Maki ng Meani ngful

Connecti ons
2014 Prevention
Resource Guide
Dear Colleagues:
The 2014 Prevention Resource Guide: Making Meaningful Connections is the product of a collaboration among the U.S. Department of
Health and Human Services Childrens Bureau, Of fice on Child Abuse and Neglect, its Child Welfare Information Gateway, the
FRIENDS National Resource Center for Communit y-Based Child Abuse Prevention, and the Center for the Study of Social Policy
Strengthening Families. This years Resource Guide reflects the theme of the Of fice on Child Abuse and Neglect s 19th National
Conference on Child Abuse and NeglectMaking Meaningful Connections.
2014 marks the 40th anniversary of the Child Abuse Prevention and Treatment Act (CAPTA, P.L. 93-247), which centralized and
expanded Federal ef forts to prevent and respond to child abuse and neglect. The problems that children develop due to child
abuse and neglect have negative impacts that ripple across the lifespan, af fecting childrens chances to succeed in school, work,
and relationships. The Childrens Bureau supports the promotion of meaningful and measurable changes in childrens social and
emotional well-being and recently completed work on the development of the ACYF protective factors conceptual model.
The 2014 Resource Guide plays an important role in these ef fortsof fering support to service providers as they work with
parents, caregivers, and their children to prevent child maltreatment and promote social and emotional well-being. To do so,
the Resource Guide focuses on protective factors that build family strengths and promote optimal child and youth development.
Information about protective factors is augmented with tools and strategies that help providers integrate the factors into
communit y programs and systems. Agencies, policymakers, advocates, service providers, and parents alike will find resources in
this book to help them promote these important elements within their communities and families.
It has been proven that ef fective early prevention ef forts are less costly to our nation and to individuals than trying to fix the
adverse ef fects of child maltreatment. This Resource Guide provides many strategies to support communities in their ef forts to
prevent child abuse and promote well-being. We thank you for participating in this important ef fort and for the work you do each
day to build promising futures for our nations children.

JooYeun Chang
Associate Commissioner
Childrens Bureau
Administration on Children, Youth and Families
Administration for Children and Families
U.S. Department of Health and Human Services
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Making Meaningful Connections
Table of Contents
About the Resource Guide ........................................................................................................................... 1
Chapter 1: Approaches to Promoting Well-Being .................................................................................... 4
Protective Factors.......................................................................................................................................... 4
Implementing a Protective Factors Approach .................................................................................................. 8
Chapter 2: Working With Families Using the Protective Factors .............................................................. 12
Nurturing and Attachment ........................................................................................................................... 12
Knowledge of Parenting and Child Development ........................................................................................... 14
Parental Resilience ...................................................................................................................................... 16
Social Connections ...................................................................................................................................... 18
Concrete Support for Families ...................................................................................................................... 20
Social and Emotional Competence of Children .............................................................................................. 22
Chapter 3: Engaging Your Community .................................................................................................. 24
Building Meaningful Communit y Partnerships .............................................................................................. 24
Tips for Working With Specific Groups ......................................................................................................... 26
Making Meaningful Connections Through Media .......................................................................................... 30
Chapter 4: Protecting Children ............................................................................................................ 33
Understanding Child Abuse and Neglect ....................................................................................................... 33
Working With Parents Who Have a History of Trauma .................................................................................... 37
Chapter 5: Tip Sheets for Parents and Caregivers ................................................................................. 39
Keeping Your Family Strong .......................................................................................................................... 41
Cmo mantener a su familia fuerte .............................................................................................................. 43
Making Healthy Connections With Your Family .............................................................................................. 45
Haciendo conexiones saludables con su familia ............................................................................................ 46
Preventing Child Sexual Abuse ..................................................................................................................... 47
Cmo prevenir el abuso sexual de menores .................................................................................................. 48
Managing Stress ......................................................................................................................................... 49
Manejando el estrs ................................................................................................................................... 50
Managing Your Finances .............................................................................................................................. 51
Manejando sus finanzas .............................................................................................................................. 52
Helping Your Child Heal From Trauma .......................................................................................................... 53
Ayudando a su hijo a curarse del trauma ...................................................................................................... 54
Bonding With Your Baby .............................................................................................................................. 55
Cmo fortalecer los lazos de afecto con su beb ........................................................................................... 56
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Dealing With Temper Tantrums .................................................................................................................... 57
Cmo lidiar con los berrinches..................................................................................................................... 58
Parenting Your School-Age Child .................................................................................................................. 59
Cmo criar a su hijo en edad escolar ............................................................................................................ 60
Connecting With Your Teen .......................................................................................................................... 61
Cmo relacionarse con su hijo adolescente ................................................................................................... 62
Teen Parents...Youre Not Alone! .................................................................................................................. 63
Hay muchos padres adolescentes como usted .............................................................................................. 64
Ten Ways to Be a Better Dad ........................................................................................................................ 65
Diez maneras de ser un mejor padre ............................................................................................................ 66
Raising Your Kin .......................................................................................................................................... 67
Cmo criar a sus parientes .......................................................................................................................... 68
Military Families ......................................................................................................................................... 69
Familias militares ........................................................................................................................................ 70
How to Develop Strong Communities ........................................................................................................... 71
Cmo desarrollar comunidades fuertes ........................................................................................................ 72
Parenting Your Child With Developmental Delays and Disabilities .................................................................. 73
Cmo criar a su hijo con retrasos de desarrollo y discapacidades .................................................................. 75
Activit y Calendar for Parents ........................................................................................................................ 77
Calendario de actividades para los padres ................................................................................................... 78
Activit y Calendar for Programs ..................................................................................................................... 79
Calendario de actividades para los programas .............................................................................................. 80
Activit y Calendar for Communities ............................................................................................................... 81
Calendario de actividades para las comunidades .......................................................................................... 82
Chapter 6: Resources .......................................................................................................................... 83
National Child Abuse Prevention Partners .................................................................................................... 83
Federal Interagency Work Group on Child Abuse and Neglect ....................................................................... 84
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Making Meaningful Connections
About the Resource Guide
This Resource Guide was developed to support service
providers in their work with parents, caregivers, and their
children to prevent child abuse and neglect and promote
child and family well-being. It was created by the U.S.
Department of Health and Human Services, Childrens
Bureau, Of fice on Child Abuse and Neglect, its Child
Welfare Information Gateway, the FRIENDS National
Resource Center for Communit y-Based Child Abuse
Prevention, and the Center for the Study of Social Policy
Strengthening Families. The resources featured represent
the work of a broad-based partnership of national
organizations, Federal partners, and parents committed to
strengthening families and communities.
What s Inside
The Resource Guide was created primarily to support
communit y-based child abuse prevention professionals
who work to prevent child maltreatment and promote
well-being. However, others including policymakers, parent
educators, family support workers, health-care providers,
program administrators, teachers, child care providers,
mentors, and clergy also may find the resources useful.
Resources include:
Chapter 1: Protective Factors Approaches to
Promoting Well-BeingInformation about protective
factors that help reduce child abuse and neglect,
established protective factors approaches, and how State
and local agencies are implementing protective factors
approaches to create lasting change in how communities
support families.
Chapter 2: Working With Families Using the
Protective FactorsDetailed information about six
protective factors for preventing child maltreatment and
tips for infusing them into programs and direct practice
with families and children.
Chapter 3: Engaging Your Community
Strategies to help build communit y awareness and
support the development of broad-based, meaningful
communit y partnerships.
Chapter 4: Protecting ChildrenInformation
about why child abuse occurs, risk factors, consequences,
identif ying and reporting maltreatment, and supporting
parents and children with a history of trauma.
Chapter 5: Tip Sheets for Parents and
CaregiversStrength-based tip sheets on specific
parenting topics that can be used in discussions or visits
with caregivers, and calendars of activities to help parents,
programs, and communit y partners celebrate Child Abuse
Prevention Month.
Chapter 6: ResourcesContact information for
private and Federal partners working nationally to
strengthen families.
Many more resources for strengthening families are
available from the national organizations and Federal
partners listed in our resource directory in Chapter 6 or on
the Child Welfare Information Gateway website at
https://www.childwelfare.gov/preventing/overview/
relatedorgs.cfm.
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Suggested Uses for the Resource Guide
Distribute copies to key communit y partners working
with children and families, including child welfare
agencies, child advocacy centers, public health
agencies, child care centers, family therapists, media
representatives, schools, faith communities, and
policymakers.
Use the Resource Guide as a topic for discussion at
an upcoming meeting of your family-strengthening
communit y partnership.
Make copies of the parenting tip sheets (Chapter 5) for
use in parent education classes or parent support groups.
Provide copies of this Guide to those who regularly offer
trainings to family support workers in your community.
Use the information in the Resource Guide and in the
online media kit when developing your own media kits,
press releases, and other public awareness tools.
Make the information available to those in your
communit y who are writing grants to support family-
strengthening work.
Please let us know how you are using this years Resource
Guide and how we can better meet your needs! Take our
brief survey at the end of this Guide, or access the survey
online by scanning the QR code with your smartphone or
visiting the following URL: ht tp://www.sur veygizmo.com/
s3/1404437/2014ResourceGuide-htmlweblink
On the Web
The Child Welfare Information Gateway website provides
links to resources and information about child abuse
prevention, family strengthening, family-centered practice,
family support, family preservation services, and many
related topics. Throughout the Resource Guide, links to
related Information Gateway webpages will provide you
with a wealth of additional information:
https://www.childwelfare.gov
This Resource Guide can be ordered or downloaded from
the Preventing Child Abuse and Neglect section of the
Child Welfare Information Gateway website. Also available
on the website are an online media toolkit, video gallery,
and downloadable logos and graphics that may be used
to customize Child Abuse Prevention Month resources
for local communities: https://www.childwelfare.gov/
preventing/preventionmonth
The FRIENDS National Resource Center for Communit y-
Based Child Abuse Prevention website of fers information
about the Child Abuse Prevention and Treatment Act
(CAPTA), communit y-based child abuse prevention
priorities, State Lead Agencies, outcome accountabilit y,
parent leadership, and other important topics. Also
available on the site are an evaluation toolkit, archived
teleconferences, a link to the FRIENDS Online Training
Center, and downloadable factsheets, learning tools, and
publications: http://www.friendsnrc.org
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Making Meaningful Connections
The Center for the Study of Social Policy (CSSP) coordinates
the national Strengthening Families initiative, which is
being implemented in more than 30 States. Strengthening
Families engages early childhood programs and a diverse
group of partners in preventing child abuse and neglect
by building five research-based protective factors that are
shown to correlate with reduced incidence of child abuse
and neglect. The Strengthening Families National Network
provides tools, peer support, technical assistance, and
other resources for States implementing Strengthening
Families: http://www.strengtheningfamilies.net
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Chapter 1:
Approaches to Promoting Well-Being
Protective Factors
Protective factors are conditions or attributes of
individuals, families, communities, or the larger societ y
that reduce or eliminate risk and promote healthy
development and well-being of children and families.
These factors help ensure that children and youth function
well at home, in school, at work, and in the communit y,
today and into adulthood. Protective factors also can serve
as buf fers, helping parents who might otherwise be at
risk of abusing their children to find resources, supports,
or coping strategies that allow them to parent ef fectively,
even under stress.
Research has found that successful interventions must
both reduce risk factors and promote protective factors
to ensure child and family well-being. There is growing
interest in understanding the complex ways in which these
risk and protective factors interact within the context of a
childs family, communit y, and societ y to af fect both the
incidence and consequences of child abuse and neglect.
Established Protective Factors Approaches
There are many protective factors approaches in development
and use by various agencies, 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 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.
This chapter highlights approaches developed by the
Centers for Disease Control and Prevention (CDC), the
Center for the Study of Social Policy (CSSP), and the
Administration on Children, Youth and Families (ACYF). Key
dif ferences among these approaches include the following:
Populations of focus. The ACYF conceptual model
focuses on specific in-risk populations, whereas the
other approaches are based on research on general at-
risk populations.
Domains of the social ecology. Social ecological
theory examines how individuals exist within and are
shaped by their individual characteristics, families and
other relationships, their communities, and society as a
whole. All approaches defne their protective factors in
ways that apply across the social ecology; however, the
parts that are emphasized vary depending on how the
protective factors were studied for diferent populations.
Despite these dif ferences, there are strong
similarities and alignments across the approaches.
The overarching goal of these approaches is the
Social Ecological Model for Preventing
and Responding to Child Maltreatment
COMMUNITY SOCIETY INDIVIDUAL FAMILY
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Making Meaningful Connections
same: promotion of child, youth, and family well-
being. Other similarities include the following:
They are research informed and have
been reviewed by experts.
They describe positive conditions or attributes
of individuals, families, or communities that
reduce risk factors and help to promote
child, youth, or family well-being.
They provide varying degrees of guidance
for practical application in programming
for families, children, or youth.
They identif y positive social connections,
resilience, and social-emotional competence
as specific protective factors.
They can be used to inform policymakers,
practitioners, and consumers.
Child Welfare Information Gateway is developing
an issue brief about how protective factors align
across these four approaches, which will soon be
available on its website: https://www.childwelfare.
gov/pubs/issue_briefs/protective_factors
Essentials for Childhood
CDCs Essentials for Childhood model identifies the
importance of safe, stable, and nurturing relationships
(SSNRs) and environments as key components in
preventing child maltreatment. It then proposes strategies
that communities can use to promote the t ypes of
relationships and environments that help children grow
up to be healthy and productive citizens. The goals of
Essentials for Childhood include the following:
Raise awareness and commitment to promote SSNRs
and prevent child maltreatment.
Use data to inform actions.
Create the context for healthy children and families
through norms change and programs.
Create the context for healthy children and families
through policies.
Information about Essentials for Childhood is
available at ht tp: //www.cdc.gov/ViolencePrevention/
childmaltreatment /essentials/index.html.
Strengthening Families Protective Factors Youth Thrive Protective and Promotive Factors
Parental resilience
Social connections
Knowledge of parenting and child development
Concrete support in times of need
Social-emotional competence of children
Youth resilience
Social connections
Knowledge of adolescent development
Concrete support in times of need
Cognitive and social-emotional competence in youth
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 05), and the other on youth ages 1126. Each includes five factors:
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Each protective factor is supported by research from
several fields of study. The Strengthening Families
framework includes a policy component for applying
protective factors in practice settings across multiple
service systems. The Youth Thrive framework describes
how youth can be supported by parents and practitioners
in ways that advance healthy development and well-being
and reduce the impact of negative life experiences.
A detailed description of the Strengthening Families
framework is available at http://www.cssp.org/reform/
strengthening-families.
A detailed description of the Youth Thrive framework is
available at http://www.cssp.org/reform/child-welfare/
youth-thrive.
ACYF Protective Factors Conceptual Model
ACYFs goal in completing a comprehensive literature
review and developing the resulting conceptual model was
to provide information that can be used to guide practice
and policy approaches aimed at increasing protection;
enhancing resilience; and promoting physical, mental,
social, and emotional well-being for the children, youth, and
families who are the focus of ACYF services. This includes
five vulnerable populations: children and youth exposed to
domestic violence, pregnant and parenting youth, runaway
and homeless youth, victims of child abuse and neglect, and
youth in or transitioning out of foster care. These children
are primarily in-risk (versus at-risk), so the focus is not as
much on prevention as it is on coping with existing adverse
experiences and situations. Through an extensive review of
available literature, ACYF identified 10 protective factors with
the strongest evidence for ACYF populations. These exist at
multiple levels of the social ecology:
Individual Level
Self-regulation skills
Relational skills
Problem-solving skills
Involvement in positive activities
Relationship Level
Parenting competencies
Positive peers
Caring adults
Community Level
Positive communit y environment
Positive school environment
Economic opportunities
Further information is forthcoming and will be available in
the Prevention web section on the website for
Child Welfare Information Gateway:
https://www.childwelfare.gov/preventing/
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Making Meaningful Connections
Protective Factors in This Guide
Since 2007, this Resource Guide has employed a protective
factors framework adapted from the Strengthening
Families framework developed by CSSP, with the addition
of a sixth factor: nurturing and attachment.
