Building Community Building Hope: 2016 Prevention Resources Guide

BUILDING COMMUNITY BUILDING HOPE

2016 PREVENTION RESOURCE GUIDE

WORKING WITH FAMILIES COMMUNITY PARTNERS PROTECTING CHILDREN DEPARTMENT OF HEALTH & HUMAN SERVICES

ADMINISTRATION FOR CHILDREN AND FAMILIES Administration on Children, Youth and Families 330 C Street, S.W. Washington, D.C. 20201

Dear Colleagues: Dear Colleagues: The U.S. Department of Health and Human Services’ Children’s Bureau, Office on Child Abuseand We are pleasedNeglect, to introduce Child Welfare the 2016 Information Prevention Resource Gateway, Guide: and Building the FRIENDS Community, National Building Center Hope for Community-‐Based. This year’sChild Resource Abuse Guide Prevention reflects the are theme pleased of the to Officea send you copy ofon the Child latest Abuse Prevention and Neglect’s Resource 20th Guide.National The Conference2016 on Child Prevention Abuse and Resource Neglect—Building Guide: Building Community, Community, Building Building Hope. Hope reflects This the guide theme is ofa joint the 20th product of the U.S.National Department Conference of Health on and Child Human Abuse Services’ Neglect, Children’s which Bureau, is being its hosted Child Welfare by the Information Office on Child Abuseand Neglect from August 31 to September 2, 2016, in Washington, DC. Gateway, and the FRIENDS National Center for Community-Based Child Abuse Prevention.

This annualThe Resource Resource Guide Guide is embodies one of the the Children’s partnership Bureau’s that existsmost anticipated among national publications, organizations, offering Federal trusted partners, and parents who are committed to preventing child maltreatment and -‐ promotingwell being information, strategies, and resources to help communities support and strengthen families and promote within families and communities. The guide is intended to support service providers in their workwith the well-being of children and youth. Its contents are informed by input from some of our National Child parents, caregivers, and their children to strengthen families and prevent child maltreatment. Abuse Prevention Partners as well as our colleagues on the Federal Interagency Work Group on Child Abuse and Neglect.Released in preparation for National Child Abuse Prevention h Mont in April 2016, the guide supplies information you can use year round. Child abuse and neglect is a national issue that affects us all. The consequences of child abuse and neglect rippleWhat’s across Different the lifespan, in This negatively Year’s Resource impacting Guide? a child’s chances to succeed in school, work, and relationships.• The The Administration 2016 Prevention on Children, Resource Youth Guide and Families has beensupports refreshed the promotion with a of new meaningful name, theme,anddesign. and measurable results in social and emotional well-being, and we continue to support evidence-based and trauma-informed• Chapter 2,services “Working and practices With Families to achieve Using positiveProtective the outcomes Factors,” for contains the children, two new families, vignettes and to help communities weproviders serve. put the protective factors into practice, examples of how States are implementing protective factors in their programs, and questions to explore with parents. The 2016 Resource Guide plays an important role in these efforts—offering support to service providers as they work• withChapter parents, 3, “Using caregivers, Protective and Factors children as a to Framework prevent child for Your maltreatment Community Partnership,”and promote continuessocial to and emotionalprovide well-being. information To do so, the on Resource how to successfully Guide focuses work on protective with community factors that partners, build on including family newtipsfor strengths andworking promote optimal with child immigrant/refugee and youth development. families. Information about protective factors is augmented with tools and strategies that help providers integrate the factors into community programs and systems.• Agencies,Chapter 4, policymakers, “Protecting Children,” advocates, contains service updated providers,child maltreatment and parents alike statistics will as find well resources as in this guide to helpinformation them promote on these how important to work with elements parents within their who families have a historyand communities. of trauma; howto supportnew Americans, as well as immigrant and refugee families; and information on human trafficking of Effective earlychildren. prevention efforts are less costly to our nation and to individuals than trying to fix the adverse effects of child maltreatment. We hope this Resource Guide is helpful to you in your efforts to prevent child• Chapterabuse and 5, “Tippromote Sheets well-being. for Parents We and thank Caregivers,” you for participating contains two in this new important tip — sheets in English effort and and for the work you doSpanish each— daythat to can build bepromising distributed futures to for parents our nation’s and children caregivers: and families. o “Building Resilience in Children and Youth o “Parenting After Domestic Violence” /s/ The 2016 Prevention Resource Guide and the activity calendars are also available for download from the Rafael López,Preventing Commissioner Child Abuse and Neglect section of the Child Welfare Information Gateway websiteat https://www.childwelfare.gov/topics/preventing/. I encourage you to share this URL with others. Administration on Children, Youth and Families Administration for Children and Families U.S. Department of Health and Human Services

Building Community, Building Hope i This page intentionally left blank. Table of Contents

About the Resource Guide ...... 1

Chapter 1: Approaches to Building Community and Hope ...... 3

Protective Factors ...... 3 Implementing a Protective Factors Approach ...... 7 Chapter 2: Working With Families Using the Protective Factors ...... 11

Nurturing and Attachment ...... 11 Knowledge of Parenting and Child Development ...... 13 Parental Resilience ...... 15 Social Connections ...... 17 Concrete Support for Families ...... 19 Social and Emotional Competence of Children ...... 21 Questions to Ask to Explore Protective Factors With Caregivers ...... 23 Protective Factors in Practice ...... 25 Chapter 3: Using Protective Factors as a Framework for Your Community Partnership ...... 27

Working Successfully With Community Partners ...... 27 Tips for Working With Specific Groups ...... 29 Building Community and Hope Through Media ...... 33 Chapter 4: Protecting Children ...... 36

Understanding Child Abuse and Neglect ...... 36 Working With Parents Who Have a History of Trauma ...... 41 Supporting Immigrant and Refugee Families ...... 43 Human Trafficking of Children ...... 45 Chapter 5: Tip Sheets for Parents and Caregivers ...... 49

How to Develop Strong Communities ...... 51 Cómo desarrollar comunidades fuertes ...... 52 Keeping Your Family Strong...... 53 Cómo mantener a su familia fuerte ...... 55 Making Healthy Connections With Your Family ...... 57 Haciendo conexiones saludables con su familia ...... 58 Feeding Your Family ...... 59 Cómo alimentar a su familia ...... 60

Building Community, Building Hope iii Managing Stress ...... 61 Manejando el estrés ...... 62 Managing Your Finances ...... 63 Manejando sus finanzas ...... 64 Bonding With Your Baby ...... 65 Cómo fortalecer los lazos de afecto con su bebé ...... 66 Dealing With Temper Tantrums ...... 67 Cómo lidiar con los berrinches ...... 68 Parenting Your School-Age Child ...... 69 Cómo criar a su hijo en edad escolar ...... 70 Connecting With Your Teen ...... 71 Cómo relacionarse con su hijo adolescente ...... 72 Parenting Your Child With Developmental Delays and Disabilities ...... 73 Cómo criar a su hijo con retrasos de desarrollo y discapacidades ...... 74 Ten Ways to Be a Better Dad ...... 75 Diez maneras de ser un mejor padre ...... 76 Building Resilience in Children and Teens ...... 77 Cómo desarrollar resiliencia en los niños y adolescentes ...... 78 Teen Parents...You’re Not Alone! ...... 79 Hay muchos padres adolescentes como usted ...... 80 Raising Your Kin ...... 81 Cómo criar a sus parientes ...... 82 Military Families ...... 83 Familias militares ...... 84 Support After an Adoption ...... 85 Apoyo después de la adopción ...... 86 Preventing Child Sexual Abuse ...... 87 Cómo prevenir el abuso sexual de menores ...... 88 Parenting After Domestic Violence ...... 89 La crianza de niños después de la violencia domestica ...... 90 Helping Your Child Heal From Trauma ...... 91 Ayudando a su hijo a curarse del trauma ...... 92 Human Trafficking: Protecting Our Youth ...... 93 La trata de personas: cómo proteger a nuestros jóvenes ...... 94 Activity Calendar for Parents ...... 95 Calendario de actividades para los padres...... 96 Activity Calendar for Programs ...... 97 Calendario de actividades para los programas ...... 98 Activity Calendar for Communities ...... 99 Calendario de actividades para las comunidades ...... 100 Chapter 6: Resources ...... 101 iv https://www.childwelfare.gov/topics/preventing/ About the Resource Guide

This Resource Guide was developed to support Chapter 2: Working With Families Using the service providers in their work with parents, Protective Factors—Detailed information caregivers, and their children to prevent child about six protective factors for preventing abuse and neglect and promote child and child maltreatment and tips and examples for family well-being. It was created by the U.S. infusing them into programs and direct practice Department of Health and Human Services' with families and children. At the end of this Children's Bureau, Office on Child Abuse chapter, sample scenarios illustrate how multiple and Neglect, its Child Welfare Information protective factors support and strengthen Gateway, and the FRIENDS National Center families who are experiencing stress. for Community-Based Child Abuse Prevention. Chapter 3: Using Protective Factors as a The resources featured represent the work Framework for Your Community Partnership— of a broad-based partnership of national Strategies to help build community awareness organizations, Federal partners, and parents and support the development of broad-based, committed to strengthening families and meaningful community partnerships. communities. Chapter 4: Protecting Children—Information What’s Inside about why child abuse occurs, risk factors, consequences, identifying and reporting The Resource Guide was created primarily maltreatment, tips for working with parents to support community-based child abuse and children with a history of trauma, how prevention professionals who work to prevent to support immigrant and refugee families, child maltreatment and promote well-being. and how to identify and respond to human However, others including policymakers, parent trafficking. educators, family support workers, health-care providers, program administrators, teachers, Chapter 5: Tip Sheets for Parents and child care providers, mentors, and clergy also Caregivers—Strength-based tip sheets on may find the resources useful. specific parenting topics that can be used in discussions or visits with caregivers, and Resources include: calendars of activities to help parents, programs, and community partners recognize National Chapter 1: Approaches to Building Community Child Abuse Prevention Month. and Hope—Information about protective factors that help reduce child abuse and neglect, Chapter 6: Resources—Contact information for established protective factors approaches, and private and Federal partners working nationally how State and local agencies are implementing to strengthen families. protective factors approaches to create lasting change in how communities support families.

Building Community, Building Hope 1 Many more resources for building community On the Web and hope are available from the national organizations and Federal partners listed in The Child Welfare Information Gateway website our resource directory in chapter 6 or on the provides links to resources and information Child Welfare Information Gateway website about child abuse prevention, family at https://www.childwelfare.gov/topics/ strengthening, family-centered practice, family preventing/overview/relatedorgs/. support, family preservation services, and many related topics. Throughout the Resource Guide, links to related Information Gateway webpages, Suggested Uses for the available at https://www.childwelfare.gov, Resource Guide will provide you with a wealth of additional information. • Distribute copies to key community partners working with children and families, including This Resource Guide can be ordered or child welfare agencies, child advocacy centers, downloaded from the Preventing Child Abuse public health agencies, child care centers, and Neglect section of the Child Welfare family therapists, media representatives, Information Gateway website. Also available schools, faith communities, and policymakers. on the website are an online media toolkit, • Use the Resource Guide as a topic for video gallery, and downloadable logos and discussion at an upcoming meeting of graphics that may be used to customize Child your family-strengthening community Abuse Prevention Month resources for local partnership. communities, which you can access at https://www.childwelfare.gov/topics/ • Make copies of the parenting tip sheets preventing/preventionmonth/. (chapter 5) for use in parent education classes or parent support groups. The FRIENDS National Center for Community- • Provide copies of this Guide to those who Based Child Abuse Prevention website offers regularly offer training to family support information about the Child Abuse Prevention workers in your community. and Treatment Act (CAPTA), community- based child abuse prevention priorities, State • Use the information in the Resource Guide Lead Agencies, outcome accountability, parent and in the online media kit when developing leadership, and other important topics. Also your own media kits, press releases, and other available on the site are an evaluation toolkit, public awareness tools. archived teleconferences, a link to the FRIENDS • Make the information available to those in Online Training Center, and downloadable your community who are writing grants to factsheets, learning tools, and publications, all support family-strengthening work. accessible at http://www.friendsnrc.org.

Please let us know how you are using this year’s Resource Guide and how we can better meet your needs! Take our brief survey by visiting the following URL: http://www.surveygizmo.com/ s3/2417691/2016ResourceGuideSurvey

2 https://www.childwelfare.gov/topics/preventing/ Chapter 1: Approaches to Building Community and Hope

Protective Factors

Protective factors are conditions or attributes This chapter highlights approaches developed by of individuals, families, communities, or the the Centers for Disease Control and Prevention larger society that reduce or eliminate risk and (CDC), the Center for the Study of Social Policy promote healthy development and well-being of (CSSP), and the Administration on Children, children and families. These factors help ensure Youth and Families (ACYF). Key differences that children and youth function well at home, in among these approaches include the following: school, at work, and in the community, today and Populations of focus. The ACYF conceptual into adulthood. Protective factors also can serve as • model focuses on specific in-risk populations, buffers, helping parents who might otherwise be whereas the other approaches are based on at risk of abusing their children to find resources, research on general at-risk populations. supports, or coping strategies that allow them to parent effectively, even under stress. • Domains of the social ecology. Social ecological theory examines how individuals exist Research has found that successful interventions within and are shaped by their individual must both reduce risk factors and promote characteristics, families and other relationships, protective factors to ensure child and family their communities, and society as a whole. well-being. There is growing interest in All approaches define their protective factors understanding the complex ways in which in ways that apply across the social ecology; these risk and protective factors interact within however, the parts that are emphasized vary the context of a child’s family, community, depending on how the protective factors were and society to affect both the incidence and studied for different populations. consequences of child abuse and neglect. Despite these differences, there are strong similarities and alignments across the Established Protective approaches. The overarching goal of these Factors Approaches approaches is the same: promotion of child,

There are many protective factors approaches Social Ecological Model for Preventing in development and use by various agencies, and Responding to Child Maltreatment programs, and practitioners who seek to prevent child abuse and neglect and promote child well- being. While some approaches are more grounded in research than others, there is no single “right INDIVIDUAL FAMILY COMMUNITY SOCIETY way” to talk about protective factors. The most important message is that focusing on protective factors is critical and sorely needed for the prevention of child maltreatment and promotion of child and family well-being.

Building Community, Building Hope 3 youth, and family well-being. Other similarities Essentials for Childhood include the following: CDC’s Essentials for Childhood model identifies • They are research informed and the importance of safe, stable, and nurturing have been reviewed by experts. relationships and environments as key components in preventing child maltreatment. • They describe positive conditions or attributes It then proposes strategies that communities of individuals, families, or communities can use to promote the types of relationships that reduce risk factors and help to promote and environments that help children grow up to child, youth, or family well-being. be healthy and productive citizens. The goals of Essentials for Childhood include the following: • They provide varying degrees of guidance for practical application in programming • Raise awareness and commitment to promote for families, children, or youth. safe, stable, and nurturing relationships and environments and prevent child maltreatment. • They identify positive social connections, resilience, and social-emotional competence • Use data to inform actions. as specific protective factors. • Create the context for healthy children and families through norms change and programs. • They can be used to inform policymakers, practitioners, and consumers. • Create the context for healthy children and families through policies. Child Welfare Information Gateway has developed an issue brief, Protective Factors Information about Essentials for Childhood Approaches in Child Welfare, about how is available at http://www.cdc.gov/ protective factors align across these four ViolencePrevention/childmaltreatment/ approaches. The issue brief is available on the essentials/index.html. Information Gateway website at https://www. childwelfare.gov/pubPDFs/protective_factors.pdf.

Strengthening Families™ and Youth Thrive™ Strengthening Families and Youth Thrive are protective factors frameworks developed by CSSP. The first focuses on families of young children (ages 0–5), and the other on youth ages 11–26. Each includes five factors:

Strengthening Families Protective Factors Youth Thrive Protective and Promotive Factors

• Parental resilience • Youth resilience • Social connections • Social connections • Knowledge of parenting and child • Knowledge of adolescent development development • Concrete support in times of need • Concrete support in times of need • Cognitive and social-emotional competence • Social-emotional competence of children in youth

4 https://www.childwelfare.gov/topics/preventing/ Each protective factor is supported by research youth, runaway and homeless youth, victims from several fields of study. The Strengthening of child abuse and neglect, and youth in or Families framework includes a policy component transitioning out of foster care. These children for applying protective factors in practice are primarily in-risk (versus at-risk), so the focus settings across multiple service systems. The of the literature review was to identify factors Youth Thrive framework describes how youth most salient for those already coping with can be supported by parents and practitioners adverse experiences and situations. Through in ways that advance healthy development and an extensive review of available research, well-being and reduce the impact of negative life ACYF identified 10 protective factors with the experiences. strongest evidence for ACYF populations. These exist at multiple levels of the social ecology: A detailed description of the Strengthening Families framework is available at Individual Level http://www.cssp.org/reform/strengthening- • Self-regulation skills families. • Relational skills A detailed description of the Youth Thrive • Problem-solving skills framework is available at http://www.cssp.org/ • Involvement in positive activities reform/child-welfare/youth-thrive. Relationship Level ACYF Protective Factors • Parenting competencies Conceptual Model • Positive peers ACYF’s goal in completing a comprehensive • Caring adults literature review and developing the resulting conceptual model was to provide information Community Level that can be used to guide practice and policy • Positive community environment approaches aimed at increasing protection; • Positive school environment enhancing resilience; and promoting physical, • Economic opportunities mental, social, and emotional well-being for the children, youth, and families who are the focus More information is available in the Prevention of ACYF services. This includes five vulnerable section of the website for Child Welfare populations: children and youth exposed to Information Gateway at https://www. domestic violence, pregnant and parenting childwelfare.gov/topics/preventing/.

Building Community, Building Hope 5 Protective Factors in This While “nurturing and attachment” is not delineated as a separate protective factor within Guide Strengthening Families, it is an implicit and Since 2007, this Resource Guide has employed a valued component to the entire framework. protective factors framework adapted from the Similarly, CDC’s Essentials for Childhood Strengthening Families framework developed promotes nurturing relationships on the by CSSP, with the addition of a sixth factor: societal level, while the ACYF protective factors nurturing and attachment. conceptual model acknowledges the importance of nurturing and attachment in factors such as Attachment refers to the relationship that “relational skills,” “parenting competencies,” and develops as a result of a caregiver’s sensitive “caring adults.” attention to a child and the child’s responses to the caregiver. A strong and secure emotional In this way, although different organizations bond between children and their caregivers use varying approaches to promote protective is critical for children’s physical, social, and factors, it is clear that the various models emotional development, including their ability and frameworks complement one another, to form trusting relationships and to exhibit and in fact overlap in many areas. This year’s positive behaviors. Helping parents learn and Resource Guide, while continuing to draw practice the nurturing skills that lead to strong, primarily from the Strengthening Families secure attachments is a well-supported pathway framework with the addition of nurturing to positive outcomes for children. and attachment, highlights elements from the CDC and ACYF efforts where synergies exist. By implementing a comprehensive protective factors approach, we move closer to a prevention-oriented society, where all sectors recognize the value of health and well-being for all individuals, families, and communities.

6 https://www.childwelfare.gov/topics/preventing/ Implementing a Protective Factors Approach

Implementing a protective factors approach The general approach is as follows: involves more than changes to individual A casual café environment is created practice. Programs, policies, and systems also • by setting up small tables (six or eight must adapt in order to create incentives, capacity, participants per table) and including food, and impetus for individual workers to take on a tablecloths, flowers, and other accessories. protective factors approach. The following are some of the ways that State and local agencies are • Parents are invited to join conversations at implementing protective factors. these intimate café tables, where a trained parent leader leads the discussion, using carefully crafted questions. Parent Cafés and • After a short period of time on the first Community Cafés question, the groups intermingle at new tables Parent cafés and community cafés are for a second question. Table hosts convey important tools used to engage parents directly the key points from the previous group’s in building protective factors for themselves conversation to help each conversation build and their families. Adapted from the World Café on the last. Each session involves about three (http://theworldcafe.com/), parent cafés and interrelated questions. community cafés are structured, small-group In many cases, cafés are offered in series. conversations that bring parents together to Café series provide an opportunity to build discuss issues that are important to them. relationships among parents over time, and to engage them in thinking in a deeper and ongoing Although they stem from the same model, way about a particular issue. there are some differences between parent cafés and community cafés, as illustrated in the following table.

Parent Café Community Café

Approach to The focus is directly on sharing The focus is on using the building protective information about and discussing the protective factors to discuss an factors protective factors. issue of concern to the community.

Cafés follow a set format to work Each café is designed by its hosts Café design through each of the protective factors. to address an issue of concern.

There is room for local and cultural Each café is different; cultural Local variation modifications within the structure. modifications are encouraged.

Be Strong Families: The Community Café: For more http://www.bestrongfamilies.net/ http://thecommunitycafe.com information build-protective factors/parent-cafes/

Building Community, Building Hope 7 Cafés are being implemented across the country country. The self-assessment helps programs in community centers, schools, early care and identify both their strengths and concrete, education programs, and other settings where actionable areas where they can improve parents and caregivers gather. For example: their practice. An online version of the self- assessment allows programs to track which First Five of Alameda County, CA, partners • items they have completed, where their program with Oakland Parents Together to bring strengths and areas of focus are, and what parent cafés to public schools in Oakland. action plans are in process. Watch three parents share their stories of participating in these parent cafés at http:// The self-assessment is designed to be completed www.youtube.com/user/OakParentsTogether. by a team that includes at least one parent, one • In Wisconsin, Waukesha County’s Department staff member, and the program director. When of Health and Human Services sponsors team members complete the self-assessment on parent cafés that bring together foster parents, their own and bring it to a meeting, differences biological parents with open child welfare in perspective are revealed that can point the cases, and Head Start parents to participate way to small but significant changes. in café conversations about the protective Programs have used the self-assessment in a factors. Building on the success of these variety of ways. For example: efforts, three additional Wisconsin counties began implementing parent cafés in 2013. • In one early care and education program, the director was surprised to learn through the • Community cafés are being implemented in self-assessment process that parents and staff communities throughout Alaska with support members were not aware that she had many from the Alaska Children’s Trust Fund. Watch materials available to share about parenting a video that describes the process and shows and child development. In response, a brochure scenes from several cafés at http://www. rack was placed in a common area, stocked ctfalliance.org/alaskavideo.htm. with resources that had previously been in a • A number of States have used the café process file cabinet in the director’s office. The materials to engage a broad range of parent leaders who increased parents’ knowledge of parenting and have been trained as café hosts but also manage child development and even became a catalyst and lead the café process throughout the State. for parents to connect with one another around common concerns, such as toddler tantrums. Strengthening Families • In several States, groups of early care and Self-Assessment education center directors have come together to complete one section of the self-assessment The Strengthening Families self-assessment is a at a time and discuss the strengths and areas simple tool to help programs identify practical for improvement they identified. Meeting changes that will enhance their ability to build regularly over time, they became a learning protective factors. It was developed based on a community, sharing their experiences yearlong study of exemplary program practice implementing changes in their programs and involving nearly 100 programs across the supporting each other in continuing the work.

8 https://www.childwelfare.gov/topics/preventing/ CSSP offers four versions of the self-assessment, • Since 2010, New York State Family Resource specific to different kinds of programs. For more Centers, supported through the Community- information, visit http://www.cssp.org/reform/ Based Child Abuse Prevention (CBCAP) strengtheningfamilies/practice#program-self- program, have administered the Protective assesments. Factors Survey to participants before and after receiving services. The survey has FRIENDS Protective helped to demonstrate statistically significant improvements in family functioning among Factors Survey populations at historically greater risk for child maltreatment, including those with low The FRIENDS Protective Factors Survey is a incomes and less than a high school education. pre-post evaluation tool for use with caregivers receiving child maltreatment prevention • In Michigan, all direct service grants that are services. It is a self-administered survey that funded through the Children’s Trust Fund measures protective factors in five areas: (CTF) administer the Protective Factors family functioning/resiliency, social support, Survey to program participants. Systematic concrete support, nurturing and attachment, and use of the survey has improved CTF’s ability knowledge of parenting/child development. to assess and report on participant outcomes from a diverse array of programs. In the The primary purpose of the Protective Factors last reporting period, improvements Survey is to provide feedback to agencies were seen across each subscale, with the for continuous improvement and evaluation greatest improvement in the area of family purposes. The survey results are designed to functioning. help agencies measure changes in protective factors and identify areas where workers can For more information, visit focus on increasing individual family protective http://friendsnrc.org/protective-factors-survey. factors. For example:

• The Child and Family Services Agency (CFSA), Online Protective Factors Washington, DC, is using the Protective Training Factors Survey for ongoing evaluation and assessment with its parent education and Several organizations have developed training support grantees. Findings thus far indicate tools to support implementation of a protective an improvement in family functioning, factors approach. These include the following: decreased risk, and increased protective • The FRIENDS Online Learning Center is factors. CFSA will work with FRIENDS a resource designed to meet the demands to analyze the program survey scores to of providing high-quality, subject-specific determine whether program interventions training that is free of charge for CBCAP State were meaningful in achieving positive Lead Agencies, their grantees, and others. The behavior change that enhances family Online Learning Center offers continuing protective factors. education and professional development

Building Community, Building Hope 9 opportunities that are available 24 hours a to nurture and support the well-being of the day, 7 days a week. To learn more, visit children in their care and reduce the likelihood http://friendsnrcelearning.org/. of future maltreatment.

• The National Alliance of Children’s Trust For example, Connecticut has adopted a and Prevention Funds offers a free online Strengthening Families practice model for its curriculum. Developed by the Alliance in child welfare services. All families that are part partnership with members of the Alliance’s of the Family Assessment Response track (an Early Childhood Initiative and CSSP, alternative response track for families where “Bringing the Protective Factors Framework there is no immediate safety threat) are assessed to Life in Your Work—A Resource for Action” not just for risk but also for protective factors. includes seven 2-hour modules: an overview, New training materials and guidance have been one module for each protective factor, and a developed to support caseworkers in applying final “review and reflection” module. a protective factors approach in key aspects of To learn more, visit http://learner.ctfalliance. casework practice. org or contact [email protected]. A chart outlining the ways that other States are incorporating protective factors into their Protective Factors child welfare practice can be found on the CSSP Frameworks for Child Welfare Strengthening Families website at http://www. Practice cssp.org/reform/strengtheningfamilies/about/ body/SF_in_CW_2015.pdf. A growing number of child welfare jurisdictions are adopting a protective factors approach A similar chart also is available for child abuse for child welfare practice. These jurisdictions and neglect prevention at http://www.cssp.org/ are looking at protective factors not just as reform/strengtheningfamilies/about/body/ a prevention strategy but as a framework SF_in_CANP_2015.pdf. for thinking about how they can work with caregivers in ways that enhance their ability

10 https://www.childwelfare.gov/topics/preventing/ Chapter 2: Working With Families Using the Protective Factors

Nurturing and Attachment

Juggling the demands of work, home, and and other activities, staying aware of the child or other responsibilities leaves many parents teen’s interests and friends, and being willing to feeling like they do not have nearly enough advocate for the child when necessary. time with their children. But even small acts of kindness, protection, and caring—a hug, a How Workers Can Help smile, or loving words—make a big difference to children. Research shows that babies who • Suggest a family game night! Loan games for receive affection and nurturing from their parents to play with their children, if possible, parents (a relational-level protective factor) have and remind them that even young children the best chance of developing into children, can play board games on an adult’s “team.” teens, and adults who are happy, healthy, and • Offer parents materials for a simple craft that possess individual-level protective factors such they can make with their child. as relational, self-regulation, and problem-solving skills. Research also shows that a consistent • Teach new parents basic infant massage. relationship with caring adults in the early years Encourage parents to make eye contact and of life is associated with better grades, healthier name each body part as they rub lotion on behaviors, more positive peer interactions, and an their baby. increased ability to cope with stress later in life.

Infant brains develop best when a few stable Words to live by: Strong families show caregivers work to understand and meet the how much they love each other. infant’s need for love, affection, and stimulation. Conversely, neglectful and abusive parenting can have a negative effect on brain development. A lack of contact or interaction with a caregiver can change the infant’s body chemistry, resulting in a reduction in the growth hormones essential for brain and heart development. Furthermore, children who lack early emotional attachments will have a difficult time relating to peers.

