Powerpoint presentation

Exampleofthefinalpresentation.pptx

Speak be Heard & Supported (SHS) Program

Lindsey Hillman Final Presentation Dr. Zhang

What is the Speak be Heard & Supported Program (SHS)?

A program made to specifically support families with adoptive and foster care children, low-income or single-parent families, and children within state custody. Including families of different cultures and supportive needs.

The programs main focus will be supporting and counseling these families, while advocating for their needs.

This program supports these families and children because at times they may not have recognition within the foster care system. Single parents and low-income families also can face inequalities because of their circumstances. They may have trouble providing the necessities or emotional support needed to their children.

Speak be Heard & Supported (SHS) Program

Theory of Change

Concluding research of the attachment theory proves that caring, responsive adult relationships, are a vital factor of children's development. Children require consistent interactions with adults in their lives to build trust and rapport. The goal of the activities during this program is to promote social-emotional skills. They can be completed and practiced at home, school, or during free time. Trusting relationships is the best framework to begin working on to promote the same for children. Using Vygotsky’s sociocultural theory, the activities will promote adults to assist and mediate children in learning social-emotional skills. In this way family and child support will be met.

Program Content

SHS wants to ensure that families (parents and children):

Have an outlet and safe place to express their concerns

Form trusting relationships

Improve social emotional skills

Have proper support and counseling

Have access to free workshops and activities to aid in the development of skills.

Program Content

Program focus

Supporting families and children to feel comfortable asking for assistance and forming relationships with trusting individuals.

Parent’s and children's implementation of social-emotional skills.

Activities that involve supporting social-emotional skills.

Parents and children will be able to engage in self-control activities and relationship building workshops.

Program Format/Delivery

This program is a multi functioning program that uses a combination of center/school based, community, and home-based settings while operating.

This program will include workshops(completed in community gym), community events, virtual meetings, home visits, and multi-way communications.

The program will be delivered by myself and a group of 9 other teachers. There will be 10 administrators in total volunteering.

Program Dosage

Total training hours

8h for eight, one hour, training sessions once a week Wednesdays 5:00pm- 6:00pm beginning August 30th and ending October 22nd.

4h for four individual in-home sessions between 4:30pm- 8:30pm between M-T & T-F (approximately 32 days and 128 hours). In home sessions may vary, all meeting times may not be filled.

Total hours for individual families is 12h approximately.

Total program hours may be approximate to 136-150 hours (calculated educated guess).

In order to track the teams progress of implementing program protocols documentation will be required and reviewed at all times. Staff observation notes should be turned in at the end of every home visit. Worksheet activities are to be collected at the end of each training workshop. Observation summaries are to be written after each session to collect data on families progression.

Sign in sheets and dated signatures from families on in home observation notes from staff, will be a means of tracking weather parents attend all sessions.

Program Fidelity

Program Evaluation

Questionnaire to parents of students' development/skill abilities

Anecdotal notes

Naturalistic observation notes

Observations from recorded workshops or in-home visits

Course Reflection

Overall family and community relationships has really given me insight on how to develop positive relationships with parents.

I have learned to establish rapport with families and set up quality childcare programs.

This course has given me practice with encouraging families to engage in programs that will assist in promoting needed skills and developing structured activities with families.

Linking theories to activities in this course will help me in my future career with being knowledge on educational theories that support children’s learning and development.

I have also become more familiar with different program types and establishing effective communication with families.

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FinalFinalPresentation.docx

Assignment VI Final Presentation

Explain each component of a family-involvement program

Content:

Format:

Delivery:

Dosage:

Fidelity:

Evaluation:

Discuss your growth over this course, and how you will use the knowledge from this course to your future career development.

Exampleofthefinalpresentation.pptx

Speak be Heard & Supported (SHS) Program

Lindsey Hillman Final Presentation Dr. Zhang

What is the Speak be Heard & Supported Program (SHS)?

A program made to specifically support families with adoptive and foster care children, low-income or single-parent families, and children within state custody. Including families of different cultures and supportive needs.

The programs main focus will be supporting and counseling these families, while advocating for their needs.

This program supports these families and children because at times they may not have recognition within the foster care system. Single parents and low-income families also can face inequalities because of their circumstances. They may have trouble providing the necessities or emotional support needed to their children.

Speak be Heard & Supported (SHS) Program

Theory of Change

Concluding research of the attachment theory proves that caring, responsive adult relationships, are a vital factor of children's development. Children require consistent interactions with adults in their lives to build trust and rapport. The goal of the activities during this program is to promote social-emotional skills. They can be completed and practiced at home, school, or during free time. Trusting relationships is the best framework to begin working on to promote the same for children. Using Vygotsky’s sociocultural theory, the activities will promote adults to assist and mediate children in learning social-emotional skills. In this way family and child support will be met.

Program Content

SHS wants to ensure that families (parents and children):

Have an outlet and safe place to express their concerns

Form trusting relationships

Improve social emotional skills

Have proper support and counseling

Have access to free workshops and activities to aid in the development of skills.

Program Content

Program focus

Supporting families and children to feel comfortable asking for assistance and forming relationships with trusting individuals.

Parent’s and children's implementation of social-emotional skills.

Activities that involve supporting social-emotional skills.

Parents and children will be able to engage in self-control activities and relationship building workshops.

Program Format/Delivery

This program is a multi functioning program that uses a combination of center/school based, community, and home-based settings while operating.