Attachment refers to the relationship that develops as a
result of a caregivers sensitive attention to a child and
the childs responses to the caregiver. A strong and secure
emotional bond between children and their caregivers
is critical for childrens physical, social, and emotional
development, including their abilit y to form trusting
relationships and to exhibit positive behaviors. Helping
parents learn and practice the nurturing skills that lead to
strong, secure attachments is a well-supported pathway to
positive outcomes for children.
While nurturing and attachment is not delineated
as a separate protective factor within Strengthening
Families, it is an implicit and valued component to
the entire framework. Similarly, CDCs Essentials for
Childhood promotes nurturing relationships on the
societal level, while the ACYF protective factors conceptual
model acknowledges the importance of nurturing and
attachment in factors such as relational skills, parenting
competencies, and caring adults.
In this way, although dif ferent organizations use varying
approaches to promote protective factors, it is clear that
the various models and frameworks complement one
another, and in fact overlap in many areas. This years
Resource Guide, while continuing to draw primarily from
the Strengthening Families framework with the addition
of nurturing and attachment, highlights elements from the
CDC and ACYF ef forts where synergies exist.
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Implementing a Protective Factors Approach
Implementing a protective factors approach involves more
than changes to individual practice. Programs, policies,
and systems also must adapt in order to create incentives,
capacit y, and impetus for individual workers to take on
a protective factors approach. The following are some of
the ways that State and local agencies are implementing
protective factors.
Parent Cafs and Community Cafs
Parent cafs and community cafs are important tools used
to engage parents directly in building protective factors for
themselves and their families. Adapted from the World Caf
(http://theworldcafe.com/), parent cafs and community cafs
are structured, small-group conversations that bring parents
together to discuss issues that are important to them.
Although they stem from the same model, there are some
dif ferences between parent cafs and communit y cafs, as
illustrated in the following table.
The general approach is as follows:
A casual caf environment is created by setting up small
tables (six or eight participants per table) and including
food, tablecloths, flowers, and other accessories.
Parents are invited to join conversations at these
intimate caf tables, where a trained parent leader
leads the discussion, using carefully crafted questions.
Af ter a short period of time on the first question,
the groups intermingle at new tables for a second
question. Table hosts convey the key points from
the previous groups conversation to help each
conversation build on the last. Each session involves
about three interrelated questions.
In many cases, cafs are of fered in series. Caf series
provide an opportunit y to build relationships among
parents over time, and to engage them in thinking in a
deeper and ongoing way about a particular issue.
Parent Caf Community Caf
Approach
to building
protective factors
The focus is directly on sharing information
about and discussing the protective factors.
The focus is on using the protective factors
to discuss an issue of concern to the
communit y.
Caf design
Cafs follow a set format to work through
each of the protective factors.
Each caf is designed by its hosts to address
an issue of concern.
Local variation
There is room for local and cultural
modifications within the structure.
Each caf is dif ferent; cultural modifications
are encouraged.
For more
information
Be Strong Families:
http://www.bestrongfamilies.net/build-
protective factors/parent-cafes/
The Communit y Caf:
http://thecommunit ycafe.com
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Making Meaningful Connections
Cafs are being implemented across the country in community
centers, schools, early care and education programs, and other
settings where parents and caregivers gather. For example:
First Five of Alameda Count y, CA, partners with Oakland
Parents Together to bring parent cafs to public schools
in Oakland. Watch three parents share their stories of
participating in these parent cafs:
http://www.youtube.com/user/OakParentsTogether
In Wisconsin, Waukesha Count ys Department of
Health and Human Services sponsors parent cafs that
bring together foster parents, biological parents with
open child welfare cases, and Head Start parents to
participate in caf conversations about the protective
factors. Building on the success of these ef forts, three
additional Wisconsin counties began implementing
parent cafs in 2013.
Communit y cafs are being implemented in
communities throughout Alaska with support from
the Alaska Childrens Trust Fund. Watch a video that
describes the process and shows scenes from several
cafs: http://www.ctfalliance.org/alaskavideo.htm
A number of States have used the caf process to
engage a broad range of parent leaders who have been
trained as caf hosts but also manage and lead the caf
process throughout the State.
Strengthening Families Self-Assessment
The Strengthening Families self-assessment is a simple
tool to help programs identif y practical changes that
will enhance their abilit y to build protective factors. It
was developed based on a yearlong study of exemplary
program practice involving nearly 100 programs across the
country. The self-assessment helps programs identif y both
their strengths and concrete, actionable areas where they
can improve their practice. An online version of the self-
assessment allows programs to track which items they have
completed, where their program strengths and areas of
focus are, and what action plans are in process.
The self-assessment is designed to be completed by a team
that includes at least one parent, one staf f member, and
the program director. When team members complete the
self-assessment on their own and bring it to a meeting,
dif ferences in perspective are revealed that can point the
way to small but significant changes.
Programs have used the self-assessment in a variet y of
ways. For example:
In one early care and education program, the director was
surprised to learn through the self-assessment process
that parents and staf members were not aware that she
had many materials available to share about parenting
and child development. In response, a brochure rack was
placed in a common area, stocked with resources that had
previously been in a fle cabinet in the directors ofce. The
materials increased parents knowledge of parenting and
child development and even became a catalyst for parents
to connect with one another around common concerns,
such as toddler tantrums.
In several States, groups of early care and education
center directors have come together to complete one
section of the self-assessment at a time and discuss the
strengths and areas for improvement they identified.
Meeting regularly over time, they became a learning
communit y, sharing their experiences implementing
changes in their programs and supporting each other in
continuing the work.
For more information: http://www.cssp.org/reform/
strengthening-families/resources
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FRIENDS Protective Factors Survey
The FRIENDS Protective Factors Survey is a pre-post
evaluation tool for use with caregivers receiving child
maltreatment prevention services. It is a self-administered
survey that measures protective factors in five areas: family
functioning/resiliency, social support, concrete support,
nurturing and attachment, and knowledge of parenting/
child development.
The primar y purpose of the Protective Factors Sur vey is to
provide feedback to agencies for continuous improvement
and evaluation purposes. The sur vey results are designed
to help agencies measure changes in protective factors
and identif y areas where workers can focus on increasing
individual family protective factors. For example:
The Child and Family Services Agency (CFSA),
Washington, DC, is using the Protective Factors
Survey for ongoing evaluation and assessment with
its parent education and support grantees. Findings
thus far indicate an improvement in family functioning,
decreased risk, and increased protective factors.CFSA
will work with FRIENDS NRC to analyze the program
survey scores to determine whether program
interventions were meaningful in achieving positive
behavior change that enhances family protective factors.
Since 2010, New York State Family Resource Centers,
supported through the Communit y-Based Child Abuse
Prevention (CBCAP) program, have administered the
Protective Factors Survey to participants before and
after receiving services.The survey has helped to
demonstrate statistically significant improvements in
family functioning among populations at historically
greater risk for child maltreatment, including those with
low incomes and less than a high school education.
In Michigan, all direct service grants that are funded through
the Childrens Trust Fund (CTF) administer the Protective
Factors Survey to program participants.Systematic use
of the survey has improved CTFs ability to assess and
report on participant outcomes from a diverse array of
programs.In the last reporting period, improvements were
seen across each subscale, with the greatest improvement in
the area of family functioning.
For more information:
http://friendsnrc.org/protective-factors-survey
Online Protective Factors Training
Several organizations have developed training tools to
support implementation of a protective factors approach.
These include the following:
The FRIENDS Online Learning Center is a resource
designed to meet the demands of providing high-
qualit y, subject-specific training that is free of charge
for CBCAP State Lead Agencies, their grantees, and
others. The Online Learning Center of fers continuing
education and professional development opportunities
that are available 24 hours a day, 7 days a week. To
learn more, visit http://friendsnrcelearning.org/.
The National Alliance of Childrens Trust and Prevention
Funds of fers a free online curriculum. Developed by the
Alliance in partnership with members of the Alliances
Early Childhood Initiative and CSSP, Bringing the
Protective Factors Framework to Life in Your Work
A Resource for Action includes seven 2-hour modules:
an overview, one module for each protective factor, and
a final review and reflection module.
To learn more, visit http://learner.ctfalliance.org or
contact info@ctfalliance.org.
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Making Meaningful Connections
Protective Factors Frameworks
for Child Welfare Practice
A growing number of child welfare jurisdictions are
adopting a protective factors approach for child welfare
practice. These jurisdictions are looking at protective
factors not just as a prevention strategy but as a framework
for thinking about how they can work with caregivers in
ways that enhance their abilit y to nurture and support
the well-being of the children in their care and reduce the
likelihood of future maltreatment.
For example, Connecticut has adopted a Strengthening
Families practice model for its child welfare services. All
families that are part of the Family Assessment Response
track (an alternative response track for families where
there is no immediate safet y threat) are assessed not
just for risk but also for protective factors. New training
materials and guidance have been developed to support
caseworkers in applying a protective factors approach in
key aspects of casework practice.
A chart outlining the ways that other States are
incorporating protective factors into their child welfare
practice can be found on the CSSP Strengthening Families
website: http://www.cssp.org/reform/strengthening-
families/2013/Protective Factors-In-Child-Welfare_States_
Implementation.pdf
A similar chart also is available for child abuse and neglect
prevention: http://www.cssp.org/reform/strengthening-
families/2013/Protective-Factors-In-CAN_States.pdf
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Nurturing and Attachment
Juggling the demands of work, home, and other
responsibilities leaves many parents feeling like they do
not have nearly enough time with their children. But even
small acts of kindness, protection, and caringa hug, a
smile, or loving wordsmake a big dif ference to children.
Research shows that babies who receive af fection and
nurturing from their parents (a relational-level protective
factor) have the best chance of developing into children,
teens, and adults who are happy, healthy, and possess
individual-level protective factors such as relational,
self-regulation, and problem-solving skills. Research also
shows that a consistent relationship with caring adults
in the early years of life is associated with better grades,
healthier behaviors, more positive peer interactions, and
an increased abilit y to cope with stress later in life.
Infant brains develop best when a few stable caregivers
work to understand and meet the infants need for love,
afection, and stimulation. Conversely, neglectful and abusive
parenting can have a negative efect on brain development.
A lack of contact or interaction with a caregiver can change
the infants 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 difcult 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 childs school and other activities, staying
aware of the child or teens interests and friends, and
being willing to advocate for the child when necessary.
How Programs Can Help
Use parent education strategies (workshops, lending
libraries) as opportunities to share information about
how a strong parent-child bond enhances brain
development and supports positive behavior in
young children.
Share resources available from your agency and
throughout the communit y on how parents can nurture
and connect with their children at every age.
Engage and include all important adults in a childs life,
including fathers, grandparents, and extended family,
as part of a childs nurturing network.
Acknowledge cultural dif ferences in how parents and
children show af fection.
Recognize that when a child does not show a positive
response to the parent (due to an emotional,
developmental, or behavioral disabilit y, for example),
the parent may need additional support.
Chapter 2: Working With Families
Using the Protective Factors
13
Making Meaningful Connections
In order to explore Ask the parent
How the parent observes and attends to the child
Specific play or stimulation behaviors
How much time are you able to spend with your child
or teen?
When you spend time with your child or teen, what do
you like to do together?
How do you engage your child or teen during everyday
activities (diapering, meals, driving in the car)?
What games or activities does your child or teen like?
How the parent responds to the childs behavior What does your child or teen do when he/she is
(sad, angry, tired)?
What happens when your child (cries for a long time,
has a tantrum, wets the bed, skips school)?
How the parent demonstrates af fection
How the parent models caring behavior
How do you show af fection in your family?
How do you let your child know that you love him or her?
How the parent recognizes accomplishments What are your childs greatest gifts and talents?
How do you encourage these talents?
What do you do when your child does something great?
FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
How Workers Can Help
Even a few minutes of qualit y time in the car, at the store,
or while cooking dinner mean so much to a child. Your role
as a partner with the parent is to model and acknowledge
nurturing behaviors as parents make connections with
their baby, child, or teen. You also can point out instances
of positive interaction between parent and child to
reinforce behavior.
Some parents have chosen to communicate the importance
of nurturing and attachment this simply: Our family shows
how much we love each other.
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Knowledge of Parenting and Child Development
Parents who understand the usual course of child
development are more likely to be able to provide their
children with respectful communication, consistent rules
and expectations, developmentally appropriate limits, and
opportunities that promote independence. But no parent
can be an expert on all aspects of infant, child, and teenage
development or on the most effective ways to support a
child at each stage. When parents are not aware of normal
developmental milestones, interpret their childs behaviors
in a negative way, or do not know how to respond to and
effectively manage a childs behavior, they can become
frustrated and may resort to harsh discipline.
As children grow, parents need to continue to foster their
parenting competencies by learning about and responding
to childrens emerging needs. Information about child
development and parenting may come from many sources,
including extended families, cultural practices, media,
formal parent education classes, or a positive school
environment that supports parents. Interacting with other
children of similar ages also helps parents better understand
their own child. Observing other caregivers who use positive
techniques for managing childrens behavior provides an
opportunity for parents to learn healthy alternatives.
Parenting st yles need to be adjusted for each childs
unique temperament and circumstances. Parents of
children with special needs may benefit from additional
coaching and support to reduce frustration and help them
become the parents their children need.
How Programs Can Help
Of fer informal, daily interactions between parents and
program staf f, plus coaching from staf f on specific
developmental challenges when they arise (e.g.,
inconsolable crying, eating or sleeping problems, biting,
sharing toys, lying, problems with peers).
Educate staf f on parenting and child development so
that they can play a more ef fective role in coaching
parents on these issues.
Provide parent-child interaction training opportunities
through classes or workshops that address topics
parents request or that respond to current issues.
Provide observation opportunities such as video monitors
or windows into classrooms and outdoor space, where
parents can watch their child interacting with other
children and learn new techniques by observing staff.
Give parents opportunities to participate in conversations
with other parents about their own experiences as
children and how they want to change their parenting.
Of fer a lending library of educational materials about
parenting and child development.
How Workers Can Help
All parents have questions about raising their children, and
they need timely answers and support from someone they
trust. One way to describe this is simply to acknowledge,
Parenting is part natural and part learned.
15
Making Meaningful Connections
In order to explore Ask the parent
The parent s view of his/her childs strengths What does your child do best?
What do you like about your child?
How the parent views his/her own role What do you like about being a parent of an infant
(preschooler, teenager)?
What are some of the things that you find challenging as
a parent?
How the parent observes and interprets the
childs behavior
What kinds of things make your child happy (frustrated,
sad, angry)?
What does your child do when he or she is happy
(frustrated, sad, angry)?
Why do you think your child (cries, eats slowly, says no,
breaks rules)?
How the parent encourages positive behavior through
praise and modeling
How have you let your child know what you expect?
What happens when she/he does what you ask?
Whether the parent can identif y alternative solutions for
addressing dif ficult behaviors
Communit y, cultural, and ethnic expectations and
practices about parenting
How have you seen other parents handle this? What
would your parents have done in this situation?
How do you learn about parenting skills?
What teaching (discipline) methods work best for you?
How does your child respond?
How the parent understands the childs development
Any parental concern that the childs behavior appears to
be outside the normal range
How do you learn about your childs development?
How do you think your child compares to other children
his/her age?
Are there things that worry you about your child?
Have others expressed concern about your childs behavior?
How the parent encourages healthy development How do you encourage your child to explore his/her sur-
roundings, try new things, and do things on his/her own?

FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
Parents may feel more comfortable voicing concerns and
exploring solutions when providers:
Focus on the parents own hopes and goals for their children.
