PARENTING

What Does It Take?

A Parent Education Module for New Parents in the Pacific

June 2006

Contents
PAGE

Foreword
Importance of Skills Development Objectives of Workshop Workshop Preparation Selection of Participants Preparation of Materials Maintaining Fidelity to Intervention Workshop Delivery The Parenting Module Assessment Parenting Workshop Competencies Assessment Tools Facilitator Self-Assessment Facilitator Observation Participant Self-Assessment Workshop Evaluation Outline of the Parenting Module 1 1 2 2 2 3 4 5 6 6 7 7 8 9 11 12

Parenting: What Does It Take?

Warm-up: Rhythm Clap Introduction Setting Rules and Boundaries 16 16 17

Part A: Setting the Scene

Key Question 1: Why is Parenting a Challenge for Many Young People? Activity A1: Changes and Challenges Key Question 2: Who are the Different Types of Caregivers Acting as Parents of Young Infants? Activity A2: Parents and Caregivers Have to Be Key Question 3: What are the Basic Needs of Children During the First Three Years of Life Activity A3: How Much Do I Know? Handout A1: Meeting a Childs Basic Needs during 19 19 23 23 24 24 26

the First Three Years of Life Key Question 4: What are the Key Developmental Stages and Milestones during the First Three Years? Activity A4: Milestones and Baby Pictures Handout A2: Developmental Stages and Milestones during the First Three Years of Life Handout A3: An Early Childhood Screening Tool Key Question 5: Why is Being a Parent of An Infant Up to the Age of Three so Important? Activity A5: Wanted Job as Parent 30 30 32 34 35 35

Part B: Building Parenting Skills Competency

Warm-Up: Mother/Father Child Trust Call Activity B1: A Mother in Need of Help Activity B2: Practice Problem Solving Activity B3: Can We Talk? Activity B4: Help and Assistance Activity B5: Community Services Handout B1: Community Service Mapping Activity B6: Summing Up 37 37 40 41 44 46 47 48

Attachments
Attachment I: Facilitator Self-Assessment Checklist Attachment II: Facilitator Observations Forms Attachment III: Participant Self-Assessment Form Attachment IV: Participant Self-Assessment Worksheet Attachment V: Workshop Scoring Form Attachment VI: Workshop Evaluation Form 49 51 57 63 68 70

Foreword
We live in a pressure-packed world. Parents and caregivers must be able to handle many different responsibilities in order to maintain a safe, healthy household for their children. Balancing a budget, preparing nutritious meals, providing housing, and making children receive a proper education and necessary medical care are just a few of the day-to-day challenges that every family faces. Many families are strong enough to survive tough times while others need assistance to develop the necessary skills to carry them through. When parents and caregivers arent skilled in these areas, or havent had the opportunities to learn the skills that are necessary to perform these functions, it can be just as damaging to the stability of the home and the well-being of the children. In these situations, children, often suffer the most. They are dependent on their parents, or other caregivers, for not only the love, affection, understanding, and sense of self-worth that are absolutely essential for healthy development, but also the everyday necessities of life. When any of these are missing, the child suffers, both physically and emotionally. Intervention then must focus on enhancing the strengths and abilities caregivers already have, and providing them with opportunities to learn new skills or strategies that will enable them to create a safe environment for their children.

The Importance of Skill Development

Most people assume that young adults inherently know how to be good parents and caregivers with pregnancy and the birth of a child. But anyone who has been a parent to a child can tell you that no matter how smart, dedicated, loving, and motivated a person is, parenting skills do not come naturally. Knowing how to nurture children, manage household tasks, solve life problems, and negotiate for the needs of the family are skills that are learned and developed, not ones that people are born with. But, where do young adults learn the skills to be good parents, caregivers, and providers? Many learn these skills from their own parents; they copy what their mothers and fathers did. Parents and caregivers also learn from experience and practice, or by having someone teach them the skill they need. However, not everyone had the opportunities to learn daily life skills while growing up or in adulthood. Having poor or few role models or resources, or being isolated from sources of information can limit learning opportunities for some adults. In these situations, parents, and caregivers either develop ineffective skills or simply dont acquire the necessary skills for carrying out daily living tasks and proper care-giving. The activities that are presented in this module will help the participants to explore where there is a skills deficit, a lack or knowledge, or inappropriate use of skills for solving life problems. They will also help the participants do develop some of the skills and knowledge they need and to strengthen skills and knowledge they may already have. Learning just a few basic skills often can provide a foundation for solving many of the seemingly complex problems they will encounter with parenthood.

Objectives of the Workshop

The purpose of the workshop is to build the capacity of new parents to assess their own abilities as parents and identify and assess ways of strengthening these abilities

The objectives of the workshop are for young parents to be able to:

(1) Understand why parenting is an important issue for caregivers during the vital first three
years of a childs life;

(2) Examine how the basic needs of children can be met during their first three years; (3) Identify appropriate parent / child interactions during key developmental stages and
milestones of a young childs life;

(4) Apply life skill competencies to situations facing young parents today.

Workshop Preparation
An important step in preparation is for the facilitator to prepare his/her professional self. By becoming a facilitator, you have placed yourself in a professional relationship with training workshop participants. You may be in a position of learning personal and sensitive information about participants. Thus it is important for you to recognize a clear boundary between yourself and the participants. 1 For example, parents and caregivers who arent meeting their childrens everyday needs may sometimes lack the knowledge and skills needed to be caregivers of children and may be seen as neglectful even through they are trying to do the best they can with the skills they have. It is important for facilitators to accept that participants may be doing the best they can with the skills they have. If parents and caregivers need to do better, then the facilitator is responsible for helping them develop the right skills the right way so that they can make changes to meet the challenges of everyday life. It is often difficult for parents and caregivers to admit that they dont know how to take on all the responsibilities of a parent, but they have taken an important first step by joining this workshop.

Selection of Participants
The facilitator needs to monitor the selection of participants to make sure they are new parents who have recently given birth or are expecting a child. The participants should also have the following characteristics:

They have an open mind; They have a willingness to share ideas and experiences with others; They have a willingness to take part in a variety of learning experiences and activities.

Preparation of Materials
All of the materials for the workshop should be prepared well in advance of the workshop. These include, materials for all the activities, copies of the handouts, and copies of the assessment forms. These materials are available in this manual for photocopying.

Preparation of a Directory of Community Services

While the parenting experiences of family members and friends is an invaluable resource for the participants, additional assistance may be needed. As facilitator, you may be asked by the workshop participants where they can get information, help or assistance related to an issue
For more detailed information on boundaries, see the Pacific Stars Life Skills Code of Ethics for Youth Trainers in the Pacific Stars Life Skills Trainers Guide.
1

brought up in the workshop discussions or they may have other concerns related to parenthood not yet revealed. Before organising a workshop in a community, facilitators should become familiar with the range of services available in the local area and develop a directory of support services (if one is not already available) that can be distributed to the participants at the end of the workshop. Services may include:

Health clinics, hospitals and medical centres Antenatal and postnatal care services Paediatric medical treatment services Services for adolescents and young adults Voluntary counselling and testing services for HIV and Sexually Transmitted Infections. Reproductive health services and STI treatment Counselling services: Individual; Relationship; Family; Spiritual; Psychological; and Mental Health Services for victims of sexual violence or abuse Drug and alcohol counselling, detoxification, treatment or rehabilitation Social support, welfare, peer support and outreach services

Whenever possible, facilitators should meet with service providers and collect the following information:

Name of the organisation Address Telephone number Name of the key contact people Services offered by the organisation Hours of service

Most importantly, find out how they protect a clients confidentiality if necessary

Maintaining Fidelity to Intervention

All the best laid plans of running a workshop can go awry if fidelity to the intervention is not maintained. Fidelity to the intervention means that there are high quality learning materials, well trained facilitators, and a conscious and continuous plan to maintain quality of delivery. Therefore, before the start of the workshop, the facilitator needs to review the learning materials and, whenever possible, difficult sessions should be rehearsed with a critical audience, e.g. other facilitators or program staff. Another useful aid is the Facilitator Self-Assessment Checklist (Attachment III). It can be a useful planning tool because it can help you assess your effectiveness as a facilitator in relation to opportunities for workshop participants to learn and practice skills. The tool will allow you to note which skills are the weakest to develop a plan to improve on these in the upcoming workshop.

Workshop Delivery
This learning module was developed as stand-alone training curriculum, separate from the Pacific Stars Life Skills (PSLS) Curriculum. However, this module may also be used conjunction with the PSLS Curriculum. The PSLS Trainers Guide can also be a useful resource for facilitators of this module. The module will take approximately 7 hours to complete. If time is insufficient to conduct the module in its entirety, the workshop can be divided across two days as the module is divided into two parts; Part A: Setting The Scene (3 hours); and, Part B: Building Parenting Skill Competency (3 hours). It may also be possible to use Part A and Part B separately to focus on specific skills, although this is not recommended. Part A focuses on parental responsibilities and the assessment of personal abilities in parenting, including coping with change. Part B focuses on problem solving, assertive behaviour, and information and help seeking behaviour. The sessions in the workshop are largely participant-centred and participatory learning methods with the life skills approach applied. This means that the facilitator will need to keep the participants engaged in the learning activities from the start of the workshop to its end. From time to time, the facilitator will need to provide some additional information and points of clarification. The facilitator will have to decide how much information is necessary. Too much information will quickly be forgotten as participants will not be able to absorb it all. A few key points may be all that is needed and can be best incorporated into the learning activities or into the discussions to stimulate cognitive processes. Additional information resources may then be provided to the participants after a level of skills is in place. What can be more important than providing topical information to the participants is to help them develop skills to assess their own knowledge about a topic, identify the gaps in knowledge, and then build skills to support information and help-seeking behaviour. This is in line with the essential guidelines for a successful skills-building workshop below.

Essential Guidelines for a Successful Skills-Building Workshop 2

Start where the person is. Assess the participants individual learning styles, strengths, and limitations. Everyone has different experiences and cognitive abilities, and everyone learns at a different pace. Take this into consideration when facilitating activities. A variation in the teaching and learning methods is helpful. Begin with what is important to the person. The participants will not want to learn skills that arent related to what he or she wants or hopes to accomplish. Identify the persons goals and partner them with skills that will help him or her achieve the desired changes. Build on participants strengths. Use what the participants know or what they do well as a base for learning new skills. Find out what a family member is good at and teach skills that are related to these strengths. Learning happens faster and a person is more likely to remember a skill if it is tied into experiences and strengths he or she already has. Connect what participants are learning to their goals. Explaining why it is important to learn new skills in terms of what the participant / family will gain helps members to be more invested and motivated. If participants dont see the benefit in trying something new, they will be less likely to take the steps toward change.

For more detailed information on boundaries, see the Pacific Stars Life Skills Trainers Guide.

The Parenting Module

The parenting module consists of several component parts. First of all, the module is divided into two parts, Part A: Setting the Scene and, Part B: Building Parenting Skill Competency. Part A focuses on parental responsibilities and the assessment of personal abilities in parenting, including coping with change. Part B focuses on problem solving, assertive behaviour, and information and help seeking behaviour.

Each part starts with a learning and development outcome. In some cases, additional outcomes are introduced as sub-units are introduces, as is the case with the Key Questions in part A. The two parts of the module also start with a warm-up activity that is linked to the theme of the part, set by the stated outcome, and introduces the first learning activity.

The learning activities are characterised by an objective that supports the learning and development outcome. For example the learning outcome in the beginning of Part B states that participants will be able to demonstrate how to apply life skills competencies to real life situations. The objects of the various learning activities focus on the development of specific skills, but all in support of the stated outcome.

The learning activities are stimulus activities through which the participants assess personal knowledge and experiences, deduce understanding, and develop and/or practice skills, using a variety of methodologies. The core methods that have been used are brainstorming, role play and simulation, small group work, large groups discussion, and mapping exercises. 3 . A variety of methods

In addition, each activity lists both content and personalisation discussion questions. These questions are suggestions and are by no means exclusive or exhaustive.. The content questions aid in the analysis of the activity to ensure mastery of the concepts and the content of the activity. Whereas the personalisation questions facilitate the application of the concepts presented to the participants own experiences and living situation. The personalisation component is critical because it helps to move participants from intellectualization about what they learn to an understanding of how such learning can enable them to cope more positively with the challenges of everyday life. The discussion questions also help the participants to summarize and internalize what they are learning.

At the end of each learning activity, facilitator notes are provided to highlight some of the important content points and messages that need to be emphasised. These notes may also provide some additional background information or hints in the summarization of the activity.

The outcomes, warm-up activities and learning activities are bridged together by facilitator dialog notes. These notes help to summarise the previous activity and introduce the next.

The module also contains tools for the assessment of the competencies set for the workshop. These will be further described in the next section.

The strengths and weaknesses of these participatory learning can be found in the Pacific Stars Life Skills Trainers Manual.

