Reframing FASD from a Strengths Based Perspec8ve Curriculum Development Team:
Dorothy Badry, PhD, RSW Jamie Hickey, BA, MSW (c) Faculty of Social Work University of Calgary
Project Funder: Public Health Agency of Canada (2011-‐2014)
CHILDWELFARE.CA
& Child WelfareCommunity of Practice
The Caregiver Curriculum on FASD©
Understanding FASD as a Disability for Children in Care Module 2.5
Reframing FASD from A Strengths Based Perspec8ve: Looking at
Learning Styles
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Table of Contents
• What is a Strengths Based Approach • The Four R’s of Caring for Children with FASD • Learning Styles and FASD • Review • Curious to Learn More?
Introduc8on
This module covers several topics such as strengths based approaches, stability, learning styles and decision making. We cover several topics but these key areas are inter-‐related. When we understand the way a person learns we can work with their strengths and abili8es and this supports informed decision making that is in the best interests of the child.
What is a strength based approach?
• Determine the strengths and assets of the individual • Find out where they have succeeded in the past • Find out where they struggle and what supports are required to shore them up in these circumstances
• Ask ques8ons like: What is he/she good at? What has worked out well in the past? What would we like to see more of? Is there something new that he/she might be good at? What ac8vi8es and sports does he/she like to do? (Try some out and see what works).
What is a strength based approach?
• Working from an inter-‐dependent framework • Helping their individual discover or uncover their abili8es
• A consistent approach and response to the individual • A belief in the individuals capacity to achieve even the smallest goal (Even though the river is full it s0ll wants to grow. African Proverb (source unknown)
• Assist the individual in taking responsibility and accep8ng consequences for their ac8ons versus being blamed for their failures
What supports a strength based approach?
• Always insist on moving forward by adop8ng a lifespan perspec8ve and long term support
• Advocate for a beSer life for the individual • Consider the physical, mental, emo8onal and spiritual nature of the child or youth from a disability lens.
• Remember the blanket of oppression that overlays the lives of individuals with FASD
The language of a strengths based approach
• Hopes and dreams, • Vision and clarity, • ability, talents, competency, change • Believing in the individual • These terms stand up against words like incompetent, unable, diagnosis, failure, destruc8ve and dysfunc8onal
Strengths based words
• Resilience – forged in a difficult history • Empowerment – developed with ongoing support. • Membership – belonging as opposed to aliena8on • How can the individual be supported to belong? • STRATEGY: AnIcipatory ParenIng – Know where the challenges lie for your child and structure the situa8on to minimize challenges. An8cipate problems based on past experience and inten8onally change the situa8on to avoid challenges wherever possible.
Strengths based approach: An8cipatory paren8ng
• STRATEGY • – Know where the challenges lie for your child and structure the situa8on to minimize problems
• Plan with knowledge of past experiences • Be aware of challenges in different seengs and structure the situa8on in a way you know will work best for the child
• Record what works best for the child and apply this across different environments wherever possible
• Have a backup plan
Providing stability to individuals with FASD
• Structure • Rou8nes • Consistency • Congruency across environments if possible
The four R’s of caring for children with FASD
• Routine • Rules • Repetition • Relax
• Source: Carpenter, B., Blackburn, C. & Egerton, J. (2013). Fetal Alcohol Spectrum Disorders and Children in Care: Good care makes a difference. IN: Williams, K. Fetal Alcohol Spectrum Disorders: Interdisciplinary Prac0ce. London: Taylor & Francis.
Why is understanding learning styles important in rela8on to FASD?
• This model steps back from a deficit perspec8ve which makes it important in rela8on to individuals with FASD
• Insists that we looks at individuals, families and communi8es differently
• Understanding learning styles helps build self esteem as it means working with the strengths of the individual
Learning styles – everyone has different ways of learning
• Source: Google Images -‐ Courtesy of hSp://www.drhappylife.org
Howard Gardner’s theory of mul8ple intelligences
• Gardner iden8fied different types of intelligence in his work as an educator.