Help parents identif y and build on their strengths in
parenting.
Model nurturing behavior by acknowledging
frustrations and recognizing the parents ef forts.
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Parental Resilience
Parents who can cope with the stresses of ever yday life,
as well as an occasional crisis, have resiliencethe
flexibilit y and inner strength to bounce back when
things are not going well. Parents with resilience also
know how to seek help in times of trouble. Their abilit y
to deal with lifes ups and downs ser ves as a model of
coping behavior for their children. This can help children
learn critical self-regulation and problem-solving skills
(individual-level protective factors).
Multiple life stressors, such as a family history of abuse or
neglect, physical and mental health problems, marital confict,
substance abuse, and domestic or community violenceand
fnancial stressors such as unemployment, fnancial insecurity,
and homelessnesscan reduce a parents capacity to cope
efectively with the typical day-to-day stresses of raising
children. Conversely, community-level protective factors
such as a positive community environment and economic
opportunitiesenhance parental resilience.
All parents have inner strengths or resources that can
serve as a foundation for building their resilience. These
may include faith, flexibilit y, humor, communication
skills, problem-solving skills, mutually supportive caring
relationships, or the abilit y to identif y and access outside
resources and services when needed. All of these qualities
strengthen their capacit y to parent ef fectively, and they can
be nurtured and developed through concrete skill-building
activities or through supportive interactions with others.
How Programs Can Help
Hire or develop staf f who can form and maintain
trusting relationships with families, and provide
opportunities for these relationships to flourish.
Understand that mental health consultants are an
integral part of the staf f team, available to staf f and to
parents when additional support is needed.
Train staf f to observe and assess children for early signs
of child or family distress and respond to children and
their families with encouragement and support.
Partner with resources in the communit y that
help families manage stress and deal with crises,
including programs that of fer family-to-family help for
personalized, sustained support, as well as services
such as mental health counseling, substance abuse
treatment, domestic violence programs, and self-help
support groups.
Provide resources to help parents understand the
causes of stress and how it af fects health, relationships,
and family life.
Teach parents concrete skills to prevent stress, such
as planning and goal setting, anticipating dif ficulties,
problem-solving, communication, and self-care.
Link parents with resources for stress management,
such as exercise opportunities, relaxation techniques,
and venues for meditation or prayer.
How Workers Can Help
The word resilience will not be understood by all
parents. Explore alternative ways of talking about these
skills, for example, using an af firmation such as: I have
courage during stressful times or in a crisis.
By partnering with parents, you can help them pinpoint
factors that contribute to their stresses, as well as the
successful coping strategies they use and their personal,
family, and communit y resources.
17
Making Meaningful Connections
In order to explore Ask the parent
What the parent identifies as his or her coping strengths
and resilience
The parent s strengths in parenting
What helps you cope with everyday life?
Where do you draw your strength?
How does this help you in parenting?
What the parent identifies as everyday stressors
Problem-solving skills
Stressors precipitated by crises
What kinds of frustrations or worries do you deal with
during the day?
How do you solve these everyday problems as they come up?
Has something happened recently that has made life
more dif ficult?
Impact of stress on parenting How are you able to meet your childrens needs when
you are dealing with stress?
How are your children reacting to (crisis)?
How the parent communicates with his or her spouse
or partner
Whether there is marital stress or conflict
How do you and your spouse or partner communicate
and support each other in times of stress?
What happens when you and your spouse or partner disagree?
Needs that might be identifed by a diferent family member
(not all family members may identify the same needs)
Actions that a parent may need to take when additional
needs are identified
Are other family members experiencing stress or concern?
Has anyone in your family expressed concern about drug/
alcohol abuse, domestic violence, or mental health issues?
What steps have you taken to address those concerns?
Short-term supports (respite care, help with a new baby,
help during an illness)
Long-term strategies (job training, marital counseling,
religious or spiritual practices)
What do you do to take care of yourself when you are
stressed?
Do you have family or friends who help out from time to time?
Where in the communit y can you find help?
The parents ability to set and work toward personal goals What are your dreams (long-term goals) for yourself and
your family?
What are your goals for your family or children in the
next week (or month)?
What steps might you take toward those goals in the next
week (or month)?
FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
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Social Connections
Parents with a network of emotionally supportive friends,
family, and neighbors often find that it is easier to care
for their children and themselves. Most parents need
people they can call on once in a while when they need a
sympathetic listener, advice, or concrete support such as
transportation or occasional child care. In other words, a
positive community environmentand the parents ability
to participate effectively in his or her communityis an
important protective factor. On the other hand, research has
shown that parents who are isolated and have few social
connections are at higher risk for child abuse and neglect.
Social connections support children in multiple ways.
A parents positive relationships give children access to
other caring adults, a relationship-level protective factor
that may include extended family members, mentors, or
other members of the familys community. Parents social
interactions also model important relational skills for children
and increase the likelihood that children will beneft from
involvement in positive activities (individual-level factors). As
children grow older, positive friendships and support from
peers provide another important source of social connection.
Being new to a communit y, recently divorced, or a
first-time parent makes a support network even more
important. It may require extra ef fort for these families
to build the new relationships they need. Some parents
may need to develop self-confidence and social skills to
expand their social networks. In the meantime, social
connections also can come from other caring adults such as
service providers, teachers, or advocates. Helping parents
identif y resources and/or providing opportunities for
them to make connections within their neighborhoods or
communities may encourage isolated parents to reach out.
Often, opportunities exist within faith-based organizations,
schools, hospitals, communit y centers, and other places
where support groups or social groups meet.
How Programs Can Help
Set aside a welcoming space for parents to mingle and
talk. Provide cof fee, snacks, or other perks.
Create opportunities for parents to plan social events
that reflect their interests or culture.
Use regular potluck dinners with parents and children
to reach out to new parents and foster new friendships.
Sponsor sports and outdoor activities for parents,
including fathers.
Provide classes and workshops on parenting, cooking,
health, and other topics of interest.
Create special outreach activities for fathers,
grandparents, and other extended family members.
Of fer parents who seem interested specific
suggestions, information, or services to
help them make social connections.
Of fer resources to help parents overcome
transportation, child care, and other barriers to
participating in social activities.
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Making Meaningful Connections
How Workers Can Help
Identif ying and building on parents current or potential
social connections, skills, abilities, and interests can be a
great way to partner with them as they expand their social
networks. For parents who have dif ficult y establishing and
maintaining social connections, your discussion may help
them identif y what is holding them back.
Encourage parents to express goals regarding social
connections in their own terms, such as, I have friends
and know at least one person who supports my parenting.
In order to explore Ask the parent
The parent s current social support system, including
family, friends, and membership in any formal groups
Do you have family members or friends nearby who help
you out once in a while?
Do you belong to a church, temple, mosque, womens
group, mens group?
Do you have a child in the local school or Head Start program?
The parent s social skills and capacit y to make and
keep friends
Do you find it easy or challenging to make friends?
Who can you call for advice or just to talk?
How often do you see them?
The parent s desire for new friends and social
connections
What kinds of things do you like to do for fun or to relax?
Would you be interested in meeting some other moms
and dads who also (have a new baby, have a teenager,
like to cook, sing in a choir)?
The parent s potential strengths and challenges in
making social connections (including concerns such as
the parent s language, comfort level in groups, access
to babysitting and transportation, recent arrival in the
communit y)
What are some benefits of getting out or joining a group?
What kind of support would you need in order to be able
to get out for an evening?
How does your spouse or partner help out so that you
have some time with friends?
Needs that might be met with better social connections (for
instance, respite care, a sympathetic listener, a role model)
Would it help you to have more friends or acquaintances
to call about ______________?
Would it help you to know other moms and dads who are
dealing with ______________?
The parent s interest in starting or facilitating a
communit y group
What would it take to get a group of parents together to
______________?

FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
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https://www.childwelfare.gov/preventing
Concrete Support for Families
Families whose basic needs (for food, clothing, housing,
and transportation) are met have more time and energy
to devote to their childrens safet y and well-being. When
parents do not have steady financial resources, lack a
stable living situation, lack health insurance, or face a
family crisis (such as a natural disaster or the incarceration
of a parent), their abilit y to support their childrens healthy
development may be at risk. Families whose economic
opportunities are more limited may need assistance
connecting to social service supports such as housing,
alcohol and drug treatment, domestic violence counseling,
or public benefits.
Partnering with parents to identify and access resources in
the community may help prevent the stress that sometimes
precipitates child maltreatment. Ofering concrete supports
also may help prevent the unintended neglect that sometimes
occurs when parents are unable to provide for their children.
How Programs Can Help
Connect parents to economic resources such as job
training and social services.
Serve as an access point for health care, child care
subsidies, and other benefits.
Provide for immediate needs through a closet with extra
winter coats and a direct connection to a food pantry;
facilitate help from other parents when appropriate.
Help families access crisis services such as a battered
womens shelter, mental health services, or substance
abuse counseling by helping families make initial calls
and appointments, assisting with transportation, and
providing the name of a contact person in addition to a
phone number.
Link parents with service providers who speak their
language or share a similar background, when available.
Train staf f to listen for family stress and initiate positive
conversations about family needs.
Let parents know about all available communit y
resources, so they may select what is most appropriate
for their needs.
Develop processes for parents to share information about
formal and informal resources that they find helpful.
When needed services do not exist in your
community, work with parent-advocates and
community leaders to help establish them.
Parents who go public with their need usually
find that they are not alone. The fact that
a parent is willing to publicize a cause may
mobilize the community. Parents who are new
to advocacy may need help connecting with
the media, businesses, funding, and other
parts of the community to have their needs
heard and identify solutions.
21
Making Meaningful Connections
In order to explore Ask the parent
The parent s view of the most immediate need What do you need to (stay in your house, keep your job,
pay your heating bill)?
Steps the parent has taken to deal with the problem How have you handled this?
Is this working?
Why or why not?
Ways the family handles other problems
Current connections that might of fer help for the
new problem
What has worked well in the past?
Are there communit y groups or local services that have
been or might be able to of fer assistance?
Do you belong to a faith communit y? Do you have a
relationship with a pediatrician? Is your child enrolled at
a local school?
Other services and supports that would help the family Have you thought about _______ (local program that
provides housing or food)?
Did you know that _______ provides (free job training,
homework help, meals on weekends, low-cost child care)?
The parent s desire and capacit y to receive new
services, including completing applications, keeping
appointments, and committing to the solution process
What has made it dif ficult for you to access services in
the past?
What kind of help do you need to get to these
appointments?
When would be a good time for me to give you a call to
see how it s going?

FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
How Workers Can Help
Most parents are unlikely to use or identif y with the words
concrete supports. Instead, they might express a goal
such as, My family can get help when we need it.
Working with parents to identif y their most critical basic
needs and locate concrete supports keeps the focus on
family-driven solutions. As a partner with the family,
your role may simply be to make referrals to the essential
services, supports, and resources that parents say they
need. Some parents might need additional support in
identif ying their needs, addressing their own feelings
about asking for help, navigating eligibilit y requirements,
or filling out forms.
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Social and Emotional Competence of Children
Childrens emerging abilit y to form bonds and interact
positively with others, self-regulate their emotions and
behavior, communicate their feelings, and solve problems
ef fectively has a positive impact on their relationships with
their family, other adults, and peers. (Within the ACYF
conceptual model, these are referred to as individual-level
protective factors.) Parents and caregivers grow more
responsive to childrens needsand less likely to feel
stressed or frustratedas children learn to tell parents
what they need and how parental actions make them feel,
rather than acting out dif ficult feelings.
On the other hand, childrens challenging behaviors or
delays in social-emotional development create extra stress
for families. Parenting is more challenging when children do
not or cannot respond positively to their parents nurturing
and affection. These children may be at greater risk for
abuse. Identifying and working with children early to keep
their development on track helps keep them safe and helps
their parents facilitate their healthy development.
How Programs Can Help
Use both structured curriculum and informal interaction
to teach children to share, be respectful of others, and
express themselves through language.
Include discussions about the importance of feelings in
programming for children and parents.
Create and post a chart that describes which social and
emotional skills children t ypically do and do not possess
at dif ferent ages.
Provide art programs that allow children to express
themselves in ways other than words.
Foster ongoing engagement and communication with
parents about their childrens social and emotional
development and the actions the program is taking to
facilitate it. Children often take home what 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 childrens social and
emotional development.
Take timely action when there is a concernthis might
include asking another experienced teacher or staf f
member to help observe a child, talking with the parent,
or bringing in a consultant.
How Workers Can Help
As a partner with parents, your role may simply be to
explore how parents perceive their childrens social and
emotional development and how that is af fecting the
parent-child relationship.
Not all parents will relate to the terms social and
emotional competence. They may choose to communicate
its importance in terms of the desired outcomes: My
children feel loved, believe they matter, and can get along
with others.
23
Making Meaningful Connections
In order to explore Ask the parent
How the parent provides a safe and stable home and
family environment that supports healthy social and
emotional development
How many people provide care for your baby or toddler?
How well do you know them and how often do these
people change?
What routines do you keep in caring for your young child?
All families experience conflict from time to time. What
happens when there is conflict in your house?
How do you keep your child or teen safe at home? In your
neighborhood or communit y?
Whether the parent identifies any delays in social and
emotional development
Where the parent might seek help for any concerns
How does your childs abilit y to manage emotions and
get along with others compare to other children his or
her age?
Are your childs emotions ever hard for you to deal with?
Who might be able to answer your questions about your
childs social and emotional development?
How the parent responds to emotional needs How do you know when your child or teen is happy? Sad?
Lonely? Hurt?
How do you comfort your child?
How do you talk to your child about feelings?
How the parent understands the childs social and
emotional competence
How does your child show af fection toward you and
other family members?
How does your child get along with peers?
How does your child handle feelings such as frustration
or anger? How quickly is he or she able to calm down?
What kinds of things help your child calm down when he
or she is upset?

FRIENDS has developed a comprehensive survey to help programs measure changes in families protective factors for evaluation and continuous
improvement purposes. For more information, visit http://friendsnrc.org/protective-factors-survey.
24
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Building Meaningful Community Partnerships
Successful initiatives to prevent child maltreatment enlist
communit y members, teachers, business leaders, agencies,
faith-based groups, families, and other adults to work
together to make lasting improvements to the communit ys
infrastructure. Communit y partnerships are a great way
to promote safe, stable, and nurturing environments for
children, youth, and families.
Protective factors serve as a helpful framework for
community partnerships supporting families. Many life
events bring stress and risk into a familys lifedomestic
violence, substance abuse, mental health issues, loss of a
job, foreclosure, having a child with special needs, even just
the process of entering into parenting. When the community
works together to strengthen families by building protective
factors, families are able to respond more effectively to
issues that cause stress.
For example, conversations with families struggling with a
childs challenging behavior often reveal that they feel very
isolated. Their childs behavior can serve as a barrier to
accessing both formal and informal supports and services.
Parents may feel depressed or self-critical. In these cases,
child-centered therapeutic services may be complemented
by a broader array of supports that help the family build
protective factors.
This section discusses how protective factors further
community prevention work and suggests activities that would
promote adoption of a communitywide protective factors
approach. The following section ofers tips for engaging
specifc groups in support of a communitywide efort.
Using the Protective Factors
The protective factors can support your communit y-based
prevention work in many ways. Protective factors can:
Serve as a framework to help community
partners understand what you can ofer. Opening
the conversation with a discussion around the protective
factors will provide an opportunity to identify concrete
collaborations that address issues for families under stress.
Provide continuity for families. Families under
stress often access services from multiple systems and
service providers. When a protective factors approach is
used across these systems, it helps ensure a consistent
experience for families.
Provide a common set of outcomes. Each service
system has its own set of goals for the families it serves and
the services it provides. Often these goals are focused on
preventing specifc negative outcomes. Protective factors
can provide a common framework for fostering positive
outcomes for families across systems.