As children grow, nurturing by parents and other caregivers remains important for healthy physical and emotional development. Parents nurture their older children by making time to listen to them, being involved and interested in the child’s school

Building Community, Building Hope 11 How Programs Can Help • Engage and include all important adults in a child’s life, including fathers, grandparents, • Use parent education strategies (workshops, and extended family, as part of a child’s lending libraries) as opportunities to share “nurturing network.” information about how a strong parent- • Acknowledge cultural differences in how child bond enhances brain development and parents and children show affection. supports positive behavior in young children. • Recognize that when a child does not show a positive response to the parent (due to an Share resources available from your agency • emotional, developmental, or behavioral and throughout the community on how disability, for example), the parent may need parents can nurture and connect with their additional support. children at every age.

CBCAP State Example: Nebraska Children and Families Foundation

Nebraska Children and Families Foundation provides Parent-Child Interaction Therapy (PCIT) for children ages 2 to 7, with a focus on improving the quality of the parent-child relationship and changing parent-child interaction patterns. One primary use is to treat clinically significant disruptive behaviors. Families demonstrated significant improvements in nurturing and attachment and other protective factors, including parental resilience and knowledge of parenting and child development.

For more information: Kathy Stokes Associate Vice President for Child Abuse Prevention 402.476.7226 [email protected] http://www.nebraskachildren.org

12 https://www.childwelfare.gov/topics/preventing/ Knowledge of Parenting and Child Development

Parents who understand the usual course Parenting styles need to be adjusted for each of child development are more likely to be child’s unique temperament and circumstances. able to provide their children with respectful Parents of children with special needs may communication, consistent rules and benefit from additional coaching and support expectations, developmentally appropriate limits, to reduce frustration and help them become the and opportunities that promote independence. parents their children need. But no parent can be an expert on all aspects of infant, child, and teenage development or on the How Workers Can Help most effective ways to support a child at each stage. When parents are not aware of normal • Encourage parents to see the world from their developmental milestones, interpret their child’s child’s point of view. For example, you might behaviors in a negative way, or do not know how explore a room together on hands and knees, to respond to and effectively manage a child’s to help a parent understand how to child- behavior, they can become frustrated and may proof for their toddler. resort to harsh discipline. • Talk with parents about what children As children grow, parents need to continue to can typically do at different ages. Discuss foster their parenting competencies by learning any concerns about what their child can or about and responding to children’s emerging cannot do. Family-friendly information about needs. Information about child development developmental milestones from 2 months and parenting may come from many sources, to 5 years can be found on the CDC website including extended families, cultural practices, at http://www.cdc.gov/ncbddd/actearly/ media, formal parent education classes, or a milestones/index.html. positive school environment that supports • Encourage parents to join a parenting group parents. Interacting with other children of or class where they can share and learn new similar ages also helps parents better understand parenting strategies. their own child. Observing other caregivers who use positive techniques for managing children’s Words to live by: Being a great parent is behavior provides an opportunity for parents to part natural and part learned. learn healthy alternatives.

Building Community, Building Hope 13 How Programs Can Help • Provide observation opportunities such as video monitors or windows into classrooms • Offer informal, daily interactions between and outdoor space, where parents can watch parents and program staff, plus coaching from their child interacting with other children and staff on specific developmental challenges learn new techniques by observing staff. when they arise (e.g., inconsolable crying, • Give parents opportunities to participate eating or sleeping problems, biting, sharing in conversations with other parents about toys, lying, problems with peers). their own experiences as children and how • Educate staff on parenting and child they want to change their parenting. development so that they can play a more • Offer a lending library of educational effective role in coaching parents on these issues. materials about parenting and child • Provide parent-child interaction training development. opportunities through classes or workshops that address topics parents request or that respond to current issues.

CBCAP State Example: PASOs for Parents (South Carolina)

PASOs stands for “Perinatal Awareness for Successful Outcomes” in English and translates to “Steps” in Spanish. This community-based program serves Latino families with children ages birth to 12, to prevent first incidences of child abuse and neglect by enhancing family protective factors. It uses the Group Triple P (Positive Parenting Program) curriculum to provide education on family health and positive parenting skills, offers individual guidance for participants in need of resources, and partners with health-care and social service providers to enhance effectiveness of their services.

Teams of promotores, or community health workers, are being developed across the State to help extend the program’s reach. The promotores are Latino parents who have graduated from the parenting course and have received additional training in parenting skills and community resources to support their peers. These empowered parent leaders reach isolated members of the Latino community who may be at higher risk of child abuse or neglect and provide further parenting resources to vulnerable families. The promotores receive continuing education and support through monthly meetings and an annual conference.

For more information: Julie Smithwick, LMSW Executive Director 803.777.5466 [email protected] http://www.scpasos.org/

14 https://www.childwelfare.gov/topics/preventing/ Parental Resilience

Parents who can cope with the stresses of everyday life, as well as an occasional crisis, have resilience—the flexibility and inner How Workers Can Help strength to bounce back when things are not • Ask parents to keep a self-care diary, to help going well. Parents with resilience also know them remember to make time for themselves how to seek help in times of trouble. Their ability each day. to deal with life’s ups and downs serves as a • Offer to meet parents and children outside, model of coping behavior for their children. This or take a walk with them on a nice day. can help children learn critical self-regulation Emphasize the importance of fresh air and and problem-solving skills (individual-level exercise in managing stress. protective factors). • Teach parents concrete strategies for Multiple life stressors, such as a family history relaxation. For example, guide them to take of abuse or neglect, physical and mental health a few deep breaths and allow their body to problems, marital conflict, substance abuse, relax while thinking of a place where they feel and domestic or community violence—and happy. Let them know that they can do this financial stressors such as unemployment, any time they feel uncomfortable or stressed. financial insecurity, and homelessness—can reduce a parent’s capacity to cope effectively How Programs Can Help with the typical day-to-day stresses of raising children. Conversely, community- • Hire or develop staff who can form and level protective factors—such as a positive maintain trusting relationships with community environment and economic families, and provide opportunities for these opportunities—enhance parental resilience. relationships to flourish.

All parents have inner strengths or resources • Understand that mental health consultants that can serve as a foundation for building their are an integral part of the staff team, available resilience. These may include faith, flexibility, to staff and to parents when additional humor, communication skills, problem-solving support is needed. skills, mutually supportive caring relationships, • Train staff to observe and assess children or the ability to identify and access outside for early signs of child or family distress and resources and services when needed. All of respond to children and their families with these qualities strengthen their capacity to encouragement and support. parent effectively, and they can be nurtured and developed through concrete skill-building activities or through supportive interactions Words to live by: Flexibility and inner with others. strength keep families strong in times of stress.

Building Community, Building Hope 15 • Partner with resources in the community that • Teach parents concrete skills to prevent help families manage stress and deal with stress, such as planning and goal setting, crises, including programs that offer family- anticipating difficulties, problem-solving, to-family help for personalized, sustained communication, and self-care. support, as well as services such as mental • Link parents with resources for stress health counseling, substance abuse treatment, management, such as exercise opportunities, domestic violence programs, and self-help relaxation techniques, and venues for support groups. meditation or prayer. • Provide resources to help parents understand the causes of stress and how it affects health, relationships, and family life.

CBCAP State Example: Parent to Parent of Pennsylvania

The mission of Parent to Parent of Pennsylvania (P2P of PA) is to link families of children and adults with disabilities or special needs to volunteer peer supporters over the phone for purposes of support and information. P2P of PA helps strengthen parents’ capacity to cope effectively with the day-to-day stresses of raising children with disabilities or special needs. Utilizing an extensive mentor base of more than 1,700 peer supporters, P2P of PA matches families based upon the physical disabilities, developmental disabilities, special health-care needs, and behavioral/mental health concerns of their children. P2P of PA also helps parents and family members locate a support group that meets their needs and provides technical assistance to grassroots groups that are interested in starting a support group where none exist.

For more information: Fiona Patrick Program Director 1.888.727.2706 http://www.parenttoparent.org/

16 https://www.childwelfare.gov/topics/preventing/ Social Connections

Parents with a network of emotionally supportive friends, family, and neighbors often find that it is easier to care for their children self-confidence and social skills to expand and themselves. Most parents need people their social networks. In the meantime, social they can call on once in a while when they connections also can come from other caring need a sympathetic listener, advice, or concrete adults such as service providers, teachers, or support such as transportation or occasional advocates. Helping parents identify resources child care. In other words, a positive community and/or providing opportunities for them to environment—and the parent’s ability to make connections within their neighborhoods participate effectively in his or her community— or communities may encourage isolated parents is an important protective factor. On the other to reach out. Often, opportunities exist within hand, research has shown that parents who are faith-based organizations, schools, hospitals, isolated and have few social connections are at community centers, and other places where higher risk for child abuse and neglect. support groups or social groups meet.

Social connections support children in multiple ways. A parent’s positive relationships give How Workers Can Help* children access to other caring adults, a • Work with parents to develop an EcoMap relationship-level protective factor that may showing the people and institutions that are include extended family members, mentors, sources of support in their lives. or other members of the family’s community. Parents’ social interactions also model important • Role play with parents to help them practice relational skills for children and increase the approaching another parent with whom they likelihood that children will benefit from would like to be friends. Choose a realistic involvement in positive activities (individual- scenario, such as at a school event, on the level factors). As children grow older, positive playground, or in a place of worship. friendships and support from peers provide • Plan a group class or get together and invite another important source of social connection. all of the families you work with to the event.

Being new to a community, recently divorced, or a first-time parent makes a support network even more important. It may require extra effort Words to live by: Connecting with friends for these families to build the new relationships builds a strong support system. they need. Some parents may need to develop

*Some activities adapted from the Center for the Study of Social Policy’s Strengthening Families Protective Factors Action Sheets: http://www.cssp.org/reform/strengtheningfamilies/about/ protective-factors-framework.

Building Community, Building Hope 17 How Programs Can Help • Provide classes and workshops on parenting, cooking, health, and other topics of interest. • Set aside a welcoming space for parents to • Create special outreach activities for fathers, mingle and talk. Provide coffee, snacks, or grandparents, and other extended family other “perks.” members. • Create opportunities for parents to plan social • Offer parents who seem interested specific events that reflect their interests or culture. suggestions, information, or services to • Use regular potluck dinners with parents help them make social connections. and children to reach out to new parents and • Offer resources to help parents overcome foster new friendships. transportation, child care, and other barriers • Sponsor sports and outdoor activities for to participating in social activities. parents, including fathers.

CBCAP State Example: Family Hui Hawaii

Family Hui Hawaii (FHH) coordinates peer-to-peer support hui (groups) for families based on the age of their children (birth to 5 years) and neighborhood. FHH offers families a safe place to build relationships through 12 weeks of discussions using a research-based curriculum of parenting strategies and early childhood development knowledge.

The peer-led framework builds community and hope by teaching positive parenting principles that empower parents and promote healthy child development through adolescence. It also provides social support to reduce isolation and parental depression.

The impact of FHH is evident in the commitment of its members to give back to the program. Many participants in a group have agreed to lead another hui after theirs has concluded. Other groups continue to meet long after the 12-week program—some for more than 15 years. Recently FHH has expanded to California, North Carolina, and Virginia through the efforts of former hui members who moved away from Hawaii and wanted to positively impact their new communities. Family Hui’s program has existed for more than 35 years and continues to reach families, one by one, with its tried and true formula of parental support, encouragement, and empowerment.

For more information: Jade Stice Finley Program Manager 808.230.7112 [email protected] http://familyhuihawaii.org/

18 https://www.childwelfare.gov/topics/preventing/ Concrete Support for Families

Families whose basic needs (for food, clothing, find that they are not alone. The fact that housing, and transportation) are met have more a parent is willing to publicize a cause may time and energy to devote to their children’s mobilize the community. Parents who are new safety and well-being. When parents do not to advocacy may need help connecting with the have steady financial resources, lack a stable media, businesses, funding, and other parts of living situation, lack health insurance, or face the community to have their needs heard and a family crisis (such as a natural disaster or identify solutions. the incarceration of a parent), their ability to support their children’s healthy development How Workers Can Help may be at risk. Families whose economic opportunities are more limited may need • Teach families about calling “2-1-1” (if available assistance connecting to social service supports in your community) to find resources to such as housing, alcohol and drug treatment, meet a specific need or learn more about domestic violence counseling, or public benefits. organizations that support families in their community. Partnering with parents to identify and access resources in the community may help prevent • Support parents in learning how to navigate the stress that sometimes precipitates child service systems, ask for help, and advocate for maltreatment. Offering concrete supports also themselves to receive needed support. may help prevent the unintended neglect that • Encourage families to organize a clothing sometimes occurs when parents are unable to swap or babysitting co-op in their provide for their children. neighborhood.

When needed services do not exist in your community, work with parent-advocates and Words to live by: Strong families ask for community leaders to help establish them. help when they need it. Parents who go public with their need usually

Building Community, Building Hope 19 How Programs Can Help and providing the name of a contact person in addition to a phone number. • Connect parents to economic resources such • Link parents with service providers who as job training and social services. speak their language or share a similar • Serve as an access point for health care, child background, when available. care subsidies, and other benefits. • Train staff to listen for family stress and • Provide for immediate needs through a initiate positive conversations about family closet with extra winter coats and a direct needs. connection to a food pantry; facilitate help • Let parents know about all available from other parents when appropriate. community resources, so they may select • Help families access crisis services such as what is most appropriate for their needs. a battered women’s shelter, mental health • Develop processes for parents to share services, or substance abuse counseling information about formal and informal by helping families make initial calls and resources that they find helpful. appointments, assisting with transportation,

CBCAP State Example: Oregon’s FamilySupport and Connections Program

This CBCAP-funded program serves families who are receiving Temporary Assistance for Needy Families (TANF). Families and service providers work together to identify critical needs and create solutions to address them. This includes both providing information about community resources and ensuring that the families are capable of accessing them.

Assistance provided includes the following: • Parent mentoring to develop an outcome-driven, strength-based family plan • Crisis services and emergency funds, including provision of household items that will enhance family stability and that cannot be provided through other resources • Information and referral to community resources to enhance family stability, such as housing services, domestic violence shelters, legal aid, mental health services, clothing closets, food pantries, and recreation opportunities • Transportation to parenting classes, support groups, and other services

For more information: Lawrence Piper Child Care Policy Unit Oregon Department of Human Services 503.945.6074 [email protected] http://www.oregon.gov/dhs/assistance/Pages/fsc.aspx

20 https://www.childwelfare.gov/topics/preventing/ Social and Emotional Competence of Children

Children’s emerging ability to form bonds and How Workers Can Help* interact positively with others, self-regulate their emotions and behavior, communicate their • Ask parents to share an experience that feelings, and solve problems effectively has typically makes their child sad, frustrated, a positive impact on their relationships with or angry. Explore what the child does when their family, other adults, and peers. (Within feeling those emotions, how the parent the ACYF conceptual model, these are referred responds, and how the child responds to the to as individual-level protective factors.) parent. Help parents identify opportunities to Parents and caregivers grow more responsive to support their child in using words and skills children’s needs—and less likely to feel stressed to cope with strong emotions. or frustrated—as children learn to tell parents • Engage parents and children in a game or art what they need and how parental actions make activity that helps children learn to express them feel, rather than “acting out” difficult themselves in ways other than words. feelings. • Create a lending library of picture books On the other hand, children’s challenging about coping with different emotions, for behaviors or delays in social-emotional parents to read with their children. development create extra stress for families. Parenting is more challenging when children How Programs Can Help do not or cannot respond positively to their parents’ nurturing and affection. These • Use both structured curriculum and informal children may be at greater risk for abuse. interaction to teach children to share, be Identifying and working with children early respectful of others, and express themselves to keep their development on track helps keep through language. them safe and helps their parents facilitate • Include discussions about the importance their healthy development. of feelings in programming for children and parents. • Create and post a chart that describes which Words to live by: Children get along social and emotional skills children typically better with others when they have words do and do not possess at different ages. to express how they feel. • Provide art programs that allow children to express themselves in ways other than words.

Building Community, Building Hope 21 • Foster ongoing engagement and • Take timely action when there is a communication with parents about their concern—this might include asking another children’s social and emotional development experienced teacher or staff member to help and the actions the program is taking to observe a child, talking with the parent, or facilitate it. Children often take home what bringing in a consultant. they are learning at school. • Encourage and provide opportunities for parents to share resources with each other and exchange ideas about how they promote their children’s social and emotional development.

CBCAP State Example: Second Step (Georgia)

The Second Step program is a classroom-based curriculum designed to promote children’s social and academic success by decreasing problem behaviors, increasing students’ school success, and promoting self-regulation. Organized by grade level, the program teaches children to identify and understand their own and others’ emotions, set and achieve positive goals, and make better decisions when they are upset. The Second Step program is appropriate for whole classrooms of children, not just those at risk.

Second Step lessons focus on building concrete skills. They address topics such as skills to support learning, empathy, management of strong feelings, and friendship skills. Lessons provide opportunities for discussion, modeling, coaching, and role-plays. They can be incorporated into a variety of classes, including health, science, math, social studies, and language arts. Take-home materials for parents bolster family engagement and support and reinforce learning beyond the school setting.

For more information: Carole Steele Director, Office of Prevention and Family Support Georgia Division of Family and Children Services 404.656.2631 [email protected] http://dfcs.dhs.georgia.gov/office-prevention-and-family-support

22 https://www.childwelfare.gov/topics/preventing/ Questions to Ask to Explore Protective Factors With Caregivers

Asking questions is an important part of Nurturing and Attachment partnering with parents. Parents may feel more comfortable voicing concerns and exploring • When you spend time with your child, what solutions when providers ask questions that: do you like to do together? How do you engage your child during • Focus on the parents’ own hopes and goals for • everyday activities (e.g., diapering, meals, their children. driving in the car)? • Help parents identify and build on their What happens when your child [cries for a current strengths. • long time, has a tantrum, skips school]? • Model nurturing behavior by How do you let your child know that you love acknowledging frustrations and • him or her? recognizing the parents’ efforts. • What do you do when your child does The following are some specific questions something great? that may help providers partner with families to identify strengths and needs around each protective factor. Knowledge of Parenting and Child Development Using these questions, you can help caregivers identify their own stresses and needs, as well • What do you like about your child? as the successful coping strategies they already • What are some of the things you find use and their personal, family, and community challenging as a parent? resources. You can then make referrals to • Why do you think your child [cries, eats essential services, supports, and resources slowly, says “no” breaks rules]? that will feel most relevant and helpful. Some parents might need additional support in • How have you let your child know what you identifying their needs, addressing their feelings expect? about asking for help, navigating eligibility • How have you seen other parents handle this? requirements, or overcoming other barriers What would your parents have done in this (such as transportation or child care). situation? • How do you think your child compares to other children his/her age?

Building Community, Building Hope 23 Parental Resilience Concrete Support for Families

• What do you do to take care of yourself and • What do you need to be able to [stay in your gather strength? house, keep your job, pay your heating bill]? • What kinds of frustrations or worries do you • How have you handled this problem so far? Is deal with throughout the day? How do you it working? Why or why not? solve these problems as they come up? • Are there community groups or other local • How are you able to meet your children’s services that might be able to help? needs when you are dealing with stress? • Did you know that [local program] provides • How do you and your spouse or partner [free job training, meals on weekends, low- support each other in times of stress? cost childcare, etc.]? • What are your dreams and goals for yourself • What kind of help do you need to get to these and your family? What steps are you taking services? toward those goals? Social and Emotional Social Connections Competence of Children

• Do you have family members or friends • What happens when there is a conflict in your nearby who help out once in a while? house? • Do you find it easy or challenging to make • Are your child’s emotions ever hard for you to friends? deal with? • Would you be interested in meeting other • What kinds of things help your child calm parents who also [have a new baby, have a down when he or she is upset? teenager, like to cook, sing in a choir]? • How do you talk to your child about feelings? • What kind of support would you need in order How does your child get along with friends? to be able to get out for an evening? •

24 https://www.childwelfare.gov/topics/preventing/ Protective Factors in Practice

The following scenarios illustrate how multiple protective factors support and strengthen family support workers, as a learning tool families who are experiencing stress. These when working one-on-one with parents, or to vignettes may be used during training for new stimulate discussion at a Parent Café.

Scenario 1 Lina, age 25, and her 3-year-old son, Diego, moved from Bogotá, Colombia, to Virginia 1 year ago to be with her older sister and her family. Lina is happy to be with her older sister but misses her parents, who are still in Colombia. Although Lina is able to speak English, she is experiencing some culture shock in her new environment. Lina is working in her sister’s hair salon.

Lina’s sister recently helped her enroll Diego in Head Start. He is verbal and very energetic; however, his behavior is sometimes aggressive, and he occasionally pushes other children. He has a hard time finishing any classroom activity. When his teacher tries to talk to him about his behavior, he shrugs and ducks his head, often appearing startled or afraid. His teacher learned from the Head Start family advocate that Lina has recently started seeing a new boyfriend. Because the family advocate has a good relationship with the family, it was decided to schedule a family team meeting to discuss Diego’s behavior and offer support to Lina.

Consider the degree to which each protective factor is present at the end of the scenario. • Nurturing and attachment • Knowledge of parenting and child development • Parental resilience • Social connections • Concrete support for families • Social and emotional competence of children What other kinds of support might help strengthen this family?

Building Community, Building Hope 25 Scenario 2 Steven, a 30-year-old father, is raising his two children alone after losing his wife in a tragic car accident 6 months ago. Steven and his children—Dana, age 8, and Johnny, age 10—have suffered emotionally over this loss. Steven is also struggling with the practical task of getting himself to work and the children to school on time during the week, although family and friends are assisting with the children on weekends.

Dana and Johnny are having increasing difficulties at home and in school. Dana is not eating well and wants to be left alone most of the time. Johnny is getting in fights with the children in his class. Steven, along with his sister Renee, recently met with the school counselor and teachers to discuss the children’s situation. School officials are aware of the children’s recent loss of their mother and have suggested that the family receive bereavement counseling and art therapy to help them through this traumatic time. Renee has agreed to help Steven with the children in the evenings.

What other kinds of support might help strengthen this family?

26 https://www.childwelfare.gov/topics/preventing/ Chapter 3: Using Protective Factors as a Framework for Your Community Partnership

Working Successfully With Community Partners

Everyone has something to contribute to a how the different groups in your community family strengthening effort. All sectors of the define family, and respect the definition of community need to be aware of the importance each family, Tribe, or ethnic group. of the protective factors and understand how • Beginning a meeting or workshop with a everyone can play a role in building these factors demonstration of spirituality drawn from to support families and children. Working with one of the cultural groups represented any one of the groups listed below can be a can prepare participants emotionally and great way to engage and support more families. mentally for the activities of the day, as well However, the more groups that you involve, the as acknowledge the strength of that culture more people you will reach and the stronger to the entire group. your community partnership will be. When all Programs that introduce traditional child- members of the community work together as a • rearing practices from various cultures, whole, families feel supported and are better able such as certain Native American Tribes or to nurture and care for their children. immigrant groups, may help young parents raise their children in a positive and culturally Embrace Diversity knowledgeable manner.

Every community group has unique beliefs, interests, and approaches to supporting families Suggestions for and children. Partnering with community Community Events members of diverse racial and ethnic backgrounds, lifestyles, and values will require an organizational Offer training or workshops about the investment in addressing differences in positive protective factors to various groups. General and productive ways. Consider the following tips: talking points can be found in the Media Toolkit (https://www.childwelfare.gov/topics/ • Make your community group welcoming to preventing/preventionmonth/media-toolkit/); all by making meeting times and locations be sure to customize your presentation to your flexible and accessible to all. Insist on audience. End by inviting participation on diversity in leadership. your community family strengthening council. • Seek to understand the beliefs, values, Audiences might include the following: interests, and concerns of each group with Judges and other court personnel involved whom you wish to partner. What are their • in making best-interests determinations mission and goals, and how will a family for children strengthening effort further those goals? Child care center staff or parents • Different cultures define the concept of • “family” in very different ways. Learn about • Employees of a large local business

Building Community, Building Hope 27 • Parent-teacher organizations (e.g., PTAs), social service organizations who can talk Mothers of Preschoolers (MOPS) groups, or about low-income health insurance options. other parent groups • Human services fair. Invite partner organizations • Congregations or interfaith groups to present on topics that help parents meet • Local physicians, perhaps through “grand their families’ needs, such as finding adequate rounds” at local hospitals medical care, safe and affordable child care, and substance abuse treatment. Sponsor community events that support families • Job fair. Invite local businesses to attend and and include a broad representation of your family meet with prospective candidates, as well as strengthening partnerships. Examples: nonprofit organizations that can provide help • “Parents’ Day” focused on the protective factors. with child care, interview clothing or tips, Find tools and resources from a successful transportation, and other job-related needs. parent-led event in Alaska at http://dhss.alaska. • Ethnic street fairs. These events offer families gov/ocs/Documents/families/documents/AK_ a way to enjoy their cultural heritage in the ParentEventToolkit.pdf. company of others. Community organizations • Town hall meeting. Invite local legislators, can provide prevention information and parent leaders, and other community leaders educational materials at booths and through to discuss issues affecting local families. family-friendly activities such as parent-child craft activities and puppet shows. • Health fair. Bring together local clinics and providers to offer free screenings, as well as

Essentials for Childhood: Creating Safe, Stable, and Nurturing Relationships and Environments for all Children

As a complementary protective factors framework, CDC’s Essentials for Childhood provides a step- by-step approach that community partnerships can take to support families and prevent child maltreatment. It includes four goals: 1. Raise awareness and commitment to promote 3. Use data to inform actions. Gather and and prevent child maltreatment. The first steps synthesize relevant community data, identify include establishing a vision for children and and fill critical data gaps, and use the data to families, raising awareness, and building a support further action steps. community partnership united behind the vision. 4. Create the context for healthy children and 2. Create the context for healthy children and families through policies. Identify policies that families through norms change and programs. may improve the lives of children and families Promote a community norm of shared in your community, and provide community responsibility for child well-being, as well as leaders and decision-makers with information positive community norms about acceptable about the benefits of evidence-based strategies. parenting behaviors. Implement evidence- based programs for parents and caregivers.

Information about the framework is available at http://www.cdc.gov/violenceprevention/childmaltreatment/essentials/.

28 https://www.childwelfare.gov/topics/preventing/ Tips for Working With Specific Groups

The following are suggestions for ways your agency or organization can build community • Create opportunities for parent volunteers and hope by working with specific groups. to participate in community activities such as safety initiatives, after-school programs, Faith Communities mentoring programs, food drives, and other events. • Support the development of mentoring • Ask experienced parent leaders to present programs within congregations for children at workshops and events and to serve as and families under stress. mentors for families who are just joining • Train religious and lay leaders how to your partnership. recognize signs and symptoms of abuse or neglect, work with victims and their families, Immigrant and and make appropriate referrals. Refugee Families • Encourage religious leaders to acknowledge publicly that child abuse is a major concern • Invite immigrants, refugees, and other new for the faith community and that they Americans to speak to your staff about are dedicated to supporting families and cultural differences and concerns unique to protecting children. immigrant families. For more tips, see this resource from the Office • Participate in task forces, collaborations, of Juvenile Justice and Delinquency Prevention and partnerships with community-based at http://www.iel.org/pubs/sittap/toolkit_06.pdf. agencies dedicated to addressing the needs of immigrant families in your community. Parents and Caregivers • Develop literature in different languages to meet the needs of all families in your • Host a Community or Parent Café. For more community. information, visit http://www.cssp.org/ For more information on how to welcome new community/constituents-co-invested-in- Americans in communities, see Strengthening change/community-and-parent-cafes. Communities by Welcoming All Residents at • Reach out to community parent councils or https://www.whitehouse.gov/sites/default/files/ forums. Support the development of such docs/final_tf_newamericans_report_4-14-15_ councils where they do not currently exist. clean.pdf. • Cohost parent education and support group meetings, or offer to bring a meeting to their location.