Source: Howard Gardner, Theory of Mul8ple Intelligences Google Images hSp://questgarden.com/102/80/0/100505170056/index.htm
Gardner’s theory of mul8ple intelligences explained
• The main idea behind this theory is to understand that there are different ways that people interpret and understand their world. For most people there are strong characteris8cs and traits in their personality and learning style that reflect who they are. While some individuals may be “body smart” – such as being very ac8ve and perhaps athle8c, others may be “music smart” and music is something that is very important to that individual (including listening to music).
• Everyone has different abili8es and are drawn to par8cular areas. It is important to understand this broad perspec8ve on intelligence because it is not about IQ. For example, if a person with FASD has some struggles with math, it is important to recognize and support their skills, capaci8es and successes in other areas.
• Gardner’s approach reframes the way we look at people and broadens the horizon of life and experience.
Recognize the differing abili8es of individuals with FASD
• Gardner’s theory simply puts a framework on the different learning styles of individuals
• Recognize what is unique about the person you care for
• Pay aSen8on to the learning style and build on the strengths associated with this style
• Base decision making from a strengths based perspec8ve
Decision making is an important part of caregiving and is reflected in our values and ac8ons
• Source: Google Images -‐ hSp://www.thesilentcanoe.com/anishinaabe-‐medicine-‐wheel.html • For further informa8on please see the website above
The importance of caregiving • Individuals who provide care to children with FASD and other
disabili8es and needs such as foster and adop8ve parents know the reali8es of living with the child – and the day to day ups and downs
• With this in mind it is important to engage in reflec8ve prac8ce and to have someone you can share your thoughts and ideas with
• You are encouraged to keep a journal or daily log on the things you no8ce in caring that work. This also helps you to remember what isn’t working. The child’s disability of FASD remains the same and it is up to those in the life of the child to con8nue to adapt to these needs from an FASD informed perspec8ve
• ASend training workshops if you can • Complete the ques8ons on the following slide
Recap and ac8vity
• Think about the needs you have in rela8on to the child you care for. Iden8fy how you define structure and rou8nes for a person with FASD
• Reflect on the following ques8ons and find a professional involved in the child’s life that you can talk with about these concerns:
• 1) Iden8fy the most important concern you have for a child/youth with FASD in care
• 2) Iden8fy the most important support you need in caring for your child/youth with FASD
• 3) Iden8fy the most important thing you do for yourself to keep on going.
• The module on Caring for Yourself: Self Care is also helpful to review
Curious to learn more? • Check out these videos from the Alberta FASD Learning Series
• Evidence-‐based School-‐based IntervenIon with Students affected by FASD -‐ hSp://www.youtube.com/watch?feature=player_embedded&v=ioZihlHqOIA
• Engaging Students with FASD -‐ hSp://www.youtube.com/watch?feature=player_embedded&v=dA_XMU2pSwI
• Unique Needs of Students with FASD -‐ hSp://www.youtube.com/watch?feature=player_embedded&v=h8kBVPU6RpQ
The Caregiver Curriculum on FASD • Title: Caregiver Curriculum on FASD (Fetal Alcohol Spectrum Disorder) 2014 • Author: Dorothy Badry & Jamie Hickey in collabora8on with the Tri Province FASD
Research Team • Format: pdf and Power point -‐ online topics and modules on the website
fasdchildwelfare.ca • Publisher: Faculty of Social Work, University of Calgary; Faculty of Social Work,
University of Manitoba & Children’s Aid Society of Toronto-‐Child Welfare Ins8tute
• This project was funded by the Public Health Agency of Canada. • ISBN 978-‐0-‐88953-‐375-‐2© • Use of Material: This material can be freely shared and used with acknowledgment
using the cita8on below. • CitaIon: Badry, D., Hickey, J. & the Tri Province FASD Research Team (2014). Caregiver Curriculum on
FASD. Online: fasdchildwelfare.ca; Faculty of Social Work, University of Calgary; Faculty of Social Work, University of Manitoba & Children’s Aid Society of Toronto-‐Child Welfare Ins8tute. Funder: Public Health Agency of Canada.