Defne a new audience and environment for
prevention and family support activities.
Traditional prevention activities also can help build the
capacity of those who work with families on a day-to-day
basis. For example, many family resource centers experience
low utilization during the day when many parents are
working. This could be an ideal time to work with home-
based child care providers who need family support services
themselves and who can serve as an important channel to
reach another set of families who may need support.
Chapter 3: Engaging Your Community
25
Making Meaningful Connections
Suggested Activities
The following activities may be useful in support of
adopting a communit ywide protective factors approach:
Cross-training: Community partners each have
their own ways of working with children and families.
Training across disciplines can help to create a common
understanding of what the protective factors are, which
strategies are most efective for strengthening families, and
how a protective factors approach supports each partners
work with children and families.
Adapting intake and assessment tools and
protocols: Central to this process is moving from a needs-
assessment approach to a more comprehensive assessment
that looks at the familys needs, strengths, and protective
factors. Encourage community providers to integrate a
common set of questions, based on the protective factors,
into their intake and assessment tools and protocols. This
can help ensure that strategies to build protective factors
are an integral part of service planning with all families.
Creating a consumer voice in relation to
protective factors: Many Strengthening Families
sites have worked to build plain-language tools that
help parents understand what the protective factors
are, why they are important, and what families can
expect from communit y partners that are committed
to a protective factors approach. These tools help to
ensure that protective factors are built with families.
Creating service collaborations: While the
protective factors are universal to all families, they
may need to be augmented or adapted for families
experiencing particular stressors or traumas. In these
cases, collaborations based on the protective factors
may yield the most efective support system for families.
For example, an organization that understands social
networking might work with a domestic violence shelter to
develop a social-connections strategy that is sensitive to
safety-planning issues.
Adapted from the Center for the Study of Social Policys
Strengthening Families Initiative.
Essentials for Childhood: Creating Safe, Stable, and Nurturing Relationships (SSNRs)
As a complementary protective factors framework, CDCs 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:
Raise awareness and commitment to promote
SSNRs and prevent child maltreatment. The frst steps
include establishing a vision for children and families, raising
awareness, and building a community partnership united
behind the vision.
Create the context for healthy children and
families through norms change and programs.
Promote a communit y norm of shared responsibilit y for
child well-being, as well as positive communit y norms
about acceptable parenting behaviors. Implement
evidence-based programs for parents and caregivers.
Use data to inform actions. Gather and synthesize
relevant communit y data, identif y and fill critical data
gaps, and use the data to support further action steps.
Create the context for healthy children and
families through policies. Identif y policies that
may improve the lives of children and families in your
communit y, and provide communit y leaders and
decision-makers with information about the benefits of
evidence-based strategies.
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Tips for Working With Specifc Groups
Everyone has something to contribute to a family
strengthening ef fort. All sectors of the communit y need
to be aware of the importance of the protective factors
and understand how they can play a role in building these
factors to support families and children. The following
are suggestions for ways your communit y partnership can
make meaningful connections with specific groups.
Partnering With Faith Communities
Attend regularly or make a one-time presentation
on protective factors to interfaith groups working on
communit y needs and services. See Talking Points in the
Online Media Center at https://www.childwelfare.gov/
preventing/preventionmonth/mediatoolkit/index.cfm.
Listen and seek to understand the faith communities
beliefs and values regarding promoting child and
family well-being and preventing child maltreatment.
Demonstrating respect for their faith is important when
approaching religious and lay leaders.
Train religious and lay leaders about the protective
factors, as well as how to recognize the signs and
symptoms of abuse and neglect, work with victims and
their families, and make appropriate referrals.
Organize parent education and support group meetings
at faith communit y facilities.
Support the development of mentoring programs within
congregations for children and families under stress.
Encourage religious and lay leaders to acknowledge
publicly that child abuse and neglect is a major concern
for the faith community, and to affirm that they are
dedicated to supporting families and protecting children.
Partnering With Parents and Caregivers
Reach out to communit y parent councils or forums.
Support the development of such councils where they
do not currently exist.
Provide communit y-based family mentoring services to
strengthen family relationships.
Host a parent-led, communit ywide Parents Day
that focuses on the protective factors. Find tools
and resources from a successful event in Alaska:
http://dhss.alaska.gov/ocs/Documents/families/
documents/AK_ParentEventToolkit.pdf
Organize workshops to teach parents how to access
services to meet their families needs, including
finding adequate medical care, pursuing educational
opportunities, and accessing job information. Include
parent leaders as presenters.
Create opportunities for parent volunteers to participate
in communit y activities such as safet y initiatives, after-
school programs, mentoring programs, food drives, and
other events.
Ask experienced parent leaders to serve as mentors for
families who are just joining your partnership.
Partnering With Courts
Provide information, tools, and training about
protective factors to judges, guardians ad litem, and
others involved in making best-interests determinations
for children.
Create substantive roles for parents and communit y
stakeholders in the juvenile dependency court system to
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Making Meaningful Connections
promote a better understanding of the challenges faced
by those who come before the court.
Set up formal referral systems to direct parents to legal
service providers within the communit y.
Create support groups among parents currently or
previously involved with the court system.
Partnering With Early Childhood Centers
and Schools
Attend parent meetings or communit y forums and
conduct workshops about protective factors.
Schedule joint trainings with staf f about the
protective factors and child abuse prevention and how
this information can be incorporated into their work
with parents.
Seek opportunities to sponsor joint events with early
childhood centers and schools.
Of fer to provide onsite services to children and
families as these relationships develop. This can be an
important first step in building families comfort with
pursuing services.
Partnering With Business Leaders
Recruit a high-profile communit y business leader to
serve on the governance board for your communit y-
based partnership. Encourage him or her to challenge
other business leaders to contribute to the ef fort.
Publicly recognize companies with family-friendly
services and policies, such as onsite child care, flexible
scheduling, and telecommuting.
Identify ways that employee volunteer programs could
work to support safe and healthy families in the community.
Partner with businesses to of fer workshops for
employees on the protective factors, child development,
parenting skills, and stress reduction.
Invite local businesses to participate in a job fair for
families in the communit y.
Ask businesses to consider including family-strengthening
messages in their advertising or product packaging.
Partnering With the Military
Learn about the general military culture and the
distinctive armed services (Army, Navy, Air Force, or
Marine Corps) customs. Also, include information about
family support resources of fered through military-
specific programs. A good place to start is by visiting
Military OneSource: http://www.militaryonesource.mil/
Invite family support personnel from local installations
or the National Guard to participate in communit y
events or trainings that promote a protective factors
approach. You can locate family support personnel by
visiting MilitaryINSTALLATIONS:
http://www.militaryinstallations.dod.mil/pls/psgprod/
f ?p=MI:ENTRY:0
Create opportunities for military parents to participate
as volunteers, mentors, or leaders in communit y
activities that focus on strengthening families.
Include military families as a target audience for your
marketing materials.
Build on partnerships between military and civilian
organizations that exist through local recreational
programs, places of worship, social service
organizations, and volunteer organizations.
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Partnering With the Medical Community
Develop parenting resources in cooperation with
health-care providers. Physician organizations often
have material to help improve knowledge of parenting
and child development. For an example, visit
http://brightfutures.aap.org.
Develop communit y resource guides for health-care
providers who identif y children and families with
specific needs. Examples may include child care
programs, after-school programs for children with
disabilities, and others.
Develop partnerships with local health-care provider
organizations. For example, the American Academy of
Pediatrics has local chapters throughout the United
States: http://www2.aap.org/member/chapters/chaplist.cfm
Many hospitals of fer weekly grand rounds as an
opportunit y for communit y physicians to receive
continuing education. Of fer to speak at one of these
meetings about the protective factors and/or your
communit y partnership.
Sponsor a health fair, and invite local clinics or
providers to participate.
Invite medical providers to speak at other communit y
gatherings.
Partnering With Policymakers
Write or call your local legislator and make him or her
aware of the research demonstrating how the protective
factors help prevent child abuse and neglect. Briefly point
out your communitys current strengths and needs.
Host a communit y event with your legislator at a local
school or family center and invite communit y partners
and families.
Organize a town hall meeting with your legislator and
other communit y leaders to address issues af fecting
local families.
Build long-term relationships with your legislator and his
or her staff; keep them informed of community issues.
Partnering With Culturally Diverse
Families and Communities
Partnering with families and communities of diverse racial
and ethnic backgrounds, lifest yles, and beliefs requires
an organizational investment in addressing dif ferences in
positive and productive ways. Here are a few examples:
Dif ferent cultures define the concept of family in very
dif ferent ways. Respect the definition of each family,
Tribe, or ethnic group.
A workshop or retreat that begins with a demonstration
of spiritualit y drawn from the culture of one or more
of the families present can prepare participants
emotionally and mentally for the activities of the day, as
well as acknowledge the strength of that culture to the
entire group.
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Making Meaningful Connections
Programs that introduce child-rearing practices from
various cultures, such as the traditions of certain Native
American Tribes, may help young parents raise their
children in a positive and culturally knowledgeable manner.
Ethnic street fairs of fer families a way to enjoy their
cultural heritage in the company of others. Communit y
organizations can provide prevention information and
educational materials at booths and through family-
friendly activities such as parent-child art workshops
and puppet shows.
For more information about culturally competent work with
families, visit https://www.childwelfare.gov/systemwide/
cultural/preventing.cfm.
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Making Meaningful Connections
Through Media
Today, a wider-than-ever variety of media strategies is
available to help your organization or community partnership
spread the word about events, reach potential supporters,
and build connections among stakeholders. Understanding
the different channels and developing a thoughtful,
comprehensive media strategy are important steps that
can support the goal of preventing child maltreatment and
enhancing child well-being in your community.
Traditional vs. Social Media
Media channels fall into two general categories. Traditional
media are television, radio, and print. Traditional media
strategies include the following:
Press releases
Letters to the editor
Public service announcements (PSAs)
Radio or television interviews
Social media are web-based tools that allow you to share
messages and materials and to establish dialogue with
stakeholders. Some of the most popular social media tools
include the following:
Websites
Podcasts
Blogs and microblogs (e.g., Twitter)
Social networking sites (e.g., Facebook)
Photo- and video-sharing sites (e.g., Instagram, YouTube)
Bookmarking sites (e.g., Pinterest)
Traditional and social media have very dif ferent strengths and uses, as reflected in the following table:
Traditional Media Goals Social Media Goals
Get the word out
Publicize an event to a large, general audience
Tell your story in more detail
Engage in dialogue or get feedback
Reach a more targeted, specific group
Send out brief alerts that prompt stakeholders to take
immediate action
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Making Meaningful Connections
Developing Your Strategy
Rather than choosing to focus energy and resources on
either traditional or social media, successful organizations
and partnerships start by considering their stakeholders
and goals. They then develop a comprehensive strategy
that employs multiple media channels to connect with
stakeholders and further their message.
The following questions can help you start to develop or
hone your media strategy:
Whom are we trying to reach? (This will likely include
multiple, distinct groups or target audiences. Answer
the following questions separately for each group.)
What t ypes of media are our target audience members
most likely to use frequently?
What goals do we want to achieve? (Goals might range
from simply raising awareness to engaging stakeholders
in conversation or persuading them to take action.)
What messages will further our goals?
What media channels work best for each message and
target audience?
How will we measure our success?
Example
Audience: Teen and young-adult parents
Goal: Strengthen social connections and parenting
competencies
Messages: Protective factors
Strategies:
You might start by building a home base website for
this initiative, with information about local support
group meetings and other activities and a regularly
updated blog about common parenting concerns and
how the protective factors can help.
The initiative will need its own Facebook page and
Twitter account to attract its younger target audience.
These channels can of fer timely information about
events and meetings, as well as brief parenting tips and
links to communit y supports. You can develop social
connections by encouraging young parents to post their
parenting questions on your Facebook page for others
to answer. This also will help you learn more about your
target audiences needs and concerns.
Eventually, a YouTube channel might feature short
videos of program participants demonstrating effective
parenting practices or explaining critical stages of child
development. All of these social media channels will help
increase your reach and drive traffic back to your website.
Meanwhile, a press release about the initiative may
generate print, radio, or television media interest and
help spread the word to an even wider audience.
Tips for Engaging Media
The following are some basic tips to get you started.
Social Media
If you are new to social media, start by investigating
your agency or organizations guidelines for professional
and personal social media use. If no such policies exist,
they need to be established (and approved by agency
leadership and legal counsel) before you begin to use
social media at work. Social media policies should cover
issues such as confidentialit y and the responsibilities of
mandated reporters, and they need to be disclosed to
all participants on your social media sites.
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Create a personal account and spend time learning how
the platforms work.
Keep messages brief. Use a more casual, conversational
tone, while maintaining your organizations identit y.
Social media requires commitment. Websites, Facebook
pages, and Twitter accounts need to be maintained with
frequent updates that address your target audience
members interests, needs, and concerns.
Monitor and respond to comments frequently to bring
users back and create a more active, engaged community.
Reposting information from partners benefits everyone:
Your followers learn something new and stay engaged,
your partners gain wider exposure, and they are more
likely to return the favor when you have news to share.
Let people know where you are online. Include URLs
and logos in printed materials. Encourage communit y
members to like your Facebook page, follow you on
Twitter, check in on Foursquare, etc.
Traditional Media
Get to know your local media representatives. Pay attention
to who covers family and childrens issues for your local
newspaper or television stations, and invite them to learn
more about your mission.
Consider inviting media representatives to participate
in your communit y partnership. Keep them informed
regularly of your progress and challenges.
Propose an editorial briefing on the protective factors
and how communit y members can help families stay
healthy and strong.
On the Web
Check out the following resources to learn more
about social media use:
Social Media for Child Welfare Resource Guide
(National Resource Center for Child Welfare Data
& Technology):
http://www.nrccwdt.org/wp-content/
uploads/2012/09/Social-Media-for-Child-
Welfare-Resource-Guide.pdf
The Getting Started With Government 2.0 Guide
(Social Media Strategery): http://steveradick.
com/2010/04/02/the-%E2%80%9Cgetting-
started-with-government-2-0%E2%80%9D-guide/
The Health Communicators Social Media Toolkit
(Centers for Disease Control and Prevention):
http://www.cdc.gov/socialmedia/Tools/
guidelines/pdf/SocialMediaToolkit _BM.pdf
Social Media Tools (Child Welfare Information
Gateway): https://www.childwelfare.gov/
management/workforce/tools/socialmedia.cfm
Ofer members of your community partnership as experts
on family health and safety, protective factors, and child
abuse prevention.
Use the sample press release, public service
announcements, and talking points found in the
Online Media Toolkit on the Prevention website:
https://www.childwelfare.gov/preventing/
preventionmonth/mediatoolkit/index.cfm
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Making Meaningful Connections
Chapter 4: Protecting Children
Understanding Child Abuse and Neglect
When children are nurtured, they can grow up to be happy
and healthy adults. But when they lack an attachment to a
caring adult, receive inconsistent nurturing, or experience
harsh discipline, the consequences can af fect their lifelong
health, well-being, and relationships with others.
This chapter provides information to help service providers
and others concerned about the health and well-being of
children to understand child abuse and neglect, its ef fects,
and what each of us can do to address it when it occurs.
What Is Child Abuse and Neglect?
Child abuse or neglect often takes place in the home at
the hands of a person the child knows wella parent,
relative, babysitter, or friend of the family. There are four
major t ypes of child maltreatment. Although any of the
forms may be found separately, they often occur together.
Each State is responsible for establishing its own
definitions of child abuse and neglect that meet Federal
minimum standards. Most include the following:
Neglect is failure to provide for a childs basic needs.
Physical abuse is physical injury as a result of hitting,
kicking, shaking, burning, or otherwise harming a child.