Building Community, Building Hope 29 American Indian/ • Set up formal referral systems to direct parents to legal service providers within the Alaska Native Families community. • Within Tribal communities, mutual respect • Create support groups among parents currently and humility are greatly valued. American or previously involved with the court system. Indians and Alaska Natives have rich traditions, and respecting those traditions Early Childhood Centers and being open to Native approaches will strengthen relationships. Be upfront about and Schools your level of experience working with Native • Offer to provide onsite services to children and families or Tribes, and be open to listening families. This can be an important first step to what makes each family and Tribe unique in building families’ comfort with pursuing and special. services. • Establish ongoing communication. Often, • Offer to speak at a parent-teacher Tribes and States communicate only in times organization (PTA or PTO) meeting. of conflict or misunderstanding. Productive • Seek opportunities to sponsor joint events. working relationships are hinged on the personal relationships of people and regular communication among those people. Business Leaders

• Understand that Tribes are sovereign nations, • Recruit a high-profile business leader to serve which simply means that Tribes have, by law, in a leadership role for your community- the right to self-governance. Identify avenues based partnership. Encourage him or her for negotiating common interests related to to challenge fellow business leaders to the welfare of children and an understanding contribute. of and appreciation for the different • Publicly recognize companies with family- government structures. friendly services and policies, such as onsite child care, paid sick leave, flexible scheduling, • For more information, visit https://www. and telecommuting. childwelfare.gov/topics/systemwide/diverse- populations/americanindian/. • Identify ways that employee volunteer programs could work to support safe and healthy families in the community. Courts • Ask local businesses to consider family- • Create meaningful roles for parents and strengthening messages in their advertising, community stakeholders in the juvenile on menus, or on product packaging. dependency court system to promote a better understanding of the challenges faced by those who come before the court.

30 https://www.childwelfare.gov/topics/preventing/ Military Policymakers

• Invite family support personnel from local • Write or call your local legislator and installations or the National Guard to share make him or her aware of the research information about family support resources demonstrating how the protective factors offered through military-specific programs help prevent child abuse and neglect. and participate in community events and Briefly point out your community’s current trainings. Locate family support personnel by strengths and needs. visiting MilitaryINSTALLATIONS at • Build long-term relationships with your http://www.militaryinstallations.dod.mil/pls/ legislator and his or her staff; keep them psgprod/f?p=MI:ENTRY:0. informed regularly of community issues • Include military families as a target audience affecting families. for your marketing materials. • Create opportunities for military parents Law Enforcement to participate as volunteers, mentors, • Explore the programs that your local law or leaders in community activities that enforcement agency offers related to children, focus on strengthening families. Adjust youth, and families. These might include commitment requirements as needed to be diversion, mentoring, or early intervention, sensitive to military personnel schedules and among others. Visit the International deployments. Association of Chiefs of Police Youth Focused Policing Resource Center website for more Medical Community information at http://www.iacpyouth.org/.

• Develop parenting resources in cooperation • Seek to partner with school-based law with health-care providers. Physician enforcement personnel. These officers already organizations often have materials to help have a close connection with youth and improve knowledge of parenting and child families and can offer a valuable perspective. development. For an example, visit • Invite a law enforcement representative along http://brightfutures.aap.org. when making protective factors presentations • Develop community resource guides for to parent groups, child care centers, and other health-care providers who identify children family venues. Ask whether your local agency and families with specific needs. Resources has a community relations or community might include child care programs, after- outreach coordinator. school programs for children with disabilities, • Coordinate a community safety awareness and others. campaign or activities. • Develop partnerships with local health-care provider organizations. For example, the American Academy of Pediatrics has local chapters throughout the United States. For more information, visit http://www2.aap.org/ member/chapters/chaplist.cfm.

Building Community, Building Hope 31 Substance Abuse • Coordinate efforts to offer ongoing training and deliver evidence-based interventions Treatment Agencies related to trauma and mental health • Ensure that all child-serving agencies in the challenges that are common among the community have an understanding of the children and youth in your community. disease of addiction and view relapse and • Develop interagency communication recovery as long-term disease management protocols that respect confidentiality policies issues. Visit the National Center on Substance while providing information that may affect Abuse and Child Welfare (NCSACW) for more the treatment of children, youth, and family information at https://www.ncsacw.samhsa. members. gov/default.aspx. • Visit the Building Bridges Initiative • Establish shared protocols across the for more information on partnerships community for screening, assessing, and and collaborations at http://www. referring families to substance abuse buildingbridges4youth.org/. treatment. When needed, use “warm handoffs” to help families connect with treatment providers. Domestic Violence Advocates • Colocate substance abuse specialists in child • Colocate a domestic violence advocate onsite at welfare offices, dependency courts, and other family-serving agencies. Offer support groups family-serving agencies. and counseling for victims and children. • Partner with family-centered treatment • Develop cross-system protocols and providers to treat the family through a partnerships to ensure coordinated services comprehensive strategy that addresses the and responses to families experiencing multifaceted needs of families. For more domestic violence. information on family-centered treatment, • Host joint events such as workshops on teen see Family-Centered Treatment for Women dating violence, awareness or education With Substance Use Disorders: History, Key campaigns, or food and clothing drives for Elements, and Challenges at http://beta. victims and their families. samhsa.gov/sites/default/files/family_ • Visit the National Resource Center on treatment_paper508v.pdf. Domestic Violence for more information at http://www.nrcdv.org/. Mental Health Professionals

• Offer onsite mental health service teams or develop a resource list of potential behavioral/ mental health agencies. • Working with a partner mental health agency, identify functional screening and assessment tools and coordinate early intervention referrals, evaluations, and services for children.

32 https://www.childwelfare.gov/topics/preventing/ Building Community and Hope Through Media

Today, a wider-than-ever variety of media strategies is available to help your organization dialogue with stakeholders. Some of the most or community partnership spread the word popular social media tools include the following: about events, reach potential supporters, Websites and build connections among stakeholders. • Understanding the different channels and • Podcasts developing a thoughtful, comprehensive media • Blogs and microblogs (e.g., Twitter) strategy are important steps that can support • Social networking sites (e.g., Facebook) the goal of preventing child maltreatment and enhancing child well-being in your community. • Photo- and video-sharing sites (e.g., Instagram, YouTube) Traditional vs. Social Media • Bookmarking sites (e.g., Pinterest) Traditional and social media have very different Media channels fall into two general categories. strengths and uses, as reflected in the table at Traditional media are television, radio, and the bottom of this page. print. Traditional media strategies include the following: Developing Your Strategy • Press releases • Letters to the editor Rather than choosing to focus energy and resources on either traditional or • Public service announcements (PSAs) social media, successful organizations and • Radio or television interviews partnerships start by considering their stakeholders and goals. They then develop Social media are web-based tools that allow you a comprehensive strategy that employs to share messages and materials and to establish multiple media channels to connect with stakeholders and further their message.

Traditional Media Goals Social Media Goals

• Get the word out • Engage in dialogue or get feedback • Publicize an event to a large, general audience • Reach a more targeted, specific group • Tell your story in more detail • Send out brief alerts that prompt stakeholders to take immediate action

Building Community, Building Hope 33 The following questions can help you start to parents to post their parenting questions develop or hone your media strategy: on your Facebook page for others to answer. This also will help you learn more about your Whom are we trying to reach? (This will likely • target audience’s needs and concerns. include multiple, distinct groups or target audiences. Answer the following questions • Eventually, a YouTube channel might separately for each group.) feature short videos of program participants demonstrating effective parenting practices What types of media are our target audience • or explaining critical stages of child members most likely to use frequently? development. All of these social media • What goals do we want to achieve? (Goals channels will help increase your reach and might range from simply raising awareness drive traffic back to your website. to engaging stakeholders in conversation or • Meanwhile, a press release about the initiative persuading them to take action.) may generate print, radio, or television media • What messages will further our goals? interest and help spread the word to an even • What media channels work best for each wider audience. message and target audience? • How will we measure our success? Tips for Engaging Media

Example The following are some basic tips to get you started. Audience: Teen and young-adult parents

Goal: Strengthen social connections and Social Media parenting competencies • If you are new to social media, start by investigating your agency or organization’s Messages: Protective factors guidelines for professional and personal Strategies: social media use. If no such policies exist, • You might start by building a “home base” they need to be established (and approved by website for this initiative, with information agency leadership and legal counsel) before about local support group meetings and other you begin to use social media at work. Social activities and a regularly updated blog about media policies should cover issues such as common parenting concerns and how the confidentiality and the responsibilities of protective factors can help. mandated reporters, and they need to be disclosed to all participants on your social • The initiative will need its own Facebook media sites. page and Twitter account to attract its younger target audience. These channels can • Create a personal account and spend time offer timely information about events and learning how the platforms work. meetings, as well as brief parenting tips and • Keep messages brief. Use a more casual, links to community supports. You can develop conversational tone, while maintaining your social connections by encouraging young organization’s identity.

34 https://www.childwelfare.gov/topics/preventing/ • Social media requires commitment. Websites, Facebook pages, and Twitter accounts need On the Web to be maintained with frequent updates Check out the following resources to learn that address your target audience members’ more about social media use: interests, needs, and concerns. • Monitor and respond to comments • The Getting Started With Government 2.0 Guide (Social Media Strategery): frequently to bring users back and create a http://steveradick.com/2010/04/02/ more active, engaged community. the-%E2%80%9Cgetting-started-with- • Reposting information from partners benefits government-2-0%E2%80%9D-guide/ everyone: Your followers learn something new • The Health Communicator’s Social Media and stay engaged, your partners gain wider Toolkit (Centers for Disease Control exposure, and they are more likely to return and Prevention): http://www.cdc.gov/ the favor when you have news to share. socialmedia/Tools/guidelines/pdf/ • Let people know where you are online. SocialMediaToolkit_BM.pdf Include URLs and logos in printed materials. • Social Media Tools (Child Welfare Encourage community members to like your Information Gateway): https://www. Facebook page, follow you on Twitter, etc. childwelfare.gov/topics/management/ workforce/tools/socialmedia/ Traditional Media • Get to know your local media representatives. Pay attention to who covers family and children’s issues for your local newspaper or • Offer members of your community television stations, and invite them to learn partnership as experts on family health and more about your mission. safety, protective factors, and child abuse • Consider inviting media representatives to prevention. participate in your community partnership. • Use the sample press release, public service Keep them informed regularly of your announcements, and talking points found in progress and challenges. the Online Media Toolkit on the Prevention • Propose an editorial briefing on the protective website at https://www.childwelfare.gov/ factors and how community members can topics/preventing/preventionmonth/media- help families stay healthy and strong. toolkit/.

Building Community, Building Hope 35 Chapter 4: Protecting Children

Understanding Child Abuse and Neglect

When children are nurtured, they can grow up • Sexual abuse is any situation where a to be happy and healthy adults. But when they child is used for sexual gratification. lack an attachment to a caring adult, receive This may include indecent exposure, inconsistent nurturing, or experience harsh fondling, rape, or commercial exploitation discipline, the consequences can affect their through prostitution or the production of lifelong health, well-being, and relationships with pornographic materials. others. • Emotional abuse is any pattern of behavior This chapter provides information to help service that impairs a child’s emotional development providers and others concerned about the health or sense of self-worth, including constant and well-being of children to understand child criticism, threats, and rejection. abuse and neglect, its effects, and what each of us can do to address it when it occurs. Why Does Child Abuse Occur?

Child abuse and neglect affect children of every What Is Child Abuse and age, race, and income level. However, research Neglect? has identified many factors relating to the child, family, community, and society that are Child abuse or neglect often takes place in the associated with an increased risk of child abuse home at the hands of a person the child knows and neglect. Studies also have shown that when well—a parent, relative, babysitter, or friend of multiple risk factors are present, the risk is the family. There are four major types of child greater. Some of the most common risk factors maltreatment. Although any of the forms may be include the following: found separately, they often occur together. • Immaturity. Young parents may lack Each State is responsible for establishing its own experience with children or be unprepared for definitions of child abuse and neglect that meet the responsibility of raising a child. Federal minimum standards. Most include the • Unrealistic expectations. A lack of knowledge following: about normal child development or behavior • Neglect is failure to provide for a child’s basic may result in frustration and, ultimately, needs. abusive discipline. • Physical abuse is physical injury as a result • Stress. Families struggling with poverty, of hitting, kicking, shaking, burning, or unstable housing, divorce, or unemployment otherwise harming a child. may be at greater risk.

36 https://www.childwelfare.gov/topics/preventing/ • Substance use. The effects of substance use, As a result of these reports, a nationally as well as time, energy, and money spent estimated 702,000 (unique count) children were obtaining drugs or alcohol, significantly found to be victims of child abuse or neglect. impair parents’ abilities to care for their (Unique count is defined as counting each child children. only once regardless of the number of reports • Intergenerational trauma. Parents’ own of abuse and neglect.) Of these children, three- experiences of childhood trauma impact their quarters (75.0 percent) were neglected, 17.0 relationships with their children. percent were physically abused, and fewer than 10 percent (8.3 percent) were sexually abused. • Isolation. Effective parenting is more difficult when parents lack a supportive partner, Child deaths are the most tragic results of family, or community. maltreatment. In FFY 2014, an estimated 1,580 These circumstances, combined with the children died due to abuse or neglect. Of the inherent challenges of raising children, can children who died, 72.3 percent suffered neglect result in otherwise well-intentioned parents and 41.3 percent suffered physical abuse either causing their children harm or neglecting their exclusively or in combination with another needs. On the other hand, evidence shows that maltreatment type. the great majority of families who experience these circumstances will not abuse or neglect What Are the Consequences? their children. Protective factors, such as the ones discussed in this guide, act as buffers to Child maltreatment is a traumatic experience, help many families who are under stress parent and the impact on survivors can be profound. effectively. Traumatic events, whether isolated (e.g., a single incident of sexual abuse) or ongoing (e.g., chronic emotional abuse or neglect), overwhelm How Many Children Are children’s ability to cope and elicit powerful Abused and Neglected in the physical and emotional responses. These United States? responses continue even when the danger has passed, often until treatment is received. In Federal fiscal year (FFY) 2014, the most recent Traumatic events may impair a child’s ability year for which national child maltreatment to trust others, sense of personal safety, and statistics are available, about 3.6 million reports effectiveness in navigating life changes. (allegations of maltreatment) were made to child Research shows that child maltreatment, like protective services concerning the safety and other trauma, is associated with poor health and well-being of approximately 6.6 million children.1 mental health outcomes in children and families, and those negative effects can last a lifetime.

1 Statistics on this page are taken from U.S. Department of Health and Human Services. (2016). Child Maltreatment 2014. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.acf.hhs.gov/programs/cb/research-data- technology/statistics-research/child-maltreatment.

Building Community, Building Hope 37 The trauma of child abuse or neglect has been social services, and nonprofit agencies—as associated with increased risk of: they respond to incidents and support victims. One analysis of the immediate and long-term Depression and suicide attempts • economic impact of child abuse and neglect • Substance abuse suggests that child maltreatment costs the • Developmental disabilities and learning nation approximately $220 million every day, or 2 problems $80 billion per year. • Social problems with other children and with adults What Are the Warning Signs?

• Teen pregnancy The first step in helping or getting help for an • Lack of success in school abused or neglected child is to identify the • Domestic violence symptoms of abuse. • Chronic illnesses, including heart disease, The table on this page lists some symptoms of cancer, and lung disease, among others the four major types of child maltreatment. The presence of a single sign does not prove that In addition to the impact on the child and child abuse is occurring in a family; however, family, child abuse and neglect affects the when these signs appear repeatedly or in community as a whole—including medical and combination, you should consider the possibility mental health, law enforcement, judicial, public of maltreatment.

Maltreatment Type Symptoms • Signs of malnutrition Neglect • Poor hygiene • Unattended physical or medical problems • Unexplained bruises, burns, or welts Physical abuse • Child appears frightened of a parent or caregiver • Pain, bleeding, redness, or swelling in anal or genital area Sexual abuse • Age-inappropriate sexual play with toys, self, or others • Age-inappropriate knowledge of sex • Extremes in behavior, ranging from overly aggressive to Emotional abuse overly passive • Delayed physical, emotional, or intellectual development

2 Gelles, R. J., & Perlman, S. (2012). Estimated annual cost of child abuse and neglect. Chicago: Prevent Child Abuse America. Retrieved from http://www. preventchildabuse.org/images/research/pcaa_cost_report_2012_gelles_perlman.pdf.

38 https://www.childwelfare.gov/topics/preventing/ What Can I Do If I Suspect How Can I Help Children Who Child Abuse or Neglect? Have Been Abused or Neglected?

Anyone can and should report suspected child Children who have experienced abuse or abuse or neglect. If you think a child is being neglect need support from caring adults who mistreated, take immediate action. understand the impact of trauma and how to help. Consider the following suggestions (see Most States have a toll-free number the tip sheet, “Helping Your Child Heal From for reporting. You also can call the Trauma,” on page 91, for more information): Childhelp® National Child Abuse Hotline at 1.800.4.A.CHILD (1.800.422.4453). • Help children feel safe. Support them in expressing and managing intense emotions. When you call to make a report, you will be asked for specific information, such as: • Help children understand their trauma history and current experiences (for example, • The child’s name and location by helping them understand that what • The name and relationship (if known) of the happened was not their fault, or helping them person you believe is abusing the child see how their current emotions might be related to past trauma). • What you have seen or heard regarding the abuse or neglect On the Child Welfare Information • The names of any other people who might Gateway Website know about the abuse • Your name and phone number (voluntary) Find more information about: • Definitions of child abuse and neglect: Reporting the situation may protect the child https://www.childwelfare.gov/topics/can/ and get additional help for the family. Many defining/ nonprofit, public, education, social service, and • Risk and protective factors for child child care organizations in your community abuse: https://www.childwelfare.gov/ play a role in providing supports and services topics/can/factors/ to children, youth, and families. Parenting • How many children are abused: education, crisis/respite care, transitional https://www.childwelfare.gov/topics/ housing, and literacy programs, as well as family systemwide/statistics/can/ resource centers, teen parent support groups, fatherhood groups, and marriage education • Consequences of child abuse and neglect: https://www.childwelfare.gov/topics/can/ classes support families in important ways. impact/ • Warning signs: https://www.childwelfare.gov/topics/can/ identifying/ • Responding to child abuse and neglect: https://www.childwelfare.gov/topics/ responding/

Building Community, Building Hope 39 • Assess the impact of trauma on the child, • Manage your own stress. Providers who have and address any trauma-related challenges histories of trauma themselves may be at in the child’s behavior, development, and particular risk. relationships. • Refer the child to trauma-informed services, • Support and promote safe and stable which may be more effective than generic relationships in the child’s life, including services that do not address trauma. supporting the child’s family and caregivers if appropriate. Often parents and caregivers have experienced trauma, too. See “Working With Parents Who Have a History of Trauma” on page 41.

40 https://www.childwelfare.gov/topics/preventing/ Working With Parents Who Have a History of Trauma

When working with families who are under • Have a harder time controlling their emotions, stress, it is important to consider how past behavior, or words. trauma may be affecting the parents. Many • Seem numb or “shut down” and fail to respond parents who seek assistance from community to their children when under stress. agencies or come to the attention of the child welfare system have experienced some form How Can You Help? of trauma. This might include living through or witnessing the following: A good relationship with parents is critical to your ability to help them and their children. • Physical abuse Understanding how past trauma may be • Sexual abuse affecting their behavior will help you earn • Emotional abuse parents’ trust and increase the potential for a good outcome. Consider the following • Chronic neglect suggestions: • Family violence Understand that parents’ reactions (including • Community violence • anger, resentment, or avoidance) may be a reaction to trauma. Do not take these How Does Trauma Affect behaviors personally. Parents? • Assess a parent’s history to understand how past traumatic experiences may inform Some parenting behaviors can be misunderstood current functioning and parenting. if not viewed through a “trauma lens.” Parents who have experienced trauma may: • Refer parents to evidence-based, trauma- informed services whenever appropriate. • Have difficulty making decisions that keep These will likely be more effective than their children (and themselves) safe. They generic services (such as classes in parenting may fail to recognize dangerous situations, or or anger management) that do not take they may see danger where it does not exist. trauma into account. • Find it hard to trust others, resulting in poor relationships with friends and family On the Web (including their children). Relationships with people in positions of power (such as For more information, visit: caseworkers) may be particularly challenging. Trauma-Informed Practice (Information • Cope in unhealthy ways, such as by using Gateway): https://www.childwelfare.gov/ drugs or alcohol. topics/responding/trauma/

National Child Traumatic Stress Network: http://www.nctsn.org/

Building Community, Building Hope 41 • Remember that parents who have • Establish clear boundaries and expectations. experienced trauma are not “bad.” Blaming or Be consistent. When you make a commitment, judging them is likely to make the situation follow through. worse, rather than motivating them to make • Be aware that you could experience changes. secondary/vicarious traumatic stress, which • Recognize that all parents want their children can occur when you see or hear about trauma to be safe and healthy. Compliment parents’ to others. Take care of yourself and take time good decisions and healthy choices, when you to address your own reactions, when you feel see them. you are getting overwhelmed. Stay calm, and keep your voice as neutral and Adapted from the National Child Traumatic Stress Network, Child • Welfare Collaborative Group. (2011). Birth parents with trauma nonthreatening as possible. Model direct and histories in the child welfare system: A guide for child welfare staff. Los Angeles, CA & Durham, NC: National Center for Child honest communication. Traumatic Stress.

42 https://www.childwelfare.gov/topics/preventing/ Supporting Immigrant and Refugee Families

Families who immigrate to the United States • If family members have been separated, when bring skills, talents, and cultural traditions that reunited they may have difficulty settling into can enrich their new communities. However, new family dynamics and roles. immigrant families also face stressors that may, • Family conflict can arise if children learn in some cases, threaten their children’s safety English and assimilate to their new culture and well-being. Practitioners can support new faster than their parents. American families in ways that build hope, Some immigrant families have fled dangerous strengthen communities, and improve the well- • or violent situations in their home countries. being of children and youth. Parents and children can have trauma-related issues that, if not addressed, may cause Strengths and Challenges further stress in their daily lives.

Leaving behind one’s home, friends, family, • Families sometimes face discrimination and and community for life in a new country racism in their new communities. requires tremendous courage. Immigrant • Language or cultural barriers may result in the parents demonstrate a strong determination to parents having difficulty finding employment overcome challenges and create a better life for or being significantly underemployed, with low themselves and their children. Other strengths wages and no benefits. found in many immigrant families include the • Poverty may result in lack of access to quality following: health care, educational resources, or other • Strong work ethic and high aspirations needed services, leading to children’s poor health and/or school failure. • Belief in the importance of education • Close-knit families, including extended How You Can Help family members who often live in the same house or nearby to help with child rearing Practitioners who are aware of the obstacles responsibilities that immigrant children, youth, and families • Cohesive communities of fellow immigrants face are better able to employ strategies that from the same country of origin help ensure immigrant families receive the services they need to stay together and thrive. Despite these strengths, which serve as Consider the following: protective factors for children, families that are new to America also face unique challenges that • Participate in cultural competency trainings. may cause considerable stress: These trainings help staff become aware of their own cultural biases and develop the Some families are not able to migrate • knowledge and skills needed to interact together. They may face long periods during effectively with people of different cultures. which parents are separated from their Consider each family’s unique strengths and spouses and/or children. protective factors, as well as risks.

Building Community, Building Hope 43 • Recognize the importance of a child’s • Tap into a range of resources to help eligible extended family. Many immigrant groups families receive concrete assistance. Help consider family members beyond the eligible families apply for services such as traditional “nuclear family” to central to their Supplemental Nutrition Assistance Program family dynamics. Include members of a child’s (SNAP), Temporary Assistance to Needy extended family in meetings and discussions Families (TANF), or Medicaid. Collaborate about the child’s well-being. Advocate for with other community organizations to make kinship care if children must be separated referrals for immigrant families who may be from their parents, to prevent loss of cultural struggling to find clothing, school supplies, identity and language. food, and other basic needs. • Learn about immigrant issues and policies. • Recruit and promote minority and bilingual Be aware of the ways that immigration policy staff. Develop literature in different languages may affect family functioning, including and ensure trained and culturally competent parents’ ability to access needed services due translators/interpreters are available to meet to legal status and what happens to children if the needs of the families you serve. their parents are detained or deported. • Screen parents and children for trauma. • Establish partnerships with community- Trauma can result from dangerous conditions based agencies that have experience working in the family’s home country, periods of with immigrant families. Participate in family separation, or even the immigration task forces and collaborations dedicated to experience itself. Implement or refer to immigrant issues. Create opportunities for the evidence-based trauma-informed practices immigrant parents you serve to participate when needed. alongside you on these committees.

On the Web For more information and resources:

Immigration and Child Welfare (Child Welfare Information Gateway): https:// www.childwelfare.gov/topics/systemwide/ diverse-populations/immigration/

Center on Immigration and Child Welfare: http://cimmcw.org/

The New Americans Project (The White House): https://www.whitehouse.gov/ issues/immigration/new-americans

44 https://www.childwelfare.gov/topics/preventing/ Human Trafficking of Children

Human trafficking of children and youth is a • Agricultural work growing concern. It occurs when a trafficker uses • Drug sales and cultivation force, fraud, or coercion to compel another person to engage in commercial sex or work in a form of labor against his or her will. A child under age How to Identify a Victim 18 engaged in commercial sex is a victim of sex of Human Trafficking trafficking, even if the youth’s participation is not forced or coerced. Every human trafficking case is different. Consider the possibility of human trafficking Although community-based services for when a child or youth: family support and child abuse prevention are not specifically designed to respond to • Fails to attend school regularly or has child trafficking, many of these providers are unexplained absences encountering children and youth who have been • Frequently runs away from home trafficked. In addition, abused and neglected • Makes references to frequent travel to other cities children experience circumstances that can Exhibits bruises or other signs of physical make them more vulnerable to targeting and • trauma, withdrawn behavior, depression, recruitment by traffickers and pimps. anxiety, or fear • Lacks control over his or her schedule and/or What Is Human Trafficking? identification or travel documents Cases of human trafficking have been reported • Is hungry, malnourished, deprived of sleep, in all 50 states. Victims may be U.S. citizens or or inappropriately dressed (based on weather foreign nationals, male or female; even young conditions or surroundings) children are sometimes victims of trafficking. • Shows signs of drug addiction Child trafficking may involve the following: • Appears to have coached or rehearsed responses to questions • Prostitution • Stripping Signs that may indicate sex trafficking include the following: • Pornography • Forced begging • A sudden change in clothing, personal hygiene, relationships, or possessions • Magazine crews and other door-to-door sales • Behavior that is uncharacteristically • Au pairs or nannies promiscuous, or references to sexual situations • Domestic work that are not age appropriate • Restaurant work • A “boyfriend” or “girlfriend” who is noticeably • Hair and nail salons older • Attempts to conceal recent scars

Building Community, Building Hope 45 A victim of labor trafficking may: • To report suspected trafficking crimes, get help, or learn more about human Express the need to pay off a debt • trafficking from a nongovernmental • Express concern for family members’ safety organization, call the National Human • Work long hours and receive little or no payment Trafficking Resource Center at 1.888.373.7888 or visit • Care for children not from his or her own http://www.traffickingresourcecenter.org. family • To report sexually exploited or abused What to Do If You Suspect a minors, call the National Center for Missing and Exploited Children’s Child Is a Victim of Human (NCMEC) hotline at 1.800.THE.LOST Trafficking or report incidents online at http://www.cybertipline.org. It can take a long time to gain a child or youth’s Conduct interviews gently and out of the trust and determine whether he or she is being • presence of the suspected trafficker(s). Be trafficked. aware that a child’s parent or caregiver may • It is not your responsibility to make this be his or her trafficker. determination. Report any suspected • Use an interpreter if the victim does not speak trafficking to the proper authorities: fluent English. Contact an independent and • In an emergency, call your local police trusted source for help—do not use relatives, department or 911. neighbors, or friends of the suspected victim. • To report suspected human trafficking • Understand that the child may be reluctant crimes or to get help from law to open up due to fears of retribution by the enforcement, call U.S. Immigration and trafficker or shame about the abuse or the work Customs Enforcement at 1.866.347.2423 he or she has been forced to do. or submit a tip online at http://www.ice. • Trafficked youth may not see themselves as gov/tips. victims and may appear hostile, angry, or protective of their traffickers. • Be sensitive to cultural and religious differences. • Avoid questions about immigration; this can be intimidating.