Assessment
In each sub-unit of the module a learning outcome has been identified. These are the link between the workshop objectives and the curriculum contents, i.e. the learning activities. Facilitators need to assess these learning outcomes in order to determine whether the objectives have been reached, and whether the workshop has made a difference in the participants knowledge, attitudes, and life skills - key determinants of behaviour. Assessment of a life skills based intervention should focus on key knowledge, attitudes and life skills, whose development may be influenced by the teaching and learning activities. This, in turn, will influence the development of health-promoting behaviours in real life. For example, in this workshop, participants assess their level of knowledge about parenting and the gaps in that knowledge. Then, they learn to assess their information and help seeking behaviour and identify resources for information, help and assistance and how to access them. This process is based on what the participants know, what they learn, what they can do and are thereby applicable to real life outside the workshop. The key elements of knowledge, attitudes and life skills of each activity have been identified and have been developed into competencies that participants are expected to achieve under the course of the workshop. The competencies reflect what participants understand, have learned and the cognitive application of what they understand and have learned (knowledge), their abilities to carry out specific behaviours (life skills), and their beliefs about what they are able to do (attitudes). 4 They are also the indicators against which the workshop will be assessed. The competencies are:

Parenting Workshop Competencies

(1) Decision making and problem-solving The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting.

(2) Creative thinking The participant is able to identify a number of potential solutions when faced with a problem. The participant is able to identify multiple sources of information, help and assistance related to issues in parenting.

(3) Critical thinking The participant is able to assess the advantages and disadvantages of the potential solutions the participant has identified. The participant is able to assess the appropriateness of sources of information, help and assistance in parenting.

(4) Communication The participant is able to identify and use the steps to assertive communication. The participant is able to access their knowledge (and gaps therein) on the basic needs of children.

(5) Self-Awareness

This is especially apparent in Participant Self-Assessment.

The participant is able to assess their skills (and gaps therein) in childcare. The participant is able to assess their knowledge (and gaps therein) on the different stages and milestones in early childhood development. As a result of the workshop, the participant is able to assess their own abilities as a parent and ways of strengthening these abilities.

(6) Interpersonal Relationships The participant is able to identify the inter-relationship of the needs, rights, and responsibilities of self, child, and family. The participant is able to identify characteristics of good parents or caregivers in the local context.

(7) Empathy The participant is able to identify situations in which the needs and rights of the child come first before their own.

(8) Coping with stress & emotions The participant is able to identify some of the causes of stress from parenthood. The participant is able to identify and use steps in coping with stress and emotions that come from parenthood (changes in lifestyle).

Assessment Tools
There are four assessment tools that are suggested for use with this training module. These are: Facilitator Self-Assessment Checklist Facilitator Observation Form Participant Self-Assessment Form Workshop Evaluation Form

Facilitator Self-Assessment
Facilitators can assess their effectiveness in their role as facilitator in relation to opportunities for workshop participants to learn and practice skills through the use of a checklist (Attachment I). This checklist consists of a number of statements that relate to key tasks and abilities that are essential to the facilitation of life skills development. 5 These tasks and abilities reflect the facilitators preparation, facilitation skills, assessment skills and professionalism. As mentioned in the section, Workshop Preparation, above, the checklist is a useful tool in the preparation of the workshop, but it should also be used at the end of the workshop to assess how effective the facilitation of the learning activities went during the workshop. The scores can be compared with the pre workshop assessment to identify areas that still may need to be strengthened for future workshops.

These tasks and abilities have been identified in the Pacific Stars Life Skills Programme.

Facilitator Observation
Facilitators must assess whether participants are attaining the competencies set for the workshop. In most cases, they will assess this by observing what the participants do and what they say during the learning activities and discussions. An example of assessment by observation in a small group discussion would be to observe whether the participants in the group, who are tasked with solving a problem, are using creative and critical thinking skills. To do this they have to base their assessment on certain criteria. The criterion for creative thinking would be to come up with choices. The criterion for critical thinking would be to assess those choices. So, if the facilitator observes that the group has come up with a range of alternative solutions to the problem and are assessing the advantages and disadvantages of each possible solution, then he can report that the group has these skills. However, the competencies are not always so clear cut. Moreover, the participants individual learning styles, strengths, and limitations have to be taken into account. Therefore, it is suggested that the workshop participants progress toward achieving the individual competencies be based against a criterion-referenced checklist. Rather that a Yes/No approach to checklists, criterion referencing aims to provide information on the participants level of achievement in relation to specific criterion, a set of criteria or standards. For this, five, criteria have been set that indicate increasing levels of achievement. Scoring is not based on percentages of correct answers, but rather on whether a specified level of competency is demonstrated. Facilitator Observation Criterion Scale Level 1: Very weak. The participant is not able to demonstrate this ability at all. Level 2: Weak. The participant is not able to completely demonstrate this ability. (Steps are weak or some missing). Level 3: Satisfactory. The participant is able to demonstrate this ability but only in a structured (e.g. guided activity) context. Level 4: Strong. The participant is able to demonstrate this ability (beyond level 3) with confidence. Level 5: Very Strong. The participant is able to demonstrate a mastery of this ability (beyond level 4) and likely can apply it to contexts outside of the workshop. During the course of the workshop, the facilitator will determine a level of achievement based on these criteria. The numerical value of the level is then recorded in the Facilitator Observation Form (Attachment II)

Sample Competencies

Workshop Participants
Participant C Participant A Participant B

Decision Making / Problem Solving

9. 6 The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting.
6

Number of the order that the competency will appear in the module.

The observation of participant achievement while facilitating the learning activities can be a burdensome task for any single facilitator. Therefore, it is suggested that facilitators work in teams. While one facilitator is responsible for the learning activity, the other takes responsibility for the observation assessment. These roles can alternate between the facilitators throughout the workshop. Whenever possible, facilitator feedback should be provided to the participant. Feedback is essential for learning and may stimulate goal setting for higher achievement.

Participant Self-Assessment
Participants are capable of providing valuable feedback on the personal impact of a life skillsbased education programme. Self-reporting scales or checklists may be used to assess changes in their own knowledge, attitudes and skills. Participant self-assessment tools may also provide important feedback on the contents and facilitation of the module. 7 Ideally, the self-assessment should be carried out using a pre- / post intervention design, 8 so that participants can look at their results, both before and after being exposed to the curriculum, describe the changes they see, and tell why they think those changes occurred. This involves participants in a participatory way as subjects, rather than objects, of assessment, while developing the ability to think critically about their own learning process. For this module, the purpose of participant self-assessment is to see how the level of participant skills or abilities related to parenting has changed as a result of the workshop. Participants will be asked to complete the Participant Self-Assessment Form (Attachment III) at both the beginning and the end of the workshop. In this form, the workshop competencies have been modified to become ability (self-efficacy) statements. Participants are asked to rated their level of agreement with these statements based on personal assessment of their achievements.

9. I am able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Research has shown that while good trainer feedback of learners achievements is essential for learning, self-assessment by learners helps them learn much better than if self-assessment was not done. 8 If for some reason the assessment cannot be completed at the beginning of the workshop, please fill in both the Pre Workshop and Post Workshop sections the end of the workshop.

Five criteria have been set that indicate increasing levels of achievement similar to facilitator observation. Again, scoring is not based on percentages of correct answers, but rather on whether or not a specified level of competency can be demonstrated. Participant Self-Assessment Criterion Scale

Level 1: Strongly Disagree. You are not able to demonstrate this ability at all. Level 2: Disagree. You are not able to completely demonstrate this ability. (Steps are weak or some missing). Level 3: Neither Agee nor Disagree. You are able to demonstrate this ability but only in a structured (e.g. guided activity) context. Level 4: Agree. You are able to demonstrate this ability (beyond level 3) with confidence. Level 5: Strongly Agree. You are able to demonstrate a mastery of this ability (beyond level 4) and can apply it to contexts outside of the workshop. Scoring Participant Self-Assessment Results
What will be important for facilitators and project staff to know is whether it the levels of participants competency have changed as a result of this workshop. Because the assessment is not based on quantitative data, and that it would be too cumbersome to report on the change in competency levels of individual participants, perhaps the simplest method of reporting would be to find the simple averages for each competency for both the pre and post workshop assessment and to compare them. This module provides a form, Participant Self-Assessment Scoring Worksheet (Attachment IV), to help calculate these averages. Step 1: Count the number of responses for each criterion and write the total in the appropriate column. For example, since nine participants responded said they agreed with the statement, place 9 under the Agree column. Step 2: Multiply the number of responses in each column by the value of the criterion of that column, (Strongly Disagree = 1, Disagree = 2, Neither Agree nor Disagree = 3, Agree = 4, Strongly Agree = 5). For example, 2 participants responded that they disagreed with the statement, therefore 2 (responses) is multiplied by 2 (value for the criterion Disagree). A 4 is then placed in the Disagree column for this step. Strongly Agree 5

Competencies

Criterion values:

Decision Making / Problem Solving

9. The participant is be able to identify and use steps in decision making and problemsolving with issues encountered in family life and parenting. ( ) Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

1 1

3 6

2 6

9 36 3.27

10

Average score

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

Strongly Agree 5 4 20

Competencies

Criterion values: Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

2 1 2

3 2 6

4 8 32

Step 3: Find the sum of all the numbers calculated in Step 2 and divided this number by the total number of responses. This will provide the average score for the group. Therefore, 1 + 6 + 6 + 36 = 49, 49 15 = 3.27. The number 3.27 is the average score. Step 4: Repeat these steps for responses from the Post Workshop Assessment.

Reporting on Pre and Post Self-Assessment Scores

To aid in comparison and reporting, the average Pre and Post Workshop scores for each competency can be recorded in the appropriate boxes in the Workshop Scoring Report Form (Attachment V). An arrow or dash should be placed in the last box to show whether there has been a reported increase (), decrease (), or there was no change (-) in skills capacity, from pre to post workshop, as a result of the workshop. An example from the sample scoring worksheet is below:

Sample Competencies Decision Making / Problem Solving

9. The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting.

Average Scores
Pre Workshop 3.27 Post Workshop 4.0

-

Workshop Evaluation
The workshop evaluation form (Attachment VI) asks the participants how successful the workshop was in terms of overall planning / organization, training methods and competency development. The form is meant to be filled out at the end of the workshop, when both parts of the module, Part A and Part B, have been completed. However, the facilitator may adapt this form for the individual parts of the module, if it is not possible to complete the full module all at once.

11

Average score 4.0

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

Outline of the Parenting Module

Outcome, Competency, Objectives
Objectives: Warm-up, introductions, setting the stage for the workshop

Activity
Warm-Up: Rhythm Clap Discussion

Content
Participant and facilitator introductions Need for assistance to complete a task successfully like parenting Introduction to workshop & module

Time Allocation
10 min

Materials
None

Determine rules and boundaries of workshop participation

Setting Rules and Boundaries

Rules and boundaries of participation, providing feedback, maintaining confidentiality.

15 minutes

Flip chart paper and markers

Part A: Setting the Scene

Outcome: Participants will recognise why parenting is a challenge for many young people Competencies: Able to identify the causes of stress from parenthood; Able to identify and use steps in coping with stress and emotions; Able to recognize interrelationship of needs, rights and responsibilities of family members; Ability to identify situations in which needs and rights of child come before parents. Objective: Examine lifestyle, roles and responsibility changes and challenges of new parents. Outcome: Identification of the different types of caregivers and the skills needed in caring for the child Competency: Ability to identify the characteristics of good parents and caregivers in the local context. Objective: Identify and assess the skills A2: Parents and Caregivers Have to Be Brainstorming, pair work (debate), A1: Changes and Challenges Changes pair work, large group discussion Challenges brainstorming, situation assessments, large group discussion Key Question 1: Why is parenting a challenge for many young people. Critical Thinking: Assessment of the impact of life changes and of coping strategies Coping with stress and emotions: Steps for coping with change Interpersonal relationships: Identifying the needs rights and responsibilities of the parent, family and child. Empathy: Prioritizing the needs and rights of children 45 minutes Flip chart paper, markers, blank paper, pens

Key Question 2: Who are the different types of caregivers as parents of young infants? Interpersonal relationships: Identification of the characteristics of a good caregiver in the local context, Critical Thinking: Attitudes about childcare, identification of essential skills

30 minutes

Flip chart paper, markers, paper, pens

12

Outcome, Competency, Objectives

necessary for being a good caregiver Outcome: Able to describe the basic needs of children during the first three years of life. Competency: Ability to assess own knowledge and gaps in knowledge on the basic needs of children. Objective: Identification of some of the basic needs of children.

Activity

Content

Time Allocation
45 minutes

Materials

A3: How Much Do I Know? Small group brainstorming on nutrition, health care, personal safety, and sensory, intellectual and emotional development Group presentations and feedback

Key Question 3: What are the basic needs of children during the first three years of life? Self-Awareness: self assessment on childcare knowledge and gaps in knowledge; selfassessment on skills and gaps in childcare skills * Adequate nutrition the importance of exclusive breastfeeding in the 1st 6 months; the care required with supplementary foods; the role of vitamins and minerals * Adequate health care the importance of immunization; the different illnesses that can affect a child; successful treatments; maternal health a vital element * Protection from physical and emotional harm physical objects can be dangerous; parental mental and emotional health are important factors; support services can help families * Promotion of sensory, intellectual and emotional stimulation importance of attachment with an adult; parents need to interact with their children to encourage learning; children start to become independent to an extent Key Question 4: What are the key developmental stages and milestones during the first three years? Self-Awareness: Assessment of self knowledge and gaps about developmental stages and milestones in childhood development * Children develop rapidly during their first three years learning about their world through all their senses (sight, hearing, touch, taste, smell);

Flip chart paper, markers, paper, pens, copies of Handout A1

Outcome: Identification of key developmental stages and milestones during the first three years. Competency: Ability to assess knowledge and gaps therein on the different developmental stages and milestones of early childhood development. Objective: Assessment of ability to

A4: Milestones and Baby Pictures Small group brainstorm and freeze frame-role play

20 minutes

Handout A2

13

Outcome, Competency, Objectives

identify key developmental stages and milestones.