Sexual abuse is any situation where a child is used for
sexual gratification. This may include indecent exposure,
fondling, rape, or commercial exploitation through
prostitution or the production of pornographic materials.
Emotional abuse is any pattern of behavior that impairs
a childs emotional development or sense of self-worth,
including constant criticism, threats, and rejection.
Why Does Child Abuse Occur?
Child abuse and neglect af fect children of every age, race,
and income level. However, research has identified many
factors relating to the child, family, communit y, and societ y
that are associated with an increased risk of child abuse
and neglect. Studies also have shown that when multiple
risk factors are present, the risk is greater. Some of the
most common risk factors include the following:
Immaturity. Young parents may lack experience with
children or be unprepared for the responsibilit y of
raising a child.
Unrealistic expectations. A lack of knowledge
about normal child development or behavior may result
in frustration and, ultimately, abusive discipline.
Stress. Families struggling with poverty, unstable housing,
divorce, or unemployment may be at greater risk.
Substance abuse. The ef fects of substance use, as
well as time, energy, and money spent obtaining drugs
or alcohol, significantly impair parents abilities to care
for their children.
Intergenerational patterns of abuse. Parents
own experiences of childhood trauma impact their
relationships with their children.
Isolation. Ef fective parenting is more dif ficult when
parents lack a supportive partner, family, or communit y.
These circumstances, combined with the inherent
challenges of raising children, can result in otherwise
well-intentioned parents causing their children harm or
neglecting their needs. On the other hand, evidence shows
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https://www.childwelfare.gov/preventing
that the great majorit y of families who experience these
circumstances will not abuse or neglect their children.
Protective factors, such as the ones discussed in this guide,
act as buf fers to help many families who are under stress
parent ef fectively.
How Many Children Are Abused
and Neglected in the United States?
In Federal fiscal year (FFY) 2012, the most recent year
for which national child maltreatment statistics are
available, about 3.4 million reports were made to child
protective services concerning the safet y and well-being
of approximately 6.3 million children.
1
As a result of these
reports, a nationally estimated 686,000 (unique count)
children were found to be victims of child abuse or neglect.
(Unique count is defined as counting each child only once
regardless of the number of reports of abuse and neglect.)
Of these children, more than 75 percent (78.3 percent)
were neglected, more than 15 percent (18.3 percent) were
physically abused, and less than 10 percent (9.3 percent)
were sexually abused.
Child deaths are the most tragic results of maltreatment.
In FFY 2012, an estimated 1,640 children died due to
abuse or neglect. Of the children who died, 69.9 percent
suf fered neglect and 44.3 percent suf fered physical
abuse either exclusively or in combination with another
maltreatment t ype.
1
Statistics on this page are taken from U.S. Department of Health
and Human Services. (2013). Child Maltreatment 2012. Washington,
DC: U.S. Government Printing Of fice. Retrieved from ht tp://www.
acf.hhs.gov/programs/cb/resource/child-maltreatment-2012.
What Are the Consequences?
Child maltreatment is a traumatic experience, and the impact
on survivors can be profound. Traumatic events, whether
isolated (e.g., a single incident of sexual abuse) or ongoing
(e.g., chronic emotional abuse or neglect), overwhelm
childrens ability to cope and elicit powerful physical and
emotional responses. These responses continue even when
the danger has passed, often until treatment is received.
Traumatic events may impair a childs abilit y to trust others,
sense of personal safet y, and ef fectiveness in navigating
life changes. Research shows that child maltreatment,
like other trauma, is associated with adverse health and
mental health outcomes in children and families, and those
negative ef fects can last a lifetime.
The trauma of child abuse or neglect has been associated
with increased risk of:
Depression and suicide attempts
Substance abuse
Developmental disabilities and learning problems
Social problems with other children and with adults
Teen pregnancy
Lack of success in school
Domestic violence
Chronic illnesses, including heart disease, cancer, and
lung disease, among others
In addition to the impact on the child and family, child
abuse and neglect af fects the communit y as a whole
including medical and mental health, law enforcement,
judicial, public social services, and nonprofit agencies
as they respond to incidents and support victims. One
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Making Meaningful Connections
analysis of the immediate and long-term economic impact
of child abuse and neglect suggests that child maltreatment
costs the nation approximately $220 million every day, or
$80 billion per year.
2
What Are the Warning Signs?
The first step in helping or getting help for an abused or
neglected child is to identif y the symptoms of abuse.
The table on this page lists some symptoms of the four major
types of child maltreatment. The presence of a single sign does
not prove that child abuse is occurring in a family; however,
when these signs appear repeatedly or in combination, you
should consider the possibility of maltreatment.
2 Gelles, R. J., & Perlman, S. (2012). Estimated annual cost of child
abuse and neglect. Chicago: Prevent Child Abuse America. Retrieved
from ht tp://www.preventchildabuse.org/images/research/pcaa_
cost _report _2012_gelles_perlman.pdf.
What Can I Do if I Suspect Child Abuse
or Neglect?
Anyone can and should report suspected child abuse or neglect.
If you think a child is being mistreated, take immediate action.
Most States have a toll-free number for reporting. You also
can call the Childhelp

National Child Abuse Hotline at

1.800.4.A.CHILD (1.800.422.4453).
When you call to make a report, you will be asked for
specific information, such as:
The childs name and location
The name and relationship (if known) of the person you
believe is abusing the child
Maltreatment Type Symptoms
Neglect
Signs of malnutrition
Poor hygiene
Unattended physical or medical problems
Physical abuse
Unexplained bruises, burns, or welts
Child appears frightened of a parent or caregiver
Sexual abuse
Pain, bleeding, redness, or swelling in anal or genital area
Age-inappropriate sexual play with toys, self, or others
Age-inappropriate knowledge of sex
Emotional abuse
Extremes in behavior, ranging from overly aggressive to overly passive
Delayed physical, emotional, or intellectual development
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What you have seen or heard regarding the abuse or neglect
The names of any other people who might know about
the abuse
Your name and phone number (voluntary)
Reporting the situation may protect the child and get
additional help for the family. Many nonprofit, public,
education, social service, and child care organizations
in your communit y play a role in providing supports
and services to children, youth, and families. Parenting
education, crisis/respite care, transitional housing, and
literacy programs, as well as family resource centers, teen
parent support groups, fatherhood groups, and marriage
education classes support families in important ways.
How Can I Help Children Who
Have Been Abused or Neglected?
Children who have experienced abuse or neglect need
support from caring adults who understand the impact
of trauma and how to help. Consider the following
suggestions (see the tip sheet, Helping Your Child Heal
From Trauma, on page 53, for more information):
Help children feel safe. Support them in expressing and
managing intense emotions.
Help children understand their trauma history and current
experiences (for example, by helping them understand that
what happened was not their fault, or helping them see how
their current emotions might be related to past trauma).
Assess the impact of trauma on the child, and address
any trauma-related challenges in the childs behavior,
development, and relationships.
Support and promote safe and stable relationships in the
childs life, including supporting the childs 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 37.
Manage your own stress. Providers who have histories
of trauma themselves may be at particular risk.
Refer the child to trauma-informed services, which may
be more ef fective than generic services that do not
address trauma.
On the Child Welfare Information
Gateway Website
Find more information about:
Definitions of child abuse and neglect:
https://www.childwelfare.gov/can/defining
Risk and protective factors for child abuse:
https://www.childwelfare.gov/can/factors
How many children are abused:
https://www.childwelfare.gov/can/statistics
Consequences of child abuse and neglect:
https://www.childwelfare.gov/can/impact
Warning signs:
https://www.childwelfare.gov/can/identif ying
Responding to child abuse and neglect:
https://www.childwelfare.gov/responding
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Making Meaningful Connections
Working With Parents Who Have a History of Trauma
When working with families who are under stress, it is
important to consider how past trauma may be affecting the
parents. Many parents who seek assistance from community
agencies or come to the attention of the child welfare
system have experienced some form of trauma. This might
include living through or witnessing the following:
Physical abuse
Sexual abuse
Emotional abuse
Chronic neglect
Family violence
Communit y violence
How Does Trauma Affect Parents?
Some parenting behaviors can be misunderstood if
not viewed through a trauma lens. Parents who have
experienced trauma may:
Have dif ficult y making decisions that keep their children
(and themselves) safe. They may fail to recognize
dangerous situations, or they may see danger where it
does not exist.
Find it hard to trust others, resulting in poor
relationships with friends and family (including their
children). Relationships with people in positions of
power (such as caseworkers) may be particularly
challenging.
Cope in unhealthy ways, such as by using drugs
or alcohol.
Have a harder time controlling their emotions, behavior,
or words.
Seem numb or shut down and fail to respond to their
children when under stress.
How Can You Help?
A good relationship with parents is critical to your abilit y
to help them and their children. Understanding how past
trauma may be af fecting their behavior will help you
earn parents trust and increase the potential for a good
outcome. Consider the following suggestions:
Understand that parents reactions (including anger,
resentment, or avoidance) may be a reaction to trauma.
Do not take these behaviors personally.
Assess a parent s history to understand how past
traumatic experiences may inform current functioning
and parenting.
Refer parents to evidence-based, trauma-informed
services whenever appropriate. These will likely be
more ef fective than generic services (such as classes
in parenting or anger management) that do not take
trauma into account.
Remember that parents who have experienced trauma
are not bad. Blaming or judging them is likely to make
the situation worse, rather than motivating them to
make changes.
Recognize that all parents want their children to be safe
and healthy. Compliment parents good decisions and
healthy choices, when you see them.
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Stay calm, and keep your voice as neutral and
nonthreatening as possible. Model direct and honest
communication.
Establish clear boundaries and expectations. Be
consistent. When you make a commitment, follow
through.
Be aware that you could experience secondary/vicarious
traumatic stress, which can occur when you see or hear
about trauma to others. Take care of yourself and take
time to address your own reactions, when you feel you
are getting overwhelmed.
Adapted from the National Child Traumatic Stress Network, Child
Welfare Collaborative Group. (2011). Birth parents with trauma histories
in the child welfare system: A guide for child welfare staf. Los Angeles, CA
& Durham, NC: National Center for Child Traumatic Stress.
On the Web
For more information, visit:
Treatment & Trauma-Informed Care (Information
Gateway) https://www.childwelfare.gov/responding/
trauma.cfm

National Child Traumatic Stress Network
http://www.nctsn.org/
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Making Meaningful Connections
Chapter 5:
Tip Sheets for Parents and Caregivers
The following pages contain tip sheets on specific
parenting issues and calendars listing ways that parents,
programs, and communit y partners can promote child
well-being during April, National Child Abuse Prevention
Month. Spanish versions are provided for all resources in
this section. Tip sheets are designed for service providers
to distribute to parents and caregivers in the context of
a particular concern or question. The tip sheets are not
intended to tell the whole story; they merely provide
a starting point for a discussion between parent and
provider that is grounded in the protective factors. The
information is easy to read and focuses on concrete steps
that parents can take to strengthen their family.
We encourage you to make additional copies of those
resources that are most useful to the families with whom
you work.
Tip sheets address the following topics:
Keeping Your Family StrongDescribes the
protective factors in parent-friendly language and of fers
simple ways parents can strengthen their own families.
Making Healthy Connections With Your Family
Suggests ways for families to bond while improving
their health through eating well and increasing their
physical activit y.
Preventing Child Sexual AbuseOf fers tips to help
adults protect children from sexual predators.
Managing StressDiscusses the negative impacts of stress
and how parents can learn to manage it more efectively.
Managing Your FinancesProvides simple tips to
help families move toward greater financial stabilit y.
Helping Your Child Heal From TraumaDescribes
how trauma can af fect childrens development and
behavior and includes suggestions for how parents and
caregivers can help.
Bonding With Your BabyHelps new parents
understand the importance of early and secure attachment.
Dealing With Temper TantrumsIncludes tips
on how to prevent and handle toddler tantrums while
modeling calm behavior.
Parenting Your School-Age ChildHelps parents
understand and parent their school-age children more
ef fectively.
Connecting With Your TeenEncourages parents to
maintain strong bonds with their teens, even as they move
toward independence.
Teen Parents Youre Not AloneSuggests ways
to help teen parents find support and cope with the
challenges of raising a new baby.
Ten Ways to Be a Better DadEncourages fathers to
be involved and help their children live happy, healthy lives.
Raising Your KinRecommends ways for caregivers
to deal with some of the unique challenges of parenting
children of relatives, including finding concrete supports in
their communit y.
Military FamiliesEncourages families to support
parents and caregivers who are in the military.
How to Develop Strong CommunitiesProvides
families with ways to identif y a strong, nurturing
communit y and how to develop one in their neighborhood.
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Parenting Your Child With Developmental Delays
and DisabilitiesSupports parents who are raising a
child who has developmental delays or disabilities.
The tip sheets, like the other resources in this guide,
were created with information from experts from Federal
agencies and national organizations that work to promote
child well-being. Additional resources are available through
the national organizations listed in Chapter 6.
Tip sheets may be downloaded individually for
distribution at https://www.childwelfare.gov/preventing/
preventionmonth/tipsheets.cfm.
For more parenting resources, please visit the
Child Welfare Information Gateway website:
https://www.childwelfare.gov/preventing/promoting/
parenting/
41
Making Meaningful Connections
Keeping Your Family Strong
Every family has strengths, and every family faces challenges. When you are under stressthe car breaks down, you or your partner
lose a job, a childs behavior is difficult, or even when the family is experiencing a positive change, such as moving into a new
homesometimes 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 dif ficult. 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:
Our family shows how much we love each other.
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
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
and Child Development:
I know parenting is part natural and part learned.
I am always learning new things about raising children and
what they can do at dif ferent ages.
Explore parenting questions with your family doctor, your
childs teacher, family, or friends.
Subscribe to a magazine, website, or online newsletter
about child development.
Take a parenting class at a local communit y 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.
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Protective Factor and What It Means What You Can Do
Parental Resilience:
I have courage during stress and the abilit y to bounce back
from challenges.
Take quiet time to reenergize: Take a bath, write, sing,
laugh, play, drink a cup of tea.
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.
Social Connections:
I have friends, family, and neighbors who help out and
provide emotional support.
Participate in neighborhood activities such as potluck
dinners, street fairs, picnics, or block parties.
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:
Our family can meet our day-to-day needs, including
housing, food, health care, education, and counseling. I
know where to find help if I need it.
Make a list of people or places to call for support.
Ask the director of your childs school to host a
Communit y Resource Night, so you (and other parents)
can see what help your communit y of fers.
Dial 2-1-1 to find out about organizations that support
families in your area.
Social and Emotional Competence of
Children:
My children know they are loved, feel they belong, and are
able to get along with others.
Provide regular routines, especially for young children.
Make sure everyone who cares for your child is aware of
your routines around mealtimes, naps, and bedtime.
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
43
Making Meaningful Connections
Cmo mantener a
su familia fuerte
Todas las familias tienen fortalezas y todas las familias enfrentan desafos. Cuando usted est bajo estrsel carro se
daa, usted o su pareja pierden su empleo, el comportamiento de uno de los nios es difcil o incluso cuando la familia est
experimentando cambios positivos, como por ejemplo mudarse a un nuevo hogaralgunas veces toma un poquito de ayuda
extra para sobrellevar el da.
Los factores de proteccin son las fortalezas y los recursos de los que se valen las familias cuando la vida se pone difcil. 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 proteccin y algunas formas simples en las que puede desarrollar estos factores en su propia familia.
Factor de proteccin y lo que signifca Lo que usted puede hacer
Crianza afectiva y apego:
Nuestra familia se demuestra cunto nos amamos
mutuamente.
Tome tiempo al final del da para conectarse con sus
hijos con un abrazo, una sonrisa, una cancin o unos
pocos minutos escuchndoles y hablando con ellos.