46 https://www.childwelfare.gov/topics/preventing/ Community Efforts to For more resources on addressing and responding to human trafficking: Respond to Human Trafficking • Responding to Human Trafficking of Victims of trafficking experience complex Children (Child Welfare Information trauma. Once identified, they are likely to have Gateway): https://www.childwelfare.gov/ significant service needs. It is important to topics/systemwide/trafficking/ provide trauma-informed, culturally appropriate, Human Trafficking Resource List (Runaway and individualized care that addresses victims’ • and Homeless Youth Training & Technical physical and mental health. Assistance Center): http://www.rhyttac.net/ No single agency, working alone, can resources/document/human-trafficking- successfully combat this issue. Identifying, resource-list assessing, protecting, and serving victims of • National Human Trafficking Resource Center: trafficking requires a coordinated approach http://www.traffickingresourcecenter.org within and across local, Tribal, State, and Federal Office on Trafficking in Persons levels. Child welfare and other family support • (Administration for Children and Families staff must work with law enforcement, juvenile [ACF]): http://www.acf.hhs.gov/endtrafficking corrections, courts, schools, medical and mental health professionals, child advocacy centers, • Anti-Trafficking in Persons Program (Office of legal services, crime victim services, and other Refugee Resettlement):https://www.acf.hhs. community and faith-based organizations to gov/programs/orr/programs/anti-trafficking formulate a coherent response and minimize • Anti-Trafficking (Office for Victims of further trauma to victims. Crime): https://www.ovcttac.gov/views/ HowWeCanHelp/dspHumanTrafficking.cfm ACYF has published Guidance to States and Services on Addressing Human Trafficking of • Human Trafficking in America’s Schools Children and Youth in the United States, available (Office of Safe and Healthy Students): at http://www.acf.hhs.gov/programs/cb/ http://safesupportivelearning.ed.gov/human- resource/human-trafficking-guidance. trafficking-americas-schools Human Trafficking (U.S. Department of Child Welfare Information Gateway offers a new • Homeland Security): http://www.dhs.gov/ issue brief on human trafficking. Access Child topic/human-trafficking Welfare and Human Trafficking at https://www. childwelfare.gov/pubs/issue-briefs/trafficking/.

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48 https://www.childwelfare.gov/topics/preventing/ Chapter 5: Tip Sheets for Parents and Caregivers

The following pages contain tip sheets on Managing Stress—Discusses the negative specific parenting issues and calendars listing impacts of stress and how parents can learn to ways that parents, programs, and community manage it more effectively. partners can build community and hope during Managing Your Finances—Provides simple tips April, National Child Abuse Prevention Month. to help families move toward greater financial Spanish versions are provided for all resources stability. in this section. Tip sheets are designed for service providers to distribute to parents and Bonding With Your Baby—Helps new parents caregivers in the context of a particular concern understand the importance of early and secure or question. The tip sheets are not intended attachment. to tell the whole story; they merely provide a starting point for a discussion between parent Dealing With Temper Tantrums—Includes tips and provider that is grounded in the protective on how to prevent and handle toddler tantrums factors. The information is easy to read and while modeling calm behavior. focuses on concrete steps that parents can take Parenting Your School-Age Child—Helps parents to strengthen their family. understand and parent their school-age children We encourage you to make additional copies more effectively. of those resources that are most useful to the Connecting With Your Teen—Encourages families with whom you work. parents to maintain strong bonds with their Tip sheets address the following topics: teens, even as they move toward independence.

How to Develop Strong Communities—Provides Parenting Your Child With Developmental families with ways to identify a strong, Delays and Disabilities—Supports parents who nurturing community and how to develop one in are raising a child who has developmental delays their neighborhood. or disabilities.

Keeping Your Family Strong—Describes the Ten Ways to Be a Better Dad—Encourages protective factors in parent-friendly language fathers to be involved and help their children and offers simple ways parents can strengthen live happy, healthy lives. their own families. Building Resilience in Children and Teens— Making Healthy Connections With Your Provides tips for helping children learn to cope Family—Suggests ways for families to bond and recover from difficulties. while improving their health through eating Teen Parents…You’re Not Alone—Suggests ways well and increasing their physical activity. that teen parents can find support and cope with Feeding Your Family—Offers tips to help feed the challenges of raising a new baby. children all year around.

Building Community, Building Hope 49 Raising Your Kin—Recommends ways for Human Trafficking: Protecting Our Youth— caregivers to deal with some of the unique Describes human trafficking and how to protect challenges of parenting children of relatives, your child. including finding concrete supports in their The tip sheets, like the other resources in this community. guide, were created with information from Military Families—Encourages families to experts from Federal agencies and national support parents and caregivers who are in the organizations that work to promote child military. well-being. Additional resources are available through the national organizations listed in Support After an Adoption—Offers information chapter 6. on support for adoptive parents. Tip sheets may be downloaded individually for Preventing Child Sexual Abuse—Offers tips distribution at https://www.childwelfare.gov/ to help adults protect children from sexual topics/preventing/preventionmonth/resource- predators. guide/tip-sheets/. Parenting After Domestic Violence—Provides For more parenting resources, please visit Child information about the effects of domestic Welfare Information Gateway at https://www. violence on children and encourages parents to childwelfare.gov/topics/preventing/promoting/ help their children feel safe and secure. parenting/. Helping Your Child Heal From Trauma— Describes how trauma can affect children’s development and behavior and includes suggestions for how parents and caregivers can help.

50 https://www.childwelfare.gov/topics/preventing/ How to Develop Strong Communities

What’s Happening Small Steps Communities have a great influence in families’ lives. • Set up a playgroup in your community at people’s Just as plants are more likely to thrive in a garden with homes or a local park (consider inviting people who good soil and plenty of sunlight and water, families are may not have children at home, such as local seniors). more likely to thrive in nurturing communities. A safe • Organize a community babysitting co-op. place for children to play is one feature of a nurturing • Volunteer at your child’s school through the school’s community. Other features include the availability of administration or the parents’ organization. food, shelter, and medical care for families, as well as a • culture that encourages neighbors to get to know and Encourage local service providers to produce a directory help one another. Nurturing communities can help build of available services in the community. strong families.* Big Steps What You Might Be Seeing • Organize a community event (a block party, father/ daughter dance, parent support group). Strong, nurturing communities that are supportive of families will have: • Run for an office in the parent organization at your child’s school. • Parks and recreation facilities that are accessible, safe, and inviting places for families • Attend local government meetings (city council or school board meetings) and let them know how • Resources to help families in need access food, jobs, important resources are in your community. Let medical care, and other resources them know how parks, strong schools, and accessible • Early education programs that are easily accessible services help to strengthen your family and other and welcoming families. • Safe, affordable housing available to all families • Join or create a group in which parents and children • Clean air and water meet regularly to play or serve together, such as scouting, a flag football league, or service club. What You Can Do

Baby Steps Remember: Everyone can take steps to • Meet and greet your neighbors. make communities more supportive of families! • Go to a parents’ meeting at your child’s school. • Participate in an activity at your local library or community center.

* To learn more about protective factors that support child and family well-being, visit https://www.childwelfare.gov/topics/preventing/promoting/ protectfactors/. This tip sheet was created with input from experts in national organizations that work to prevent child maltreatment and promote well-being. At https://www.childwelfare.gov/topics/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 51 Cómo desarrollar comunidades fuertes

Lo que está pasando Pequeños pasos Las comunidades tienen gran influencia en la vida de • Establezca un grupo de juego en su comunidad, las familias. Al igual que las plantas que florecen más en hogares o parques locales (considere invitar a fácilmente en un jardín con buena tierra y mucho sol y personas que no tienen niños en su casa, como agua, las familias tienen más oportunidades de prosperar adultos mayores locales). en comunidades acogedoras. Un lugar seguro para que • Organice una cooperativa de cuidado de niños los niños jueguen es una característica de una comunidad comunitario. acogedora. Otras características incluyen la disponibilidad • de alimento, refugio y atención médica para las familias, Ofrézcase como voluntario en la escuela de sus así como una cultura que aliente a los vecinos a conocerse hijos a través de la administración de la escuela o la y ayudarse mutuamente. Las comunidades acogedoras organización de padres. pueden ayudar a construir familias fuertes.* • Aliente a los proveedores de servicios locales a crear un directorio de servicios disponibles en la comunidad. Lo que usted podría estar observando Grandes pasos • Organice un evento comunitario (una fiesta de la Las comunidades fuertes y acogedoras que apoyan a las cuadra, un baile de padres/hijas, un grupo de apoyo a familias contarán con: padres). • Parques e instalaciones de recreación accesibles, • Postúlese para un cargo en la organización de padres seguros y atractivos para las familias de la escuela de su hijo. • Recursos para ayudar a las familias necesitadas a • Asista a las reuniones del gobierno local (reuniones obtener acceso a alimentos, empleo, atención médica del ayuntamiento o del consejo escolar) y explíqueles y otros recursos importantes lo importante que son los recursos en su comunidad. • Programas de educación temprana que sean Hágales saber cómo los parques, las escuelas sólidas y fácilmente accesibles y acogedores los servicios accesibles ayudan a fortalecer a su familia • Viviendas seguras y asequibles, disponibles para todas y la de los demás. las familias • Únase a un grupo u organice un grupo en el que • Agua y aire puros padres e hijos se reúnan frecuentemente para jugar o prestar servicios juntos, como “boys scouts” o “girls Lo que usted puede hacer scouts”, una liga de futbol, o un club de servicios. Pasitos de bebé Recuerde: • Conozca y salude a sus vecinos. ¡Todos pueden tomar medidas para hacer que las comunidades den más • Asista a las reuniones de padres en la escuela de sus hijos. apoyo a las familias! • Participe en actividades de su biblioteca local o centro comunitario.

* Para obtener más información sobre los factores de protección que apoyan al bienestar de los niños y las familias, visite https://www.childwelfare.gov/ topics/preventing/promoting/protectfactors/. Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/promoting/parenting/ o llamando al 800.394.3366.

52 https://www.childwelfare.gov/topics/preventing/ Keeping Your Family Strong

Every family has strengths, and every family faces challenges. When you are under stress—the car breaks down, you or your partner lose a job, a child’s behavior is difficult, or even when the family is experiencing a positive change, such as moving into a new home—sometimes it takes a little extra help to get through the day. Protective factors are the strengths and resources that families draw on when life gets difficult. Building on these strengths is a proven way to keep the family strong and prevent child abuse and neglect. This tip sheet describes six key protective factors and some simple ways you can build these factors in your own family.

Protective Factor and What It Means What You Can Do

Nurturing and Attachment: • Take time at the end of each day to connect with your children with a hug, a smile, a song, or a few minutes of Our family shows how much we love each other. listening and talking. • Find ways to engage your children while completing everyday tasks (meals, shopping, driving in the car). Talk about what you are doing, ask them questions, or play simple games (such as “I spy”).

Knowledge of Parenting • Explore parenting questions with your family doctor, and Child Development: your child’s teacher, family, or friends. I know parenting is part natural and part learned. • Subscribe to a magazine, website, or online newsletter about child development. I am always learning new things about raising children and what they can do at different ages. • Take a parenting class at a local community center (these often have sliding fee scales). • Sit and observe what your child can and cannot do. • Share what you learn with anyone who cares for your child.

Parental Resilience: • Take quiet time to reenergize: Take a bath, write, sing, laugh, play, drink a cup of tea. I have courage during stress and the ability to bounce back from challenges. • Do some physical exercise: Walk, stretch, do yoga, lift weights, dance. • Share your feelings with someone you trust. • Surround yourself with people who support you and make you feel good about yourself.

Building Community, Building Hope 53 Protective Factor and What It Means What You Can Do

Social Connections: • Participate in neighborhood activities such as potluck dinners, street fairs, picnics, or block parties. I have friends, family, and neighbors who help out and provide emotional support. • Join a playgroup or online support group of parents with children at similar ages. • Find a church, temple, or mosque that welcomes and supports parents.

Concrete Supports for Parents: • Make a list of people or places to call for support. Our family can meet our day-to-day needs, including • Ask the director of your child’s school to host a housing, food, health care, education, and counseling. I Community Resource Night, so you (and other parents) know where to find help if I need it. can see what help your community offers. • Dial “2-1-1” to find out about organizations that support families in your area.

Social and Emotional Competence of • Provide regular routines, especially for young children. Children: Make sure everyone who cares for your child is aware of your routines around mealtimes, naps, and bedtime. My children know they are loved, feel they belong, and are able to get along with others. • Talk with your children about how important feelings are. • Teach and encourage children to solve problems in age- appropriate ways.

This tip sheet was created with information from experts in national organizations that work to prevent child maltreatment and promote well- being, including the Strengthening Families Initiatives in New Jersey, Alaska, and Tennessee. At https://www.childwelfare.gov/topics/preventing/ promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.

54 https://www.childwelfare.gov/topics/preventing/ Cómo mantener a su familia fuerte

Todas las familias tienen fortalezas y todas las familias enfrentan desafíos. Cuando usted está bajo estrés—el carro se daña, usted o su pareja pierden su empleo, el comportamiento de uno de los niños es difícil o incluso cuando la familia está experimentando cambios positivos, como por ejemplo mudarse a un nuevo hogar—algunas veces toma un poquito de ayuda extra para sobrellevar el día. Los factores de protección son las fortalezas y los recursos de los que se valen las familias cuando la vida se pone difícil. Basarse en estas fortalezas es una forma comprobada de mantener a la familia fuerte y prevenir el abuso y la negligencia de menores. Esta hoja de consejos describe seis factores de protección y algunas formas simples en las que puede desarrollar estos factores en su propia familia.

Factor de protección y lo que significa Lo que usted puede hacer

Crianza afectiva y apego: • Tome tiempo al final del día para conectarse con sus hijos con un abrazo, una sonrisa, una canción o unos Nuestra familia se demuestra cuánto nos amamos pocos minutos escuchándoles y hablando con ellos. mutuamente. • Consiga formas de involucrar a sus hijos mientras completan tareas cotidianas (con las comidas, las compras, en el carro). Hable sobre lo que está haciendo, hágales preguntas o jueguen juegos simples (como “yo veo”).

Conocimientos sobre la crianza y el • Explore preguntas sobre la crianza con su doctor de desarrollo de los niños: cabecera, el maestro de su hijo, sus familiares o amigos. Yo sé que la crianza es parcialmente natural y parcialmente • Suscríbase a una revista, sitio web o boletín informativo aprendida. en línea sobre el desarrollo de los niños. Estoy aprendiendo siempre cosas nuevas sobre la crianza • Tome un curso sobre la crianza en un centro de niños y lo que ellos pueden hacer a diferentes edades. comunitario local (éstos a menudo tienen una escala móvil de costos). • Siéntese y observe lo que su hijo puede y no puede hacer. • Comparta los que aprenda con toda persona que cuide de su hijo.

Resiliencia de los padres: • Tome tiempo tranquilo para recargar energías: tome un baño, escriba, cante, ríase, juegue, tome una taza de té. Tengo valor durante situaciones de estrés y la capacidad de sobreponerme de los retos. • Haga un poco de ejercicio físico: camine, estire los músculos, practique yoga, levante pesas, baile. • Comparta sus sentimientos con alguien en quien confíe. • Rodéese de personas que lo apoyan y le hacen sentir bien.

Building Community, Building Hope 55 Factor de protección y lo que significa Lo que usted puede hacer

Conexiones sociales: • Participe en actividades del vecindario, como cenas de contribución, ferias callejeras, picnics o fiestas de Tengo amigos, familiares y vecinos que ayudan y ofrecen cuadra. apoyo emocional. • Únase a un grupo de juego o grupo de apoyo en línea de padres con hijos de edades similares. • Encuentre una iglesia, templo o mezquita que acoja y apoye a los padres.

Apoyos concretos para los padres: • Haga una lista de personas o lugares a llamar para recibir ayuda. Nuestra familia puede satisfacer nuestras necesidades diarias, incluyendo vivienda, alimentos, atención de la • Pida al director de la escuela de su hijo que celebre una salud, educación y consejería. Sé dónde conseguir ayuda si Noche de Recursos Comunitarios, para que usted (y la necesito. otros padres) pueda ver qué tipo de ayuda se ofrece en su comunidad. • Marque “2-1-1” para encontrar información sobre organizaciones que apoyan a las familias en su área.

Competencia social y emocional de los • Establezca rutinas regulares, especialmente para los niños: niños pequeños. Asegúrese de que toda persona que cuide de su hijo esté al tanto de sus rutinas en lo Mis hijos saben que son amados, sienten que pertenecen y concerniente a las horas de comida, siestas y hora de son capaces de llevarse bien con los demás. dormir. • Hable con sus hijos sobre la importancia de los sentimientos. • Enseñe y aliente a sus hijos a resolver los problemas de formas apropiadas a sus edades.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar, incluyendo las iniciativas de fortalecimiento de las familias Strengthening Families Initiatives en New Jersey, Alaska y Tennessee. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/ promoting/parenting/ o llamando al 800.394.3366.

56 https://www.childwelfare.gov/topics/preventing/ Making Healthy Connections With Your Family

Good health starts with eating the right foods and getting Physical Activity plenty of physical activity. A healthier lifestyle may help Children and teens need 60 minutes or more of physical your family in many ways, including the following: activity each day. For adults, aim for at least 30 minutes • Less stress, depression, and anxiety per day, most days of the week. Try the following • Better sleep and more energy suggestions to increase your whole family’s activity level: • Less disease and lower health-care costs • Find activities you enjoy and do them as a family. Healthy habits don’t have to take time away from your Shoot hoops, dance, swim, or rollerblade—it doesn’t family. Do it together and make it fun! matter what you do, as long as you are moving together. Eating Well • Support your children’s participation in sports by Children learn their future eating habits from watching helping them practice. Kick soccer balls while your you. Set a good example, and set the stage for a lifetime child plays goalie, or hit pop-ups for her to catch. of good health. Consider the following tips: • Take a family walk after dinner instead of turning on • Family meals are an important time to connect with the TV. Make up games for younger children, such as your children. Offer a variety of healthy foods. Then “I spy” or “Who can count the most … [e.g., red cars]”. focus on what your children are saying rather than With school-age kids and teens, use the time to ask what they are eating. how things are going at school or with friends. • Allow children to decide how much to eat based on • Walk or bike with your child to and from school. their hunger. Let go of “clean plate” expectations. • Set family challenges, such as completing a “mud run” • Reward your children with attention and kind words or a long hike together. Celebrate when you reach instead of food. Comfort them with hugs, not sweets. your goals. • Plan, shop, and cook more meals at home together. • Local community centers often offer free or low-cost Involve children in choosing, washing, and (for older exercise classes, clubs, teams, and other activities children) cutting and cooking fruits and vegetables. for children and families. Many offer sliding-scale memberships. • Let kids invent their own healthy recipes. No-fail options include trail mix, smoothies, and fruit salads. • Having difficulty providing enough healthy food for Remember: Making a commitment to your family? Apply for food stamps or WIC benefits, health together is more fun than doing or check out local food banks to ease your budget. it alone… and it can bring your family closer together.

This tip sheet was adapted using information from the U.S. Department of Agriculture’s ChooseMyPlate.gov (http://choosemyplate.gov). At https://www.childwelfare.gov/topics/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 57 Haciendo conexiones saludables con su familia

La buena salud comienza con alimentarse de comidas Infantes y Niños (WIC, por sus siglas en inglés), o saludables y hacer bastante actividad física. Un estilo de buscar su banco de alimentos local (“food bank”) para vida más saludable puede ayudar a su familia de muchas ayudar a aliviar su presupuesto. formas, incluyendo las siguientes: • Menos estrés, depresión y ansiedad La actividad física Los niños y adolescentes necesitan por lo menos 60 • Un mejor sueño y más energía minutos de actividad física todos los días. Los adultos • Menos enfermedad y costos de cuidado de salud deben tratar de hacer por lo menos 30 minutos de más bajos actividad física por día, la mayoría de los días de la Las costumbres saludables no tienen que costarle tiempo semana. Intente las siguientes sugerencias para aumentar con su familia. ¡Diviértanse haciéndolo juntos! el nivel de actividad de toda su familia: La alimentación saludable • Busquen actividades que les guste hacer en familia. Jueguen básquetbol, bailen, naden o patinen—no Los niños aprenden las costumbres de alimentación que importa lo que hagan siempre y cuando estén juntos practicarán en el futuro observándolo a usted. Sea un y activos. buen ejemplo a seguir para sus niños y prepárelos para una vida de buena salud. Considere los siguientes consejos: • Apoye la participación de sus hijos en deportes; ayúdelos a practicar pateando la pelota de futbol o • Las comidas familiares son una buena oportunidad atrapando la de beisbol. para conectar y compartir con sus hijos. Ofrézcales una variedad de comidas saludables y luego mantenga • Caminen juntos después de la cena en vez de prender el el enfoque en lo que sus hijos están diciendo en vez de televisor. Invente juegos para sus hijos jóvenes durante lo que están comiendo. las caminatas, como tratar de contar todos los carros rojos o juegos de “yo veo”. Con sus hijos de edad escolar • Deje que sus hijos decidan cuanto quieren comer o adolescentes, use la oportunidad para preguntarles según cuanta hambre tengan en vez de siempre cómo les está yendo en la escuela o con sus amigos. esperar que “limpien sus platos”. • Camine o maneje en bicicleta a la escuela con su hijo • Premie a sus hijos con atención y palabras cariñosas en en las mañanas y de vuelta en las tardes. vez de comida. Consuélelos con abrazos, no con dulces. • Establezca retos para la familia, como completar juntos • Planeen las comidas, hagan las compras y cocinen una caminata larga, y celebren cuando alcancen sus metas. comidas en casa juntos en familia. Involucre a sus hijos cuando esté escogiendo, lavando y (para niños • Los centros comunitarios locales a menudo ofrecen clases mayores) cortando y cocinando frutas y vegetales. de ejercicios, clubs, equipos y otras actividades para niños y familias gratis o a bajo costo. Muchos también ofrecen • Deje que sus hijos inventen sus propias recetas una escala móvil de costos de membresía. saludables. Opciones fáciles de preparar incluyen una mezcla de frutos secos y nueces (o “trail mix”), batidos de frutas y ensaladas de frutas. Recuerde: Hacer un compromiso en • Si encuentra que es difícil proveerles suficientes familia a vivir una vida saludable es alimentos saludables a su familia, puede solicitar más divertido que hacerlo solo…y puede cupones de comida o beneficios del Programa ayudar a unir más a su familia. Especial de Nutrición Suplementaria Para Mujeres,

Esta hoja de consejos fue adaptada usando información de ChooseMyPlate.gov (http://choosemyplate.gov) del Departamento de Agricultura de los Estados Unidos (U.S. Department of Agriculture). Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https:// www.childwelfare.gov/topics/preventing/promoting/parenting/ o llamando al 800.394.3366.

58 https://www.childwelfare.gov/topics/preventing/ Feeding Your Family

What’s Happening What You Can Do About one in five households with children in the United The U.S. Department of Agriculture offers several States face food insecurity at some point during the year. programs to help families feed their children. This means that the family sometimes cannot afford • Supplemental Nutrition Assistance Program (SNAP), enough healthy food to feed everyone well. Some or all formerly food stamps, helps low-income families pay members of the family may go hungry, skip meals, or eat for food. For more information, visit nothing for an entire day (or longer). http://www.fns.usda.gov/snap/apply. What You Might Be Seeing • The Women, Infant, and Children (WIC) program provides short-term help for low-income women, Healthy food is very important for children’s growth and infants, and young children. For more information, well-being. This is especially true during the first 3 years. visit http://www.fns.usda.gov/wic/who-gets-wic-and- A lack of food affects children’s: how-apply. • Bodies. Children may get sick and go to the hospital • The National School Lunch and Breakfast programs more often. offer children free or reduced-price meals at many • Behavior. A lack of healthy food at home can cause schools. Apply at your child’s school or visit fighting, hyperactivity, and mood swings in school- http://www.fns.usda.gov/nslp/national-school-lunch- age children. Older youth may feel depressed, program-nslp. anxious, or suicidal. • The Summer Food Service Program provides free, • Learning. Children can have a hard time getting healthy meals to children and teens in low-income to school every day or making progress in reading areas during the summer. For more information, visit and math. http://www.summerfood.usda.gov. Most communities also offer food banks and other help for low-income families. In many areas, dialing 2-1-1 can connect you with local resources and support.

Remember: There are resources in every community to help families provide healthy food for their children.

Building Community, Building Hope 59 Cómo alimentar a su familia

Lo que está pasando • El Programa Para Mujeres, Bebés y Niños (Women, Infants, and Children program, o (WIC), por sus siglas Se estima que uno de cada cinco hogares con niños en en inglés), ofrece ayuda a corto plazo para mujeres los Estado Unidos enfrenta la inseguridad alimentaria de bajos ingresos, bebes y niños jóvenes. Para leer en algún momento durante el año. Esto significa que a más sobre el programa, vea la página del USDA (sólo la familia a veces no le alcanza el dinero para comprar disponible en inglés: http://www.fns.usda.gov/wic/ suficientes alimentos saludables para alimentar bien a who-gets-wic-and-how-apply). Para verificar si califica todos. Algunos miembros de la familia o toda la familia para los beneficios de WIC, vea la siguiente página en pueden pasar hambre, saltarse comidas o no comer nada español: http://wic.fns.usda.gov/wps/pages/start.jsf# durante un día entero (o más). • El Programa Nacional de Almuerzos Escolares Lo que usted podría estar (National School Lunch and Breakfast Programs, en observando inglés) proporciona comidas gratis o a costo reducido para niños en muchas escuelas. Solicite los beneficios Los alimentos saludables son muy importantes para el en la escuela de su hijo o visite la página web del USDA desarrollo y el bienestar de los niños, particularmente para encontrar una solicitud en español (http://www. durante sus primeros 3 años de vida. La falta de alimentos fns.usda.gov/school-meals/family-friendly-application- puede afectar lo siguiente: translations). Para leer más sobre el programa, visite • El cuerpo. Los niños pueden enfermarse y tener que ir http://www.fns.usda.gov/nslp/national-school-lunch- al hospital más a menudo. program-nslp (sólo disponible en inglés). • El comportamiento. La falta de alimentos saludables • El Programa de Servicio de Alimentos de Verano en el hogar puede causar peleas, hiperactividad y (Summer Food Service Program, en inglés) cambios abruptos de humor en los niños de edad proporciona comidas saludables gratis para niños escolar. Los jóvenes mayores pueden sentirse y adolescentes durante el verano en zonas de bajos deprimidos, ansiosos o tener pensamientos suicidas. ingresos. Para más información (sólo disponible en • El aprendizaje. Los niños sin alimentos adecuados inglés), visite http://www.summerfood.usda.gov. Para pueden tener dificultades para llegar a la escuela encontrar lugares en su área que ofrecen comidas todos los días o avanzar en las clases de lectura y saludables gratis, llame al 1.877.8.HAMBRE (para matemática. hispanohablantes). La mayoría de las comunidades también ofrecen Lo que usted puede hacer bancos de alimentos y otras formas de asistencia para El Departamento de Agricultura de los EE.UU. (USDA, por familias de bajos ingresos. En muchas áreas, puede sus siglas en inglés) ofrece varios programas de asistencia marcar el 2-1-1 en su teléfono para conectarse con para ayudar a las familias a alimentar a sus hijos. recursos y apoyos locales. • El Programa de Asistencia Nutricional Suplementaria (Supplemental Nutrition Assistance Program, o SNAP, Recuerde: Todas las comunidades tienen por sus siglas en inglés), antiguamente conocido como recursos para ayudar a las familias a cupones para alimentos, es un programa que ayuda a proporcionarles alimentos saludables a las familias de bajos ingresos a pagar por los alimentos. Para más información (en español), visite http://www. sus niños. fns.usda.gov/es/snap/para-presentar-la-solicitud.

60 https://www.childwelfare.gov/topics/preventing/ Managing Stress

What’s Happening • Accept what you cannot change. Ask yourself, “Can I Everyone has stress, whether it’s a bad day at work, car do anything about it?” If the answer is no, try to focus trouble, or simply too many things to do. However, too on something else. If there is something you can do much stress can make it hard to parent effectively. After (look for a new job, for example), break it into smaller a while, your children may show signs of being stressed steps so it doesn’t feel overwhelming. out, too! • Have faith. Look back at previous times when you have overcome challenges. Think, “This too shall What You Might Be Seeing pass.” Consider that people who attend church, pray Some signs that you are stressed include: regularly, or practice other forms of spirituality tend to have less stress. • Feeling angry or irritable a lot of the time • Relax! Try deep breathing, meditation, yoga, or • Feeling hopeless listening to music. Take 30 minutes to play a board • Having trouble making decisions game and laugh with your kids. • Crying easily • Take care of your health. Getting enough sleep can • Worrying all the time make a big difference in your stress level. So can • Arguing with friends or your partner eating healthy foods and getting some exercise. • Overeating or not eating enough • Take time for yourself. Take a bath, read a book, or pick up a hobby. When you can, hire a babysitter (or • Being unable to sleep or wanting to sleep all the time trade time with a friend or neighbor) and get out for a A build-up of stress also can contribute to health few hours. problems, including allergies, a sore neck or back, • Develop a support network. Don’t be afraid to headaches, upset stomach, and high blood pressure. ask for help. Older children can set the table. Your What You Can Do spouse or partner could take over bedtime a few nights a week. Friends might pick up the kids from It is important to learn how to manage your stress—for school to give you a break. your own sake and for your children. The following suggestions may help: Remember: Learning to manage your • Identify what’s making you stressed. Everyone’s stressors are different. Yours might be related to stress will improve your happiness and money, work, your surroundings (traffic, crime), your show your children that they can handle partner, your children’s behavior, or health issues. stress, too!