Activity

Content
* For key stages and milestones in a childs development, parents need to respond appropriately; warning signs indicate milestones are not met, or stages are delayed

Time Allocation

Materials

Outcome: Explain why being a parent of an infant up to age of three is so important Objective: Summarize the qualities needed in caring for a child in the first three years

A5: Wanted a Job as Parent Group work

Summarization of contents of previous activities Development of a want ad for quality parents

30 minutes

Flip chart paper, markers, paper, pens

Part B: Building Parenting Skills Competency

Outcome: Ability to demonstrate how to apply life skills competency to real life situations. Objective: Warm-Up Competency: Ability to identify and use steps in decision making and problem solving with issues encountered in family life and parenting. Objective: Practice using decision making and problem solving skills to resolve parenting problems. Competencies: Ability to identify and use steps in decision making and problem solving with issues encountered in family life and parenting. Ability to identify a number of potential solutions when faced with a problem. Ability to assess the advantages and disadvantages of B1: A Mother in Need of Help? Small group discussion Presentations Analysis of the story Development of problem-solving strategies to help Mere 45 minutes Flip chart paper, markers, copies of the story, A Mother in Need of Help Warm Up: Mother / Father Child Trust Call Providing for the child and the need to develop skills 10 minutes

B2: Practice Problem Solving Brainstorming Small group work Presentations

Brainstorming and selection of problems commonly encountered by the participants Development of problem-solving strategies for the situations selected.

35 minutes

Flip chart paper and markers

14

Outcome, Competency, Objectives

potential solutions. Objective: Practice problem solving for personal problem situations. Competency: Ability to use the steps to assertive communication. Objectives Examine passive, aggressive, and assertive behaviour communication Competency: Ability to identify multiple sources of information, help and assistance related to issues in parenting; Ability to assess the appropriateness of sources of information, help and assistance in parenting Objective: Review of sources of help and assistance Competencies: Ability to identify multiple sources of information, help and assistance related to issues in parenting; Ability to assess the appropriateness of sources of information, help and assistance in parenting Objective: Self assessment of knowledge of services Objective: Summarization of what has been gained from the workshop

Activity

Content

Time Allocation

Materials

B3: Can We Talk? Large and small group work Role play Discussion B4: Help and Assistance Brainstorming relay Small group work Presentations

Communication behaviour: passive, aggressive, assertive Negotiation, refusal

45 minutes

Flip chart paper, markers, paper, pens

Identification of multiple sources of information, help and assistance. Categorization of these resources and assessment of appropriateness where different issues are concerned. infant feeding, vaccinations, family planning, parental stress

30 minutes

Flip chart paper and markers

B5: Community Services Small group work Community mapping

Identification and mapping of community services and how to access them.

30 minutes

Flip chart paper and markers, copies of B1 Handout, copies of community service directory

B6: Summing Up Large Group Feedback

Review and summary of workshop

10-15 minutes

Assessment Participant achievement in knowledge, attitude, and life skills development will be assess through facilitator observation throughout the workshop and through participant self-assessment, both pre and post workshop.

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Parenting: What Does it Take?

Warm Up: Rhythm Clap
Time: 10 minutes Ask the participants to stand in a circle. The facilitator will start off with a simple rhythmic clap by clapping her/his hands or snapping her/his fingers in time to an introductory statement, such as My name clap, clap is Name snap, snap I live clap, clap in location (town, village or island) snap, snap. Go around the circle in this way until all participants have introduced themselves. The facilitator will start another simple rhythmic clap by clapping her/his hands or snapping her/his fingers. The participants will watch and listen as the facilitator is demonstrating the clap. Go around the circle and ask all the participants to imitate the clap, one by one. Once all the participants have done the clap, the facilitator will make the clap more complicated by changing the rhythm, and or slapping her/his thighs, or snapping her/his fingers, or including vocal sounds. The facilitator should try to make it difficult. Again, the participants will only watch and listen. Go around the circle again in the opposite direction and have the participants imitate this clap. The participants should have difficulty in completing the clap. The facilitator should ask the participants what would help them imitate the clap. Among other things, the participants may suggest that the facilitator demonstrate the clap once again and/or suggest that the group practice together with the facilitator. The facilitator may then ask what the group thinks would be the most effective method of assistance and then provide this assistance. Go around the circle once more to have the participants imitate the clap, one by one. Facilitator: The simple rhythmic clap after introductions was quite simple for all of you to imitate. On the other hand, the more complex rhythmic clap was difficult for everyone. Though, with additional assistance to learn this clap, the task of imitating it became easier and was successfully done. This is similar to parenting. When parents, especially new parents, are faced with single simple tasks or problems in parenting, these tasks can often be accomplished without effort. When the tasks or problems become more complex, or there are many tasks to be done at once, we may need some assistance in order to find our way. The facilitator may then continue to provide an introduction to the workshop, such as the following example:

Introduction
Parenting is the most important activity we undertake. It is also a major responsibility, but at the same time, can be very rewarding for all parents. This is even more so for new parents experiencing parenthood for the first time. Children require 24 hour care, 7 days a week, 12 months a year. At birth, they are totally dependent on their primary caregiver who is usually the mother. As children get older, the type of dependency changes, but they are still dependent on their caregiver to provide food, clothing, safety, supervision, education, and most of all, love. Parental responsibility can seem quite a challenge to new parents, creating a lot of anxiety and fear. However, after the events of pregnancy and child birth, most people assume that young adults already know how to be good parents and caregivers. But anyone who has been a parent to a child can tell you that no matter how smart, dedicated, loving, and motivated a person is, parenting skills do not come naturally. Knowing how to nurture children, manage household

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tasks, solve life problems, and negotiate for the needs of the family are skills that are learned and developed, not ones that people are born with. Where do we learn the skills to be good parents, caregivers, and providers? Many of us learn these skills from our own parents; we copy what our mothers and fathers did. Parents and caregivers also learn from experience and practice, or by having someone teach them the skill they need. This module will provide information and strategies to help new parents as they attempt to meet the needs of their children.

Facilitator: This workshop will take approximately 7 hours to complete. The workshop organisers and facilitators hope that you will be able to participate the entire time. Before we move on, we need to set some rules and boundaries for participation in this workshop. These will help ensure that everyone will be able to participate in activities and contribute to discussions both comfortable and confidently.

Setting Rules and Boundaries

Objectives: The participants will determine rules for participation in the training workshop and will set boundaries for the provision of feedback and in disclosing information to others on what is discussed in the workshop in order to maintain the confidentiality of individual participants. Time: 10-15 minutes Materials: Flip Chart and markers Instructions: 1. The facilitator introduces the activity by saying that we want to make our training workshop safe and comfortable so that everyone will participate. Just as there are rules in the classroom, at home, in our community and even when we are playing games, we also need to set rules for our Life Skills programme. 2. Have the young people brainstorm on possible rules for the group. 3. List them down on the board/Flip Chart/Note book paper 4. After the participants have compiled a set of rules, compare it to the following list to see if anything should be added: One person speaks at a time, do not talk excessively give others a chance Coming to sessions on time / Support each other in maintaining time for the sessions Listening to each other without interruption No making fun of anyone Maintain confidentiality at all times: The sharing of personal experiences and opinions will remain in the group (this is not linked to content on issues which may be shared with others outside the group) Respect privacy (safe space) There is no compulsion to participate, learners can pass any activity if they so desire. Also personal questions can be raised by writing them down on paper and putting them in the question box placed in the room Non-judgmental approach - Do not laugh at any person. Respect each others feelings, opinions and experiences. Use the following questions to stimulate discussions, to develop rules and to support group and individual learning.

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Discussion Questions 1. What do you think will be the outcome of the workshop if participants do not share their experiences, express their opinions or give feedback to others? 2. What would help you to feel more comfortable in sharing these things with others? 3. Why is confidentiality important? 4. How can we support each other in maintaining the ground rules that are set? 5. What should be done if any of the ground rules are broken?

Facilitators Notes After the rules are written down on flip chart paper, display them on a wall where the participants will be able to see them. If necessary, the rules may be referred to at the start of each session. Encourage the participants to monitor adherence to these rules.

Facilitator: The workshop will consist of two parts, A and B. Part A: Setting the Scene looks at five key questions that will help the new parents explore how they will cope with their challenging role as a caregiver and to develop skills that will assist them in this role. Part B: Building Parenting Skills is structured to allow the participants to apply and strengthen their skills. Let us start with the first question, Why is parenting a challenge for many young people? It will help us look at how our lives, roles and responsibilities have changed since becoming parents.

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PART A: SETTING THE SCENE

Key Question 1: Why Is Parenting A Challenge For Many Young People?
Outcome: Participants will be able to recognize why parenting is such a challenge for many young people.

Activity A1: Changes and Challenges

Objective: Participants will examine the lifestyle, roles and responsibility changes and challenges of new parents. Time: 45 minutes Materials: Flip chart paper, markers, sheets of blank paper, pens. Instructions: Part 1: Changes 1. Distribute a blank piece of paper and a pen to each participant and ask them to form pairs. [If possible, the pairs should be couples] 2. Have the participants fold their piece of paper in half, lengthwise, to make two columns. 3. Ask the participants to think back to the days before they had a child and/or were not yet pregnant. 4. In the column on the left-hand side of the paper, have the participants write 10 things they really enjoyed doing or thought they would like to do in the future. 5. In the right-hand column, have the participants mark the activities that they are no longer able to do (or have given up plans to do) since having a baby. 6. Tell the participants to now discuss the points they have written with their pair. [The facilitator may want to give couples a few moments to think about what they will say. The information may be new information about their partner that they are hearing for the first time.] The pairs should also discuss how they feel since these changes have taken place and how these feelings may affect their behaviour. 7. In the large group, ask the participants to list the activities that they are no longer able to do and write these on a piece of flip chart paper. On a second piece of flip chart paper, ask them to state a single words that describes how they feel about the changes. 8. Next, ask the participants to brainstorm all of the new and wonderful things they have been doing since becoming a parent and record these on flip chart paper. On a second piece of flip chart paper, ask them to state a single work that describes how they feel about these changes. 9. Ask the participants think about some of the strategies they may use to cope with changes in emotions and stress that come from change and share them with the other members of the group. 10. From the suggested strategies provided, ask the participants to develop a formula of different steps that will help them cope with the changes they are facing. Discussion: Content Questions 1. In general, what types of activities are new parents no longer able to do? 2. What does this tell you about the responsibilities associated with parenthood?

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3. How do feelings of loss or change make people feel? 4. How can these feelings affect a parents behaviour and role as a caregiver? 5. How can the positive emotions from our new experiences help reduce negative emotions caused by change? Personalisation Questions: 1. Before becoming a parent, did you anticipate that these changes would occur in your life? Why or why not? 2. Before becoming a parent, did you anticipate the new and wonderful thing you would be doing as a parent? Why or why not? 3. Now that these changes have occurred, what do you think about them? 4. When you are feeling a sense of loss from these lifestyle changes, what are some strategies you use to cope with the situation? Facilitators Notes The purpose of skills formulas is to provide a summary of the core skills examined in this activity, i.e. coping with stress and emotions. These skills are needed to help young people resolve the problems they face in their daily lives. The formulas are a part of the lesson that the participants may easily remember and then apply when needed. The formula should be drawn from the participants responses. The facilitator may suggest steps or points to consider only after trainees have contributed what they can. While there are no specific formulas for coping with emotions and stress in every situation, the following formula is useful when dealing with change. Coping with Change 1. Identify exactly what is changing and how it is making you feel or affecting your behaviour. 2. Notice the effects your emotions and behaviour have on other people. [Notice their response to what you say]. 3. Think of options of other feelings or behaviours that would make you and others feel more comfortable. 4. Make a conscious effort to express change the feelings and correct the behaviours that are making you and others uncomfortable. 5. Appropriate discuss the situation openly and frankly with someone you trust.

Facilitator: Some of the greatest changes that occur in the lives of new parents are changes in individual roles and responsibilities. While our personal rights and needs may remain relatively constant, they may come in conflict with the rights and needs of the family and those of a child. The biggest challenges are how we prioritize or find a balance in our needs, rights and responsibilities as a member of a family and as a parent.

Instructions Part 2: Challenges

1. Start a discussion on needs, rights, and responsibilities. How are they different? The facilitator may start by asking the participants to complete the sentences I need, I have the right to, I am responsible for . Draw three columns on flipchart paper and give each column the heading Needs, Rights, and Responsibilities, respectively. Write the answers of the participants in each of the columns.

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2. The facilitator will then ask the participants to complete the sentences My family needs , My family has the right to , My family is responsible for Again, write the answers of the participants in each of the columns. 3. My child needs , My child has the right to , My responsibilities to my child are Are there any patterns to the answers? Do children, especially young infants have responsibilities? 4. Divide the participants into 2-3 small groups and give each group two situation cards. The groups should read the cards and identify the following: Who is involved / affected? What are their needs, rights, and responsibilities?