Consiga formas de involucrar a sus hijos mientras
completan tareas cotidianas (con las comidas, las compras,
en el carro). Hable sobre lo que est haciendo, hgales
preguntas o jueguen juegos simples (como yo veo).
Conocimientos sobre la crianza y el
desarrollo de los nios:
Yo s que la crianza es parcialmente natural y parcialmente
aprendida.
Estoy aprendiendo siempre cosas nuevas sobre la crianza de
nios y lo que ellos pueden hacer a diferentes edades.
Explore preguntas sobre la crianza con su doctor de
cabecera, el maestro de su hijo, sus familiares o amigos.
Suscrbase a una revista, sitio web o boletn informativo
en lnea sobre el desarrollo de los nios.
Tome un curso sobre la crianza en un centro comunitario
local (stos a menudo tienen una escala mvil de costos).
Sintese y observe lo que su hijo puede y no puede hacer.
Comparta los que aprenda con toda persona que cuide
de su hijo.
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Factor de proteccin y lo que signifca Lo que usted puede hacer
Resiliencia de los padres:
Tengo valor durante situaciones de estrs y la capacidad de
sobreponerme de los retos.
Tome tiempo tranquilo para recargar energas: tome un
bao, escriba, cante, rase, juegue, tome una taza de t.
Haga un poco de ejercicio fsico: camine, estire los
msculos, practique yoga, levante pesas, baile.
Comparta sus sentimientos con alguien en quien confe.
Rodese de personas que lo apoyan y le hacen sentir bien.
Conexiones sociales:
Tengo amigos, familiares y vecinos que ayudan y ofrecen
apoyo emocional.
Participe en actividades del vecindario, como cenas de
contribucin, ferias callejeras, picnics o fiestas de cuadra.
nase a un grupo de juego o grupo de apoyo en lnea 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:
Nuestra familia puede satisfacer nuestras necesidades
diarias, incluyendo vivienda, alimentos, atencin de la
salud, educacin y consejera. S dnde conseguir ayuda si
la necesito.
Haga una lista de personas o lugares a llamar para
recibir ayuda.
Pida al director de la escuela de su hijo que celebre una Noche
de Recursos Comunitarios, para que usted (y otros padres)
pueda ver qu tipo de ayuda se ofrece en su comunidad.
Marque 2-1-1 para encontrar informacin sobre
organizaciones que apoyan a las familias en su rea.
Competencia social y emocional de los
nios:
Mis hijos saben que son amados, sienten que pertenecen y
son capaces de llevarse bien con los dems.
Establezca rutinas regulares, especialmente para los nios
pequeos. Asegrese de que toda persona que cuide de
su hijo est al tanto de sus rutinas en lo concerniente a
las horas de comida, siestas y hora de dormir.
Hable con sus hijos sobre la importancia de los sentimientos.
Ensee y aliente a sus hijos a resolver los problemas de
formas apropiadas a sus edades.
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/preventing/promoting/parenting o llamando al
800.394.3366.
45
Making Meaningful Connections
Making Healthy Connections
With Your Family
Good health starts with eating the right foods and getting
plent y of physical activit y. A healthier lifest yle may help
your family in many ways, including the following:
Less stress, depression, and anxiet y
Better sleep and more energy
Less disease and lower health-care costs
Healthy habits dont have to take time away from your
family. Do it together and make it fun!
Eating Well
Children learn their future eating habits from watching
you. Set a good example, and set the stage for a lifetime of
good health. Consider the following tips:
Family meals are an important time to connect with
your children. Of fer a variet y of healthy foods. Then
focus on what your children are saying rather than
what they are eating.
Allow children to decide how much to eat based on their
hunger. Let go of clean plate expectations.
Reward your children with attention and kind words
instead of food. Comfort them with hugs, not sweets.
Plan, shop, and cook more meals at home together.
Involve children in choosing, washing, and (for older
children) cutting and cooking fruits and vegetables.
Let kids invent their own healthy recipes. No-fail
options include trail mix, smoothies, and fruit salads.
Having dif ficult y providing enough healthy food for your
family? Apply for food stamps or WIC benefits, or check
out local food banks to ease your budget.
Physical Activity
Children and teens need 60 minutes or more of physical
activit y each day. For adults, aim for at least 30 minutes
per day, most days of the week. Try the following
suggestions to increase your whole family's activit y level:
Find activities you enjoy and do them as a family. Shoot
hoops, dance, swim, or rollerbladeit doesnt matter
what you do, as long as you are moving together.
Support your childrens participation in sports by
helping them practice. Kick soccer balls while your child
plays goalie, or hit pop-ups for her to catch.
Take a family walk after dinner instead of turning on
the TV. Make up games for younger children, such as
I spy or Who can count the most [e.g., red cars].
With school-age kids and teens, use the time to ask how
things are going at school or with friends.
Walk or bike with your child to and from school.
Set family challenges, such as completing a mud run or a
long hike together. Celebrate when you reach your goals.
Local community centers often ofer free or low-cost exercise
classes, clubs, teams, and other activities for children and
families. Many ofer sliding-scale memberships.
Remember: Making a commitment to health
together is more fun than doing it alone
and it can bring your family closer together.
This tip sheet was adapted using information from the U.S. Department of Agricultures ChooseMyPlate.gov (http://choosemyplate.gov).
At https://www.childwelfare.gov/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.
46
https://www.childwelfare.gov/preventing
Haciendo conexiones
saludables con su familia
La buena salud comienza con alimentarse de comidas
saludables y hacer bastante actividad fsica. Un estilo de
vida ms saludable puede ayudar a su familia de muchas
formas, incluyendo las siguientes:
Menos estrs, depresin y ansiedad
Un mejor sueo y ms energa
Menos enfermedad y costos de cuidado de salud ms bajos
Las costumbres saludables no tienen que costarle tiempo
con su familia. Divirtanse hacindolo juntos!
La alimentacin saludable
Los nios aprenden las costumbres de alimentacin que
practicarn en el futuro observndolo a usted. Sea un buen
ejemplo a seguir para sus nios y preprelos para una vida
de buena salud. Considere los siguientes consejos:
Las comidas familiares son una buena oportunidad
para conectar y compartir con sus hijos. Ofrzcales una
variedad de comidas saludables y luego mantenga el
enfoque en lo que sus hijos estn diciendo en vez de lo
que estn comiendo.
Deje que sus hijos decidan cuanto quieren comer segn
cuanta hambre tengan en vez de siempre esperar que
limpien sus platos.
Premie a sus hijos con atencin y palabras cariosas en
vez de comida. Consulelos con abrazos, no con dulces.
Planeen las comidas, hagan las compras y cocinen
comidas en casa juntos en familia. Involucre a sus
hijos cuando est escogiendo, lavando y (para nios
mayores) cortando y cocinando frutas y vegetales.
Deje que sus hijos inventen sus propias recetas
saludables. Opciones fciles de preparar incluyen una
mezcla de frutos secos y nueces (o trail mix), batidos
de frutas y ensaladas de frutas.
Si encuentra que es difcil proveerles sufcientes alimentos
saludables a su familia, puede solicitar cupones de
comida o benefcios del Programa Especial de Nutricin
Suplementaria Para Mujeres, Infantes y Nios (WIC, por
sus siglas en ingls), o buscar su banco de alimentos local
(food bank) para ayudar a aliviar su presupuesto.
La actividad fsica
Los nios y adolescentes necesitan por lo menos 60 minutos de
actividad fsica todos los das. Los adultos deben tratar de hacer
por lo menos 30 minutos de actividad fsica por da, la mayora
de los das de la semana. Intente las siguientes sugerencias para
aumentar el nivel de actividad de toda su familia:
Busquen actividades que les guste hacer en familia.
Jueguen bsquetbol, bailen, naden o patinenno importa
lo que hagan siempre y cuando estn juntos y activos.
Apoye la participacin de sus hijos en deportes;
aydelos a practicar pateando la pelota de futbol o
atrapando la de beisbol.
Caminen juntos despus de la cena en vez de prender
el televisor. Invente juegos para sus hijos jvenes
durante las caminatas, como tratar de contar todos
los carros rojos o juegos de yo veo. Con sus hijos de
edad escolar o adolescentes, use la oportunidad para
preguntarles cmo les est yendo en la escuela o con
sus amigos.
Camine o maneje en bicicleta a la escuela con su hijo en
las maanas y de vuelta en las tardes.
Establezca retos para la familia, como completar juntos una
caminata larga, y celebren cuando alcancen sus metas.
Los centros comunitarios locales a menudo ofrecen
clases de ejercicios, clubs, equipos y otras actividades
para nios y familias gratis o a bajo costo. Muchos
tambin ofrecen una escala mvil de costos de
membresa.
Recuerde: Hacer un compromiso en familia
a vivir una vida saludable es ms divertido
que hacerlo soloy puede ayudar a unir ms
a su familia.
Esta hoja de consejos fue adaptada usando informacin 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 ms consejos sobre la crianza en
https://www.childwelfare.gov/preventing/promoting/parenting/ o llamando al 800.394.3366.
47
Making Meaningful Connections
Preventing Child Sexual Abuse
Sexual abuse af fects both boys and girls of all ages, in all
kinds of neighborhoods and communities. Children are
more likely to be sexually abused by someone they know
and trust than by a stranger. Abusers do not always use
physical force. Many use games, gifts, lies, or threats to
engage children and to keep them from telling anyone what
has happened.
What You Can Do
To prevent child sexual abuse, it is important to keep the
focus on adult responsibility, while teaching children skills to
help them protect themselves. Consider the following tips:
Take an active role in your childrens lives. Learn about
their activities and people with whom they are involved.
Stay alert for possible problems.
Watch for grooming behaviors in adults who spend time
with your child. Warning signs may include frequently
finding ways to be alone with your child, ignoring your
childs need for privacy (e.g., in the bathroom), or giving
gifts or money for no particular occasion.
Ensure that organizations, groups, and teams that
your children are involved with minimize one-on-one
time between children and adults. Ask how staf f and
volunteers are screened and supervised.
Make sure your children know that they can talk to you
about anything that bothers or confuses them.
Teach children accurate names of private body parts
and the dif ference between touches that are okay and
not okay.
Empower children to make decisions about their
bodies by allowing them age-appropriate privacy and
encouraging them to say no when they do not want to
touch or be touched by others, even in nonsexual ways.
Teach children to take care of their own bodies (e.g.,
bathing or using the bathroom) so they do not have to
rely on adults or older children for help.
Educate children about the dif ference between
good secrets (such as birthday surprises) and bad
secrets (those that make the child feel unsafe or
uncomfortable).
Monitor childrens use of technology, including cell
phones, social networking sites, and messaging. Review
contact lists regularly and ask about any people you
dont recognize.
Trust your instincts! If you feel uneasy about leaving
your child with someone, dont do it. If you are
concerned about possible sexual abuse, ask questions.
If your child tells you that he or she has been abused, stay
calm, listen carefully, and never blame the child. Thank
your child for telling you. Report the abuse right away.
Remember: You can help protect your
children from sexual abuse by being active in
their lives and teaching them safety skills.
Signs of Possible Sexual Abuse
The following may indicate sexual abuse and should
not be ignored:
Unexplained pain, itching, redness, or bleeding
in the genital area
Increased nightmares or bedwetting
Withdrawn behavior or appearing to be in a trance
Angry outbursts or sudden mood swings
Loss of appetite or dif ficult y swallowing
Anxiet y or depression
Sudden, unexplained avoidance of certain people
or places
Sexual knowledge, language, or behavior that is
unusual for the childs 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/preventing/promoting/parenting you can download this tip sheet and get more parenting
tips, or call 800.394.3366.
48
https://www.childwelfare.gov/preventing
Cmo prevenir el abuso
sexual de menores
El abuso sexual afecta a nios y nias de todas edades, en
todos tipos de vecindarios y comunidades. Es ms probable
que un nio sea abusado sexualmente por alguien que conoce
y en quien confa que por un desconocido. Los abusadores no
siempre usan la fuerza fsica; muchos usan juegos, regalos,
mentiras o amenazas para involucrar a los nios y tratar de
prevenir que le digan a alguien lo que ha ocurrido.
Lo que usted puede hacer
Para prevenir el abuso sexual de menores, es importante
mantener el enfoque en la responsabilidad adulta mientras
les ensea a los nios las habilidades que necesitan para
ayudar a protegerse. Considere los siguientes consejos:
Juegue un papel activo en la vida de sus hijos. Aprenda
sobre sus actividades y las personas con quienes pasan
tiempo. Est atento en caso de que hayan problemas.
Est atento a los comportamientos de preparacin o acoso
sexual en los adultos que pasan tiempo con su hijo. Indicios
pueden incluir un adulto que busca maneras de estar a
solas con su hijo con frecuencia, que ignora la necesidad
de privacidad de su hijo (por ejemplo, en el bao) o le da
regalos o dinero a su hijo sin razn particular.
Asegure que las organizaciones, los grupos y los
equipos con los cuales est involucrado su hijo eviten
que los nios y los adultos pasen mucho tiempo
individual a solas. Pregunte sobre cmo seleccionan y
supervisan el personal y los voluntarios.
Hgale saber a sus hijos que pueden hablar con usted
acerca de cualquier cosa que les est molestando o
causando confusin.
Ensele a sus hijos los nombres correctos de las partes
privadas del cuerpo y la diferencia entre el contacto
apropiado e inapropiado.
Dele a sus hijos el poder de decisin sobre sus cuerpos
permitindoles un nivel de privacidad apropiado a sus edades,
y anmelos a decir no cuando no quieran tocar a alguien o
que alguien los toque, incluso en formas no sexuales.
Ensele a sus hijos a cuidar de sus propios cuerpos (por
ejemplo, bandose o usando el bao) para que no tengan
que depender de adultos o nios mayores para ayuda.
Eduque a los nios sobre la diferencia entre los
secretos buenos (como una fiesta de sorpresa) y los
secretos malos (secretos que los hacen sentir en peligro
o incomodos).
Supervise a sus hijos en cuanto al uso de tecnologa,
incluyendo sus telfonos celulares, sitios de redes
sociales por Internet y mensajes de texto. Revise sus
listas de contactos con frecuencia y pregnteles acerca
de cualquier persona que no conozca.
Conf en sus propios instintos! Si se siente incmodo
dejando a su hijo con alguien, no lo haga. Si est
preocupado por la posibilidad de abuso sexual, haga
preguntas.
Si su hijo le dice que fue o est siendo abusado,
mantngase calmado, escuche con cuidado y nunca
culpe a su hijo por lo que le pas. Agradzcale a su hijo
por haberle dicho. Reporte el abuso lo antes posible.
Recuerde: Usted puede ayudar a proteger a sus
hijos del abuso sexual jugando un papel activo en
sus vidas y ensendoles habilidades de seguridad.
Indicios de posible abuso sexual
Lo siguientes factores pueden ser indicios de abuso
sexual y no deben ser ignorados:
Dolor, picazn, enrojecimiento o sangre
inexplicable en el rea genital
Un aumento en pesadillas o el nio moja la cama
con ms frecuencia
Comportamiento introvertido o tmido o la
apariencia de estar en trance
Explosiones de ira o cambios bruscos de humor
Prdida de apetito o dificultad para tragar
Ansiedad o depresin
El querer evitar a ciertas personas o lugares de
pronto y sin explicacin
Conocimientos sobre asuntos, lenguaje o comporta-
mientos sexuales inusuales para un nio de su edad
Esta hoja de consejos fue adaptada usando informacin de Prevent Child Abuse America, la Red Nacional Para el Estrs Traumtico Infantil (National Child
Traumatic Stress Network), la campaa Enough Abuse Campaign y Stop It Now. Usted puede descargar esta hoja de consejos y encontrar ms consejos
sobre la crianza en https://www.childwelfare.gov/preventing/promoting/parenting/ o llamando al 800.394.3366.