Building Community, Building Hope 61 Manejando el estrés

Lo que está pasando • Acepte lo que no puede cambiar. Pregúntese, “¿Puedo hacer alguna cosa al respecto?” Si la respuesta es Todas las personas experimentan el estrés, sea a causa no, trate de enfocarse en otra cosa. Si hay alguna de un día difícil en el trabajo, problemas con su auto o cosa que puede hacer (buscar un trabajo nuevo, por simplemente por tener demasiadas cosas que hacer. Sin ejemplo), divida el proceso en pasos más pequeños embargo, demasiado estrés puede causarle dificultades para que no se sienta abrumado. en la crianza eficaz de sus hijos. Con el tiempo, ¡sus hijos también podrían mostrar síntomas de estar estresados! • Tenga fe. Reflexione sobre otros instantes cuando pudo superar los desafíos que lo enfrentaban. Piense, Lo que usted podría estar “Esto también pasará”. Considere que las personas observando quienes van a la iglesia, oran regularmente o practican otras formas de espiritualidad tienden a sentir menos Algunos indicios de que podría estar estresado incluyen: estrés. • Sintiéndose enojado o irritado a menudo • ¡Relájese! Respire hondo, practique la meditación, • Sintiéndose desesperado haga yoga o escuche música. Tome 30 minutos para • Teniendo dificultades en tomar decisiones jugar un juego de mesa y reírse con sus hijos. • Llorando fácilmente • Cuide de su salud. El dormir suficiente puede hacer una gran diferencia en su nivel de estrés, como • Sintiéndose preocupado todo el tiempo también el comer comidas saludables y hacer ejercicio. • Peleando con sus amigos o con su pareja • Aparta un tiempo para sí mismo. Tómese un baño, lea • Comiendo demasiado o no suficiente un libro o búsquese una actividad recreativa. Cuando • El no poder dormir o querer dormir todo el tiempo pueda, busque una niñera (o coordine con un amigo Una acumulación de estrés también puede contribuir o vecino para el cuidado de sus hijos) y salga por unas a problemas de salud, incluyendo alergias, dolores horas. de cuello o de espalda, dolores de cabeza, molestias • Desarrolle una red de apoyo. No tenga miedo de pedir estomacales y tensión alta. ayuda. Los niños mayores pueden poner la mesa. Su esposo(a) o pareja podría encargarse de acostar a Lo que usted puede hacer los niños un par de noches a la semana. Sus amigos Es importante aprender a manejar su estrés—para su podrían recoger a sus niños en la escuela para darle un bien y el bien de sus hijos. Las siguientes sugerencias descanso. podrían ayudar: • Identifique lo que le causa estrés. Las causas del Recuerde: El aprender a manejar su estrés son diferentes para cada persona. Las estrés aumentará su felicidad y les suyas podrían estar relacionadas con el dinero, el enseñará a sus hijos que ¡ellos también trabajo, su ambiente (tráfico, crimen), su pareja, el pueden manejar el estrés! comportamiento de sus hijos o asuntos de salud.

62 https://www.childwelfare.gov/topics/preventing/ Managing Your Finances

What’s Happening • Get help to stretch your budget. State and Federal If you feel like your finances are out of control, you are programs include the Earned Income Tax Credit, food not alone! Many people worry about money. While stamps or WIC, TANF, low-cost child care or housing, common, a daily struggle to pay bills creates stress that Head Start, and others. can harm your family life and your child’s well-being. • Get a bank account. Check-cashing services and payday loans charge high fees. One program that What You Might Be Seeing helps people access free or low-cost checking Your family is said to have “financial stability” if you have: accounts is Bank On: http://www.joinbankon.org/#/ • The ability to pay bills on time about • A manageable amount of debt • Start saving. Individual development accounts (IDAs) match your savings to help you reach a goal such as • A 3–6 month emergency fund to protect you against buying a home, training for a new job, or starting a loss of income small business. Find an IDA program near you: What You Can Do http://cfed.org/programs/idas/directory_search/ No matter what your situation, you can take steps to • Seek new employment opportunities. Work readiness, move your family toward greater financial stability. vocational training, job placement, and career counseling programs can help you find and qualify for • Know where your money goes. Track your family’s new opportunities that may pay better and move you spending for a month, and balance your checkbook toward greater security. regularly. These steps will help you feel more in control and will help you create a realistic budget. Remember: It is possible to achieve • Get organized. Make sure you know how much each person in your household gets paid and when. Know financial stability, even after a setback. which bills need to be paid out of each paycheck. Keep The steps you take today will help create all bills in one place so they don’t get lost, and review a brighter future for your family! your finances often. • Spend only what you make. Put away credit cards and use cash instead. This will help ensure that you buy only what you really need and want.

Acknowledgment: National Foundation for Credit Counseling (http://www.nfcc.org/).

Building Community, Building Hope 63 Manejando sus finanzas

Lo que está pasando • Obtenga ayuda para estirar su presupuesto. Programas Estatales y Federales incluyen el Crédito Si usted siente que sus finanzas están fuera de control, por Ingreso del Trabajo (EITC, por sus siglas en ¡no está solo! Muchas personas se preocupan por el inglés); cupones de comida o el Programa Especial de dinero. Aunque sea común, la lucha diaria para pagar las Nutrición Suplementaria Para Mujeres, Bebés y Niños cuentas crea estrés que puede ser dañino para su vida (WIC, sus siglas en inglés); el programa de Asistencia familiar y el bienestar de su hijo. Temporal Para Familias Necesitadas (TANF sus siglas Lo que usted podría estar en inglés); servicios de cuidado de menores o vivienda a bajo costo; Head Start y otros. observando • Búsquese una cuenta bancaria. Los servicios de Se puede decir que su familia tiene “estabilidad cambio de cheques o préstamos de día de pago financiera” si tiene: cobran cuotas altas. Un programa que ayuda a • La habilidad de pagar las cuentas a tiempo personas a acceder a cuentas corrientes gratis o a • Un monto de deuda manejable bajo costo se llama Bank On: http://joinbankon.org/ about/ • Un fondo de emergencia con suficiente para vivir de 3–6 meses como protección en contra de la pérdida • Empiece a ahorrar. Cuentas de desarrollo individual de ingresos (IDA, por sus siglas en inglés) igualan sus ahorros para ayudarlo a alcanzar una meta como la compra de una Lo que usted puede hacer casa, entrenamiento para un trabajo nuevo, o empezar Sea como sea su situación, usted puede tomar ciertos una pequeña empresa. Encuentre un programa de pasos para llevar a su familia hacia una situación IDA cerca de usted: http://cfed.org/programs/idas/ financiera más estable. directory_search/ • Esté consiente de dónde va su dinero. Siga los gastos • Busque nuevas oportunidades de empleo. Programas de su familia por un mes y mantenga al día su libreta de preparación para el empleo, capacitación bancaria. Estos pasos le ayudarán a sentirse más en vocacional, contratación y orientación profesional control y a crear un presupuesto razonable. pueden ayudarlo a encontrar y a calificar para nuevas oportunidades que podrían pagar mejor y llevarlo • Organícese. Asegúrese de saber cuánto gana cada hacia una situación financiera más segura. persona en su hogar y cuándo le pagan. Sepa cuáles recibos se tendrán que pagar de cada sueldo. Mantenga sus recibos en un lugar central para que no Recuerde: Sí es posible lograr la se pierdan, y revise sus finanzas a menudo. estabilidad financiera, aun después de • Gaste solamente lo que gane. Guarde sus tarjetas un retraso. ¡Los pasos que tome hoy de crédito y use dinero en efectivo. Esto ayudará a ayudarán a crear un futuro mejor para asegurar que solamente compre lo que de verdad su familia! necesita y quiere.

Reconocimiento: National Foundation for Credit Counseling (http://www.nfcc.org/).

64 https://www.childwelfare.gov/topics/preventing/ Bonding With Your Baby

What’s Happening Here are some ways to promote bonding: Attachment is a deep, lasting bond that develops • Respond when your baby cries. Try to understand between a caregiver and child during the baby’s first few what he or she is saying to you. You can’t “spoil” years of life. This attachment is crucial to the growth of babies with too much attention—they need and a baby’s body and mind. Babies who have this bond and benefit from a parent’s loving care, even when they feel loved have a better chance to grow up to be adults seem inconsolable. who trust others and know how to return affection. • Hold and touch your baby as much as possible. You can keep him or her close with baby slings, pouches, or What You Might Be Seeing backpacks (for older babies). Most babies: • Use feeding, bathing, and diapering times to look • Have brief periods of sleep, crying or fussing, and into your baby’s eyes, smile, and talk to your baby. quiet alertness many times each day • Read, sing, and play peek-a-boo. Babies love to hear • Often cry for long periods for no apparent reason human voices and will try to imitate your voice and the • Love to be held and cuddled sounds you make. • Respond to and imitate facial expressions • As your baby gets a little older, try simple games and toys. Once your baby can sit up, plan on spending lots • Love soothing voices and respond to them with smiles of time on the floor with toys, puzzles, and books. and small noises • If you feel you are having trouble bonding with your • Grow and develop every day infant, don’t wait to get help! Talk to your doctor or • Learn new skills quickly and can outgrow difficult your baby’s pediatrician as soon as you can. behaviors in a matter of weeks What You Can Do Remember: The best gift you can give No one knows your child like you do, so you are in the your baby is YOU. The love and attention best position to recognize and fulfill your child’s needs. you give your baby now will stay with Parents who give lots of loving care and attention him or her forever and will help your to their babies help their babies develop a strong baby grow into a healthy and happy attachment. Affection stimulates your child to grow, child and adult. learn, connect with others, and enjoy life.

This tip sheet was created with information from experts in national organizations that work to prevent child maltreatment and promote well-being. At https://www.childwelfare.gov/topics/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 65 Cómo fortalecer los lazos de afecto con su bebé

Lo que está pasando Éstas son algunas formas de promover la formación de lazos afectivos: El apego es un lazo profundo y duradero que se desarrolla entre el proveedor de cuidados y el niño • Responda cuando su bebé llore. Trate de entender lo durante los primeros años de vida del bebé. Este apego que él o ella le está diciendo. Los recién nacidos no se es crucial para crecimiento del cuerpo y la mente del vuelven “consentidos” por exceso de atención—ellos bebé. Aquellos bebés que cuentan con este lazo y que se necesitan del cariño de sus padres y se benefician de sienten amados tienen mejores probabilidades de llegar a él, aun cuando parecieran ser inconsolables. ser adultos que confían en los demás y que saben cómo • Tome en brazos, mime y toque a su bebé a menudo. reciprocar el afecto. Puede mantener a su bebé cerca con canguros, portabebés o mochilas especiales (para bebés Lo que usted podría estar más grandes). observando • Aproveche las horas de comida, de bañar y de cambio La mayoría de los bebés: de pañales para mirar a su bebé directamente a los • Tienen periodos breves en los que duermen, lloran, ojos, sonreírle y hablarle. se quejan o están tranquilos y atentos muchas veces • Léale, cántele y juegue a que se esconde y aparece. A por día los bebés les encanta oír voces humanas y tratarán de • A menudo lloran por mucho tiempo sin motivo imitar su voz y los sonidos que hace. aparente • En lo que su bebé se hace mayorcito, intenten jugar • Les encanta que los mimen y abracen con juguetes y juegos sencillos. En lo que su bebé pueda sentarse sin ayuda, planee pasar grandes • Responden a las expresiones faciales y las imitan cantidades de tiempo en el piso con juguetes, • Les encantan las voces tranquilas y responden a ellas rompecabezas y libros. con sonrisas y gorgoritos • Si siente que está teniendo problemas para formar • Crecen y se desarrollan todos los días lazos afectivos con su bebé, ¡no espere para obtener • Aprenden nuevas habilidades rápidamente y pueden ayuda! Hable con su doctor o con el pediatra del bebé superar comportamientos difíciles en cosa de unas tan pronto como sea posible. pocas semanas Recuerde: Lo que usted puede hacer El mejor regalo que le puede dar a su bebé es USTED MISMO. El amor y Nadie conoce a su bebé mejor que usted, por lo que es la atención que le dé ahora permanecerán usted quien está en mejores condiciones para reconocer y satisfacer las necesidades de su hijo. Los padres con él para siempre y le ayudarán a ser un que ofrecen grandes cantidades de afecto y cariño a niño y adulto sano y feliz. sus bebés ayudan a sus bebés a desarrollar un apego sólido. El afecto estimula a su hijo a crecer, a aprender, a conectarse con los demás y a disfrutar la vida.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/ promoting/parenting o llamando al 800.394.3366.

66 https://www.childwelfare.gov/topics/preventing/ Dealing With Temper Tantrums

What’s Happening • Anticipate when your child will be disappointed. (“We Two- and 3-year-olds have many skills, but controlling are going to buy groceries for dinner. We won’t be their tempers is not one of them. Tantrums are common buying cookies, but you can help me pick out some at this age because toddlers are becoming independent fruit for later.”) and developing their own wants, needs, and ideas. • Praise your child when he or she shows self-control However, they are not yet able to express their wants and and expresses feelings with words. feelings with words. Take comfort in the fact that most If you cannot prevent the tantrum, here are some tips for children outgrow tantrums by age 4. dealing with it: What You Might Be Seeing • Say what you expect from your child and have confidence that your child will behave. Most toddlers: • Remain calm. You are a role model for your child. • Love to say “No!” “Mine!” and “Do it myself!” • Holding your child during a tantrum may help a • Test rules over and over to see how parents will react younger child feel more secure and calm down more • Are not yet ready to share quickly. • Need lots of fun activities, play times, and • Take your child to a quiet place where he or she can opportunities to explore the world calm down safely. Speak softly or play soft music. • Respond well to a routine for sleeping and eating (a • Some children throw tantrums to seek attention. Try regular schedule) ignoring the tantrum, but pay attention to your child after • Like to imitate grownups and to “help” mom and dad he or she calms down. • Resist overreacting to tantrums, and try to keep your What You Can Do sense of humor. It is often easier to prevent tantrums than to deal with The CDC website provides additional information and tips them after they get going. Try these tips: for parents of toddlers and preschoolers: http://www.cdc. • Direct your child’s attention to something else. gov/parents/essentials/index.html (“Wow, look at that fire engine!”) • Give your child a choice in small matters. Remember: When your child is having (“Do you want to eat peas or carrots?”) a floor-thumping tantrum, the most • Stick to a daily routine that balances fun activities with important thing you can do is remain enough rest and healthful food. calm and wait it out. Do not let your child’s behavior cause you to lose control, too.

Building Community, Building Hope 67 Cómo lidiar con los berrinches

Lo que está pasando • Siga una rutina diaria de actividades divertidas, con suficiente descanso y comida sana. Los niños entre dos y tres años de edad tienen muchas habilidades, pero controlar sus temperamentos no es una • Anticipe lo que puede desilusionar a su hijo. de ellas. Los berrinches son comunes a esta edad porque (“Vamos a comprar comida para la cena. Esta vez no los niños pequeños están comenzando a independizarse vamos a comprar galletitas pero, ¿me ayudas a elegir y están desarrollando sus propias ideas, necesidades y fruta para el postre?”) deseos. Sin embargo, todavía no expresan sus deseos y • Felicite a su hijo cuando se controle a sí mismo y sentimientos con palabras. Consuélese sabiendo que la exprese sus sentimientos con palabras. mayoría de los niños superan la etapa de los berrinches Si no puede prevenir un berrinche, pruebe estas alrededor de los cuatro años de edad. sugerencias: Lo que usted podría estar • Diga lo que espera de su hijo y confíe en que su hijo se observando comportará. La mayoría de los niños pequeños: • No pierda la calma. Usted es el modelo a seguir para su hijo. • Les encanta decir: ¡No!... ¡Mío!... y ¡Yo solo! • Sostener a su hijo durante un berrinche puede • Ponen a prueba las reglas una y otra vez para ver ayudarlo a sentirse seguro y a calmarse más rápido. cómo reaccionarán los padres • Lleve a su hijo a un lugar tranquilo para que se pueda • No saben compartir todavía calmar de manera segura. Háblele en voz baja o ponga • Necesitan muchas actividades divertidas, tiempo para música suave. jugar y oportunidades para explorar el mundo • Algunos niños tienen berrinches para llamar la • Responden bien a las rutinas para comer y dormir (un atención. Intente ignorar el berrinche, pero préstele horario regular) atención a su hijo después de que se haya calmado. • Les gusta imitar a los “grandes” y “ayudar” a mami y • Resista la tentación de sobre reaccionar a los a papi berrinches, y trate de no perder el sentido del humor. Lo que usted puede hacer A menudo es más fácil prevenir un berrinche que tener Recuerde: Incluso cuando el niño que lidiar con ellos una vez que comienzan. Intente poner hace un berrinche en pleno piso, lo estos consejos en práctica: mejor que puede hacer es guardar la • Ayude a su hijo a concentrarse en otra cosa. (“¡Mira calma y esperar. No permita que el ese camión de bomberos!”) comportamiento de su hijo le haga perder • Deje que su hijo tome decisiones sobre cosas el control. pequeñas. (“¿Quieres comer chícharos o zanahorias?”)

68 https://www.childwelfare.gov/topics/preventing/ Parenting Your School-Age Child

What’s Happening • Talk to children about what you expect. Post rules and routines where everyone can see them. Fewer “grey areas” Children ages 6 to 12 go through big changes. As they mean less to argue about. spend more time at school and away from home, they are • Support their growing bodies. Children this age still working to develop an identity of their own. Their bodies need nutritious meals (especially breakfast) and 10 are growing stronger and changing quickly, a process that hours of sleep each night. will continue through puberty and the teen years. They are learning to control their feelings, use reason, and • Limit time spent watching TV, playing video games, or solve problems. Yet children in this age group still need using the computer. Monitor Internet use for safety, rules and structure and, most of all, their parents’ love and encourage your children to participate in hobbies and support. and sports. • Be involved with your children’s school. Talk to What You Might Be Seeing their teachers and attend parents’ night and school Normal school-age children: conferences. Show that school is important to you by providing a quiet space for homework, volunteering in • Mature unevenly. Their bodies may be growing, but your child’s school, and celebrating your child’s hard they are still capable of having temper tantrums and work. need reminders to take baths and brush their teeth. • Offer support and understanding when your child has • See things in black and white. They are concerned problems with peers. Explore ways to resolve conflicts, about fairness and rules. but do not interfere. If your child is being bullied at • Are capable of doing chores and homework more school, alert school staff and work with them to keep independently but may need you to remind and teach your child safe. them (not do it for them). • Don’t wait for your children to learn about sex, alcohol, • Get distracted easily and may lack organizational skills. and drugs from peers. Educate yourself and talk to your • Develop deeper relationships with peers and care children about your values. Help them practice ways to deeply about “fitting in.” resist peer pressure. What You Can Do Remember: Talk to your children, and • Model the behavior you want to see. Your children listen to what they have to say. School- are watching and learning from you. Meet your responsibilities, follow house rules, and communicate age children may sometimes act like with respect. they don’t care what their parents say, • Make a few important rules and enforce but they still want your love, attention, them every time. Remember, children want freedom, and guidance! so give them choices in smaller matters (e.g., clothing, room decorations).

Building Community, Building Hope 69 Cómo criar a su hijo en edad escolar

Lo que está pasando • Hable con sus hijos sobre sus expectativas. Coloque las reglas y las rutinas donde todos puedan verlas. Los niños con edades entre 6 y 12 años atraviesan por Mientras menos “áreas grises” hayan, menores serán grandes cambios. A medida que pasan más tiempo en la las discusiones. escuela y fuera de casa, ellos trabajan para desarrollar una • Apoye sus cuerpos en crecimiento. Los niños a identidad propia. Sus cuerpos están creciendo, haciéndose esta edad aún necesitan de comidas nutritivas más fuertes y cambiando rápidamente, un proceso que (especialmente el desayuno) y 10 horas de sueño continuará con la pubertad y la adolescencia. Ellos están todas las noches. aprendiendo a controlar sus sentimientos, a usar su raciocinio y a resolver problemas. Y aun así, los niños en este • Limite el tiempo que pasan viendo televisión, jugando grupo etario todavía necesitan de normas y estructura, y con videojuegos o usando la computadora. Vigile el uso más que nada, del amor y apoyo de sus padres. de la Internet por motivos de seguridad y aliente a sus hijos a participar en pasatiempos (“hobbies”) y deportes. Lo que usted podría estar • Participe en la escuela de sus hijos. Hable con sus maestros observando y asista a las noches para padres y conferencias escolares. Los niños normales en edad escolar: Demuestre que la escuela es importante para usted ofreciendo un espacio tranquilo para hacer la tarea, • Maduran a diferentes ritmos. Sus cuerpos podrán ofreciéndose de voluntario en la escuela de su hijo y estar creciendo, pero ellos aún son capaces de celebrando el arduo trabajo de su hijo. tener berrinches y de necesitar ser recordados de • Ofrezca apoyo y comprensión cuando su hijo tenga ducharse y cepillarse los dientes. problemas con sus compañeros. Explore maneras de • Ven las cosas en blanco y negro. Se preocupan por la resolver conflictos, pero no interfiera. Si su hijo está equidad y las reglas. siendo intimidado u hostilizado en la escuela, alerte • Son capaces de hacer labores domésticas y tareas al personal de la escuela y trabaje con ellos para escolares más independientemente pero podrán mantener a su hijo seguro. necesitar que usted les recuerde y les enseñe (no • No espere a que sus hijos aprendan sobre el sexo, que lo haga por ellos). el alcohol o las drogas de sus compañeros. Aprenda • Se distraen fácilmente y pueden no tener habilidades sobre los temas y hable con sus hijos sobre sus de organización. valores. Ayúdelos a practicar formas de resistir la • Desarrollan relaciones más profundas con sus presión de sus compañeros. compañeros y les importa mucho el “pertenecer”. Lo que usted puede hacer Recuerde: Hable con sus hijos y • Modele el comportamiento que desea ver. Sus hijos escuche lo que tienen que decir. Los lo están observando y están aprendiendo de usted. niños en edad escolar a veces pueden Cumpla con sus responsabilidades, siga las reglas de la actuar como si no les importara lo que casa y comuníquese con respeto. sus padres dicen, ¡pero ellos aún desean • Establezca unas pocas reglas importantes y hágalas su amor, atención y orientación! cumplir siempre. Recuerde, los niños desean libertad, así que deles opciones en asuntos menores (por ejemplo, la ropa, la decoración de sus habitaciones). Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/ promoting/parenting/ o llamando al 800.394.3366.

70 https://www.childwelfare.gov/topics/preventing/ Connecting With Your Teen

What’s Happening Tips to Keep In Mind Many teens spend less time with their families than • Have family meals. If it’s impossible to do every night, they did as younger children. As they become more schedule a regular weekly family dinner night that independent and learn to think for themselves, accommodates your child’s schedule. relationships with friends become very important. • Share “ordinary” time. Look for everyday Sometimes it may feel like your teen doesn’t need you opportunities to bond with your teen. Even times anymore. But teens still need their parents’ love, support, spent driving or walking the dog together offer and guidance. chances for your teen to talk about what’s on his or her mind. What You Might Be Seeing • Get involved, be involved, and stay involved. Go to games Normal teens: and practices when you can. Ask about homework • Crave independence and school projects. Learn about your teen’s favorite • Question rules and authority websites and apps. Look for chances to join in your teen’s latest hobby. • Test limits • Get to know your child’s friends. Knowing your child’s • Can be impulsive friends is an important way to connect with your teen. • Make mature decisions at times, and childish ones at Make your home a welcoming place for your teen and his other times or her friends. What You Can Do • Be interested. Make it clear that you care about your teen’s ideas, feelings, and experiences. If you listen to Simple, everyday activities can reinforce the connection what he or she is saying, you’ll get a better sense of between you and your teen. Make room in your schedule the guidance and support needed. Get to know your for special times as often as you can, but also take teen’s friends and their parents, too, when possible. advantage of routine activities to show that you care. • Set clear limits. Teens still need your guidance, but you can involve your teen in setting rules and Remember: Your words and actions help consequences. Make sure consequences are related your teen feel secure. Don’t forget to say to the behavior, and be consistent in following and show how much you love your teen! through. Choose your battles. Try to provide choices in the matters that are less important.

Building Community, Building Hope 71 Cómo relacionarse con su hijo adolescente

Lo que está pasando • Participe y manténgase involucrado en la vida de su hijo. Asista a los juegos y las prácticas deportivas Muchos adolescentes comparten menos tiempo con cada vez que pueda. Pregúntele sobre las tareas y sus familias que cuando eran menores. Conforme se los proyectos escolares. Aprenda acerca de los sitios hacen más independientes y aprenden a pensar por web y las aplicaciones favoritas de su hijo. Busque sí mismos, las relaciones con sus amigos se hacen oportunidades para enterarse sobre y participar en la más importantes. A veces puede parecer que su hijo última actividad favorita de su hijo. adolescente ya no lo necesita. Pero en realidad los adolescentes siguen necesitando el amor, el apoyo y • Conozca a los amigos de su hijo. Saber quiénes son sus los consejos de sus padres. amigos es una forma importante de conectarse con su hijo adolescente. Haga que su hogar sea un sitio Lo que usted podría estar acogedor para su hijo adolescente y sus amigos. observando • Demuestre interés. Demuestre claramente que Los adolescentes normales: se interesa por las ideas, los sentimientos y las experiencias de su hijo. Si pone atención a lo que su • Desean independizarse hijo le dice, tendrá una mejor idea de la orientación y • Cuestionan las reglas y la autoridad apoyo que necesita. Conozca a los amigos de su hijo y, • Ponen a prueba los límites de ser posible, también a sus padres. • Pueden ser impulsivos • Establezca límites claros. Los adolescentes aún necesitan de su orientación, pero usted puede • A veces toman decisiones maduras, y otras veces involucrar a su hijo a la hora de establecer las reglas toman decisiones infantiles y las consecuencias por no seguirlas. Asegúrese Lo que usted puede hacer de que las consecuencias tengan que ver con el comportamiento, y sea consecuente a la hora de Actividades cotidianas simples pueden reforzar la aplicarlas. Escoja sus batallas. Ofrezca varias opciones conexión entre usted y su hijo adolescente. Dedique cuando se trate de situaciones de menor importancia. tiempo para compartir ocasiones especiales con su hijo siempre que pueda, pero también aproveche las actividades rutinarias para demostrarle que le interesa. Recuerde: Sus palabras y sus acciones ayudan a que su hijo adolescente se Algunos consejos a tener en mente sienta seguro. ¡No se olvide de decir y • Coma con la familia. Si no pueden comer juntos todos demostrarle a su hijo adolescente cuánto los días, aparte un día de la semana para la cena lo quiere! familiar que tome en cuenta el calendario de su hijo. • Compartan tiempo “ordinario”. Busque oportunidades diarias para acercarse a su hijo adolescente. Aun el tiempo que pasan juntos en el auto o sacando a caminar al perro ofrece oportunidades para que su hijo adolescente hable sobre lo que piensa y siente.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/ preventing/promoting/parenting/ o llamando al 800.394.3366.

