep your identity as a family. Suggestion for structure: We will… We won’t… We hope that…

105. FAMILY VISION STATEMENT We will… be polite We won’t… shout at each other We hope that… our family will be friendly and loving

106. REFLECTION Reviewed focus for the week activity Importance of time for you Importance of communication Ways of handling conflict Family traditions Family vision statement

107. FINAL THOUGHTS What have you enjoyed most about the course? What is the main thing you learnt from the course? Name one hope that you have for your family’s future

108. THANK YOU FOR COMING www.careforthefamily.org.uk