49
Making Meaningful Connections
Managing Stress
What s Happening
Everyone has stress, whether its a bad day at work, car
trouble, or simply too many things to do. However, too much
stress can make it hard to parent effectively. After a while,
your children may show signs of being stressed out, too!
What You Might Be Seeing
Some signs that you are stressed include:
Feeling angry or irritable a lot of the time
Feeling hopeless
Having trouble making decisions
Crying easily
Worrying all the time
Arguing with friends or your partner
Overeating or not eating enough
Being unable to sleep or wanting to sleep all the time
A build-up of stress also can contribute to health problems,
including allergies, a sore neck or back, headaches, upset
stomach, and high blood pressure.
What You Can Do
It is important to learn how to manage your stress
for your own sake and for your children. The following
suggestions may help:
Identify whats making you stressed. Everyones
stressors are dif ferent. Yours might be related to
money, work, your surroundings (traf fic, crime), your
partner, your childrens behavior, or health issues.
Accept what you cannot change. Ask yourself,
Can I do anything about it? If the answer is no, try
to focus on something else. If there is something you
can do (look for a new job, for example), break it into
smaller steps so it doesnt feel overwhelming.
Have faith. Look back at previous times when you
have overcome challenges. Think, This too shall
pass. Consider that people who at tend church, pray
regularly, or practice other forms of spiritualit y tend to
have less stress.
Relax! Try deep breathing, meditation, yoga, or
listening to music. Take 30 minutes to play a board
game and laugh with your kids.
Take care of your health. Getting enough sleep can
make a big dif ference in your stress level. So can eating
healthy foods and getting some exercise.
Take time for yourself. Take a bath, read a book,
or pick up a hobby. When you can, hire a babysitter (or
trade time with a friend or neighbor) and get out for a
few hours.
Develop a support network. Don t be afraid to
ask for help. Older children can set the table. Your
spouse or partner could take over bedtime a few
nights a week. Friends might pick up the kids from
school to give you a break.
Remember: Learning to manage your stress
will improve your happiness and show your
children that they can handle stress, too!
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Manejando el estrs
Lo que est pasando
Todas las personas experimentan el estrs, sea a causa
de un da difcil en el trabajo, problemas con su auto o
simplemente por tener demasiadas cosas que hacer. Sin
embargo, demasiado estrs puede causarle dificultades
en la crianza eficaz de sus hijos. Con el tiempo, sus hijos
tambin podran mostrar sntomas de estar estresados!
Lo que usted podra estar observando
Algunos sntomas de que podra estar estresado incluyen:
Sintindose enojado o irritado a menudo
Sintindose desesperado
Teniendo dificultades en tomar decisiones
Llorando fcilmente
Sintindose preocupado todo el tiempo
Peleando con sus amigos o con su pareja
Comiendo demasiado o no suficiente
El no poder dormir o querer dormir todo el tiempo
Una acumulacin de estrs tambin puede contribuir a
problemas de salud, incluyendo alergias, dolores de cuello
o de espalda, dolores de cabeza, molestias estomacales y
tensin alta.
Lo que usted puede hacer
Es importante aprender a manejar su estrspara su
bien y el bien de sus hijos. Las siguientes sugerencias
podran ayudar:
Identifique lo que le causa estrs. Las causas
del estrs son diferentes para cada persona. Las
suyas podran estar relacionadas con el dinero, el
trabajo, su ambiente (trfico, crimen), su pareja, el
comportamiento de sus hijos o asuntos de salud.
Acepte lo que no puede cambiar. Pregntese,
Puedo hacer alguna cosa al respecto? Si la respuesta
es no, trate de enfocarse en otra cosa. Si hay alguna
cosa que puede hacer (buscar un trabajo nuevo, por
ejemplo), divida el proceso en pasos ms pequeos
para que no se sienta abrumado.
Tenga fe. Reflexione sobre otros instantes cuando
pudo superar los desafos que lo enfrentaban. Piense,
Esto tambin pasar. Considere que las personas
quienes van a la iglesia, oran regularmente o practican
otras formas de espiritualidad tienden a sentir menos
estrs.
Reljese! Respire hondo, practique la meditacin,
haga yoga o escuche msica. Tome 30 minutos para
jugar un juego de mesa y rerse con sus hijos.
Cuide de su salud. El dormir suficiente puede hacer
una gran diferencia en su nivel de estrs, como tambin
el comer comidas saludables y hacer ejercicio.
Aparta un tiempo para s mismo. Tmese un
bao, lea un libro o bsquese una actividad recreativa.
Cuando pueda, busque una niera (o coordine con un
amigo o vecino para el cuidado de sus hijos) y salga por
unas horas.
Desarrolle una red de apoyo. No tenga miedo de
pedir ayuda. Los nios mayores pueden poner la mesa.
Su esposo(a) o pareja podra encargarse de acostar a
los nios un par de noches a la semana. Sus amigos
podran recoger a sus nios en la escuela para darle un
descanso.
Recuerde: El aprender a manejar su estrs
aumentar su felicidad y les ensear a sus hijos
que ellos tambin pueden manejar el estrs!
51
Making Meaningful Connections
Managing Your Finances
What s Happening
If you feel like your finances are out of control, you are not
alone! Many people worry about money. While common, a
daily struggle to pay bills creates stress that can harm your
family life and your childs well-being.
What You Might Be Seeing
Your family is said to have financial stabilit y if you have:
The abilit y to pay bills on time
A manageable amount of debt
A 36 month emergency fund to protect you against
loss of income
What You Can Do
No matter what your situation, you can take steps to move
your family toward greater financial stabilit y.
Know where your money goes. Track your
familys spending for a month, and balance your
checkbook regularly. These steps will help you feel more
in control and will help you create a realistic budget.
Get organized. Make sure you know how much each
person in your household gets paid and when. Know
which bills need to be paid out of each paycheck. Keep
all bills in one place so they dont get lost, and review
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.
Get help to stretch your budget. State and
Federal programs include the Earned Income Tax
Credit, food stamps or WIC, TANF, low-cost child care or
housing, Head Start, and others.
Get a bank account. Check-cashing services and
payday loans charge high fees. One program that helps
people access free or low-cost checking accounts is
Bank On: http://joinbankon.org/about/
Start saving. Individual development accounts (IDAs)
match your savings to help you reach a goal such as
buying a home, training for a new job, or starting a
small business. Find an IDA program near you:
http://cfed.org/programs/idas/directory_search/
Seek new employment opportunities. Work
readiness, vocational training, job placement, and
career counseling programs can help you find and
qualif y for new opportunities that may pay better and
move you toward greater securit y.
Remember: It is possible to achieve financial
stability, even after a setback. The steps you
take today will help create a brighter future for
your family!
Acknowledgment: National Foundation for Credit Counseling (http://www.nfcc.org/).
52
https://www.childwelfare.gov/preventing
Manejando sus fnanzas
Lo que est pasando
Si usted siente que sus finanzas estn fuera de control, no
est solo! Muchas personas se preocupan por el dinero.
Aunque sea comn, la lucha diaria para pagar las cuentas
crea estrs que puede ser daino para su vida familiar y el
bienestar de su hijo.
Lo que usted podra estar observando
Se puede decir que su familia tiene estabilidad financiera
si tiene:
La habilidad de pagar las cuentas a tiempo
Un monto de deuda manejable
Un fondo de emergencia con suficiente para vivir de
36 meses como proteccin en contra de la prdida
de ingresos
Lo que usted puede hacer
Sea como sea su situacin, usted puede tomar ciertos
pasos para llevar a su familia hacia una situacin financiera
ms estable.
Est consiente de dnde va su dinero. Siga los
gastos de su familia por un mes y mantenga al da su
libreta bancaria. Estos pasos le ayudarn a sentirse ms
en control y a crear un presupuesto razonable.
Organcese. Asegrese de saber cunto gana cada
persona en su hogar y cundo le pagan. Sepa cules
recibos se tendrn que pagar de cada sueldo. Mantenga
sus recibos en un lugar central para que no se pierdan,
y revise sus finanzas a menudo.
Gaste solamente lo que gane. Guarde sus tarjetas
de crdito y use dinero en efectivo. Esto ayudar a
asegurar que solamente compre lo que de verdad
necesita y quiere.
Obtenga ayuda para estirar su presupuesto.
Programas Estatales y Federales incluyen el Crdito
por Ingreso del Trabajo (EITC, por sus siglas en ingls);
cupones de comida o el Programa Especial de Nutricin
Suplementaria Para Mujeres, Infantes y Nios (WIC, sus
siglas en ingls); el programa de Asistencia Temporal
Para Familias Necesitadas (TANF sus siglas en ingls);
servicios de cuidado de menores o vivienda a bajo
costo; Head Start y otros.
Bsquese una cuenta bancaria. Los servicios de
cambio de cheques o prstamos de da de pago cobran
cuotas altas. Un programa que ayuda a personas a
acceder a cuentas corrientes gratis o a bajo costo se
llama Bank On: http://joinbankon.org/about/
Empiece a ahorrar. Cuentas de desarrollo individual
(IDA, por sus siglas en ingls) igualan sus ahorros para
ayudarlo a alcanzar una meta como la compra de una
casa, entrenamiento para un trabajo nuevo, o empezar
una pequea empresa. Encuentre un programa de
IDA cerca de usted: http://cfed.org/programs/idas/
directory_search/
Busque nuevas oportunidades de empleo.
Programas de preparacin para el empleo, capacitacin
vocacional, contratacin y orientacin profesional
pueden ayudarlo a encontrar y a calificar para nuevas
oportunidades que podran pagar mejor y llevarlo hacia
una situacin financiera ms segura.
Recuerde: S es posible lograr la estabilidad
financiera, aun despus de un retraso. Los
pasos que tome hoy ayudarn a crear un
futuro mejor para su familia!
Reconocimiento: National Foundation for Credit Counseling (http://www.nfcc.org/).
53
Making Meaningful Connections
Helping Your Child
Heal From Trauma
What s Happening
Trauma is an intense event that threatens or causes harm,
either physical or emotional. Trauma can occur as a result
of a natural disaster (such as an earthquake or flood),
violence, or abuse. Seeing violence happen, even if you are
not the victim, also may cause trauma.
Trauma can have a lasting ef fect on childrens brain
development. If not addressed, it can lead to trouble with
school, relationships, or drugs and alcohol.
What You Might Be Seeing
Childrens reactions to trauma var y with age, culture,
and personalit y. Some children show the following signs
of trauma:
Startling easily and having dif ficult y calming down
Behaviors common to younger children (e.g., thumb
sucking, bed wetting, fear of the dark, clinging to
caregivers)
Tantrums, aggression, or fighting
Becoming quiet and withdrawn, wanting to be left alone
Wanting to talk about the traumatic event all the time,
or denying that it happened
Changes in eating or sleeping (sleeping all the time, not
sleeping, nightmares)
Frequent headaches or stomachaches
What You Can Do
Try the following to help your child heal from trauma:
Help your child feel safe. Stay calm and keep
a regular routine for meals, play time, and bedtime.
Prepare children in advance for any changes or new
experiences.
Encourage (dont force) children to talk about
their feelings. Tell children it is normal to have many
feelings after a trauma. Listen to their stories, take
their reactions seriously, correct any misinformation
about the traumatic event, and reassure them that what
happened was not their fault.
Provide extra attention, comfort, and
encouragement. Spending time together as a family
may help children feel safe. Younger children may want
extra hugs or cuddling. Follow their lead and be patient
if they seem needy.
Teach children to relax. Encourage them to practice
slow breathing, listen to calming music, or say positive
things (That was scary, but Im safe now).
Be aware of your own response to trauma.
Parents history of trauma and feelings about their
childs experience can influence how they cope. Seek
support if you need it.
Remember that everyone heals differently
from trauma. Respecting each childs own course of
recovery is important.
Find help when needed. If your childs problems
last more than a few weeks, or if they get worse
rather than bet ter, 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.
Acknowledgments: Safe Start Center, Ofce of Juvenile Justice and Delinquency Prevention (http://www.safestartcenter.org/).
54
https://www.childwelfare.gov/preventing
Ayudando a su hijo
a curarse del trauma
Lo que est pasando
El trauma es un evento intenso amenazante o que causa
dao, ya sea fsico o emocional. El trauma puede ocurrir
a causa de un desastre natural (como un terremoto o una
inundacin), la violencia o el abuso. Incluso, el presenciar
la violencia, aunque usted no sea la vctima, tambin
puede causar trauma.
El trauma puede tener un efecto duradero en el desarrollo
cerebral de los nios. Si no es tratado, puede llegar a
causar problemas en la escuela, en relaciones o con
drogas y alcohol.
Lo que usted podra estar observando
Las reacciones de los nios al trauma varan segn
sus edades, culturas y personalidades. Algunos nios
demuestran las siguientes seales de trauma:
Asustndose fcilmente y teniendo dificultad con volver
a calmarse
Comportamientos comunes en nios ms jvenes
(por ejemplo, chupndose el dedo, mojando la cama,
miedo a la oscuridad, apegndose demasiado a sus
proveedores de cuidado)
Berrinches, agresin o pelear con otros
Volvindose callado y retrado, queriendo estar solo
Queriendo hablar acerca del evento traumtico todo el
tiempo, o negando que sucedi
Cambios en su alimentacin o sueo (durmiendo todo
el tiempo, el no dormir, pesadillas)
Dolores de cabeza o de estmago frecuentes
Lo que usted puede hacer
Intente lo siguiente para ayudar a su hijo a recuperarse
de un trauma:
Ayude a su hijo a sentirse seguro. Permanezca
calmado y mantenga una rutina regular para las
comidas, la hora de jugar y la hora de dormir. Prepare
a los nios por adelantado para cualquier cambio o
experiencia nueva.
Aliente (pero no obligue) a los nios a hablar
acerca de sus sentimientos. Dgales a los nios
que es normal tener muchos sentimientos despus de
sufrir un trauma. Escuche sus cuentos, tome en serio
sus reacciones, corrija cualquier informacin incorrecta
con respecto al evento traumtico y asegreles que ellos
no tienen la culpa de lo que sucedi.
Provales atencin adicional, consuelo y
nimo. Pasar tiempo en familia podra ayudar a los
nios a sentirse seguros. Los nios ms jvenes podrn
querer ms abrazos y cario. Siga sus pistas y tenga
paciencia si parecen necesitar de atencin.
Ensele a los nios a relajarse. Anmelos
a practicar la respiracin honda, escuchar msica
calmada o decir cosas positivas (Eso me dio miedo,
pero ahora estoy bien).
Est consciente de su propia reaccin al
trauma. La historia de trauma de los padres y sus
sentimientos acerca de las experiencias de sus hijos
pueden influenciar la manera en que los nios manejan
el trauma. Busque apoyo si lo necesita.
Recuerde que todas las personas se
recuperan de maneras diferentes del trauma.
Es importante respetar el proceso de recuperacin de
cada nio.
Encuentre ayuda cuando la necesite. Si los
problemas de su hijo duran por ms de unas semanas,
o si empiezan a empeorar en vez de mejorarse, pida
ayuda. Encuentre un profesional de salud mental
capacitado en mtodos comprobados de ayudar a los
nios a lidiar con el trauma.
Recuerde: Con paciencia y apoyo, las familias
pueden sanarse y recuperarse del trauma.
Reconocimientos: Safe Start Center, Ofce of Juvenile Justice and Delinquency Prevention (http://www.safestartcenter.org/).
55
Making Meaningful Connections
Bonding With Your Baby
What s Happening
Attachment is a deep, lasting bond that develops between
a caregiver and child during the babys first few years of
life. This attachment is crucial to the growth of a babys
body and mind. Babies who have this bond and feel loved
have a better chance to grow up to be adults who trust
others and know how to return af fection.