72 https://www.childwelfare.gov/topics/preventing/ Parenting Your Child With Developmental Delays and Disabilities

What’s Happening • At your child’s screening, if you don’t understand the words used to describe your child, be sure to ask, Children develop at different rates. But there are some “What does that mean?” skills that children are expected to develop by certain ages. When children do not reach these milestones within Next Steps the expected timeframe (or at all), parents and caregivers • If your child is diagnosed with a developmental delay or may worry. disability, remember that you are not alone. Seek out What You Might Be Seeing other families of children with special needs, including those with your child’s disability. Find or start a support Parents and primary caregivers are in the best position group. to see any problems with their child’s development that • Learn about your child’s special needs and options may require action. Some differences between children for treatment. Begin treatment as early as possible so are normal, but others may be signs of developmental your child can make the best possible progress. delays or disabilities. These can occur in any of the following areas: • Ask your doctor for referrals to professionals and agencies that will help your child. Some services for • Using large groups of muscles to roll over, sit up, your child may also benefit your entire family. stand, walk, run, etc. • Using hands to eat, draw, dress, play, or write Ongoing Strategies • Speaking, using gestures, and understanding what • Take a break when you need it. Give yourself time to others say connect with supportive family members and friends. • Thinking skills such as learning, understanding, problem- You will be a better champion for your child when you solving, and remembering take the time to care of yourself. • • Relating to family, friends, and teachers; cooperating; and Don’t let your child’s challenges become your family’s responding to the feelings of others entire focus. Seeing your child grow and develop as part of the family is one of the great pleasures of What You Can Do being a parent.

First Steps Remember: You are your child’s best • If you are worried about your child, tell someone who advocate. Trust your feelings, be can help you get answers. Don’t accept others dismissing confident, and take action! your concerns. You know your child and are his or her best advocate. • If your child starts to not be able to do things he or she could do in the past, have him or her seen by a doctor right away. Ask for a “developmental screening.”

This tip sheet was created with information from experts in national organizations that work to prevent child maltreatment and promote well-being. At https://www.childwelfare.gov/topics/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 73 Cómo criar a su hijo con retrasos de desarrollo y discapacidades

Lo que está pasando • Si el niño comienza a no poder hacer cosas que podía hacer antes, llévelo de inmediato a un médico y pida Los niños se desarrollan a diferentes ritmos. Sin embargo, que se haga una evaluación de desarrollo (en inglés, hay capacidades o hitos de desarrollo que se espera que un “developmental screening”). los niños desarrollen a determinadas edades. Cuando los niños no alcanzan los hitos dentro de los marcos de • Durante la evaluación, si usted no entiende la tiempo esperados o cuando sencillamente no ocurren, los terminología utilizada para evaluar o describir a su padres y los proveedores de cuidado pueden preocuparse. hijo, asegúrese de preguntar “¿Qué significa eso?” Lo que usted podría estar Próximos pasos observando • Si a su hijo se le diagnostica un retraso en el desarrollo o una discapacidad, recuerde que no está solo. Busque Los padres y proveedores de cuidado primarios están otras familias de niños con necesidades especiales, en la mejor situación para notar cualquier problema que incluyendo aquellos niños con la discapacidad que esté ocurriendo en el desarrollo de su hijo y que pueda tiene su hijo. Encuentre o inicie un grupo de apoyo. requerir una acción. Algunas diferencias entre los niños son normales, pero otras pueden ser señales de retrasos • Aprenda sobre las necesidades especiales de su hijo en el desarrollo o de discapacidades. Estas pueden y las opciones para su tratamiento. Comience con los ocurrir en cualquiera de las siguientes áreas: tratamientos tan pronto como sea posible, de modo que su niño pueda hacer el mejor progreso posible. • Usar grupos mayores de músculos para darse la • Pídale a su médico que lo remitan a profesionales y vuelta, sentarse, pararse, caminar, correr, etc. agencias que ayudarán a su hijo. Algunos servicios para • Usar las manos para comer, dibujar, vestirse, escribir su hijo también pueden beneficiar a toda su familia. o jugar • Hablar, usar gestos y comprender lo que los Estrategias continuas demás dicen • Tómese un descanso cuando lo necesite. Otórguese • Habilidades de pensamiento incluyendo el aprendizaje, tiempo para conectar con miembros de su familia y la comprensión, la resolución de problemas y la amigos que lo apoyen. Podrá ayudar mejor a su hijo si memoria toma el tiempo para cuidarse a sí mismo. • Relacionarse con la familia, los amigos y los maestros; • No deje que los desafíos que enfrenta su hijo se cooperar y responder a los sentimientos de otros conviertan en el único enfoque de su familia. Ver a su hijo crecer y desarrollarse como parte de la familia es Lo que usted puede hacer uno de los mayores placeres de ser padre.

Primeros pasos Recuerde: Usted es el mejor defensor • Si está preocupado por su hijo, dígaselo a alguien que de su hijo. ¡Confíe en sus sentimientos, pueda ayudarle a obtener respuestas. No acepte que otros descarten sus preocupaciones. Usted conoce a siéntase seguro y actúe! su hijo y es su mejor defensor.

74 https://www.childwelfare.gov/topics/preventing/ Ten Ways to Be a Better Dad

What’s Happening Involved fathers can help children lead lives that are happier, healthier, and more successful than children whose fathers are absent or uninvolved. Fathers who spend time with their children increase the chances that their children will succeed in school, have fewer behavior problems, and experience better self-esteem and well-being. What You Can Do 1. Respect your children’s mother. When children see 6. Be a teacher. A father who teaches his children about their parents respecting each other, they are more right and wrong and encourages them to do their likely to feel that they are also accepted and respected. best will see his children make good choices. Involved 2. Spend time with your children. If you always seem fathers use everyday examples to teach the basic too busy for your children, they will feel neglected lessons of life. no matter what you say. Set aside time to spend 7. Eat together as a family. Sharing a meal together with your children. can be an important part of healthy family life. It 3. Earn the right to be heard. Begin talking with your kids gives children the chance to talk about what they when they are very young, and talk to them about all are doing, and it is a good time for fathers to kinds of things. Listen to their ideas and problems. listen and give advice. 4. Discipline with love. All children need guidance and 8. Read to your children. Begin reading to your children discipline, not as punishment, but to set reasonable when they are very young. Instilling a love for reading limits and help children learn from natural or logical is one of the best ways to ensure they will have a consequences. Fathers who discipline in a calm, fair, lifetime of personal and career growth. and nonviolent manner show their love. 9. Show affection. Children need the security that 5. Be a role model. Fathers are role models whether comes from knowing they are wanted, accepted, they realize it or not. A girl with a loving father grows and loved by their family. Showing affection every up knowing she deserves to be treated with respect. day is the best way to let your children know that Fathers can teach sons what is important in life by you love them. demonstrating honesty, humility, and responsibility. 10. Realize that a father’s job is never done. Even after children are grown and leave home, they will still look to their fathers for wisdom and advice. Fatherhood lasts a lifetime.

Adapted from the National Fatherhood Initiative (http://www.fatherhood.org/).

Building Community, Building Hope 75 Diez maneras de ser un mejor padre

Lo que está pasando Los padres que participan en las vidas de sus hijos pueden ayudarlos a tener vidas más saludables, felices y exitosas que las de aquellos niños cuyos padres se ausentan o no participan en sus vidas. Cuando los padres dedican tiempo a sus hijos, éstos tienen más probabilidades de sobresalir en la escuela, tener menos problemas de comportamiento y experimentar mejor autoestima y bienestar. Lo que usted puede hacer 1. Respete a la madre de sus hijos. Cuando los niños ven 6. Sea un buen maestro. Los padres que enseñan sus que sus padres se respetan, es más probable que ellos hijos la diferencia entre el bien y el mal, animándolos a también sientan que son aceptados y respetados. poner su mejor esfuerzo, se sentirán recompensados 2. Dedique tiempo a sus hijos. Si siempre está muy cuando sus hijos tomen buenas decisiones. Los padres ocupado para encargarse de sus hijos, tarde o involucrados usan ejemplos comunes y de todos los temprano se sentirán abandonados sin importar lo que días para enseñar las lecciones básicas de la vida. les diga. Deje tiempo libre para dedicarse a sus hijos. 7. Coma con la familia. Comer en familia puede ser una 3. Gánese el derecho de ser escuchado. Empiece a parte importante de una vida familiar saludable. La platicar con sus hijos desde muy pequeños y hábleles comida con la familia da a los niños la oportunidad de muchas cosas. Escuche sus ideas y sus problemas. de hablar sobre sus actividades, y los padres, a su vez, pueden escucharlos y aconsejarlos. 4. Imponga disciplina, pero con amor. Todos los niños necesitan orientación y disciplina, pero no como 8. Lea con sus hijos. Lea con sus hijos desde pequeños. un castigo, sino para establecer límites razonables Cultivar el amor por la lectura es una de las mejores y para ayudar a los niños a aprender consecuencias formas de asegurar que tengan una vida rica y llena de lógicas y naturales. Los padres que disciplinan a posibilidades personales y profesionales. sus hijos de forma tranquila, justa y sin violencia 9. Demuestre afecto. Los niños necesitan sentirse demuestran su amor. seguros sabiendo que son queridos, aceptados 5. Sea un padre modelo. Quieran o no, los padres dan el y amados por su familia. Demostrar afecto ejemplo a sus hijos. Una niña con un padre cariñoso diariamente es la mejor forma de dejar saber a sus y respetuoso crece con la idea de que merece ser hijos que los ama. respetada. Los padres les enseñan a sus hijos las 10. Comprenda que el trabajo de un padre nunca termina. cosas importantes de la vida al demostrar humildad, Aun después de que los niños crezcan y se vayan de honestidad y responsabilidad. casa seguirán respetando los consejos y la sabiduría de sus padres. Un padre es para toda la vida. Adaptado del National Fatherhood Initiative (http://www.fatherhood.org/).

76 https://www.childwelfare.gov/topics/preventing/ Building Resilience in Children and Teens

What’s Happening • See challenges as learning opportunities. Tough times are often when we learn the most. Resist the All youth face difficulties, which can range from traumatic urge to solve your child’s problem for him—this can losses to everyday disappointments. The ability to send a message that you don’t believe he can handle cope and recover (or “bounce back”) after a setback is it. Instead offer love and support, and show faith in important to their success. Experts call this “resilience,” his ability to cope. Remind him of times when he has and it’s a skill that can be learned. solved problems successfully in the past. What You Can Do • Teach self-care. Many challenges are easier to face You can help your children develop resilience by taking when we eat well and get enough exercise and rest. the following steps: Self-care can also mean taking a break from worrying to relax or have some fun. • Model a positive outlook. Children will learn from • Help others. Empower your child by giving her your ability to bounce back from difficulties. When opportunities to help out at home or do age- faced with a challenge yourself, model an “I can do appropriate volunteer work for her school, it” attitude. Remind yourself and your child that neighborhood, or place of worship. the current problem is temporary, and “things will get better.” For More Information • Build confidence. Comment frequently on what your For more about building resilience, see the following child does well. Point out when he demonstrates websites: qualities such as kindness, persistence, and integrity. • Building Resilience (American Academy of Pediatrics): • Build connections. Create a strong, loving family and https://www.healthychildren.org/English/healthy-living/ encourage your child to make good friends. This will emotional-wellness/Building-Resilience/Pages/default. help ensure that she has plenty of support in times aspx of trouble. • Resilience Guide for Parents and Teachers (American • Encourage goal-setting. Teach children to set realistic Psychological Association): http://www.apa.org/ goals and work toward them one step at a time. Even helpcenter/resilience.aspx small steps can build confidence and resilience.

Remember: With your help and support, children can learn to be more resilient.

This tip sheet was created with input from experts in national organizations that work to prevent child maltreatment and promote well-being. At https://www.childwelfare.gov/topics/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 77 Cómo desarrollar resiliencia en los niños y adolescentes

Lo que está pasando de lidiar con sus problemas. Recuérdele a su hijo las ocasiones pasadas cuando él pudo solucionar sus Todos los jóvenes enfrentan desafíos, y estos pueden propios problemas. variar desde pérdidas traumáticas a decepciones cotidianas. La capacidad de lidiar con y recuperarse • Enseñe la importancia de cuidarse a sí mismo. después de un revés es importante para sus futuros. Los Es más fácil lidiar con muchos de los desafíos de expertos llaman a esto “resiliencia”, y es una habilidad la vida cuando comemos y descansamos bien y que se puede aprender. hacemos suficiente ejercicio. Cuidarse a sí mismo también puede significar tomar un descanso de la Lo que usted puede hacer preocupación para relajar y divertirse. Puede ayudar a sus hijos a desarrollar resiliencia tomando • Ayude a otros. Fortalezca a su hijo dándole los siguientes pasos: oportunidades para ayudar en la casa o hacer un • Modele una perspectiva positiva. Los niños voluntariado (apropiado para su edad) en su escuela, aprenderán de la capacidad de sus padres de vecindario o lugar de adoración. recuperarse de las dificultades. Cuándo esté Para más información enfrentando un desafío, modele una actitud positiva. Recuerde a sí mismo y a su hijo que el problema actual Para aprender más acerca de cómo desarrollar la es solo temporal y que “todo se mejorará”. resiliencia, vea los siguientes sitios web: • Cree confianza. Comente con frecuencia sobre lo que • Fomentar resiliencia (Building Resilience) (American su hijo hace bien. Note cuando él o ella demuestre Academy of Pediatrics): atributos como la bondad, persistencia e integridad. Español: https://www.healthychildren.org/spanish/ healthy-living/emotional-wellness/building-resilience/ • Cree conexiones. Cree una familia fuerte y amorosa paginas/default.aspx y anime a su hijo a hacer buenas amistades. Esto Inglés: https://www.healthychildren.org/English/ ayudará a asegurar que su hijo tenga buenos apoyos healthy-living/emotional-wellness/Building-Resilience/ en tiempos de dificultad. Pages/default.aspx • Aliente el establecimiento de metas. Enséñele a los • Guía de resiliencia para padres y maestros niños a fijar metas realistas y trabajar paso a paso (Resilience Guide for Parents and Teachers) hasta cumplirlas. Hasta los pasos pequeños pueden (American Psychological Association): aumentar la confianza y resiliencia. Español: http://www.apa.org/centrodeapoyo/guia.aspx • Vea los desafíos como oportunidades de aprendizaje. Inglés: http://www.apa.org/helpcenter/resilience.aspx A menudo es durante los tiempos difíciles cuándo más aprendemos. Resista el deseo de arreglarle los problemas a su hijo, pues esto podría darle a su hijo Recuerde: Con su ayuda, los niños la impresión que usted no cree en sus habilidades pueden aprender a aumentar su de manejar el asunto. Más bien, ofrézcale su amor resiliencia. y apoyo y demuestre su fe en la habilidad de su hijo

78 https://www.childwelfare.gov/topics/preventing/ Teen Parents... You’re Not Alone!

What’s Happening • Find ways to reduce stress. Take a break while someone reliable cares for your baby. Take a walk Being a parent is a 24-hour-a-day job, and sometimes it with the baby in a stroller, or rest while your baby can feel overwhelming. You may be juggling the demands naps. A social worker or nurse can help you learn of a baby, your family, school, and work. Chances are other ways to manage stress. you’re not able to do all of the things you enjoyed before your baby was born. • Become a regular at baby-friendly places in your community. The playground and story time at the Many Teen Parents Sometimes Feel local library are great places to bond with your baby while getting to know other parents. • Confused and uncertain—about their future or their skills as a parent • Finish school. Even though it may be difficult, finishing high school (or getting a GED) is one of the most • Overwhelmed—they don’t know where to begin or important things you can do to help your baby and they feel like giving up yourself. A diploma will help you get a better job • Angry—at the baby’s other parent, their friends, or or take the next step in your education, such as even their baby vocational training or college. • Lonely—as though they are the only person dealing • Improve your parenting skills. Don’t be afraid to ask with so many problems for advice from experienced parents. Classes for • Depressed—sad and unable to manage their parents can also help you build on what you already problems know about raising a happy, healthy child. These feelings do not mean you are a bad parent! • Call a help line. Most States have help lines for parents. Childhelp® runs a national 24-hour hotline What You Can Do (1.800.4.A.CHILD) for parents who need help or Every parent needs support sometimes. If you think parenting advice. stress may be affecting how you treat your baby, it’s time to find some help. Try the following: Remember: Stay in contact with friends • Join a support group. A group for young moms or and family who support you and make dads could give you time with new friends who have you feel good about yourself. Help is just a lives similar to yours. Your children can play with other phone call away! children, and you can talk about your problems with people who understand. Look on the Internet (e.g., Meetup.com, Yahoo! groups) or call your local social services agency for information about support groups in your community.

Building Community, Building Hope 79 Hay muchos padres adolescentes como usted

Lo que está pasando • Encuentre maneras de reducir el estrés. Tome un descanso mientras alguien de confianza cuida a su Ser padre o madre es un trabajo de 24 horas al día, y a veces bebé. Vaya a caminar con su bebé en la carriola, o puede ser abrumador. Es probable que usted tenga que descanse mientras su bebé duerme. Una enfermera o cuidar a un bebé y ocuparse de la familia además de ir a la trabajador social le pueden ayudar a aprender otras escuela y al trabajo. Quizás ya no tenga tiempo para hacer formas de reducir el estrés. todo lo que le gustaba hacer antes de que naciera el bebé. • Visite regularmente los sitios aptos para bebés Muchos padres adolescentes a disponibles en su comunidad. Los parques infantiles y veces se sienten... las horas de cuenta cuentos en la biblioteca local son lugares excelentes donde conectarse con su bebé al • Confundidos o indecisos—sobre su futuro o su mismo tiempo que conoce a otras mamás. habilidad como padre o madre • Termine la escuela. Aunque pueda ser difícil, terminar • Abrumados—por no saber dónde empezar, o por la preparatoria o “high school” (u obtener un diploma sentirse con ganas de renunciar a todo de equivalencia general, o “GED”) es una de las cosas • Enojados—con el otro padre del bebé, sus amigos o más importantes que puede hacer para ayudarse a sí hasta con el bebé misma y a su bebé. Un diploma le ayudará a encontrar • Solitarios—como si fueran la única persona que un mejor trabajo o a tomar el siguiente paso con sus enfrenta tantos problemas estudios (como la escuela vocacional o la universidad). • Deprimidos—tristes e incapaces de enfrentar sus • Adquiera más experiencia de crianza. No tenga miedo problemas de pedir consejos a los padres con más experiencia. ¡Experimentar estos sentimientos no quiere decir que sea Las clases para los padres también le pueden ayudar un mal padre o una mala madre! a expandir lo que ya sabe sobre cómo criar a un niño sano y feliz. Lo que usted puede hacer • Llame a un número de apoyo. Casi todos los Estados Todos los padres necesitan apoyo tarde o temprano. tienen números de teléfono para ayudar a los padres. Si usted cree que el estrés puede estar afectando la La organización Childhelp® brinda una línea nacional manera en que trata a su bebé, es hora de buscar ayuda. de apoyo las 24 horas del día (1.800.4.A.CHILD) para Considere estas opciones: padres que necesitan ayuda o consejos de crianza. • Encuentre un grupo de apoyo. Un grupo para madres y padres jóvenes le podría dar una oportunidad de Recuerde: Manténgase en contacto con pasar tiempo con nuevos amigos que tienen vidas sus familiares y amigos que lo apoyan similares a la suya. Sus hijos pueden jugar con otros y le hacen sentir bien. ¡Usted puede niños, y usted puede hablar de sus problemas con encontrar ayuda solo marcando un personas que lo entiendan. Busque por Internet (por teléfono! ejemplo, en sitios web como Meetup.com o a través de grupos en Yahoo!) o llame a su agencia local de servicios sociales para obtener más información sobre los grupos de apoyo en su comunidad.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/ preventing/promoting/parenting o llamando al 800.394.3366.

80 https://www.childwelfare.gov/topics/preventing/ Raising Your Kin

What’s Happening • Reward positive behavior. When children make mistakes, focus on teaching rather than punishing. No matter why or how they came to live with you, your relative’s children will benefit from being in your home. • Be as involved with their school as you can, When children cannot be with their parents, living with a and encourage your children to participate in family member may provide: school activities. • Fewer moves from place to place This is a big job, and you may need help from your community. Here are some suggestions: • The comfort of a familiar language, culture, and family history • Help with housing or other bills, clothing, or school supplies may be available in your community to help you • A chance to stay with siblings meet the children’s needs. • More contact with their parents, depending on the • Join or start a support group in your neighborhood. situation Often there are local kinship caregivers support What You Might Be Seeing groups. • Despite these benefits, the children will face some unique Ask for help and referrals from a church leader, the challenges. counselor at the children’s school, or a social services agency. • They may feel insecure and unsure that you will take • If necessary, get professional help to address any care of them. special needs your relative’s children may have, such as • They may act out or challenge you. medical care, mental health care, or special education. • They will miss their parents. Use respite care if it is available. • They may be anxious or depressed. • They may seem young or act too old for their ages. Remember: Parenting a relative’s child brings special challenges and special What You Can Do joys. Do not hesitate to ask for help or It will take time for your relative’s children to feel safe and seek services in your community for secure in their new home with you. You can encourage these yourself and your children. good feelings in a number of ways: • Set up a daily routine of mealtimes, bedtime, For more information on support for and other activities. kin raising children, visit Information • Help the children feel “at home” by creating a space Gateway’s Supporting Kinship Families just for them. at https://www.childwelfare.gov/topics/ • Talk to the children, and listen when they talk to you. outofhome/kinship/support/. • Set up a few rules and explain your expectations. Then, enforce the rules consistently.

Building Community, Building Hope 81 Cómo criar a sus parientes

Lo que está pasando • Participe en su escuela en la medida que pueda y aliente a los niños a participar en actividades Sin importar por qué o cómo vinieron a vivir con usted, escolares. los hijos de su pariente se beneficiarán de estar en su Este es un trabajo arduo y es posible que usted necesite hogar. Cuando los niños no pueden estar con sus padres, ayuda de su comunidad. Estas son algunas sugerencias: vivir con un pariente les puede dar: • • Menos mudanzas de un lugar a otro Es posible que exista ayuda con el pago de vivienda y otras cuentas, ropa o útiles escolares, disponible en su • El consuelo de compartir un idioma, una cultura y una comunidad para ayudarle a satisfacer las necesidades historia familiar en común de los niños. • La oportunidad de quedarse con sus hermanos • Únase a un grupo de apoyo en su vecindario o ayude • Más contacto con sus padres, dependiendo de la a crear uno. A menudo existen grupos locales para situación aquellos que proveen cuidados a sus parientes. Lo que usted podría estar • Pida ayuda y remisiones de parte de un líder religioso, observando del consejero de la escuela de los niños o de una agencia de servicios sociales. A pesar de estos beneficios, los niños enfrentarán • De ser necesario, obtenga ayuda profesional para desafíos particulares. Ellos: lidiar con las necesidades especiales que puedan • Podrán sentirse inseguros y no saber con certeza si tener los hijos de su pariente, como atención médica, usted los va a cuidar atención de la salud mental o educación especial. Use • Podrán portarse mal o desafiarlo servicios de apoyo para el cuidado de los niños si se • Extrañarán a sus padres encuentran disponibles. • Podrán estar ansiosos o deprimidos • Podrán no comportarse de acuerdo con su edad Recuerde: Criar al hijo de un pariente Lo que usted puede hacer trae consigo desafíos y alegrías especiales. No dude en pedir ayuda o Tomará tiempo para que los hijos de su pariente se sientan buscar servicios en su comunidad para seguros y a salvo en su nuevo hogar con usted. Usted puede alentar estos buenos sentimientos en una variedad de formas: usted y sus niños. • Establezca una rutina diaria de comidas, actividades y Para más información acerca de apoyo horas de irse a la cama. para personas criando a los hijos de sus • Ayude a los niños a sentirse “en casa” creando un sitio parientes, visite la sección Supporting especial sólo para ellos. Kinship Families (Apoyos Para Familias • Hable con ellos y escúchelos cuando le hablan. que Cuidan a los Hijos de Parientes) en el • Establezca unas pocas reglas y explique sus sitio web de Child Welfare Information expectativas. Haga que se cumplan las reglas sin falta. Gateway en https://www.childwelfare. • Recompense el buen comportamiento. Cuando los niños cometan errores, concéntrese en enseñar gov/topics/outofhome/kinship/support/. en lugar de castigar.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/ preventing/promoting/parenting o llamando al 800.394.3366.

82 https://www.childwelfare.gov/topics/preventing/ Military Families

What’s Happening • Share information about community resources that provide support in times of need. Ask military parents Military families live in almost every community. Some what would help them most when they are facing a parents in the military are on active duty and wear a military-related separation, and help them to connect uniform every day. Others may be in the National Guard with these supports early. or Reserves and only wear a uniform when they are called to active duty. • Help military parents and the other caregivers in their family understand how transitions, separation, and What You Might See anxiety can affect their child’s behavior. Knowing that acting out or withdrawing are normal can make these All military families face unique stresses that can make challenges easier to deal with. the difficult job of parenting even harder: • Invite military children in your neighborhood to share • The military parent must deal with periodic absences their thoughts and feelings about the separations and the stresses associated with preparing for duty or and transitions they may be experiencing. If you plan reentering civilian life. activities for children in your community, remember • Children must adjust to a parent being away from to include a way for children with a faraway parent to the family (and, in some cases, in harm’s way) and participate. then to the parent’s reintegration into the family. Many military children also deal with frequent moves, changing schools, and new caretakers. Remember: Military families need to feel supported and included in their • A spouse, partner, or extended family member may face new and increased responsibilities while a military neighborhoods and communities. You can help! parent is away. What You Can Do For more information on supporting military families, please visit Child • Express appreciation for the family’s service to our country. Invite parents and children to share their Welfare Information Gateway’s web positive experiences of military life. section, Working With Military Families • Get to know your military neighbors, particularly if at https://www.childwelfare.gov/topics/ they serve in the National Guard or Reserves. Include systemwide/diverse-populations/ them in neighborhood and community activities. military/. Don’t wait for your neighbor to ask for help—offer to mow the grass, share a meal, help with small household repairs, or care for the children for a few hours.

Building Community, Building Hope 83 Familias militares

Lo que está pasando • Comparta información sobre los recursos comunitarios que ofrecen apoyo en momentos En casi todas las comunidades viven familias militares. de necesidad. Pregunte a los padres militares qué Algunos padres en las fuerzas militares pueden apoyos pueden ayudarlos más cuando enfrentan una encontrarse en servicio activo y vestir su uniforme todos separación relacionada con las actividades militares y los días. Otros padres pueden pertenecer a la Guardia ayúdelos a ponerse en contacto con estos apoyos de Nacional o a las Reservas del Ejército y usar un uniforme manera temprana. solamente cuando son llamados al servicio activo. • Ayude a los padres militares y a los demás Lo que usted podría estar proveedores de cuidado de la familia a entender observando cómo las transiciones, la separación y la ansiedad pueden afectar el comportamiento de su hijo. Todas las familias militares enfrentan tensiones Entender que esos cambios de comportamiento y sus específicas que pueden hacer que el difícil trabajo de manifestaciones o retraimiento son normales puede crianza sea aún más difícil: hacer que sea más fácil manejar estos desafíos. • El padre militar debe lidiar con ausencias periódicas • Invite a los niños de familias militares en su vecindario y el estrés asociado con prepararse para el servicio a compartir sus pensamientos y sentimientos sobre activo o para volver a integrarse a la vida civil. las separaciones y transiciones que puedan estar • Los niños deben ajustarse a tener un padre lejos de experimentando. Si planifica actividades para niños en la familia (y, en algunos casos, en peligro) y luego a su comunidad, recuérdese de crear una manera en la la reintegración del padre a la familia. Muchos niños que un niño con un padre distante pueda participar. de familias militares también lidian con mudanzas y cambios de escuela frecuentes, y adaptarse a nuevos Recuerde: Las familias militares proveedores de cuidados. necesitan sentirse apoyadas e incluidas • El cónyuge, pareja o miembro de la familia extendida en sus vecindarios y comunidades. puede tener que enfrentar nuevas y mayores respon- ¡Usted puede ayudar! sabilidades mientras que el padre militar está ausente. Para más información acerca de apoyo Lo que usted puede hacer para familias militares, visite la sección • Exprese agradecimiento por el servicio que la familia Working With Military Families brinda a nuestro país. Invite a los padres y a los hijos a compartir sus experiencias positivas de la vida militar. (Trabajando con Familias Militares) en el sitio web de Child Welfare Information • Acérquese y conozca a sus vecinos militares, en particular si sirven en la Guardia Nacional o las Gateway en https://www.childwelfare. Reservas. Inclúyalos en actividades comunitarias y del gov/topics/systemwide/diverse- vecindario. No espere a que su vecino le pida ayuda: populations/military/. ofrézcase a cortar el césped, compartir una comida, ayudar en pequeñas reparaciones del hogar o a cuidar a los niños por algunas horas.