5. Have one person be responsible for think about the needs, rights and responsibilities of each person involved/affected in each situation. The groups task is to negotiate a solution to the situation. Can a win-win solution be found, or does some have to give way? Allow five minutes for each situation. 6. Have each group present how it dealt with one of the problem situations. 7. Summarize the activity by using the questions below. Situation Cards

Your favourite program is on television but your stack of books on childcare remain unread

You have been saving for a new MP3 but there are a lot of things that your baby needs.

Your friend invites you to go out because you havent seen each other in a long time but you dont have a baby sitter

You have an appointment with a friend but your husband/wife needs you to help him/her.

You are supposed to play football with your friends but your baby is ill.

Your wife wants you to look after the baby in the evening after working a long, hard day.

Discussion: Content Questions 1. Did any groups not achieve a balance in any of the situation cards? Why? 2. What is the dilemma posed by the cards? 3. How difficult is it to understand other peoples needs, rights and responsibilities? 4. Can you learn from the groups who achieved a balance? Why or why not? 5. Who is responsible for giving and protecting the rights of a child, especially in infanthood? Is this one of the responsibilities of parents and caregivers? Please explain. Personalization Questions 1. Do you think it is possible to have a balance between needs, rights, and responsibilities? Why or why not? 2. Have you ever been in a situation in which you have had to decide between your needs and your responsibilities? What was the situation? What did you do?

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3. How do you know what the other persons needs are? 4. What do you think is more important your needs, your rights, or your responsibilities? Why? 5. If the needs and rights of a child are in conflict with the needs and rights of the parents, whose needs and rights should take precedence? Please explain. Facilitators Notes The groups could be asked to suggest and use situations of their own, either instead of, or in addition to those provided. The facilitator may ask the youth to write problem situations on note cards before the start of the activity. Summary of the United Nations Declaration of the Rights of the Child 1. The right to equality, regardless of race, religion, nationality or sex. 2. The right to special protection for full physical intellectual, moral, spiritual and social development in a healthy and normal manner. 3. The right to name and nationality. 4. The right to adequate nutrition, housing and medical services. 5. The right to special care, if physically or mentally disabled. 6. The right to love, understanding and protection. 7. The right to free education, to play and recreation. 8. The right to be among the first to receive relief in times of disaster. 9. The right to protection against all forms of neglect, cruelty and exploitation. 10. The right to protection from any form of discrimination, and the right to be brought up in a spirit of universal brotherhood, peace and tolerance. Facilitator: Many young people find themselves unprepared to cope with the demands of being a new parent, perhaps because of an unplanned pregnancy. A number of these parents are still teenagers and parenting would not have been a priority for them at the time they became pregnant. Ideally, if a young woman does plan to get pregnant, she should be healthy by having a good diet, no smoking, no alcohol and good exercise. When she is pregnant, regular ante-natal checks are essential. Pregnancy can be a difficult time for some expectant mothers e.g. morning sickness as their bodies experience many biological changes. Taking precautions, the risks of teenage pregnancy will be minimized. Other factors affecting parental responsibility have their part to play. Family norms and values are often disrupted in todays world. Traditional childrearing patterns are under threat, and there is not so much on-the-job parental training from extended families as there may have been in the past. Yet children still need parenting even if traditional patterns have been disrupted. In todays world too, both biological parents may need to go out to earn an income. Other environmental factors such as poverty, unemployment, multiple demands and responsibilities, and domestic violence also impact on whether parents are able to provide the necessary nurturing and childcare. If a child, or parent, has a disability of some sort, the challenge is even greater. Thus quality childcare is essential. This module will provide life skill training opportunities for those people who find themselves as new parents currently, or who will expect to be parents in the near future. The following activities will help you to assess some of your needs and skills as a caregiver.

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Key Question 2: Who Are the Different Types of Caregivers Acting As Parents of Young Infants?
Outcome: Participants will be able to identify the different types of caregivers and the skills needed in caring for a child.

Activity A2: Parents and Caregivers Have to Be

Objective: Participants will identify and assess the skills necessary for being a good caregiver. Time 30 minutes Materials: Flipchart paper, markers, paper, pens. Instructions: 1. Ask the participants to brainstorm the question, Who are the caregivers of children? [Expected answers could include: married couples, de-facto couples, single parents, relatives - grandparents, an aunt, etc.]. 2. Next, ask the participants, Which type of caregiver may find it more challenging to be a parent? [Expected answers could include: teenage parents, solo parents, men, disabled parents, etc.] 3. Divide the participants into pairs and ask them to designate themselves as A or B 4. Write the following statements on flipchart paper (add or change statements as appropriate to the group and local issues): Women with young children should not leave home to work. Men should take equal responsibility for childcare. Childcare is only difficult with young children. No one should have a child until they are at least 25 years old. Looking after young children is too much for one parent to cope with alone. Grandparents can always take care of the children when the parents have to work. 5. The person designated as A should present arguments in support of the statements and the person designated as B should present arguments against. Ask them to think about the rights and responsibilities of the child and parent in each case. Allow about 3 minutes for each statement and ask pairs to debrief after each one, by discussing their real views. 6. With the whole group, take feedback from the participants and share views. 7. Divide the participants into small groups. Ask the you to make a list on flipchart paper of all the skills a parent would need to cope with a child of up to three years old (ask them to think about all the things a parent has to do). 8. After the participants have written their lists, ask them to group the skill under the following categories: Skills which are essential Skills which are desirable, but not essential Skills which are not necessary 9. Have the groups compare their answers and come to a consensus about the skills necessary to cope with a child. 10. Summarize the activity by using the following questions:

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Discussion: Content Questions 1. Why are there different opinions about childcare? 2. Do very young parents possess the skills necessary to cope with a child? 3. What skills do parents need to have? Why 4. How can you develop the necessary skills? Personalization Questions 1. Which skills do you think you already possess? 2. How important is it to be able to practice these skills before you become a parent yourself? 3. What kind of opportunities do you think you need to practice? Why? 4. What is one parenting skill that you already have? 5. What is one parenting skill that you need to learn?

Facilitators Notes Be prepared to help the youth identify parenting skills: listening, meeting needs, relaxing, being consistent, budgeting money, negotiating, empathizing, stimulating, encouraging, adapting, planning ahead, cooperating, comforting, persuading, communicating, etc.

Facilitator: You have been able to identify a long list of skills necessary for being a good caregiver. All of these skills are important but some may not been needed all the time or when the child is in early infanthood. But how do we know which ones are needed? The next key question asks us what the basic needs of children during the first three years of life are. The activity that follows helps us to assess what we know about an infants basic needs do that we can identify what we need to learn and what skills we need to develop to be good caregivers.

Key Question 3: What Are the Basic Needs of Children During the First Three Years of Life?
Outcome: Participants will be able to describe the basic needs of children during the first three years of life.

Activity A3: How Much Do I Know?

Objective: Participants will identify the basic needs of children up to the age of three in nutrition, health, personal safety, and sensory, intellectual and emotional development. Time: 45 minutes Materials: Flip chart paper, markers, sheets of blank paper, pens, copies of Handout A1. Instructions: 1. Divide the participants into four groups. Each group is allocated a topical theme related to the rights of the child. The themes are: Group 1: Nutrition

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Group 2: Health care Group 3: Personal Safety (protection from physical and emotional harm) Group 4: Sensory, intellectual and emotional development 2. The groups are to brainstorm and discuss what the basic needs of children in each category. The results of group discussions should be recorded on flip chart paper and also presented to the large group, by any method the group prefers, e.g. role play, chart, question and answer, etc. 3. After each group has presented, allow the participants in the other groups to ask for any clarification that may be needed. Then, allow them to make suggestions of any additional basic needs that should be added to the list for that category. 4. Distribute a copy Handout A1: Meeting a Childs Basic Needs during the First Three Years of Life to each of the participants for future reference. Discussion: Content Questions 1. If a parent needed to make a decision about their childs nutrition or health care but did not have sufficient information on either topic, would it be possible for the parent to make an appropriate decision? Why? 2. If a parent needed to make a decision about their childs nutrition or health care but did not have sufficient information on either topic, would it be possible for the parent to make an appropriate decision? Why? 3. When do parents normally think about these topics? When should they start thinking about them? Why? 4. Is possible for a parent or caregiver to know everything that is needed to know about parenting? Please explain. Personalization Questions 1. Were you surprised by how much / how little you knew about the topic your group was assigned? Why? How did this make you feel? 2. If you do not feel that you have sufficient information, where could you go to get additional information? 3. With the vast amounts of information on parenting and child care, how can you know what information if important to the care of your child? 4. Can you think of a way that you can manage your information needs? Please share with the group. Facilitators Notes This activity is designed to have participants assess how much they already know about young childrens basic needs. There will undoubtedly be gaps in this knowledge. The important skill is the self-assessment. Participants will then start to think about seeking information, help and assistance. This will be examined further in Activity B4: Help and Assistance and Activity B5: Community Services. The facilitator may provide any additional information to the participants in the form of pamphlets, brochures and wall charts that may be available from the local health clinic or medical centre.

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Handout A1: Meeting a Childs Basic Needs during the First Three Years of Life

(1) Meeting the Basic Need of Adequate Nutrition:

Nutrition and nurturing during the first three years are crucial for lifelong health and wellbeing. Studies show that malnutrition in early childhood causes more deaths than any other childhood illness. It can also cause ill health and disabilities e.g. blindness Breast is best exclusively breastfeeding for the first 6 months provides the growing child with the best food available, and reduces the chance of malnutrition. It also establishes the necessary immunity to diseases. Breastfeeding also enhances the bonding process between mother and child. The rhythm of the heartbeat, felt during breastfeeding, has a calming effect on the child. Mothers should not get overanxious or guilty if they find breastfeeding to be more difficult than other mothers do parents can seek assistance to find out why, and what solutions there are. Working mothers may express their breast milk and store this in bottles. At 6 months of age, babies need to be introduced to other food apart from breast milk for continued growth and good health. Once children are eating other foods, they need to eat small amounts frequently as they have high energy levels. When infants start to consume complementary foods in addition to breastmilk, they are more likely to be at risk of infection. As food is eaten in small amounts, food storage and hygiene are most important in the period from 6 months to 18 months. Parents should avoid giving food sweetened with sugar as it gives children a taste for it and is bad for their health in later years. Parents should find out what nutritional foods are given to infants in their country fresh food such as fruit, fish, green leafy vegetables and traditional foods should be used, not tinned fish or beef. Providing fruit and vegetables is essential for healthy physical and mental development. Vitamins and minerals are necessary too. Young parents may not necessarily be aware of the important role that iodine plays in a persons diet. Iodine deficiency is the worlds most prevalent, yet easily preventable, cause of brain damage. What must also be considered is maternal nutrition and its impact on child development. There is a high prevalence of low birth weight in teenage pregnancies, anaemic mothers, and mothers with iodine and zinc deficiency. Intervention strategies can be employed to address these deficiencies.

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(2) Meeting the Basic Need of Adequate Health Care:

Good nutritional practices will assist in the healthy development of the young child. During the first three years, children are susceptible to illnesses. To support sound nutritional practices, the following features of health care will ensure a good start to a young childs life. Young parents need to know which diseases may affect their child, and what can be done to ensure he or she remains healthy. Contact needs to be made with local health clinics or hospitals to find out the immunization schedule that needs to be followed to prevent potentially dangerous diseases from endangering the childs good health. This schedule provides regular inoculation boosts particularly in the first year e.g. polio inoculations occur at birth, two, three and four months. There are variations in the schedule in Pacific Island countries, so parents would need to find out the schedule for their particular country; These diseases include measles, mumps, rubella, diphtheria, whooping cough, polio, tuberculosis and hepatitis. Diarrhoea commonly affects young children and there is no immunity for this if a child is affected, he or she needs to be orally rehydrated with boiled water or mothers can continue breast feeding. Pacific Island countries vary in their treatment of diarrhoea in Fiji, raw cassava juice is sometimes given whereas in Tonga pihipihi, toa and volovalo bark have been used. Doctors may also recommend a special solution. Typhoid is also present in the Pacific so parents need to boil drinking water, and to ensure that food is not contaminated. Hand washing after toileting and before preparing food should be carried out too. Parents should also be informed about other possible health concerns and the treatments available, for instance, thrush is treated with Ango tuber and Tuitui bark in Tonga, and basa/kura/noni squeezed and mixed with breast milk in the Solomon Islands. If a child is disabled or has some special needs, support groups are available in the community to assist parents provide the necessary health care. Preventive measures are the best to ensure a childs good health, but if the childs health is not what it should be e.g. low birth weight babies, early interventions can make a difference in the childs quality of life. Regular health checks are also important to ensure good health for children e.g. deworming may be required. Adults should not smoke near children as this can cause respiratory disorders, especially asthma.