This program will include workshops(completed in community gym), community events, virtual meetings, home visits, and multi-way communications.

The program will be delivered by myself and a group of 9 other teachers. There will be 10 administrators in total volunteering.

Program Dosage

Total training hours

8h for eight, one hour, training sessions once a week Wednesdays 5:00pm- 6:00pm beginning August 30th and ending October 22nd.

4h for four individual in-home sessions between 4:30pm- 8:30pm between M-T & T-F (approximately 32 days and 128 hours). In home sessions may vary, all meeting times may not be filled.

Total hours for individual families is 12h approximately.

Total program hours may be approximate to 136-150 hours (calculated educated guess).

In order to track the teams progress of implementing program protocols documentation will be required and reviewed at all times. Staff observation notes should be turned in at the end of every home visit. Worksheet activities are to be collected at the end of each training workshop. Observation summaries are to be written after each session to collect data on families progression.

Sign in sheets and dated signatures from families on in home observation notes from staff, will be a means of tracking weather parents attend all sessions.

Program Fidelity

Program Evaluation

Questionnaire to parents of students' development/skill abilities

Anecdotal notes

Naturalistic observation notes

Observations from recorded workshops or in-home visits

Course Reflection

Overall family and community relationships has really given me insight on how to develop positive relationships with parents.

I have learned to establish rapport with families and set up quality childcare programs.

This course has given me practice with encouraging families to engage in programs that will assist in promoting needed skills and developing structured activities with families.

Linking theories to activities in this course will help me in my future career with being knowledge on educational theories that support children’s learning and development.

I have also become more familiar with different program types and establishing effective communication with families.

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FinalFinalPresentation.docx

Assignment VI Final Presentation

Explain each component of a family-involvement program

Content:

Format:

Delivery:

Dosage:

Fidelity:

Evaluation:

Discuss your growth over this course, and how you will use the knowledge from this course to your future career development.

Exampleofthefinalpresentation.pptx

Speak be Heard & Supported (SHS) Program

Lindsey Hillman Final Presentation Dr. Zhang

What is the Speak be Heard & Supported Program (SHS)?

A program made to specifically support families with adoptive and foster care children, low-income or single-parent families, and children within state custody. Including families of different cultures and supportive needs.

The programs main focus will be supporting and counseling these families, while advocating for their needs.

This program supports these families and children because at times they may not have recognition within the foster care system. Single parents and low-income families also can face inequalities because of their circumstances. They may have trouble providing the necessities or emotional support needed to their children.

Speak be Heard & Supported (SHS) Program

Theory of Change

Concluding research of the attachment theory proves that caring, responsive adult relationships, are a vital factor of children's development. Children require consistent interactions with adults in their lives to build trust and rapport. The goal of the activities during this program is to promote social-emotional skills. They can be completed and practiced at home, school, or during free time. Trusting relationships is the best framework to begin working on to promote the same for children. Using Vygotsky’s sociocultural theory, the activities will promote adults to assist and mediate children in learning social-emotional skills. In this way family and child support will be met.

Program Content

SHS wants to ensure that families (parents and children):

Have an outlet and safe place to express their concerns

Form trusting relationships

Improve social emotional skills

Have proper support and counseling

Have access to free workshops and activities to aid in the development of skills.

Program Content

Program focus

Supporting families and children to feel comfortable asking for assistance and forming relationships with trusting individuals.

Parent’s and children's implementation of social-emotional skills.

Activities that involve supporting social-emotional skills.

Parents and children will be able to engage in self-control activities and relationship building workshops.

Program Format/Delivery

This program is a multi functioning program that uses a combination of center/school based, community, and home-based settings while operating.

This program will include workshops(completed in community gym), community events, virtual meetings, home visits, and multi-way communications.

The program will be delivered by myself and a group of 9 other teachers. There will be 10 administrators in total volunteering.

Program Dosage

Total training hours

8h for eight, one hour, training sessions once a week Wednesdays 5:00pm- 6:00pm beginning August 30th and ending October 22nd.

4h for four individual in-home sessions between 4:30pm- 8:30pm between M-T & T-F (approximately 32 days and 128 hours). In home sessions may vary, all meeting times may not be filled.

Total hours for individual families is 12h approximately.

Total program hours may be approximate to 136-150 hours (calculated educated guess).

In order to track the teams progress of implementing program protocols documentation will be required and reviewed at all times. Staff observation notes should be turned in at the end of every home visit. Worksheet activities are to be collected at the end of each training workshop. Observation summaries are to be written after each session to collect data on families progression.

Sign in sheets and dated signatures from families on in home observation notes from staff, will be a means of tracking weather parents attend all sessions.

Program Fidelity

Program Evaluation

Questionnaire to parents of students' development/skill abilities

Anecdotal notes

Naturalistic observation notes

Observations from recorded workshops or in-home visits

Course Reflection

Overall family and community relationships has really given me insight on how to develop positive relationships with parents.

I have learned to establish rapport with families and set up quality childcare programs.

This course has given me practice with encouraging families to engage in programs that will assist in promoting needed skills and developing structured activities with families.

Linking theories to activities in this course will help me in my future career with being knowledge on educational theories that support children’s learning and development.

I have also become more familiar with different program types and establishing effective communication with families.

FinalFinalPresentation.docx

Exampleofthefinalpresentation.pptx

FinalFinalPresentation.docx

Exampleofthefinalpresentation.pptx

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FinalFinalPresentation.docx

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