Esta hoja de consejos se creó con información de expertos de organizaciones nacionales que trabajan para prevenir el maltrato de menores y promover su bienestar. Usted puede descargar esta hoja de consejos y obtener más consejos sobre la crianza en https://www.childwelfare.gov/topics/ preventing/promoting/parenting o llamando al 800.394.3366.

84 https://www.childwelfare.gov/topics/preventing/ Support After an Adoption

Why You Might Need Support Finding Services Adopting a child is a joyful event. However, adoption also It is important to find service providers who understand involves loss for all of those involved and comes with a adoption-related issues and how to help adoptive unique set of family issues. Like all children, those who are families. To find effective postadoption services in your adopted may face difficulties with emotions, development, community, ask one or more of the following: friendships, or school. Even parents who are well prepared • Other adoptive parents and local support groups to adopt can have feelings they did not expect. Challenges • Your adoption agency are a normal part of the adoption process. • Your doctor or your child’s doctor Postadoption Services Can Help: • Your employer’s human resources department or employee assistance program (EAP) • Children and youth process feelings of loss or grief related to the adoption. • Your State Postadoption Services Contact (Go to https://www.childwelfare.gov/nfcad/ and check the box • Parents build trust and attachment with their children. for “State Foster Care and Adoption Officials.”) • Families heal from childhood trauma. The Adoption Assistance by State Database has • Older children and youth explore questions of identity information on postadoption services in each State (go (“Who am I? How am I like and different from my to https://www.childwelfare.gov/topics/adoption/adopt-as parents?”). sistance/?CWIGFunctionsaction=adoptionByState:main. • Children find ways to succeed in school. getAnswersByQuestion&questionID=7). • Children and families learn more effective ways to respond to stress. • Children and adoptive parents navigate safe and Remember: Every family has ups and positive connections with birth relatives. downs. Postadoption services can help • Prevent crises that can result in adoption disruption or “rehoming.” your family enjoy the ups and survive the downs. Types of Services Different types of postadoption services exist in many communities. These can include the following: Find more information on the Child • Mental health counseling or therapy Welfare Information Gateway website: The Finding and Using Postadoption Services • Support groups for parents or youth (in person or factsheet describes some of the postadoption online; for all adoptive families or specific to the child’s issues that may arise, the different types of culture or special needs) postadoption services available, and how and • Workshops, seminars, and publications where families can obtain services. The factsheet • Camps and other social events for children, parents, also explains what parents can do if quality and families postadoption services are not readily available to • Birth parent search and reunion support them and includes a list of additional resources. • Educational support Access the factsheet at https://www.childwelfare. • Respite care gov/pubs/f-postadoption/.

Building Community, Building Hope 85 Apoyo después de la adopción

Por qué puede necesitar apoyo Tipos de servicios La adopción de un niño es un evento lleno de alegría. Sin Muchas comunidades tienen una variedad de servicios embargo, la adopción también implica un elemento de postadoptivos, incluyendo los siguientes: pérdida para todas las personas involucradas. Además, • Consejería para la salud mental o terapia trae consigo un conjunto único de asuntos familiares. • Grupos de apoyo para padres o jóvenes (en persona o en Como todos los niños, los niños que han sido adoptados línea; para todas las familias adoptivas o grupos con en- pueden enfrentar dificultades emocionales, de desarrollo, foque cultural o para las necesidades especiales del niño) con amistades o escolares. Hasta los padres que están bien • Talleres, cursillos y publicaciones preparados para la adopción pueden tener sentimientos • Campamentos y otros eventos sociales para los niños, no esperados. Es normal tener que enfrentar ciertos los padres y las familias desafíos durante el proceso de adopción. • Apoyo para el proceso de búsqueda y reunión con los padres biológicos Los servicios postadoptivos pueden • Apoyo académico ayudar a: • Servicios de apoyo para el cuidado de los niños/ cuidados de alivio de respiro • Los niños y los jóvenes a analizar y procesar sentimientos de pérdida o tristeza relacionados con la adopción • Cómo encontrar servicios Los padres a fomentar sentimientos de confianza y Es importante encontrar proveedores de servicios que apego con sus hijos tengan conocimiento sobre asuntos relacionados con la • Las familias a recuperarse de un trauma infantil adopción y que sepan cómo ayudar a familias adoptivas. • Los niños mayores y a los adolescentes a explorar Para encontrar servicios postadoptivos eficaces en su preguntas acerca de sus identidades (“¿Quién soy? ¿De comunidad, consulte con: qué maneras soy parecido o diferente a mis padres?”) • Otros padres adoptivos y grupos locales de apoyo • Los niños a encontrar el éxito en la escuela • Su agencia de adopción • Los niños y las familias a aprender estrategias más • Su doctor o el doctor de su hijo eficaces para enfrentar el estrés • El departamento de servicios humanos o el programa • Los niños y los padres adoptivos a manejar conexiones de asistencia al empleado (“employee assistance positivas y seguras con parientes biológicos program” o EAP, por sus siglas en inglés) de su • Prevenir las crisis que pueden resultar en la empleador interrupción de la adopción, conocido como • El contacto de servicios postadoptivos en su “rehoming” en inglés Estado (Visite https://www.childwelfare.gov/nfcad/ y seleccione la opción “State Foster Care and Adoption Encuentre más información (en Officials”). El Adoption Assistance by State Database (la Base inglés) en el sitio web de Child de Datos Para Asistencia Adoptiva por Estado) tiene Welfare Information Gateway: información sobre servicios postadoptivos disponibles en La hoja informativa Finding and Using Postadoption cada Estado. (Visite https://www.childwelfare.gov/topics/ adoption/adopt-assistance/?CWIGFunctionsaction=adop Services (Cómo Encontrar y Utilizar Servicios tionByState:main.getAnswersByQuestion&questionID=7; Postadoptivos) describe algunos de los asuntos solo disponible en inglés). que pueden ocurrir después de una adopción, los diferentes tipos de servicios postadoptivos y cómo y dónde se pueden obtener estos servicios. Esta hoja Recuerde: Todas las familias tienen informativa también explica lo que los padres pueden sus momentos buenos y sus momento hacer si no existen servicios postadoptivos de calidad difíciles. Los servicios postadoptivos en su área e incluye una lista de recursos adicionales. pueden ayudar a su familia a disfrutar los Encuentre esta hoja informativa en https://www. momentos buenos y enfrentar los difíciles. childwelfare.gov/pubs/f-postadoption/.

86 https://www.childwelfare.gov/topics/preventing/ Preventing Child Sexual Abuse

What You Can Do • Monitor children’s use of technology, including cell phones, social networking sites, and messaging. To prevent child sexual abuse, it is important to keep the Review contact lists regularly and ask about any focus on adult responsibility, while teaching children skills to people you don’t recognize. help them protect themselves. Consider the following tips: • Trust your instincts! If you feel uneasy about leaving your • Take an active role in your children’s lives. Learn about child with someone, don’t do it. If you are concerned their activities and people with whom they are involved. about possible sexual abuse, ask questions. Stay alert for possible problems. • If your child tells you that he or she has been abused, • Watch for “grooming” behaviors in adults who spend stay calm, listen carefully, and never blame the child. time with your child. Warning signs may include Thank your child for telling you. Report the abuse frequently finding ways to be alone with your child, right away. ignoring your child’s need for privacy (e.g., in the bathroom), or giving gifts or money for no particular occasion. Remember: You can help protect your • Ensure that organizations, groups, and teams that your children from sexual abuse by being children are involved with minimize one-on-one time active in their lives and teaching them between children and adults. Ask how staff and volunteers safety skills. are screened and supervised. • Make sure your children know that they can talk to you about anything that bothers or confuses them. Signs of Possible Sexual Abuse • Teach children accurate names of private body parts The following may indicate sexual abuse and and the difference between touches that are “okay” should not be ignored: and “not okay.” • Unexplained pain, itching, redness, or bleeding • Empower children to make decisions about their in the genital area bodies by allowing them age-appropriate privacy • Increased nightmares or bedwetting and encouraging them to say “no” when they do not want to touch or be touched by others, even in • Withdrawn behavior or appearing to be in a nonsexual ways. trance • • Teach children to take care of their own bodies (e.g., Angry outbursts or sudden mood swings bathing or using the bathroom) so they do not have to • Loss of appetite or difficulty swallowing rely on adults or older children for help. • Anxiety or depression • Educate children about the difference between • Sudden, unexplained avoidance of certain good secrets (such as birthday surprises) and bad people or places secrets (those that make the child feel unsafe or • Sexual knowledge, language, or behavior that is uncomfortable). unusual for the child’s age

This tip sheet was adapted using information from Prevent Child Abuse America, the National Child Traumatic Stress Network, the Enough Abuse Campaign, and Stop It Now. At https://www.childwelfare.gov/topics/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.

Building Community, Building Hope 87 Cómo prevenir el abuso sexual de menores

El abuso sexual afecta a niños y niñas de todas edades, • Asegure que las organizaciones, los grupos y los en todos tipos de vecindarios y comunidades. Es más equipos con los cuales está involucrado su hijo eviten probable que un niño sea abusado sexualmente por que los niños y los adultos pasen mucho tiempo alguien que conoce y en quien confía que por un individual a solas. Pregunte sobre cómo seleccionan y desconocido. Los abusadores no siempre usan la fuerza supervisan el personal y los voluntarios. física; muchos usan juegos, regalos, mentiras o amenazas • Hágale saber a sus hijos que pueden hablar con usted para involucrar a los niños y tratar de prevenir que le acerca de cualquier cosa que les esté molestando o digan a alguien lo que ha ocurrido. causando confusión. • Enséñele a sus hijos los nombres correctos de las Lo que usted puede hacer partes privadas del cuerpo y la diferencia entre el contacto apropiado e inapropiado. Para prevenir el abuso sexual de menores, es importante • Dele a sus hijos el poder de decisión sobre sus cuerpos mantener el enfoque en la responsabilidad adulta mientras permitiéndoles un nivel de privacidad apropiado a sus les enseña a los niños las habilidades que necesitan para edades, y anímelos a decir “no” cuando no quieran ayudar a protegerse. Considere los siguientes consejos: tocar a alguien o que alguien los toque, incluso en • Juegue un papel activo en la vida de sus hijos. Aprenda formas no sexuales. sobre sus actividades y las personas con quienes pasan • Enséñele a sus hijos a cuidar de sus propios cuerpos tiempo. Esté atento en caso de que hayan problemas. (por ejemplo, bañándose o usando el baño) para que • Esté atento a los comportamientos de “preparación” no tengan que depender de adultos o niños mayores o acoso sexual en los adultos que pasan tiempo con su para ayuda. hijo. Indicios pueden incluir un adulto que busca maneras • Eduque a los niños sobre la diferencia entre los de estar a solas con su hijo con frecuencia, que ignora secretos buenos (como una fiesta de sorpresa) y la necesidad de privacidad de su hijo (por ejemplo, en el los secretos malos (secretos que los hacen sentir en baño) o le da regalos o dinero a su hijo sin razón particular. peligro o incomodos). • Supervise a sus hijos en cuanto al uso de tecnología, Indicios de posible abuso sexual incluyendo sus teléfonos celulares, sitios de redes sociales por Internet y mensajes de texto. Revise Lo siguientes factores pueden ser indicios de abuso sus listas de contactos con frecuencia y pregúnteles sexual y no deben ser ignorados: acerca de cualquier persona que no conozca. • Dolor, picazón, enrojecimiento o sangre • ¡Confié en sus propios instintos! Si se siente incómodo inexplicable en el área genital dejando a su hijo con alguien, no lo haga. Si está • Un aumento en pesadillas o el niño moja la cama preocupado por la posibilidad de abuso sexual, haga con más frecuencia preguntas. • Si su hijo le dice que fue o está siendo abusado, • Comportamiento introvertido o tímido o la manténgase calmado, escuche con cuidado y nunca apariencia de estar en trance culpe a su hijo por lo que le pasó. Agradézcale a su hijo • Explosiones de ira o cambios bruscos de humor por haberle dicho. Reporte el abuso lo antes posible. • Pérdida de apetito o dificultad para tragar • Ansiedad o depresión Recuerde: Usted puede ayudar a proteger • El querer evitar a ciertas personas o lugares de pronto y sin explicación a sus hijos del abuso sexual jugando un • Conocimientos sobre asuntos, lenguaje o papel activo en sus vidas y enseñándoles comportamientos sexuales inusuales para un habilidades de seguridad. niño de su edad

Esta hoja de consejos fue adaptada usando información de Prevent Child Abuse America, la Red Nacional Para el Estrés Traumático Infantil (National Child Traumatic Stress Network), la campaña Enough Abuse Campaign y Stop It Now. Usted puede descargar esta hoja de consejos y encontrar más consejos sobre la crianza en https://www.childwelfare.gov/topics/preventing/promoting/parenting/ o llamando al 800.394.3366.

88 https://www.childwelfare.gov/topics/preventing/ Parenting After Domestic Violence

What’s Happening Set clear limits and follow through, but keep your voice calm. Get help if you need it. When one person in a relationship uses any kind of abuse to control the other, this is domestic violence. You may • Talk about it. Be willing to listen to your children talk have recently left a relationship that is abusive, or you about what has happened and how they feel. Tell them may still be in one. Your children may have heard or seen the truth when they ask questions. Reassure them that the abuse, or they may have been targets themselves. you are working to keep your family safe. • Living with domestic violence takes a toll on all family Help your children develop relationships. Positive members. Your children may still feel afraid, even if the relationships with peers and other supportive adults danger is past. But with your help, they can find ways to can help your children manage stress and stay strong cope with stress, be safe, and heal. and happy. • Celebrate their strengths. Find the things your What You Might Be Seeing children are good at. Encourage them in school and Some children living with abuse do not show signs of stress. other activities. Others struggle at home, at school, or in the community. You may notice increased fear or anger, clinging, difficulty Remember: You are the most important sleeping, or tantrums. If the abuse goes on for a long person in your children’s lives. Your children time, children can experience more serious problems, like need to know that you are there for them, depression or anxiety, skipping school, or using drugs. you love them, and you will do all you can What You Can Do to keep them safe. A strong relationship with a caring, nonviolent parent is important to help your children grow up in a positive way. If you are in danger, contact: You can help them by taking the following steps: • 911 for emergency police assistance • Plan for safety. If you are still in an abusive situation, • The National Domestic Violence Hotline make a safety plan with your children. Teach them (1.800.799.7233) for safety planning and how to call 911, where to go for help, and never to get referrals to local help. in the middle of an adult fight. Local domestic violence • The Childhelp Hotline at 1.800.422.4453 advocates can help you plan! Other resources: • Take care of yourself. Finding ways to cope with your own • Child Welfare Information Gateway—Resources stress is good for you and for your children. Make time to for Families: https://childwelfare.gov/topics/ connect with friends, exercise, listen to music, take a bath, systemwide/domviolence/resources/ or do something else that helps you relax and refocus. • National Network to End Domestic Violence: • Help your children feel secure. Keep your kids close to http://nnedv.org/resources/stats/gethelp.html you when you can, and give them lots of eye contact, • National Child Traumatic Stress Network (fact kisses, and hugs. Play together, even if just for a few sheet series): http://www.nctsn.org/content/ minutes at a time. Provide routines such as bedtime resources reading and regular meal times. • Futures Without Violence: http://www. • Stay calm. Children who have lived with violence will futureswithoutviolence.org/ sometimes act in ways that make life more chaotic.

Building Community, Building Hope 89 La crianza de niños después de la violencia domestica

Lo que está pasando • Hable con sus hijos. Esté dispuesta a escuchar a sus hijos hablar acerca de lo que ha sucedido y cómo se La violencia domestica ocurre cuando una persona en sienten a respecto. Dígales la verdad cuando le hagan una relación usa cualquier tipo de abuso para controlar preguntas. Asegúreles que usted está trabajando para a la otra persona. Es posible que usted haya recién mantener a su familia segura. dejado una relación abusiva, o puede ser que todavía está • Ayude a sus hijos a desarrollar relaciones. Las sufriendo la violencia doméstica. Sus hijos pueden haber relaciones positivas con sus pares y otros adultos escuchado o visto el abuso, o pueden ellos mismos haber que les ofrezcan apoyo pueden ayudar a sus hijos a sido blancos del abuso. manejar el estrés y mantenerse fuertes y felices. Vivir con la violencia domestica puede tener graves efectos • Celebre sus fortalezas. Encuentre actividades que sobre todos los miembros de la familia. Aun después de que les gusten a sus hijos y en las cuales se destaquen. haya pasado el peligro, sus hijos pueden seguir sintiendo Anímelos en sus estudios y otras actividades. miedo. Sin embargo, con su ayuda, sus hijos pueden aprender a manejar el estrés, mantenerse a salvo y sanar. Recuerde: Usted es la persona más Lo que usted podría estar observando importante en las vidas se sus hijos. Algunos niños sufriendo de abuso no demuestran señales de estrés. Otros tienen dificultades en el hogar, la escuela Ellos necesitan saber que usted está ahí o su comunidad. para apoyarlos y amarlos, y que hará Puede que note en un niño un aumento en sentimientos de todo lo que usted pueda hacer para miedo o ira, apego o dependencia, dificultad para dormir o berrinches. Si el abuso continúa por mucho tiempo, los mantenerlos seguros. niños pueden experimentar problemas más serios como la depresión o ansiedad, faltar a la escuela o el uso de drogas. Si usted se encuentra en peligro, contacte a: Lo que usted puede hacer • 9-1-1 por teléfono para asistencia de emergencia Para asegurar que sus hijos se formen de manera de la policía positiva, es importante que tengan una buena relación • Línea nacional contra la violencia doméstica con un padre o una madre cariñoso/a y no violento/a. (National Domestic Violence Hotline) Puede ayudar a sus hijos tomando los siguientes pasos: (1.800.799.7233) para ayuda con un plan de • Planee para la seguridad. Si usted todavía está seguridad y referencias a ayuda en su local sufriendo una relación abusiva, debe formular un plan de seguridad con sus hijos. Enséñeles cómo llamar a • Línea directa para denuncias Childhelp (The números de emergencia como el 9-1-1, dónde ir para Childhelp Hotline) marcando 1.800.422.4453 buscar ayuda y que nunca deben meterse en medio Otros recursos: de una pelea entre adultos. ¡Representantes locales • Child Welfare Information Gateway—Resources de apoyo a personas sufriendo violencia domestica for Families (Recursos para familias) solo pueden ayudarle a planear! disponible en inglés: https://childwelfare.gov/ • Cuide de sí mismo. Encontrando maneras de lidiar con topics/systemwide/domviolence/resources/ su propio estrés le hace bien a usted y a sus hijos. Haga • National Network to End Domestic Violence tiempo para conectarse con sus amigos, hacer ejercicio, (en inglés): http://nnedv.org/resources/stats/ escuchar música, tomarse un buen baño o hace gethelp.html cualquier otra cosa que le ayude a relajar y enfocarse. • National Child Traumatic Stress Network • Ayude a sus hijos a sentirse seguros. Mantenga a sus hijos cerca cuando pueda, mírelos a los ojos, deles muchos Hojas informativas en inglés: http://www.nctsn. besos y abrazos. Jueguen juntos, aunque sea por unos org/content/resources minutos a la vez. Póngales rutinas como una hora de leer Recursos en español: http://www.nctsn.org/ cuentos antes de dormir y un horario fijo para las comidas. resources/audiences/Informaci%C3%B3n-en- • Mantenga la calma. Los niños que han sufrido Espa%C3%B1ol violencia a veces pueden actuar de manera caótica. • Futures Without Violence (en inglés): Póngales límites claros y fijos, pero mantenga una voz http://promising.futureswithoutviolence.org/ tranquila. Busque ayuda cuando sea necesario.

90 https://www.childwelfare.gov/topics/preventing/ Helping Your Child Heal From Trauma

What’s Happening What You Can Do Trauma is an emotional response to an intense event that Try the following to help your child heal from trauma: threatens or causes harm, either physical or emotional. • Help your child feel safe. Stay calm and keep a Trauma can occur as a result of a natural disaster (such regular routine for meals, play time, and bedtime. as an earthquake or flood), violence, or abuse. Seeing Prepare children in advance for any changes or violence happen, even if you are not the victim, also may new experiences. cause trauma. • Encourage (don’t force) children to talk about their Trauma can have a lasting effect on brain development feelings. Tell children it is normal to have many feelings in children. If not addressed, it can lead to trouble with after a trauma. Listen to their stories, take their school, relationships, or drugs and alcohol. reactions seriously, correct any misinformation about the traumatic event, and reassure them that what What You Might Be Seeing happened was not their fault. Children’s reactions to traumatic events vary with • Provide extra attention, comfort, and age, culture, and personality. Some children show encouragement. Spending time together as a family the following signs of trauma: may help children feel safe. Younger children may • Startling easily and having difficulty calming down want extra hugs or cuddling. Follow their lead and be • Behaviors common to younger children (e.g., thumb patient if they seem needy. sucking, bed wetting, fear of the dark, clinging to • Teach children to relax. Encourage them to practice caregivers) slow breathing, listen to calming music, or say positive • Tantrums, aggression, or fighting things (“That was scary, but I’m safe now”). • Becoming quiet and withdrawn, wanting to be left • Be aware of your own response to trauma. Parents’ alone history of trauma and feelings about their child’s experience can influence how they cope. Seek support • Wanting to talk about the traumatic event all the time, if you need it. or denying that it happened • Remember that everyone heals differently from • Changes in eating or sleeping (sleeping all the time, trauma. Respecting each child’s own course of not sleeping, nightmares) recovery is important. • Frequent headaches or stomachaches • Find help when needed. If your child’s problems last more than a few weeks, or if they get worse rather than better, ask for help. Find a mental health professional who knows proven strategies to help children cope with trauma.

Remember: With patience and support, families can heal and recover from trauma.

Acknowledgment: Content adapted from the Office of Juvenile Justice and Delinquency Prevention’s former Safe Start Center (http://www.ojjdp.gov/Programs/ProgSummary.asp?pi=15).

Building Community, Building Hope 91 Ayudando a su hijo a curarse del trauma

Lo que está pasando comidas, la hora de jugar y la hora de dormir. Prepare a los niños por adelantado para cualquier cambio o El trauma es una reacción emocional a un evento intenso experiencia nueva. amenazante o que causa daño, ya sea físico o emocional. El trauma puede ocurrir a causa de un desastre natural • Aliente (pero no obligue) a los niños a hablar acerca (como un terremoto o una inundación), la violencia o el de sus sentimientos. Dígales a los niños que es normal abuso. Incluso, el presenciar la violencia, aunque usted no tener muchos sentimientos después de sufrir un sea la víctima, también puede causar trauma. trauma. Escuche sus cuentos, tome en serio sus reacciones, corrija cualquier información incorrecta El trauma puede tener un efecto duradero en el con respecto al evento traumático y asegúreles que desarrollo cerebral de los niños. Si no es tratado, puede ellos no tienen la culpa de lo que sucedió. llegar a causar problemas en la escuela, en relaciones o • con drogas y alcohol. Provéales atención adicional, consuelo y ánimo. Pasar tiempo en familia podría ayudar a los niños a sentirse Lo que usted podría estar seguros. Los niños más jóvenes podrán querer más observando abrazos y cariño. Siga sus pistas y tenga paciencia si parecen necesitar de atención. Las reacciones de los niños a eventos traumáticos varían • según sus edades, culturas y personalidades. Algunos Enséñele a los niños a relajarse. Anímelos a practicar niños demuestran las siguientes señales de trauma: la respiración honda, escuchar música calmada o decir cosas positivas (“Eso me dio miedo, pero ahora • Asustándose fácilmente y teniendo dificultad con estoy bien”). volver a calmarse • Esté consciente de su propia reacción al trauma. La • Comportamientos comunes en niños más jóvenes historia de trauma de los padres y sus sentimientos (por ejemplo, chupándose el dedo, mojando la cama, acerca de las experiencias de sus hijos pueden miedo a la oscuridad, apegándose demasiado a sus influenciar la manera en que los niños manejan el proveedores de cuidado) trauma. Busque apoyo si lo necesita. • Berrinches, agresión o pelear con otros • Recuerde que todas las personas se recuperan • Volviéndose callado y retraído, queriendo estar solo de maneras diferentes del trauma. Es importante • Queriendo hablar acerca del evento traumático todo respetar el proceso de recuperación de cada niño. el tiempo, o negando que sucedió • Encuentre ayuda cuando la necesite. Si los problemas • Cambios en su alimentación o sueño (durmiendo todo de su hijo duran por más de unas semanas, o si el tiempo, el no dormir, pesadillas) empiezan a empeorar en vez de mejorarse, pida ayuda. Encuentre un profesional de salud mental • Dolores de cabeza o de estómago frecuentes capacitado en métodos comprobados de ayudar a los Lo que usted puede hacer niños a lidiar con el trauma.

Intente lo siguiente para ayudar a su hijo a recuperarse de Recuerde: Con paciencia y apoyo, las un trauma: familias pueden sanarse y recuperarse • Ayude a su hijo a sentirse seguro. Permanezca del trauma. calmado y mantenga una rutina regular para las

Reconocimientos: Este contenido ha sido adaptado del antiguo Safe Start Center del Office of Juvenile Justice and Delinquency Prevention (http://www.ojjdp.gov/Programs/ProgSummary.asp?pi=15).