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(3) Meeting the Basic Need of Protection from Physical and Emotional Danger:
Good nutritional and health care will very much be compromised if young children are not brought up in a safe and secure environment particularly in the first three years when they are susceptible to accidents at home. A number of important steps can be taken by parents to ensure the basic need of protection from physical danger, including abuse, is being met. As young children begin to explore and play in their world, parents need to give them clean, safe household things to handle, bang and drop. Small, fragile items should be placed out of their reach. Safe conditions for play need to be established. At times physical barriers need to be constructed to prevent children from getting into places that may be unsafe. Dangerous items such as burning candles need to be removed and kerosene or petrol should not be kept in empty coke/juice or soft drink bottles. Solo parents need to develop a coping strategy to prevent them from taking out any tiredness, frustration or stress on their children. Research indicates that children who experience extreme stress in their early years are at risk for developing a variety of behavioural and emotional difficulties in later life. There may be occasions where parents take out their frustrations on their young children because they are envious of the free lifestyle of their friends who are not parents, or they have had to leave a job when they became a parent, or they have not been able to complete their studies. In these situations, parents need to be supported. A young mother can suffer from post-natal depression, so she needs to be aware of support and treatment that is available to her. Young fathers need to share in the childcare duties with their partners so that mothers can get some time to themselves. Responsible young fathers, if they are working, will ensure they will provide for their young families. Money earned will not be wasted on pay days by drinking with their friends. For those mothers subjected to domestic violence from their partners resulting in an unsafe environment for themselves and their children, there are support groups in the community such as the Womens Crisis Centre. In some cases, where parents have been abused as children themselves, they become vulnerable adults and are likely to repeat the abuse on their children. Supportive intervention action needs to address this situation. If young children are disabled in some way, or they have some special needs, parents need to identify the appropriate support groups who will assist them in their childrens care. In some cases, parents themselves may have a disability. Appropriate support needs to be available so that such parents can cope with their disability and provide the care their children need.

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(4) Meeting the Basic Need of Promoting Early Sensory, Intellectual and Emotional Stimulation:
In addition to meeting the childs physical needs, parents need to nurture a childs sensory, intellectual and emotional development. The stimulation that parents can give to meet these needs will provide opportunities for the child to learn and develop to his or her full potential. It is important for young children to be able to form an attachment with an adult who can understand and respond to their signals. Parents need to provide plenty of stimulating interactive experiences and opportunities for their children to explore their world, such as things to look at, touch, hear, smell and taste. Parents can talk, read, sing and play games with their children, and respond to their sounds and interests. Talking in the mother tongue is vital for language development and promoting cultural identity. Such positive interactive experiences will assist children to develop some independence by beginning to learn to care for themselves and in the process, take the first steps in controlling their behaviour. Through these experiences, children develop thinking skills such as curiosity, problem solving, and language. When parents provide a warm, responsive caregiving environment, their children are more likely to develop sound emotional expressions and attachments later in life. Both mothers and fathers today may have to earn money to support a young child or family. The mother might prefer to stay at home to look after her child, but she needs to work. She should not feel guilty about this what is important is the quality of care the child receives, and this can be provided by a suitable nanny or relative. Play groups help socialization and also give caregivers space and time for themselves. Parents need also to help their children regulate their behaviour by learning rules, limits and values. This can be done by providing choices and alternatives and explaining why certain things are allowed and others are not. Children need discipline but it should be appropriate to their age, their level of understanding and the nature of the misdeed. For those families under stress brought about by poverty, domestic violence, multiple demands and responsibilities, children are likely to receive less adequate care. Parents in these situations need to be able to access available support services. Cultural norms and expectations can also affect the type of interaction between parents and their young child, for instance, the way affection is expressed will vary by culture. Communal socialization for young children is also an important learning process in Pacific Island countries.

Being a caring and nurturing parent of a child of any age is important. However a parent of a child up to the age of three has a vital role to play as the following characteristics of a childs brain development demonstrate: (1) the most critical period for rapid brain development is between the ages of 0-3 years old; (2) the environment affects not only the number of brain cells and the number of connections, but also the ways in which the connections or circuits are wired; (3) as each individual is exposed to different experiences, no two brains are wired the same way; (4) the brain develops as a result of the nature of the interactions between the genes a child was born with, and the childs experiences; (5) the human brain has a remarkable capacity to change, but timing is crucial; (6) there are times when negative experiences can have serious effects on a childs development.

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Facilitator: Now, we may have a better idea of the basic needs of a young infant. This information can help us to make better decisions related to childcare. But, we may still be uncertain whether we are caring for our baby in the right way and whether it is developing properly. The answer to key question 4, what are the key developmental stages and milestones during the first three years can help us assess how we are doing.

Key Question 4: What Are The Key Developmental Stages And Milestones During the First Three Years?
Outcome: Participants will be able to identify the key developmental stages and milestones during the first three years.

Activity A4: Milestones and Baby Pictures

Objective: Participants will assess their ability to identify key developmental stages and milestones during the first three years of infanthood.. Time: 20 minutes Materials: Handout A2 Instructions: 1. Tell the participants that this activity will look at the milestones in the development of young children in their first three years through freeze frames. Explain that a freeze frame is like a picture (photograph or statue) of an action frozen in time. Ask for a volunteer to demonstrate a freeze frame image. The other participants should observe and decide what the image is that they see. 2. Divide the participants into five groups. Each group will allocated a specific period in early childhood development. These are: Group 1: Birth to 3 months Group 2: 4 to 6 months Group 3: 7 to 12 months Group 4: 1 to 2 years Group 5: 2 to 3 years 3. Each member of a group must think of a milestone in early childhood development during the period assigned to their group and how they would present this milestone as a freeze frame. If the participants have difficulty in thinking of milestones, they can ask other members of the group for suggestions. Or, they think of the many photographs they have seen of young children in their lifetime. These photographs often capture the milestones. 4. Ask Group 1 to start by presenting their freeze frames. The other participants should observe and decide what the image is they see and, then, also decide whether it is indeed a milestone and one that would occur during the specified period. When the members of Group 1 have presented then the members of Group 2 will present followed by the other participants in the order of their groups. 5. Stimulate discussion by using the questions below. 6. Distribute copies of Handout A2: Developmental Stages and Milestones during the First Three Years of Life and Handout A3: An Early Childhood Screening Tool to all participants. Give them a moment to read through the handouts to see if they need any clarifications.

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Discussion: Content Questions 1. What are some of the main stages and milestones during the first three years of life? 2. How can parents or caregivers know what milestone should occur in what stage of development? 3. What are some things parents and caregivers can do to help children reach these milestones? 4. How do milestones give parents and caregivers an indication of a childs development? 5. What are some ways to assess whether a child is experiencing problems in development? Personalization Questions 1. What can you do in the care of your infant that will aid in its proper development? 2. Have you already anything about the developmental stages of infants? If so, is there anything you would like to share with the group? 3. With the indicators provided in the handout, do you think you will be able to recognise if your baby is developing properly? Please explain. 4. If you are unsure whether your baby is developing properly, who can you consult? How can this person or service assist you?

Facilitators Notes Allow the participants to contribute what they know first, then supplement their knowledge by going through the handout in Handout A2: Developmental Stages and Milestones during the First Three Years of Life and Handout A3: An Early Childhood Screening Tool which suggests assessment indicators in child development. Similar to the last activity, this activity is designed to help participants assess how much they know about early childhood development. There will undoubtedly be gaps in this knowledge. The important skill is the self-assessment. Participants will then start to think about seeking information, help and assistance, which will be examined activities B4 and B5.

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Handout A2: Developmental Stages and Milestones during the First Three Years of Life
Children have different needs at different stages during the early years. Parents need to be aware of these stages and milestones so that they interact appropriately and promptly with their young children. This knowledge too, will assist parents in identifying any possible developmental delays and what action or intervention, if any, is required. Parents should also remember that some children will reach these milestones earlier, others later.

Childrens Development Stages and Milestones

Approximate age Birth to 3 months What children do What children need

Learn about the world through all their senses Track people and objects with eyes Respond to faces and bright colours Reach, discover hands and feet Lift head and turn toward sound Cry, but are often soothed when held Begin to smile Begin to develop a sense of self

Protection from physical danger Adequate nutrition (exclusive breastfeeding is best) Adequate health care (immunization, oral rehydration therapy as required, hygiene) An adult with whom to form an attachment An adult who can understand and respond to their signals Things to look at, touch, hear, smell, taste To be held, sung to and rocked

4 to 6 months

Smile often Prefer parents and older siblings Repeat actions with interesting results Listen intently Respond when spoken to Laugh, gurgle, imitate sounds Explore hands and feet Put objects in mouth Sit when propped, roll over, scoot, bounce Grasp objects without using thumb

In addition to the above: Opportunities to explore the world Appropriate language stimulation Daily opportunities to play with a variety of objects

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7 to 12 months

Remember simple events Identify themselves, body parts, familiar voices Understand own name, other common words Say first meaningful words Explore, bang, shake objects Find hidden objects, put objects in containers Sit alone Creep, pull themselves up to stand, walk May seem shy or upset with strangers

In addition to the above: Introduction of supplementary foods Opportunities to hear stories, be read to A safe environment to explore

1 to 2 years

Imitate adult actions Speak and understand words and ideas Enjoy stories and experimenting with objects Walk steadily, climb stairs, run Assert independence, but prefer familiar people Recognize ownership of objects Develop friendships Solve problems Show pride in accomplishments Like to help with tasks Begin pretend play

In addition to the above: Support in acquiring new motor, language, thinking skills A chance to develop some independence Help in learning how to control their own behaviour Opportunities to begin to learn to care for themselves e.g. dressing, toileting Opportunities for play and exploration Play with other children Read to/tell stories daily Health care must also include deworming if required

2 to 3 years

Enjoy learning new skills Learn language rapidly Are always on the go Gain control of hands and fingers Are easily frustrated Act more independent, but are still dependent Act out familiar scenes Toilet training should be completed

In addition to the above, opportunities to: Make choices Engage in dramatic play Sing favourite songs Work simple puzzles

(Donohue-Colletta, 1992)

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Handout A3: An Early Childhood Screening Tool

Parents and other caregivers who are part of the childs daily life can do this level of screening. You know that the child might have a problem in these areas when he or she exhibits some of the following behaviours: Hearing: If the child does not turn towards the source of new sounds or voices has frequent ear infections (discharge from ear, earache) does not respond when you call unless he can see you watches your lips when you speak talks in a very loud or soft voice does not talk or talks strangely Seeing: If the child is often unable to find small objects which he or she has dropped has red eyes or chronic discharge from eyes, spots on the eyes, a cloudy appearance to eyes, or frequently rubs eyes and says they hurt often bumps into things while moving around holds head in an awkward position when trying to look at something sometimes or always crosses one or both eyes (after 6 months of age) Talking: If the child does not say mama (or equivalent) by 18 months of age does not speak at least 15 words by 18 months of age cannot name a few familiar objects/people by age 2 does not use 2 word sentences by age 2 cannot repeat simple songs/rhythms by age 3 is talking differently from other children of the same age Understanding: If the child does not react to own name by age 1 does not follow simple instructions by age 2 cannot identify parts of the face by age 3 cannot follow simple stories by age 3 Playing: If the child does not enjoy playing simple waving games by age 1 does not play with common objects by age 2 does not play like other children of the same age Moving: If the child is unable to sit up unsupported by 10 months cannot walk without help by age 2 frequently falls and has difficulty with stairs by age 3 moves very differently from other children of the same age Source: Early Childhood Care and Education A Trainers Manual USP, 1995 (pp 13-15)

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Facilitator dialog: We will not go to our last and final question, Why is being a parent of an infant up to the age of three so important? Our four previous questions and their answers have provided at east part of the answer to this question. But how do we put it all together and think of it a bit more manageably? The next activity will suggest a fun way to do so.

Key Question 5: Why Is Being a Parent of An Infant Up to the Age of Three so Important?
Outcome: Participants will be able to explain why being a parent of an infant up to the age of three is so important.

Activity A5: Wanted a Job as Parent

Objective: Participants will summarize the qualities needed in caring for a child in the first three years of life. Time: 30 minutes Materials: Flip chart paper, markers, sheets of blank paper, pens. Instructions: 1. Ask the participants if they have ever looked at the employment advertisements (a want ad) in the local newspaper. What information do the advertisements list? List the responses on flip chart paper and then compare or supplement with the list below: Knowledge required Skills required Experience needed Other resources Work hours Salary and benefits

2. Next, ask the participants to think about what parenthood requires from all the information and skills they have discussed in the workshop so far. Is parenthood a job? If so, what would be the core skills and knowledge needed to care for a child in its first three years of life? [The participants do not yet need to respond]. 3. Tell the participants to imagine that they work for an employment office and a client, a two month old child, would like you to help him/her to write and advertisement to help him/her find some parents. 4. Divide the participants into small groups. Each group must develop a want ad to find the child some good quality parents. They should include all the qualities and characteristics an applicant for the job of parent should have. Allow 10 minutes for groups to work on their advertisements. 5. When the groups are finished with their advertisements they should hang them on the wall close to one another. A representative from each group can quickly present the contents of their advertisement.

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Discussion: Content Questions 1. What are the similarities between the advertisements? 2. Based on the advertisements, what are the essential qualities that a parent must have to care for an infant in their first three months? Is there anything missing? 3. If an applicant for the job was missing some knowledge, skills, and experience for the job but the client was still interested in them, what could the applicant do to strengthen his qualifications? Personalization Questions 1. Do you think you qualify for the job as parent as you advertised it? Please explain. 2. With what you have learned in this workshop so far, what additional skills would make the job as parent easier for you? Please explain. 3. How do you think parenting changes as children grow older?

Facilitators Notes It may be useful, but not necessary, to distribute employment advertisements from the classified section of a local newspaper to the participants. The more detailed the advertisement the better.

Conclusion of Part A
Facilitator dialog: We have now completed Part A discussions on coping with change, the challenges of new and increased responsibilities, the assessment of personal knowledge related to health, nutrition, personal safety and cognitive development in early child, as well as the milestones in that development. We will now move on to Part B: Building Parenting Skill Competencies, which B focuses on personal capacities in problem solving, assertive behaviour, and information and help seeking behaviour.

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Part B: Building Parenting Skill Competency

Total Time: 3 hours

Outcome:
At the completion of the activities, participants will be able to demonstrate how to apply life skills competencies to real life situations.

Warm Up: Mother/Father Child Trust Call

Time: 10 minutes Ask the participants to divide into pairs. The pairs should select one person to be the mother or father and one to be the child. Each pair should also choose a different animal to represent them. The mother (or father) should make the sound that the animal makes so the child will know the mothers (fathers) voice. Now separate the groups all mothers and fathers on one side of the room an all children on the other side. Children must close their eyes (blindfolded if possible). Mothers or Fathers will make the animal sound while moving about the room. With their eyes closed, the children must try to find and touch their mother or father.

Facilitator dialog: Children develop special bonds with their parents and are able to recognize special characteristics, like the call of the mother or father. Much of this bond is built on dependency and trust. They are dependent on the parents to provide for their basic human needs, but learn to trust that their parents have learned and developed the skills that can provide a foundation for solving many of the seemingly complex problems that the family will encounter as the child grows and develops. The activities that follow will look at some of these important skills. Decision making and problem solving are two such skills that will be put to use to help a young mother in need of help in our first activity.

Activity B1: A Mother In Need of Help

Objective: The participants will practice using decision making and problem solving skills to resolve parenting problems in a case scenario. Time: 45 minutes Materials: Flip Chart and markers, the story, A Mother in Need of Help, one sheet per group. Instructions: 1. Divide the training participants into groups. The number of participants in each group will depend on the total number of person participating in the training. It is recommended to have no more than 4 or 5 persons per group so that everyone will be able to express their opinions and participate in discussion. However, you do not want to have too many groups do to the time available for providing feedback. 2. The facilitator will distribute the story, A Mother in Need of Help, to each group. For training workshops where the first language of the participants is not English, the facilitator may read the story once, out loud, so that it will be easier for the participants to follow.

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A Mother in Need of Help

A young mother, Mere, is struggling to cope with a one year old son. She does not always get the support from her partner that she needs. He works, but on paydays spends what Mere considers to be too much of his pay on drinking with his friends. He comes home drunk quite often, argues with Mere, and hits her when he gets angry. He feels that he works hard and is entitled to spend time to relax with his friends. On top of that, when Mere feels she is not coping, certain resentment rises to the surface. Her pregnancy had not been planned and as a young parent she soon misses the good times she experienced with her friends. Her friends put more pressure on her when they insist she keep going out with them. They feel she needs to spend time with them. Mere wants to join them but know that her friends party hard and would expect her to do so too. She finds it difficult to say no to them, and argues with her partner when she makes arrangements to go out.

3. Ask the participants to put themselves in Meres shoes. Have each group think that if they were Mere how they would solve her problems by using the steps to decision making and problem solving. 4. Before resolving to help Mere solve her problems, the members of the groups should brainstorm the different aspects to Meres problem to help them think of what they should do. Many problems may be present in the story and will need to be prioritized. By solving the main or core problem, many of the smaller problems may be resolved as well. 5. Ask the groups to come back together as a large group and discuss some of their findings using the content questions below. These questions are not exclusive but can be used as a starting point for discussion. What is happening in Meres situation? Who are the people involved? What different problems is Mere facing in her life? Was any one problem more serious than the others? What is the main or priority problem? What factors (lack of skills, knowledge, etc.) have contributes to Meres vulnerability? What factors put Mere directly at risk for negative consequences? How should Meres one year old sons needs and right figure into the solution?

6. A representative from each group will present the ways the group would help Mere to the large group. As each group presents, it is only necessary to present strategies that are different from what was presented by previous groups. 7. After each group has presented the groups suggestions on how to help Mere the facilitator will ask the participants to summarize the process used and whether it applies to their personal living situation.

How did your group come up with the strategy for Mere? Did the group look at several different options? Why were some alternatives quickly rejected while other alternatives were discussed more thoroughly? What impact would your solution have on Meres son? Is Meres situation similar to that of anyone you know? If so, how is that person trying to resolve their situation?

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If you were in Meres situation, do you think you would be able to use your groups strategy to resolve the situation? Why or why not? Besides decision making and problem solving, what additional skills do you think Mere needs in order for the strategy to be effective?

8. Ask the participants to list the steps taken to make decisions and resolve Meres situation. The facilitator should write the steps on flip chart paper. Once the participants have finished their suggestions, the facilitator can suggest any missing steps (See steps or guideline in the Facilitators Notes below). Follow up by discussing a few additional questions:

How would this model be useful in other situations? How do you think you can apply this decision-making and problem solving model to situations you may face? What additional skills do you think are most commonly needed in situations related to parenting?

Facilitators Notes The purpose of skills formulas is to provide a summary of the core skills examined in this activity, i.e. decision making and problem solving. These skills are needed to help young people resolve the problems they face in their daily lives. The formulas are a part of the lesson that the participants may easily remember and then apply when needed. The formula should be drawn from the participants responses. The facilitator may contribute any missing steps or points to consider only after trainees have contributed what they can. Decision Making and Problem-Solving 1. Clearly identify the immediate problem or the decision that has to be made. 2. Think of alternative actions and ways out of the problem. 3. Think of the advantages and disadvantages of each option. 4. Choose the best option for you. 5. Determine what additional skills and assistance you may need and how you will develop these. 6. Develop a plan and put it into action. 7. If the problem still exists, re-examine the option you chose and choose another strategy if necessary. The formula for structured decision making and problem solving is normally composed of points 1-4 and 6. However, additional skills or assistance may be necessary before the strategy (decision) can be put into action. For example, if Meres strategy is to negotiate or refuse her friends invitation to go out, she may need to strengthen her communication skills. Without these skills the strategy will not be effective. Moreover, even the best laid plans may have forgotten to consider some important information, necessary of the strategy to be effective. In these cases, the strategy should be re-examined or another strategy can be chosen.

Facilitator dialog: In this last activity you had a chance to practice problem-solving skills based on Meres situation. Skills are seldom developed after only one practice sessions. It is therefore important to continually practice skills by applying them to your own living situations whenever possible. The next activity will provide you with some additional practice in applying the decision making and problem solving model but, this time, to situations that you may be already facing.

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Activity B2: Practice Problem Solving

Objective: The participants will practice problem solving for situations they have personally encountered. Time: Materials: 35 minutes Flipchart paper and markers

Instructions: 1. Ask the participants to quickly brainstorm problem situations that they have already encountered that is related to parenthood. Write the situations on flip chart paper. Check to see how many participants have encountered the same or a similar situation and identify the 2 or 3 most common problems. 2. Divide the participants into small groups of 4 or 5 persons each. [The size of the groups will depend on the number of participants in the workshop, but no more than 8 persons maximum.] 3. Each group will choose one of the most common problem situations and use the steps to decision making and problem solving (skills formula from the previous activity) to find a solution to the problem. The groups will have 15 minutes to work through their problem. Group discussions should be recorded on flip chart paper to be presented to the large group. 4. Each group will briefly present the steps taken and considerations made in finding a solution to the other groups. At the end of each presentation, the other small groups may provide feedback. 5. Use the questions to stimulate discussion and application of these skills to their daily lives Discussion Content Questions 1. In addition to decision making and problem solving, what skills can this activity help you strengthen? Give examples. 2. How is decision making important to a persons daily life? 3. Are critical and creative thinking skills, and choosing a solution sufficient to solve problems? Why or why not? 4. What are some additional factors that can influence whether we make appropriate decisions? Are these related to skills? Please explain. Personalisation Questions 1. Do you think it is easier or more difficult to solve other peoples problems, as in the case of Meres situation, than your own problems? Why? 2. How was your groups course of action determined? Did everyone in the group agree on the same course of action? If not, why do you think some group members preferred different options? 3. Do you think it is better for you to make your own decisions or to have a friend make decisions for you? Why? 4. If you have made a decision but still lack skills or information, where can you go for assistance? Facilitators Notes The facilitator should once again review the different steps to decision making and problem solving. However, this time, it is important to point out that everyone has to choose the option that is most appropriate to their personal situation. What may be the right choice for one person may not be the right choice for the next.

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Facilitator dialog: In the first activity, Mere was having difficultly coping with stress, dealing with peer pressure and negotiating with her husband. Each group came up with different strategies to help Mere with her situation through problem solving. The last activity helped us look at situations that are common to the group. In both activities, the need for additional skills was identified. In the following activities, we will take a look at some of these skills. To start things off, we will examine a very important skill, communication.

Activity B3: Can We Talk?

Objectives: The participants will examine three different behavioural patterns of interaction (passive, assertive, aggressive) The participants will develop and evaluate strategies for negotiating for personal needs and/or refusing the requests of others through practice. Time: Materials: 45 minutes Flipchart paper, markers, paper, pencils/pens.

Instructions: Step 1: Communication behaviour. 1. Explain to the participants that they will briefly examine three different types of character. When people communicate, they reveal traits of their character. The first type of character is passive. Persons of this type accept whatever the other person says or asks without expressing their own opinions or needs. The second type of character is aggressive. Persons of this type do not respect the opinions of others and like to have their own way, sometimes by force, if necessary. And, the last type of character is assertive. Persons of this type listen with esteem to the opinions and needs of others, while stating their own positions reasonably and firmly. 2. Next, draw three different columns on flip chart paper and list one of the character types at the head of each column. Ask the participants to provide examples of how persons in each category might express them selves, both verbally and non-verbally. Record the suggestions as they are given. Passive Non-verbal expression Verbal expression 3. Ask the participants to recall the story of Mere, in the first activity and suggest situations in which Mere might want to negotiate with her husband or to negotiate or say no to her friends. Make two columns on flip chart paper and label one column husband and the other friends. Write the groups suggested situations under the appropriate column. 4. Ask the participants to choose one situation from each column which they think is the most challenging. Step 2: Small group discussions. 5. Divide the participants into two groups. One group will explore the Meres situation involving her husband and the other group will explore the situation involving her friends. 6. Each group must develop a role-play about their situation. To do this the two groups must divide themselves into two smaller groups. Each of the smaller groups will look at the situation from a different perspective: Assertive Aggressive

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Husband group Small group A: Husbands perspective Small group B: Meres perspective Friends group Small group A: Friends perspective Small group B: Meres perspective 7. Each of the small groups, should decide what type of communication behaviour (passive, assertive, aggressive) their character will express. The small groups looking at the situation from Meres perspective, must decide which type of communication behaviour would be most effective for Mere to get her needs across to her husband or friends. 8. Each of the small groups should take 10 minutes to prepare arguments to get what they want or need from the other party involved in their situation. The small groups should not know what the other half of their group is preparing. 9. When the arguments have been prepared, ask the groups to present their strategies as roleplays. Each small group will choose member of the group to participate in a role-play with a member of the opposing small group [Husband group Mere vs. husband, Friends group Mere vs. friends]. 10. While presenting the role-play, if one party or the other is stumped by a loss of words or forgotten argument, another member from the same small group may replace their group member and continue the argument. The other participants should observe the communication strategies in the role-play attentively. 11. After each group presents its situational role-play, have all of the participants discuss whether the Meres strategy was effective and what could be improved. Observers may suggest and/or present other strategies that they feel may be more effective. 12. After each group has presented and the strategies discussed, summarize the activity by using the questions below: 13. Before concluding the activity, the facilitator should ask the participants is they can suggest steps or elements in assertive communication. The facilitator should write and order these on flip chart paper as a reminder to the participants. Discussion Content Questions: 1. How did your small group decide on its strategy? Why did you think this would be effective? 2. Who was in the more difficult position to negotiate? [Mere or her husband / Mere or her friends] Why was it difficult? 3. What type of communication behaviour is most suitable for refusing something you do not want to do? Why? 4. What difference does it make to both parties how you say no? 5. What type of communication behaviour would be most effective in expressing personal needs to friends while maintaining their friendship? Why? 6. Is it sometime appropriate to use the other types of communication behaviour? If so, when? Please give an example. Personalization Questions 1. How would you assess your own personality type, passive, assertive, or aggressive? Why? 2. If you were in Meres shoes or facing your own situations would you be able to express your wants, needs, opinions, likes and dislikes to others? Why or why not? 3. Which do you think is more difficult, asking for something that we want or refusing something that we dont want? Why? 4. Have you ever had a close friend ask you to do something you did not want to do? What did you decide to do did you go along with your friend or did you refuse?