92 https://www.childwelfare.gov/topics/preventing/ Human Trafficking: Protecting Our Youth

What’s Happening • Sudden changes in clothes, friends, or access to money Human trafficking is a form of modern slavery. It includes • Having a “boyfriend” or “girlfriend” who is noticeably both sex trafficking and forced labor. Youth with difficult older and/or controlling family situations or histories of trauma, including those in • Expressing concern for family members’ safety if he or foster care, can be at greater risk. she shares too much information Any child under age 18 engaged in commercial sex is a • Working unusually long hours and being paid very victim of sex trafficking, even if the youth’s participation little is not forced or coerced. This includes: • Living at a workplace or with the employer, or living • Prostitution with many people in a small space • Stripping What You Can Do • Pornography • Be aware of recruiting tactics. Traffickers target victims Human trafficking also includes forced labor. Common through social media websites, telephone chat lines, examples involve: afterschool programs, at shopping malls and bus • Selling illegal drugs depots, in clubs, or through friends and acquaintances. Ask questions about your youth’s friends—especially • Begging new friends and those who appear to be significantly • Door-to-door sales crews (e.g., magazines) older. Monitor computer use and know where he or she • Restaurant work hangs out. Traffickers may also be family members or • Hair and nail salons even peers. • Farm work • Understand that trafficked youth are victims, not criminals. If a person has been forced to commit illegal • Au pairs and nannies acts, he or she is a victim and is not guilty of a crime. • Domestic work Help the youth understand that he or she will not be What You Might Be Seeing punished for seeking help. • Report suspected trafficking. If you think a youth may Cases of human trafficking have been reported in all 50 be involved in trafficking: States. Victims can be children or adults, U.S. citizens or foreign nationals, male or female. Children as young as 9 • If the youth is in immediate danger, call your local years old may be at risk. police department or emergency access number (e.g., 911). Signs that a child or youth may be involved in human • trafficking include the following: To report suspected human trafficking, call the National Human Trafficking Resource Center at • Frequent, unexplained absences from school 1.888.373.7888, text BeFree (233733), or submit a tip • Running away from home online at http://www.traffickingresourcecenter.org. • Unexplained bruises or scars, withdrawn behavior, or • To report a sexually exploited or abused minor, call anxiety/fear the National Center for Missing & Exploited Children • Knowledge of sexual situations or terms beyond what at 1.800.THE.LOST or report online at http://www. is normal for the child’s age cybertipline.org. • Signs of drug addiction

Building Community, Building Hope 93 La trata de personas: cómo proteger a nuestros jóvenes

Lo que está pasando • Tiene un “novio” o una “novia” que es claramente mayor que y/o controla al niño o la niña La trata de personas es una forma de esclavitud • Se preocupa por el bienestar de sus familiares si moderna, e incluye tanto la trata con fines de explotación comparte demasiada información sexual y el trabajo forzoso. Los jóvenes que están viviendo situaciones difíciles en sus hogares o que • Trabaja largas horas (fuera de lo normal) y le pagan han experimentado trauma, incluyendo los jóvenes en muy poco cuidado de crianza, pueden estar a mayor riesgo. • Vive en su lugar de trabajo o con su empleador, o vive con muchas personas en un espacio pequeño Cualquier niño menor de 18 años de edad involucrado en el comercio sexual o actos sexuales a cambio de algún pago es una víctima de trata sexual, aun si el joven no fue Lo que usted puede hacer forzado o coaccionado. Esto incluye: • Esté consciente de las tácticas de reclutamiento. • La prostitución Los traficantes encuentran sus víctimas a través • El desnudarse, “stripping” o “striptease” en inglés de sitios web de los medios sociales, líneas de chatear por teléfono, programas después de las • Pornografía clases/extraescolares, en centros comerciales y La trata de personas también incluye el trabajo forzoso, paradas de buses, en clubs o a través de amistades lo cual puede involucrar: y personas conocidas. Pregúntele a su hijo acerca • La venta de drogas ilegales de sus amistades, particularmente amigos nuevos o • La mendicidad forzada amigos que parezcan ser bastante mayor que su hijo. • Grupos de vendedores a domicilio/puerta en puerta Supervise el uso de la computadora y esté pendiente (por ejemplo, que vendan revistas) de dónde pasa tiempo su hijo. Los traficantes también pueden ser familiares o hasta compañeros/pares. • El trabajo de restaurante • Entienda que los jóvenes que han sido víctimas de • Salones de belleza o manicura la trata de personas son realmente víctimas, y no • El trabajo agrícola delincuentes. Si una persona ha sido obligada a • El trabajo como au pair o niñera cometer actos ilegales, esa persona es una víctima y • El empleo domestico no es culpable de un delito. Ayude al joven a entender que no será castigado por buscar ayuda. Lo que usted podría estar • Denuncie casos de posible trata de personas. Puede hacer lo siguiente si piensa que un joven está observando involucrado en la trata de personas: Se han reportado casos de trata de personas en todos • Si el joven está en peligro inmediato, llame a los 50 Estados. Las víctimas pueden ser niños o adultos, su departamento de policía local o número de ciudadanos estadounidenses o extranjeros, hombres o emergencia (por ejemplo, al 911). mujeres. Los niños de tan solo 9 años de edad pueden • Para denunciar un posible caso de trata de estar en riesgo. personas, llame el National Human Trafficking Lo siguientes indicios pueden señalar que un niño está Resource Center (el Centro Nacional de involucrado en la trata de personas. Recursos Sobre la Trata de Personas) al El niño/la niña: 1.888.373.7888 (hay intérpretes disponibles), mande un mensaje de texto a “BeFree” (233733) • Falta a clase con frecuencia y sin explicación o presente una denuncia en línea aquí: http:// • Se escapa de casa www.traffickingresourcecenter.org • Tiene moretones o cicatrices sin explicaciones, • Para denunciar la explotación o el abuso sexual de comportamientos introvertidos o ansiedad/miedo un menor, llame el Centro Nacional Para Menores • Tiene conocimiento de situaciones o términos Desaparecidos y Explotados (National Center for sexuales no apropiados para su edad Missing & Exploited Children) al 1.800.843.5678 o • Demuestra indicios de adicción a las drogas presente una denuncia en línea aquí: http://www. missingkids.com/Espanol/CyberTipline • Demuestra cambios abruptos en su ropa, amistades o acceso a dinero

94 https://www.childwelfare.gov/topics/preventing/ 30 Ways to Build Community and Hope During PARENTS National Child Abuse Prevention Month

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

https://www.childwelfare.gov/topics/preventing/ Share your personal Talk to friends 1 accomplishments 2 about organizing a with others via babysitting co-op. U.S. Department of Health Facebook or Twitter. and Human Services Administration for Children and Families Administration on Children,Youth and Families Children’s Bureau http://www.acf.hhs.gov/programs/cb

Establish a daily Get outside! Start Talk to your faith Have a family game Explore the world Set goals for yourself Find out what classes 3 routine so your 4 a parent-child 5 community about 6 night! Even young 7 from your child’s 8 and list the steps you 9 your library or child knows what walking or biking starting a parent- children can play point of view. will need to take to community center to expect. club with neighbors. support ministry. board games on an accomplish them. offers. Sign up for one adult’s “team.” that interests you.

“Catch” your children Make a play date Plant a pinwheel Ask your children Reflect on the Make time to do Dial “2-1-1” to find out 10 being good. Praise 11 with friends who 12 garden with your 13 who is important 14 parenting you 15 something YOU enjoy. 16 about organizations them often. have children the child in your front to them. received as a child that support families same ages as yours. yard, near your and how that in your area. mail box, or on impacts how you your front porch. parent today.

Role play emotions Find and join a local Hold, cuddle, and hug Makesomethin g Find a local parenting Talk to a trusted Ask your school 17 with your child— 18 parent or community 19 your children often. 20with your child. 21 group (e.g., MOPS). 22 friend when you 23 principal or PTA to what do you do café, like Circle of Arts and crafts are feel stressed, host a community when you’re happy, Parents®. fun for adults, too! http://www. overwhelmed, or sad. resource night. sad, or frustrated? mops.org/ http://www. circleofparents.org/

Teach your child to Join a Girl Scout Host a potluck dinner Volunteer at your Spend time observing Treat yourself to Organize a 24 resolve conflicts 25 or Boy Scout troop 26 with neighborhood 27 child’s school. 28 what your child 29 a spa day at home: 30 "Clothes Swap peacefully. with your children. families to swap can and cannot Take a bubble bath, Potluck" to swap parenting stories. do. Discuss any try a facial mask, children clothes. concerns with your and paint your child’s teacher. nails a new color. 30 formas de fortalecer su comunidad y crear esperanza durante PADRES el Mes Nacional de la Prevención del Abuso de Menores

Conocimientos sobre la Apoyos concretos para los Capacidades emocionales Factores de protección Crianza afectiva y apego crianza y el desarrollo de Resiliencia parental Conexiones sociales padres y sociales de los niños los niños DOMINGO LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO

Comparta sus Hable con https://www.childwelfare.gov/topics/preventing/ 1 logros personales a 2 amigos acerca través de Facebook de organizar un U.S. Department of Health o Twitter. grupo cooperativo and Human Services para el cuidado Administration for Children and Families de sus niños. Administration on Children,Youth and Families Children’s Bureau http://www.acf.hhs.gov/programs/cb

Establezca una ¡Pase tiempo afuera! Hable con su ¡Tengan una Explore el mundo Fije sus metas y Averigüe qué 3 rutina diaria para 4 Organice un club 5 comunidad de fe 6 noche familiar de 7 desde el punto de 8 anote los pasos que 9 clases ofrecen en que su hijo sepa lo de caminatas para acerca de cómo juegos de mesa! vista de su hijo. tendrá que tomar su biblioteca o que puede esperar padres e hijos o organizar un Hasta los niños para lograrlas. centro comunitario. durante el día. un club de andar ministerio de apoyo pequeños pueden Inscríbase en la que en bicicletas a los padres. jugar en el “equipo” más le interese. para vecinos. de un adulto.

“Pille” a sus hijos Programe citas con Siembre un jardín Pregúntele a sus Reflexione sobre la Encuentre tiempo Marque el “2-1-1” en 10 portándose bien. 11 amigos que tengan 12 de molinetes con su 13 hijos acerca de 14 crianza que usted 15 para hacer algo 16 su teléfono para Elógielos con hijos de las mismas hijo en su jardín de quiénes son las recibió de niño y que a USTED le aprender sobre frecuencia. edades que los suyos entrada, cerca del personas más cómo esto afecta la guste hacer. organizaciones para que los niños buzón de correo o en importantes forma en que usted en su área que jueguen juntos. su porche delantero. para ellos. cría a sus hijos. apoyan a familias.

Juegue con su Encuentre y únase Acurruque y Cree algo con Encuentre un Hable con un Pídale al director(a) 17 hijo a representar 18 a un grupo o “café” 19 abrace a sus hijos 20 sus hijos. ¡Las 21 grupo local que 22 amigo de confianza 23 del colegio de emociones local comunitario frecuentemente. actividades de arte trate asuntos cuando se sienta sus hijos o a la diferentes. ¿Qué o para padres y y manualidades son relacionados con estresado, asociación de hace cuando madres, como Circle divertidas para los la crianza de los agobiado o triste. padres y alumnos está feliz, triste of Parents®. adultos, también! hijos (por ejemplo, que organicen una o frustrado? MOPS). noche de recursos http://www. comunitarios. circleofparents.org/ http://www. mops.org/

Enséñele a su hijo a Únase a un grupo de Organice una Hágase voluntario Dedique tiempo Disfrute un “día Organice un 24 resolver conflictos 25 niños exploradores, 26 cena comunitaria 27 en la escuela 28 a observar lo que 29 de spa” en casa: 30 intercambio de pacíficamente. los “Boy Scouts" o o “potluck” con de su hijo. su hijo puede y tómese un baño ropa de niños. las “Girl Scouts”, las familias de su no puede hacer. con burbujas, con sus hijos. vecindario para Converse con la experimente con intercambiar maestra de su hijo una máscara facial anécdotas de la sobre cualquieras y píntese las unas crianza de sus hijos. preocupaciones de un color nuevo. que tenga. 30 Ways to Build Community and Hope During PROGRAMS National Child Abuse Prevention Month

Invite someone Create a handout https://www.childwelfare.gov/topics/preventing/ 1 in to help parents 2 for families with learn about community resources U.S. Department of Health managing stress. linked to each and Human Services protective factor. Administration for Children and Families Administration on Children,Youth and Families Children’s Bureau http://www.acf.hhs.gov/programs/cb

Add children’s books Organize “stroller Put the protective Create a board-game Have tips handy for Make “how are Invite a community 3 about feelings to your 4 walks” with new 5 factors on your 6 library for families. 7 caregivers dealing 8 you?” phone calls 9 partner to present program’s library. parents. Talk about outreach materials. with parenting to families in a new resource their challenges challenges. the program. for families. as you walk.

Role play emotions Host a potluck or Plant a pinwheel Arrange a kickball Talk to parents Recognize parent Visit a program 10 with kids—what 11 cultural celebration. 12 garden as a reminder 13 or soccer game for 14 about how trauma 15 accomplishments. 16 where you refer do you do when of the bright futures parents and kids. can impact children families, so you will you’re happy, sad, all children deserve. at different know what it’s like. or frustrated? developmental stages.

Train your staff on Encourage parents Invite community Offer parents Talk to parents Help parents set goals Let parents use the 17 how trauma and loss 18 to support each 19 partners to an 20 materials for a craft 21 in your program 22 and solve problems. 23 center’s computers affect children. other through phone interfaith family day. that they can make about discipline for personal business trees, carpools, with their child. alternatives. (e.g., writing or playgroups. résumés, email).

Teach kids to resolve Create a “positive Create a calendar of Create a cozy Have a conversation Invite local Invite a nutritionist 24 conflicts peacefully. 25 parenting club,” and 26 community events 27 “book nook” where 28 with a parent about 29 businesses to donate 30 to demonstrate how produce a video of for families. parents can read where their child is services for a free to buy and prepare parents sharing their to their children. developmentally. “spa day” for parents. healthy dinners success stories. on a low budget. 30 formas de fortalecer su comunidad y crear esperanza durante PROGRAMAS el Mes Nacional de la Prevención del Abuso de Menores

Conocimientos sobre la Apoyos concretos para los Capacidades emocionales Factores de protección Crianza afectiva y apego crianza y el desarrollo de los Resiliencia parental Conexiones sociales padres y sociales de los niños niños DOMINGO LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO Cree una hoja https://www.childwelfare.gov/topics/preventing/ Invite a alguien al 1 programa que pueda 2 informativa para ayudar a los padres a familias con recursos U.S. Department of Health comunitarios que se and Human Services aprender sobre cómo manejar el estrés. relacionen con cada Administration for Children and Families factor de protección. Administration on Children,Youth and Families Children’s Bureau http://www.acf.hhs.gov/programs/cb

Agregue libros para Organice “caminatas Incluya los factores Mantenga juegos Tenga a mano Llame a las familias Invite a un colaborador 3 niños que traten 4 con cochecitos” con 5 de protección en 6 de mesa para el uso 7 consejos sobre la 8 en el programa 9 comunitario para con las emociones padres novicios. los materiales de libre de las familias. crianza de los hijos para preguntarles presentar un nuevo a la biblioteca de Mientras caminan, divulgación de para padres que cómo están. recurso para familias. su programa. hablen sobre su programa. estén enfrentando los desafíos que asuntos difíciles. enfrentan.

Juegue con los Organice una Siembre un jardín Organice un partido Hable con los padres Reconozca los logros Visite a un programa 10 niños a representar 11 comida comunitaria 12 de molinetes como 13 de pelota o fútbol para 14 acerca de cómo el 15 de los padres. 16 donde regularmente emociones diferentes. o “potluck” o una recordatorio de los los papás y los niños. trauma puede afectar refiere a familias, para ¿Qué hacen cuando celebración cultural. futuros brillantes a los niños durante conocerlo de cerca. están felices, tristes que se merecen las diferentes etapas o frustrados? todos los niños. de su desarrollo.

Entrene a su Anime a los padres Invite a colaboradores Ofrézcales a los padres Hable con los padres Ayude a los padres Permita a los padres 17 personal acerca del 18 a que se apoyen 19 comunitarios a 20 materiales que pueden 21 en su programa 22 a fijar metas y 23 usar las computadoras efecto que tienen el mutuamente a través un día familiar usar para hacer sobre alternativas resolver problemas. del centro para sus trauma y la pérdida de listas de contacto interreligioso. alguna manualidad en la disciplina. asuntos personales sobre los niños. para llamadas con sus hijos. (por ejemplo, para organizadas, grupos trabajar en su hoja de transporte o de vida o revisar su grupos de juego. correo electrónico).

Enséñeles a los niños Cree un “club de Cree un calendario de Cree un espacio Converse con un Invite a las empresas/ Invite a un 24 a resolver conflictos 25 crianza positiva” y 26 eventos comunitarios 27 cómodo en donde 28 padre o una madre 29 comercios locales a 30 nutricionista para pacíficamente. produzca un video para familias. los padres puedan acerca del nivel de donar un día de “spa” demostrar cómo donde los padres leerle a sus hijos. desarrollo en que se gratis para los padres. comprar y preparar puedan compartir sus encuentra su hijo. cenas saludables con historias de éxito. un presupuesto bajo. 30 Ways to Build Community and Hope During COMMUNITY PARTNERS National Child Abuse Prevention Month

Nurturing and Knowledge of Parenting Concrete Supports for Social and Emotional Protective Factors Parental Resilience Social Connections Attachment and Child Development Parents Competence of Children SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Invite families to a https://www.childwelfare.gov/topics/preventing/ Host a series on 1 parenting when times 2 “Help Exchange” where are tough. they learn about local U.S. Department of Health services. and Human Services Partners: Churches Administration for Children and Families and other faith Partners: Local shops Administration on Children,Youth and Families communities (to donate prizes, Children’s Bureau offer samples) http://www.acf.hhs.gov/programs/cb

Offer acting classes to Hold a family ice Sponsor a Promote family- Ask businesses to Offer workshops for Sponsor a health fair. build kids’ ability to cream social. 5 “community friendly employment consider including parents on stress 3 4 6 7 8 9 Partners: Health- name and recognize visioning” event policies, such as onsite parenting tips in relief and relaxation. care providers, social emotions. Partner: Ice cream to gauge interest child care. their advertising services, community- shop or local in launching a or on product Partner: Child Partner: Theater Partner: Local based organizations, grocery store protective factors packaging. care resource and company agenda in your businesses referral agency local businesses community. Partner: Business leaders Partners: Community wide

Engage youth to Collaborate with a Host a Strengthening Encourage screening Create a parent Host a Parent Sup- Host job-training create a presentation business to sponsor a Families leadership 13 for parental resource library at port and Appreciation classes or a job fair. 10 11 12 14 15 16 on bullying and family day or family brunch or dinner. depression in pediatric your office. Conference to recog- Partners: Local help them find night at a sporting offices. nize parent leaders. businesses, performance venues. event. Partners: Faith-based Partner: Local organizations, elected Partner: American businesses, service Partner: Hotels, busi- employment agencies, Partners: Theaters, Partners: Local officials, community- Academy of providers ness leaders, elected universities, State/ schools businesses, based organizations, Pediatrics chapter officials, social ser- local government professional or semi- philanthropists vices, health depart- agencies pro sports franchise ment, and other community organizations

Provide families Create rituals for Ask local businesses Set up a parenting Offer parenting Organize a stroller Start a winter coat 17 with books and toys 18 welcoming new 19 to provide 20 display near the 21 classes or visitation 22 exercise or parent- 23 drive and open a focused on young families to your transportation for children’s book section support for child yoga class at community food children’s feelings and at your library. Include pantry. community. families to local incarcerated parents. a local community experiences. information and churches, temples, or center. Partners: Local Partners: Realtors, books on behavior, Partner: Correctional Partner: Children’s mosques. dry cleaners, social Newcomers emotions, etc. facilities Partners: Community stores Clubs, PTAs Partners: Businesses, center or yoga studio services, faith-based faith-based organizations, organizations grocery stores

Create a community Create a video Publish a list of “10 Share resources Host a workshop Host a health and spa Host a financial 24 swap event for 25 library for parents, 26 things you can do to 27 with family-friendly 28 on observing and 29 day for moms and 30 literacy workshop for families to trade items focused on children’s strengthen families” businesses on supporting young dads. families to help with such as books, school protective factors, financial management social-emotional in your community. children at play. supplies, or clothes. child development, Partners: Local development. Partners: Business Partners: Local parenting skills, and Partners: businesses, Partner: Civic leaders or bankers Partner: Libraries media, businesses stress reduction. Psychologists, community-based association pediatricians providers Partners: Early childhood programs, health-care providers, grocery stores 30 formas de fortalecer su comunidad y crear esperanza durante COLABORADORES el Mes Nacional de la Prevención del Abuso de Menores COMUNITARIOS

Ofrezca una serie sobre Invite a familias a un https://www.childwelfare.gov/topics/preventing/ 1 cómo criar a sus hijos 2 “Intercambio de ayuda” durante momentos donde puedan aprender U.S. Department of Health difíciles. sobre servicios locales. and Human Services En colaboración En colaboración con: Administration for Children and Families con: Iglesias y otras Tiendas locales (para Administration on Children,Youth and Families comunidades de fe donar premios y ofrecer Children’s Bureau muestras de productos) http://www.acf.hhs.gov/programs/cb

Ofrezca clases de Organice una fiesta de Organice un evento de Promueva políticas de Pídale a las empresas/ Ofrezca talleres para Patrocine una feria de la 3 actuación para aumentar 4 helados. 5 “desarrollo de visión 6 empleo sensibles a las 7 comercios locales que 8 padres sobre el alivio del 9 salud. las capacidades de comunitaria” para evaluar necesidades familiares, consideren la inclusión estrés y la relajación. los niños de poder En colaboración el nivel de interés en como proveer cuidado de de consejos sobre la En colaboración con: identificar y reconocer las con: Heladerías o lanzar una agenda de menores en el lugar de crianza de niños en sus En colaboración con: Proveedores de cuidados emociones. supermercados locales factores de protección en empleo. medios de publicidad Agencias de recursos y de salud, servicios su comunidad. o en el embalaje de sus referencias a servicios sociales, organizaciones En colaboración con: En colaboración productos. de cuidado de menores basadas en la Compañías de teatro En colaboración con: con: Empresas/ comunidad, empresas/ Grupos y organizaciones comercios locales En colaboración con: comercios locales en toda la comunidad Líderes de empresas/ comercios

Involucre a jóvenes/ Colabore con una Organice un almuerzo Apoye las evaluaciones Cree una biblioteca con Organice una conferencia Organice clases de 10 adolescentes en 11 empresa/comercio para 12 o una cena de liderazgo 13 de salud mental para 14 recursos para padres en 15 alrededor del tema “Apoyo 16 entrenamiento para el la creación de una patrocinar un día o una alrededor del tema detectar la depresión su oficina. y reconocimiento” para empleo o una feria de presentación sobre el noche familiar en un “fortaleciendo a las parental en las oficinas reconocer los logros de los empleos. acoso escolar y ayúdelos evento deportivo. familias” pediátricas. En colaboración con: padres líderes. a encontrar lugares de Empresas/comercios En colaboración con: presentación. En colaboración con: En colaboración En colaboración con: locales, proveedores En colaboración con: Empresas/comercios Empresas/comercios con: Organizaciones Sucursales del American de servicios Hoteles, líderes de locales, agencias/ En colaboración con: locales, franquicias religiosas/espirituales, Academy of Pediatrics empresas/comercios, oficinas de empleos, Teatros, escuelas deportivas profesionales funcionarios electos, funcionarios electos, universidades, agencias o semi-profesionales organizaciones basadas servicios sociales, el gubernamentales en la comunidad, departamento de salud, Estatales/locales filántropos y otras organizaciones en la comunidad

Provéales a las familias Cree rituales para darles Pídale a las empresas y Monte una exposición Ofrezca clases sobre la Organice una clase de Organice una campaña 17 libros y juguetes que 18 la bienvenida a familias 19 los comercios locales que 20 acerca de la crianza 21 crianza o apoyos para la 22 ejercicios o yoga para 23 de recolección de abrigos se enfoquen en las recién llegadas a la proporcionen servicios de de hijos cerca de la visitación para madres padres e hijos en el centro de invierno y abra una experiencias y las comunidad. transporte para llevar a sección de libros para encarceladas y padres comunitario local. despensa comunitaria de emociones de niños familias a iglesias, templos niños en su biblioteca. encarcelados. alimentos. jóvenes. En colaboración con: o mezquitas locales. Incluya información En colaboración con: Clubes de agentes y libros acerca de En colaboración con: Centros comunitarios, En colaboración con: En colaboración con: inmobiliarios para recién En colaboración con: comportamientos, Instituciones penales estudios de yoga Tintorerías locales, Tiendas (jugueterías, llegados, asociaciones de Empresas/comercios emociones, etc. servicios sociales, orga- librerías) para los niños los padres de alumnos locales, organizaciones nizaciones religiosas/es- religiosas/espirituales pirituales, supermercados

Cree un evento Cree una videoteca para Publique una lista en su Comparta recursos con Ofrezca un taller acerca Organice un día de salud Organice un taller 24 comunitario de 25 padres que se enfoque 26 comunidad de “diez cosas 27 negocios orientados hacia 28 de la observación y 29 y “spa” para mamás y 30 para familias sobre intercambios para que en el desarrollo social y que puede hacer para familias acerca de los el apoyo de los niños papás. conocimientos básicos de las familias puedan emocional de los niños. fortalecer a las familias”. factores de protección, el mientras están jugando. finanzas para ayudar a intercambiar cosas como desarrollo de los niños, En colaboración con: las familias a manejar sus libros, útiles escolares o En colaboración En colaboración habilidades de crianza de En colaboración con: Empresas/comercios finanzas personales. ropa. con: Bibliotecas con: Medios de hijos y el alivio del estrés. Psicólogos, pediatras locales, proveedores comunicación locales, basados en la comunidad En colaboración con: En colaboración con: empresas/comercios En colaboración con: Líderes de empresas y Asociaciones cívicas Programas de la educación comercios o banqueros temprana/para la primera infancia, proveedores de cuidados de salud, supermercados Chapter 6: Resources

National Child Abuse Prevention Partners

The following is a list of the National Child Abuse Prevention Partners. More information about national organizations that work to promote well-being in children, families, and communities, including contact information, is available on the Child Welfare Information Gateway website at https://www.childwelfare. gov/topics/preventing/overview/relatedorgs/.

American Academy of Pediatrics (AAP) National Center on Shaken Baby Syndrome American Professional Society on the Abuse of (NCSBS) Children (APSAC) National Child Abuse and Neglect Technical American Psychological Association Assistance and Strategic Dissemination Center (CANTASD) Annie E. Casey Foundation National Children’s Alliance (NCA) ARCH National Respite Network and Resource Center National Court Appointed Special Advocate Association (National CASA) Center for the Study of Social Policy (CSSP) National Exchange Club (NEC) Foundation Chapin Hall Center for Children at the University of Chicago National Family Preservation Network (NFPN) ® Childhelp® National Fatherhood Initiative (NFI) Child Welfare Information Gateway National Indian Child Welfare Association (NICWA) Child Welfare League of America (CWLA) National Network of Family Support Circle of Parents® and Strengthening Networks Darkness to Light National Resource Center for Healthy Marriage Doris Duke Charitable Foundation and Families (NRCHMF) FRIENDS National Center for Community-Based National Indian Child Welfare Association Child Abuse Prevention (CBCAP) National Responsible Fatherhood Clearinghouse The Full Frame Initiative (NRFC) Gundersen National Child Protection Nurse-Family Partnership Training Center Parents Anonymous® Inc. Infant Massage USA Parents as Teachers National Alliance of Children’s Trust and Prevent Child Abuse America (PCA) Prevention Funds Search Institute National Association for the Education of Young Children (NAEYC) Stop It Now! National Association of Pediatric Nurse UNICEF Practitioners (NAPNAP) ZERO TO THREE National Association to Prevent Sexual Abuse National Center for Children in Poverty (NCCP)

Building Community, Building Hope 101 Federal Interagency Work Group on Child Abuse and Neglect

Please visit the websites for these agencies to see how their programs support child abuse prevention in your community. More information about the Work Group and its members, including contact information, can be found on the Children’s Bureau website at http://www.acf.hhs.gov/programs/cb/fediawg.

U.S. Department of Health Center for Substance Abuse Treatment (CSAT), and Human Services (HHS) Office of Policy, Coordination and Planning, Substance Abuse and Mental Health Services Office on Child Abuse and Neglect, Children’s Administration (SAMHSA) Bureau, Administration on Children, Youth and Families (ACYF), Administration for Children Maternal and Child Health Bureau, and Families (ACF) Division of Healthy Start and Perinatal Services, Health Resources and Services Child Welfare Information Gateway, ACYF, ACF Administration Family Violence Prevention and Services Division of Violence Prevention, National Center Program, Family and Youth Services Bureau for Injury Prevention and Control, Centers for (FYSB), ACYF, ACF Disease Control and Prevention (CDC) Child Care Bureau, Office of Family Assistance, ACF U.S. Department of Agriculture Division of Child and Family Development, National Institute of Food and Agriculture Office of Planning, Research and Evaluation (NIFA) (OPRE), ACF Office of Refugee Resettlement, ACF U.S. Department of Defense Office of Human Services Policy, Office of Family Advocacy Program, Military Community the Assistant Secretary for Planning and and Family Policy, Office of the Deputy Under Evaluation (ASPE) Secretary of Defense Division of Behavioral Health, Indian Health U.S. Department of Education Service (IHS) Office of Minority Health Office of Special Education and Rehabilitative Services, Office of Special Education Programs Office of Behavioral and Social Sciences Research, National Institutes of Health (NIH) U.S. Department of the Interior Child Development and Behavior Branch, Bureau of Indian Affairs National Institute of Child Health and Human Development, NIH U.S. Department of Justice Child Abuse and Neglect Program, Division Victim and Victimization Research Division, of Developmental Translational Research, Office of Research and Evaluation, National National Institute of Mental Health, NIH Institute of Justice (NIJ), Office of Justice Programs (OJP) Office for Victims of Crime, OJP Office on Violence Against Women, OJP

102 https://www.childwelfare.gov/topics/preventing/ Office of Juvenile Justice and Delinquency Prevention (OJJDP) Child Protection Division, OJJDP, OJP

U.S. Department of State Office to nitorMo and Combat Trafficking in Persons, Under Secretary for Democracy and Global Affairs

Commission to Eliminate Child Abuse and Neglect Fatalities

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104 https://www.childwelfare.gov/topics/preventing/ U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children’s Bureau www.acf.hhs.gov/programs/cb

A Service of the Children’s Bureau/ACYF FRIENDS National Center for 330 C Street SW - 3rd Floor Community-Based Child Abuse Prevention Washington, D.C. 20024 800 Eastowne Drive, Suite 105 800.394.3366 Chapel Hill, NC 27514 Email: [email protected] 919.490.5577 www.childwelfare.gov www.friendsnrc.org