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5. If you refused your friend, how did you refuse? What words, tone of voice and body language did you use? How did you friend react to your refusal? 6. If you went along with your friend, how did you feel afterwards? If you were to experience the same situation again, what do you think you would do differently? Why? What would you say to your friend? Please give an example. 7. What would you say to a friend the next time you are asked to do something you do not want to do? Please give an example.

Facilitators Notes The formula for assertive communication should be drawn from the participants responses. The facilitator may contribute any missing steps or points to consider only after trainees have contributed what they can. Assertive Communication 1. 2. 3. 4. 5. 6. 7. Look at the person. Use a neutral, calm voice. Remain relaxed and breathe deeply. Clearly state your opinion or disagreement. Avoid emotional terms. Listen to the other person. Acknowledge other viewpoints and opinions. Thank the person for listening.

The facilitator should add that in some cases, the other party may be acting irrational. If Meres husband is drunk, for example, he may not be in control of his emotions, which could result in both vocal and physical outbursts. In these cases, an eighth step should be added. 8. If possible remove yourself from the situation. Assertive communicators express themselves effectively but without taking advantage of others or putting themselves at a disadvantage.

Facilitator dialog: In this last activity, we looked at the importance of effective communication. However, even when we have good communication skills, we may still need assistance in seeking information, developing skills or in reducing other factors that may make us vulnerable to problems. This next activity will help us to examine how we choose sources of help and assistance.

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Activity B4: Help and Assistance

Objective: Materials: Instructions: 1. Divide the participants in two teams, A & B. Have both teams line up in two queues. On the wall in front of each queue, place two sheet of flip chart paper for each team. 2. Ask the participants to think about with whom, individuals or services, they would consult if they have a problem related to parenting. The participants should keep the information to themselves. Give them a moment to think about as many different resources as they can. 3. Explain that this part of the activity is a relay race. The person at the head of each queue will go to the flipchart paper and write the first resource that comes to mind. When the person at the head of the queue lists a resource that person must then move to the back of the queue. Members of the same team should try not to duplicate the answers of their team mates. 4. Next, draw four columns on a piece of flipchart paper. At the head of each column, write a potential problem area for which new parents may need to seek help or assistance. Examples are provided in the table below. Participants will review sources of help and assistance. Flipchart paper, markers Time: 30 minutes or adjust as appropriate

Group A Infant Feeding Resources 1, 2. 3. Vaccinations

Group B Family Planning Parental Stress

5. Assign two columns to Group A and two columns to Group B. [One suggestion is to assign Group A, problems related to infants and assign Group B problems related to parents, or mix and match]. 6. Each group must then look at the list of resources it developed during the brainstorming relay. The groups must decide which of their resources would be appropriate resources to address the problem areas in the columns they have been assigned. The groups should try to list three resources for each problem area. 7. After the groups have designated resources to the different problem areas, the group members should discuss the advantages and disadvantages of consulting each particular resource. 8. The groups should then decide what would be the most appropriate resource (of those listed) for each problem are. 9. The groups should also discuss what other skills they may need in order to access the chosen resources. 10. A representative from each group will present their groups findings to the large group. 11. The facilitator should open a discussion using the questions below.

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12. Once again before concluding the activity, the facilitator should ask the participants is they can suggest steps in making decisions about help and assistance. Inform the participants that the steps are related to steps for decision making and problem solving. Discussion: Content Questions 1. A number of resources have been listed by each group. With whom would you discuss each type of problem? What are the advantages and disadvantages to talking with this person or agency? 2. What it comes to parenting, what are some of the best sources of information? How do you know that these are good sources of information? Why? 3. What types of services related to parenting are available in your community? 4. What services are do you think are used the most often? Why? Personalization Questions 1. When you have a problem with whom will you talk? Why will you talk with that person? 2. Do you think the person you talk to is always the best choice? Why or why not? 3. After talking with the person, how did you feel? What made you feel this way? 4. What is the most difficult thing in deciding whether to talk with someone about a problem or to seek information? 5. When you have a problem where do you go to get information or services? 6. What would you do if you had some questions about a sensitive topics (like HIV or STI), who would you ask? Would this be the best source of information? 7. What are some things that will help people in seeking information and services?

Facilitators Notes The formula for decisions on help and assistance should be drawn from the participants responses. The facilitator may contribute any missing steps or points to consider only after trainees have contributed what they can. Decisions on Help and Assistance 1. Look at the immediate situation facing you. 2. Define the situation by what is occurring and determine what kind of assistance you need (i.e., information, services, skills, etc.) 3. Think of the different resources that could provide you with the assistance you need. 4. Assess the advantages and disadvantages of consulting each option. 5. Choose the best resource that meets your needs. 6. Determine what skills you may need to access these resources. 7. Develop a plan to get the assistance you need and put it into action.

Facilitator dialog: While the parenting experiences of family members and friends is an invaluable resource for new parents, a variety of additional assistance resources may be needed. Knowing what assistance we need is only half the battle as we also need to know were services can be obtained and the quality of these services. The next, and last, activity in this workshop will help you examine the services available in your own community and to begin to assess the quality of these services.

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Activity B5: Community Services

Objectives: The participants will assess their knowledge of services available in the community and will assess the appropriateness of those services for their families. Time: 30 minutes Materials: Flip chart paper and markers, handout of mapping exercise instructions, directory of Community Services (prepared before the workshop) Instructions 1. Divide the participants into small groups or, if appropriate, have them work in couples (husband and wife). 2. Explain that they will be 3. Ask the couples/small groups to draw a basic map of their home community, include important roads and landmarks. 4. Brainstorm the services that are important to young parents and families with young children. These services may include: Health clinics, hospitals and medical centres; Antenatal and postnatal care services, paediatric medical treatment services; Voluntary counselling and testing services for HIV and Sexually Transmitted Infections; Reproductive health services and STI treatment; Counselling services: Individual; Relationship; Family; Spiritual; Psychological; and Mental Health; Services for victims of sexual violence or abuse; Drug and alcohol counselling, detoxification, treatment or rehabilitation; Social support, welfare, peer support and home-based care services; other family support services. 5. The participants should draw the approximate location of the services they know on the map and the roads, including the names of the roads, which are important to reach these services. They should use a different symbol for each different type of service and draw a legend or key to these symbols. 6. They are encouraged to list any additional information that they may have about these services, such as telephone numbers, names of key contact people, types and scope of services provided, hours of service, and approximate cost of services. Also record whether the services are confidential. 7. If there are several agencies offering similar types of services, the participants should assess the services based on what they and/or their group members know about the services to determine which services may be most appropriate for their families. 8. At the end of the session, the facilitator should distribute the Service Directory that was compiled in planning for the workshop. Facilitators Notes The Service Directory should be distributed to all of the participants. It can be a good idea to have the participants spend a few moments looking though the directory and compare the information to what they have drawn on the map. This will provide an opportunity to suggest and services that were missed when the directory was compiled. The exercise provides an opportunity to establish a basic information system for family self help through the mapping and additional information about local community services.

46

Handout B1: Community Service Mapping

Sample Map

Instructions 1. Draw a basic map of your home community, include important roads and landmarks. 2. Brainstorm the services that are important to young parents and families with young children. These services may include: Health clinics, hospitals and medical centres Antenatal and postnatal care services, paediatric medical treatment services Voluntary counselling and testing services for HIV and Sexually Transmitted Infections. Reproductive health services and STI treatment Counselling services: Individual; Relationship; Family; Spiritual; Psychological; and Mental Health Services for victims of sexual violence or abuse Drug and alcohol counselling, detoxification, treatment or rehabilitation Social support, welfare, peer support and home-based care services 3. Draw the approximate location of the services you know on the map and the roads, including the names of the roads, which are important to reach these services. Use a different symbol for each different type of service and draw a legend or key to these symbols. 4. List any additional information that you may have about these services, such as telephone numbers, names of key contact people, types and scope of services provided, hours of service, and approximate cost of services. Also record whether the services are confidential. 5. If there are several agencies offering similar types of services, assess the services based on what you and your group members know about the services to determine which services may be most appropriate for your family.

47

Facilitator dialog: Now we have come to the end of the workshop. But, before we say our goodbyes, I would like to ask you to share some of your thoughts about what you have gained from participating in this workshop through one last activity.

Activity B6: Summing Up

Objective: The participants will summarize what they have gained from the workshop. Time: 10-15 minutes Materials: Instructions 1. Distribute a slip of paper to each of the participants and ask them to quickly write the two most important things that they have gained from this workshop. 2. Ask the participants to stand in a circle and place either a small basket or a chair in the centre of the circle. 3. Ask one participant to summarize what they have written. When that participant is finished speaking, the slip of paper should be placed in the basket or on the chair at the centre of the circle. Go around the circle so that everyone has a chance to make their statements. 4. The facilitator may then make summary remarks. The following is an example: In our pressure-packed world, parents and caregivers must be able to handle many different responsibilities in order to maintain a safe, healthy household for their children. Balancing a budget, preparing nutritious meals, providing housing, and making children receive a proper education and necessary medical care are just a few of the day-to-day challenges that every family faces. Many families are strong enough to survive tough times while others need assistance to develop the necessary skills to carry them through. When parents and caregivers arent skilled in these areas, or havent had the opportunities to learn the skills that are necessary to perform these functions, it can be just as damaging to the stability of the home and the well-being of the children. In these situations, children, often suffer the most. They are dependent on their parents, or other caregivers, for not only the love, affection, understanding, and sense of self-worth that are absolutely essential for healthy development, but also the everyday necessities of life. When any of these are missing, the child suffers, both physically and emotionally. This workshop has focused on enhancing some of the strengths and abilities that you as caregivers already have, and provided you with opportunities to develop new skills or strategies that will enable you to create a safe environment for your children. 5. Kindly ask the participants to stay a few minutes longer to fill out the Participant SelfAssessment Form (Attachment III) and the Workshop Evaluation Form (Attachment VI). 6. Thank the participants for their participation in the workshop. Facilitators Notes The facilitator should collect the slips of paper in the basket / on the chair and keep a record of what was written. This information will help verify what is reported in the self-assessment. Some participants may wish to have the facilitator address some specific questions after the workshop. It is up to the discretion of the facilitator whether to answer these questions. It may be an opportune time to have these participants explore the services available in local community and have their questions answered by professionals in the appropriate field. Small slips of paper, pens, small basket or chair

48

ATTACHMENT I: Facilitator Self-Assessment Checklist Pre and Post Workshop

Introduction This checklist can be used as a tool to help you assess your effectiveness in your role as a facilitator/trainer in relation to opportunities for workshop participants to learn and practice skills. The statements below relate to key tasks and abilities that have been identified through the Pacific Stars Life Skills Programme as essential to the facilitation of life skills development. These tasks and abilities reflect the facilitator/trainers preparation, facilitation skills, assessment skills, and professionalism. Instructions to Facilitator Preparing for a Workshop Think about your previous experiences as a facilitator and also what preparations you have made for the upcoming workshop. Read each statement and then think about how strongly you agree or disagree with it, based on your experiences and ability. Choose the appropriate criterion from the key below that matches your response and write the appropriate number (1, 2, 3, 4) in the Pre Workshop column to the right of the statement. If you have never attempted and activity, write N/S in the column. Note the areas where your skills may be the weakest and develop a plan to improve on these in the upcoming workshop. Post Workshop Assessment Use this checklist again to rate how effective you think your facilitation of the learning activities went during the workshop. Compare with your pre workshop assessment and note areas that may still need to be strengthened for the next workshop.

KEY: 1 = Strongly agree with the statement. I am very comfortable and confident in doing this and it has worked well for me 2 = Agree with the statement. I am able to do this have done this and feel quite happy with how it went 3 = Sometimes disagree with the statement, sometimes agree. I have done this, but not very well 4 = Disagree with the statement. I have never done this N/A = Not applicable or not attempted.

Item
Preparation
1 2 3

Statement

Response
(see KEY) Pre Post Workshop Workshop

I have made sure the learning venue is arranged, clean, comfortable and ready for training I have prepared a session plan with time allocations and breaks I am familiar with the modules, activities and information required

49

Facilitation
4 5 6 7 8 9 10 11 12 13 14 15 16 I outline the objectives of the session and recap or review earlier work I establish participants prior knowledge and what their needs and expectations of the training will be I use body language effectively e.g. eye contact, body positioning etc. I allow time for participants to share their experiences I am non-judgmental, flexible and accept different attitudes I use role plays as a participatory activity I use small group discussion groups; I facilitate brainstorming activities I facilitate whole class discussions I use a variety of questioning techniques e.g. open, closed, reflective I provide a balance between passing on knowledge and facilitating life skills participatory exercises I am an active listener I avoid sticking rigidly to scenarios or case studies used in the Curriculum and can come up with examples to suit the group At the end of each session, I review what was achieved and state what will be covered (briefly) next time

Pre Post Workshop Workshop

17

Assessment
19 I have assessed life skill competencies

Professionalism
18 I manage time effectively e.g. start on time, dont get sidetracked, know when to end role plays, group discussions, manage disruptions I am a good role model for participants e.g. be punctual, am assertive not aggressive, no substance abuse etc.

20

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ATTACHMENT II:

Facilitator Observation Form A: Competencies Clustered by Skill

Workshop Participants Competencies
Participant Name

Decision Making / Problem Solving

9. The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting.

Creative Thinking
10. The participant is able to identify a number of potential solutions when faced with a problem. 12. The participant is able to identify multiple sources of information, help and assistance related to issues in parenting.

Critical Thinking
11. The participant is able to assess the advantages and disadvantages of the potential solutions the participant has identified. 13. The participant is able to assess the appropriateness of sources of information, help and assistance in parenting.

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

51

Workshop Participants Competencies

Participant Name

Communication
14. The participant is able to identify and use the steps to assertive communication.

Self-Awareness
6. The participant is able to access their knowledge (and gaps therein) on the basic needs of children. 7. The participant is able to assess their skills (and gaps therein) in childcare. 8. The participant is able to assess their knowledge (and gaps therein) on the different stages and milestones in early childhood development.

Interpersonal Relationships
3. The participant is able to identify the inter-relationship of the needs, rights, and responsibilities of self, child, and family. 5. The participant is able to identify characteristics of good parents or caregivers in the local context.

Empathy
4. The participant is able to identify situations in which the needs and rights of the child come first before their own.

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

52

Workshop Participants Competencies

Participant Name

Coping with Stress & Emotions

1. The participant is able to identify some of the causes of stress from parenthood. 2. The participant is able to identify and use steps in coping with stress and emotions that come from parenthood (changes in lifestyle).

Workshop Score
15. As a result of the workshop, the participant is able to assess their own abilities as a parent and ways of strengthening these abilities.

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

53

Facilitator Observation Form B: Competencies by Order in Curriculum Activities

Workshop Participants Competencies
Participant Name 1. The participant is able to identify some of the causes of stress from parenthood. (coping with stress) 2. The participant is able to identify and use steps in coping with stress and emotions that come from parenthood / changes in lifestyle (coping with stress & emotions). 3. The participant is able to identify the inter-relationship of the needs, rights, and responsibilities of self, child, and family. (interpersonal relationships) 4. The participant is able to identify situations in which the needs and rights of the child come first before their own. (empathy) 5. The participant is able to identify characteristics of good parents or caregivers in the local context. (interpersonal relationships) 6. The participant is able to access their knowledge (and gaps therein) on the basic needs of children. (selfawareness)

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

54

Workshop Participants Competencies

Participant Name 7. The participant is able to assess their skills (and gaps therein) in childcare. (self-awareness) 8. The participant is able to assess their knowledge (and gaps therein) on the different stages and milestones in early childhood development. (self-awareness) 9. The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting. (decision making & problem solving) 10. The participant is able to identify a number of potential solutions when faced with a problem. (creative thinking) 11. The participant is able to assess the advantages and disadvantages of the potential solutions the participant has identified. (critical thinking) 12. The participant is able to identify multiple sources of information, help and assistance related to issues in parenting. (creative thinking) 13. The participant is able to assess the appropriateness of sources of information, help and assistance in parenting. (critical thinking)

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

55

Workshop Participants Competencies

Participant Name 14. The participant is able to identify and use the steps to assertive communication. (communication) 15. As a result of the workshop, the participant is able to assess their own abilities as a parent and ways of strengthening these abilities. (overall competency)

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

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ATTACHMENT III: Participant Self-Assessment Form Parenting: What Does It Take?

Name: Workshop Location: Date: Facilitator:

Instructions to Workshop Participants

The purpose of this evaluation is to see how your level of skills or abilities related to parenting has changed as a result of this workshop. This will be done through self-assessment at both the beginning and the end of the workshop. This assessment will also help the facilitator and the workshop organizers to make appropriate adjustments to the curriculum and facilitation in future workshops. You will be asked to complete the assessment before the start of the workshop 9. After you have completed this form, it will be collected by the facilitator. At the end of the workshop, the form will be returned to you to help you think about how your abilities have changed from the start of the workshop. When you have completed the assessment, return it to the facilitator. A number of different skills that have been examined in this workshop have been written as ability statements. Read each statement and then think about how strongly you agree or disagree with it. Circle the level of agreement that best matches your ability. At the beginning of the workshop, rate your abilities on the lines under Pre Workshop. At the end of the workshop, rate your abilities on the lines under Post Workshop. For example, the statement below is related to my ability to listen, a communication skill. I disagree because I still have difficulty maintaining eye contact, especially with people who are strangers.

I am able to listen attentively when someone comes to talk to me.

Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

I still have difficulty with eye contact.

Scale Criterion

Level 1: Strongly Disagree. You are not able to demonstrate this ability at all. Level 2: Disagree. You are not able to completely demonstrate this ability. (Steps are weak or some missing). Level 3: Neither Agee nor Disagree. You are able to demonstrate this ability but only in a structured (e.g. guided activity) context. Level 4: Agree. You are able to demonstrate this ability (beyond level 3) with confidence. Level 5: Strongly Agree. You are able to demonstrate a mastery of this ability (beyond level 4) and can apply it to contexts outside of the workshop.

If for some reason the assessment cannot be completed at the beginning of the workshop, please fill in both the Pre Workshop and Post Workshop sections the end of the workshop.

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

57

Your honest assessment of your abilities is important. Thank you.

Part A
2. I am able to identify causes of stress from parenthood. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

3. I am able to identify and use steps in coping with stress and emotions that come from parenthood (changes in lifestyle). Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

4. . I am able to recognize the inter-relationship of the needs, rights, and responsibilities of self, child, and family. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

58

Your honest assessment of your abilities is important. Thank you.

5. I am able to identify situations in which the needs and rights of my child come first before my own. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

6. I am able to identify the characteristics of good parents or caregivers in the local community. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

7. I am able to assess my knowledge (and gaps therein) on the basic needs of children. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

59

Your honest assessment of your abilities is important. Thank you.

8. I am able to assess my skills (and gaps therein) in childcare. Pre Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

9. I am able to assess my knowledge (and gaps therein) on the different stages and milestones of early childhood development. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:
Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Part B 10. I am able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

60

Your honest assessment of your abilities is important. Thank you.

11. I am able to identify a number of potential solutions when faced with a problem. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

12. I am able to assess the advantages and disadvantages of these potential solutions. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

13. I am able to identify multiple sources of information, help and assistance related to issues in parenting. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

61

Your honest assessment of your abilities is important. Thank you.

14. I am able to assess the appropriateness of sources of information, help and assistance in parenting. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

15. I am able to identify and use the steps to assertive communication. Pre Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason: Post Workshop

Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Workshop Score: Post Workshop Only

16. As a result of the workshop, I am able to assess my own abilities as a parent and ways of strengthening these abilities. Post Workshop
Strongly Disagree 1 Disagree 2 Neither agree nor disagree 3 Agree 4 Strongly Agree 5

Reason:

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

62

ATTACHMENT IV:

Participant Self-Assessment Scoring Worksheet

Strongly Agree 5 Average score Neither Agree or Disagree 3

Strongly Disagree

Disagree

Competencies

Criterion values

Decision Making / Problem Solving

9. The participant is be able to identify and use steps in decision making and problemsolving with issues encountered in family life and parenting. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Creative Thinking
10. The participant is able to identify a number of potential solutions when faced with a problem. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

12. The participant is able to identify multiple sources of information, help and assistance related to issues in parenting. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

Agree 4

63

Strongly Agree 5

Competencies

Criterion values

Critical Thinking
11. The participant is able to assess the advantages and disadvantages of the potential solutions the participant has identified. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

13. The participant is able to assess the appropriateness of sources of information, help and assistance in parenting. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Communication
14. The participant is able to identify and use the steps to assertive communication. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Self-Awareness
6. The participant is able to access their knowledge (and gaps therein) on the basic needs of children. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

64

Average score

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

Strongly Agree 5

Competencies

Criterion values Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

7. The participant is able to assess their skills (and gaps therein) in childcare. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

8. The participant is able to assess their knowledge (and gaps therein) on the different stages and milestones in early childhood development. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Interpersonal Relationships
3. The participant is able to identify the inter-relationship of the needs, rights, and responsibilities of self, child, and family. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

65

Average score

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

Strongly Agree 5

Competencies

Criterion values

5. The participant is able to identify characteristics of good parents or caregivers in the local context. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Empathy
4. The participant is able to identify situations in which the needs and rights of the child come first before their own. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Coping with Stress & Emotions

1. The participant is able to identify some of the causes of stress from parenthood. Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

2. The participant is able to identify and use steps in coping with stress and emotions that come from parenthood (changes in lifestyle). Pre Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

66

Average score

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

Strongly Agree 5

Competencies

Criterion values Post Workshop

Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Post Workshop Only

15. As a result of the workshop, the participant is able to assess their own abilities as a parent and ways of strengthening these abilities. Post Workshop
Step 1: No. answers per criterion Step 2: No. answers x criterion value Step 3: Sum of Step 2 No. responses

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

67

Average score

Neither Agree or Disagree

Strongly Disagree

Disagree

Agree

ATTACHMENT V:

Workshop Scoring Report Form

Workshop Name: Location: Date: Facilitator:

The average Pre and Post Workshop scores for each competency from the Participant SelfAssessment Scoring Worksheet should be recorded in the appropriate boxes in the table below and then compared. An arrow or dash should be placed in the last box to show whether there has been a reported increase (), decrease (), or there was no change (-) in skills capacity, from pre to post workshop, as a result of the workshop. An example from the sample scoring worksheet is below:

Competencies Decision Making / Problem Solving

9. The participant is be able to identify and use steps in decision making and problem-solving with issues encountered in family life and parenting.

Average Scores
Pre Workshop Post Workshop

-

Creative Thinking
10. The participant is able to identify a number of potential solutions when faced with a problem. 12. The participant is able to identify multiple sources of information, help and assistance related to issues in parenting.

Pre Workshop

Post Workshop

-

Critical Thinking
11. The participant is able to assess the advantages and disadvantages of the potential solutions the participant has identified. 13. The participant is able to assess the appropriateness of sources of information, help and assistance in parenting.

Pre Workshop

Post Workshop

-

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

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Competencies Communication
14. The participant is able to identify and use the steps to assertive communication.

Average Scores
Pre Workshop Post Workshop

-

Self-Awareness
6. The participant is able to access their knowledge (and gaps therein) on the basic needs of children. 7. The participant is able to assess their skills (and gaps therein) in childcare. 8. The participant is able to assess their knowledge (and gaps therein) on the different stages and milestones in early childhood development.

Pre Workshop

Post Workshop

-

Interpersonal Relationships
3. The participant is able to identify the inter-relationship of the needs, rights, and responsibilities of self, child, and family. 5. The participant is able to identify characteristics of good parents or caregivers in the local context.

Pre Workshop

Post Workshop

-

Empathy
4. The participant is able to identify situations in which the needs and rights of the child come first before their own.

Pre Workshop

Post Workshop

-

Coping with Stress & Emotions

1. The participant is able to identify some of the causes of stress from parenthood. 2. The participant is able to identify and use steps in coping with stress and emotions that come from parenthood (changes in lifestyle).

Pre Workshop

Post Workshop

-

Workshop Score
15. As a result of the workshop, the participant is able to assess their own abilities as a parent and ways of strengthening these abilities.

Post Workshop

-

Criteria 1 = Very Weak; 2 = Weak; 3 = Satisfactory; 4 = Strong; 5 = Very strong

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ATTACHMENT VI: Workshop Evaluation Form Parenting: What Does It Take?

Workshop Name: Location: Date: Facilitator:

Instructions
The purpose of this evaluation is to see if any improvements are needed for future planning of Parenting Education Workshops. Therefore your honest responses are valuable for your facilitators future preparation. Thank you for your contribution. Decide which one of the four categories (as defined in the key) applies to you for each statement and enter this in the response column. Add a reason for your choice of number, or make a comment, in the space provided under each statement. If a particular statement does not apply to you write N/A (not applicable or not attempted). Thank you.

KEY: 1 = Strongly agree with the statement 2 = Agree with the statement 3 = Sometimes disagree with the statement, sometimes agree 4 = Disagree with the statement N/A = Not applicable or not attempted

Item
(A) A1

Statement
OVERALL PLANNING / ORGANIZATION The workshop was well planned, structured, with appropriate breaks. The room was comfortable, seating well arranged, materials ready. Reason:

Response
(see KEY)

A2

There was a balance between my trainer presenting information to the group, and our trainer involving us in practical life skills activities. Reason:

70

A3

Overall, the workshop was interesting, informative, easy to understand and I learned a lot. Reason:

A4

Overall, I liked the way our trainer used different ways of teaching us life skills and made learning fun. Reason:

A5

Things about the workshop I would like to see changed. Reason:

(B) B1

TRAINING METHODS We were given plenty of opportunities to share and discuss our ideas and experiences Reason:

B2

The role plays were interesting and we learnt a lot from them. Reason:

B3

The small group discussions gave us plenty of opportunity to learn from each other, and learn how to cope with the issues discussed. Reason:

B4

The issues presented in the sessions were relevant to us. Reason:

B5

The brainstorming discussions were very useful for us. Reason:

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B6

Whole group summary sessions helped us learn how to apply the skills to real life situations. Reason:

B7

Our trainer managed time very well and we completed what we had to. Reason:

(C) C1

TRAINING MATERIALS I found the materials relevant to my needs Reason:

C2

I found the materials understandable and easy to use. Reason:

CONCLUSION Are there any other comments you wish to make?

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