What You Might Be Seeing
Most babies:
Have brief periods of sleep, crying or fussing, and quiet
alertness many times each day
Often cry for long periods for no apparent reason
Love to be held and cuddled
Respond to and imitate facial expressions
Love soothing voices and respond to them with smiles
and small noises
Grow and develop every day
Learn new skills quickly and can outgrow dif ficult
behaviors in a matter of weeks
What You Can Do
No one knows your child like you do, so you are in the best
position to recognize and fulfill your childs needs. Parents
who give lots of loving care and attention to their babies
help their babies develop a strong attachment. Affection
stimulates your child to grow, learn, connect with others,
and enjoy life.
Here are some ways to promote bonding:
Respond when your baby cries. Try to understand what
he or she is saying to you. You cant spoil babies with
too much attentionthey need and benefit from a
parent s loving care, even when they seem inconsolable.
Hold and touch your baby as much as possible. You can
keep him or her close with baby slings, pouches, or
backpacks (for older babies).
Use feeding, bathing, and diapering times to look into
your babys eyes, smile, and talk to your baby.
Read, sing, and play peek-a-boo. Babies love to hear
human voices and will try to imitate your voice and the
sounds you make.
As your baby gets a little older, try simple games and
toys. Once your baby can sit up, plan on spending lots
of time on the floor with toys, puzzles, and books.
If you feel you are having trouble bonding with your
infant, dont wait to get help! Talk to your doctor or your
babys pediatrician as soon as you can.
Remember: The best gift you can give
your baby is YOU. The love and attention you
give your baby now will stay with him or her
forever and will help your baby grow into a
healthy and happy child and adult.
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
56
https://www.childwelfare.gov/preventing
Cmo fortalecer los lazos
de afecto con su beb
Lo que est pasando
El apego es un lazo profundo y duradero que se desarrolla
entre el proveedor de cuidados y el nio durante los
primeros aos de vida del beb. Este apego es crucial para
crecimiento del cuerpo y la mente del beb. Aquellos bebs
que cuentan con este lazo y que se sienten amados tienen
mejores probabilidades de llegar a ser adultos que confan
en los dems y que saben cmo reciprocar el afecto.
Lo que usted podra estar observando
La mayora de los bebs:
Tienen periodos breves en los que duermen, lloran, se
quejan o estn tranquilos y atentos muchas veces por da
A menudo lloran por mucho tiempo sin motivo aparente
Les encanta que los mimen y abracen
Responden a las expresiones faciales y las imitan
Les encantan las voces tranquilas y responden a ellas
con sonrisas y gorgoritos
Crecen y se desarrollan todos los das
Aprenden nuevas habilidades rpidamente y pueden
superar comportamientos difciles en cosa de unas
pocas semanas
Lo que usted puede hacer
Nadie conoce a su beb mejor que usted, por lo que es
usted quien est en mejores condiciones para reconocer y
satisfacer las necesidades de su hijo. Los padres que ofrecen
grandes cantidades de afecto y cario a sus bebs ayudan a
sus bebs a desarrollar un apego slido. El afecto estimula a
su hijo a crecer, a aprender, a conectarse con los dems y a
disfrutar la vida.
stas son algunas formas de promover la formacin de
lazos afectivos:
Responda cuando su beb llore. Trate de entender lo
que l o ella le est diciendo. Los recin nacidos no se
vuelven consentidos por exceso de atencinellos
necesitan del cario de sus padres y se benefician de l,
aun cuando parecieran ser inconsolables.
Tome en brazos, mime y toque a su beb a menudo.
Puede mantener a su beb cerca con canguros,
portabebs o mochilas especiales (para bebs
ms grandes).
Aproveche las horas de comida, de baar y de cambio
de paales para mirar a su beb directamente a los
ojos, sonrerle y hablarle.
Lale, cntele y juegue a que se esconde y aparece. A
los bebs les encanta or voces humanas y tratarn de
imitar su voz y los sonidos que hace.
En lo que su beb se hace mayorcito, intenten jugar con
juguetes y juegos sencillos. En lo que su beb pueda
sentarse sin ayuda, planee pasar grandes cantidades de
tiempo en el piso con juguetes, rompecabezas y libros.
Si siente que est teniendo problemas para formar
lazos afectivos con su beb, no espere para obtener
ayuda! Hable con su doctor o con el pediatra del beb
tan pronto como sea posible.
Recuerde: El mejor regalo que le puede
dar a su beb es USTED MISMO. El amor y la
atencin que le d ahora permanecern con
l para siempre y le ayudarn a ser un nio y
adulto sano y feliz.
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting o llamando al 800.394.3366.
57
Making Meaningful Connections
Dealing With Temper Tantrums
What s Happening
Two- and 3-year-olds have many skills, but controlling
their tempers is not one of them. Tantrums are common
at this age because toddlers are becoming independent
and developing their own wants, needs, and ideas.
However, they are not yet able to express their wants and
feelings with words. Take comfort in the fact that most
children outgrow tantrums by age 4.
What You Might Be Seeing
Most toddlers:
Love to say No! Mine! and Do it myself!
Test rules over and over to see how parents will react
Are not yet ready to share
Need lots of fun activities, play times, and opportunities
to explore the world
Respond well to a routine for sleeping and eating (a
regular schedule)
Like to imitate grownups and to help mom and dad
What You Can Do
It is often easier to prevent tantrums than to deal with
them after they get going. Try these tips:
Direct your childs attention to something else.
(Wow, look at that fire engine!)
Give your child a choice in small matters.
(Do you want to eat peas or carrots?)
Stick to a daily routine that balances fun activities with
enough rest and healthful food.
Anticipate when your child will be disappointed. (We
are going to buy groceries for dinner. We wont be
buying cookies, but you can help me pick out some fruit
for later.)
Praise your child when he or she shows self-control and
expresses feelings with words.
If you cannot prevent the tantrum, here are some tips for
dealing with it:
Say what you expect from your child and have
confidence that your child will behave.
Remain calm. You are a role model for your child.
Holding your child during a tantrum may help a younger
child feel more secure and calm down more quickly.
Take your child to a quiet place where he or she can
calm down safely. Speak softly or play soft music.
Some children throw tantrums to seek attention. Try
ignoring the tantrum, but pay attention to your child
after he or she calms down.
Resist overreacting to tantrums, and try to keep your
sense of humor.
Remember: When your child is having a
floor-thumping tantrum, the most important
thing you can do is remain calm and wait it
out. Do not let your childs behavior cause you
to lose control, too.
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
58
https://www.childwelfare.gov/preventing
Cmo lidiar con los berrinches
Lo que est pasando
Los nios entre dos y tres aos de edad tienen muchas
habilidades, pero controlar sus temperamentos no es una
de ellas. Los berrinches son comunes a esta edad porque
los nios pequeos estn comenzando a independizarse
y estn desarrollando sus propias ideas, necesidades y
deseos. Sin embargo, todava no expresan sus deseos y
sentimientos con palabras. Consulese sabiendo que la
mayora de los nios superan la etapa de los berrinches
alrededor de los cuatro aos de edad.
Lo que usted podra estar observando
La mayora de los nios pequeos:
Les encanta decir: No!... Mo!... y Yo solo!
Ponen a prueba las reglas una y otra vez para ver cmo
reaccionarn los padres
No saben compartir todava
Necesitan muchas actividades divertidas, tiempo para
jugar y oportunidades para explorar el mundo
Responden bien a las rutinas para comer y dormir (un
horario regular)
Les gusta imitar a los grandes y ayudar a mami y a papi
Lo que usted puede hacer
A menudo es ms fcil prevenir un berrinche que tener que
lidiar con ellos una vez que comienzan. Intente poner estos
consejos en prctica:
Ayude a su hijo a concentrarse en otra cosa. (Mira ese
camin de bomberos!)
Deje que su hijo tome decisiones sobre cosas pequeas.
(Quieres comer chcharos o zanahorias?)
Siga una rutina diaria de actividades divertidas, con
suficiente descanso y comida sana.
Anticipe lo que puede desilusionar a su hijo.
(Vamos a comprar comida para la cena. Esta vez no
vamos a comprar galletitas pero, me ayudas a elegir
fruta para el postre?)
Felicite a su hijo cuando se controle a s mismo y
exprese sus sentimientos con palabras.
Si no puede prevenir un berrinche, pruebe estas
sugerencias:
Diga lo que espera de su hijo y confe en que su hijo se
comportar.
No pierda la calma. Usted es el modelo a seguir para
su hijo.
Sostener a su hijo durante un berrinche puede ayudarlo
a sentirse seguro y a calmarse ms rpido.
Lleve a su hijo a un lugar tranquilo para que se pueda
calmar de manera segura. Hblele en voz baja o ponga
msica suave.
Algunos nios tienen berrinches para llamar la atencin.
Intente ignorar el berrinche, pero prstele atencin a su
hijo despus de que se haya calmado.
Resista la tentacin de sobre reaccionar a los
berrinches, y trate de no perder el sentido del humor.
Recuerde: Incluso cuando el nio hace un
berrinche en pleno piso, lo mejor que puede
hacer es guardar la calma y esperar. No
permita que el comportamiento de su hijo le
haga perder el control.
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting/ o llamando al 800.394.3366.
59
Making Meaningful Connections
Parenting Your School-Age Child
What s Happening
Children ages 6 to 12 go through big changes. As they spend
more time at school and away from home, they are working
to develop an identity of their own. Their bodies are growing
stronger and changing quickly, a process that will continue
through puberty and the teen years. They are learning to
control their feelings, use reason, and solve problems. Yet
children in this age group still need rules and structure and,
most of all, their parents love and support.
What You Might Be Seeing
Normal school-age children:
Mature unevenly. Their bodies may be growing, but
they are still capable of having temper tantrums and
need reminders to take baths and brush their teeth.
See things in black and white. They are concerned about
fairness and rules.
Are capable of doing chores and homework more
independently but may need you to remind and teach
them (not do it for them).
Get distracted easily and may lack organizational skills.
Develop deeper relationships with peers and care
deeply about fitting in.
What You Can Do
Model the behavior you want to see. Your
children are watching and learning from you. Meet your
responsibilities, follow house rules, and communicate
with respect.
Make a few important rules and enforce
them every time. Remember, children want freedom,
so give them choices in smaller matters (e.g., clothing, room
decorations).
Talk to children about what you expect. Post
rules and routines where everyone can see them. Fewer
grey areas mean less to argue about.
Support their growing bodies. Children this age
still need nutritious meals (especially breakfast) and 10
hours of sleep each night.
Limit time spent watching TV, playing video
games, or using the computer. Monitor Internet
use for safet y, and encourage your children to
participate in hobbies and sports.
Be involved with your childrens school.
Talk to their teachers and attend parents night
and school conferences. Show that school is
important to you by providing a quiet space for
homework, volunteering in your childs school,
and celebrating your childs hard work.
Offer support and understanding when your
child has problems with peers. Explore ways to
resolve conflicts, but do not interfere. If your child is
being bullied at school, alert school staf f and work with
them to keep your child safe.
Dont wait for your children to learn about
sex, alcohol, and drugs from peers. Educate
yourself and talk to your children about your values.
Help them practice ways to resist peer pressure.
Remember: Talk to your children, and listen
to what they have to say. School-age children
may sometimes act like they dont care what
their parents say, but they still want your love,
attention, and guidance!
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
60
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Cmo criar a su
hijo en edad escolar
Lo que est pasando
Los nios con edades entre 6 y 12 aos atraviesan por
grandes cambios. A medida que pasan ms tiempo en la
escuela y fuera de casa, ellos trabajan para desarrollar una
identidad propia. Sus cuerpos estn creciendo, hacindose
ms fuertes y cambiando rpidamente, un proceso que
continuar con la pubertad y la adolescencia. Ellos estn
aprendiendo a controlar sus sentimientos, a usar su
raciocinio y a resolver problemas. Y aun as, los nios en este
grupo etario todava necesitan de normas y estructura, y ms
que nada, del amor y apoyo de sus padres.
Lo que usted podra estar observando
Los nios normales en edad escolar:
Maduran a diferentes ritmos. Sus cuerpos podrn
estar creciendo, pero ellos an son capaces de tener
berrinches y de necesitar ser recordados de ducharse
y cepillarse los dientes.
Ven las cosas en blanco y negro. Se preocupan por la
equidad y las reglas.
Son capaces de hacer labores domsticas y tareas
escolares ms independientemente pero podrn
necesitar que usted les recuerde y les ensee (no que lo
haga por ellos).
Se distraen fcilmente y pueden no tener habilidades
de organizacin.
Desarrollan relaciones ms profundas con sus
compaeros y les importa mucho el pertenecer.
Lo que usted puede hacer
Modele el comportamiento que desea ver.
Sus hijos lo estn observando y estn aprendiendo
de usted. Cumpla con sus responsabilidades, siga las
reglas de la casa y comunquese con respeto.
Establezca unas pocas reglas importantes y
hgalas cumplir siempre. Recuerde, los nios
desean libertad, as que deles opciones en asuntos
menores (por ejemplo, la ropa, la decoracin de sus
habitaciones).
Hable con sus hijos sobre sus expectativas.
Coloque las reglas y las rutinas donde todos puedan
verlas. Mientras menos reas grises hayan, menores
sern las discusiones.
Apoye sus cuerpos en crecimiento. Los nios
a esta edad an necesitan de comidas nutritivas
(especialmente el desayuno) y 10 horas de sueo todas
las noches.
Limite el tiempo que pasan viendo televisin,
jugando con videojuegos o usando la
computadora. Vigile el uso de la Internet por motivos de
seguridad y aliente a sus hijos a participar en pasatiempos
(hobbies) y deportes.
Participe en la escuela de sus hijos. Hable con sus
maestros y asista a las noches para padres y conferencias
escolares. Demuestre que la escuela es importante para
usted ofreciendo un espacio tranquilo para hacer la tarea,
ofrecindose de voluntario en la escuela de su hijo y
celebrando el arduo trabajo de su hijo.
Ofrezca apoyo y comprensin cuando su hijo
tenga problemas con sus compaeros. Explore
maneras de resolver confictos, pero no interfera. Si su hijo
est siendo intimidado u hostilizado en la escuela, alerte al
personal de la escuela y trabaje con ellos para mantener a su
hijo seguro.
No espere a que sus hijos aprendan sobre
el sexo, el alcohol o las drogas de sus
compaeros. Aprenda sobre los temas y hable con sus
hijos sobre sus valores. Aydelos a practicar formas de
resistir la presin de sus compaeros.
Recuerde: Hable con sus hijos y escuche lo
que tienen que decir. Los nios en edad escolar
a veces pueden actuar como si no les importara
lo que sus padres dicen, pero ellos an desean
su amor, atencin y orientacin!
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en
https://www.childwelfare.gov/preventing/promoting/parenting/ o llamando al 800.394.3366.
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Making Meaningful Connections
Connecting With Your Teen
What s Happening
Many teens spend less time with their families than they
did as younger children. As they become more independent
and learn to think for themselves, relationships with
friends become very important. Sometimes it may feel like
your teen doesnt need you anymore. But teens still need
their parents love, support, and guidance.
What You Might Be Seeing
Normal teens:
Crave independence
Question rules and authorit y
Test limits
Can be impulsive
Make mature decisions at times, and childish ones at
other times
What You Can Do
Simple, everyday activities can reinforce the connection
between you and your teen. Make room in your schedule
for special times as often as you can, but also take
advantage of routine activities to show that you care.
Tips to Keep In Mind
Have family meals. If it s impossible to do every
night, schedule a regular weekly family dinner night that
accommodates your childs schedule.
Share ordinary time. Look for everyday
opportunities to bond with your teen. Even times spent
driving or walking the dog together of fer chances for
your teen to talk about what s on his or her mind.
Get involved, be involved, and stay involved.
Go to games and practices when you can. Ask about
homework and school projects. Learn about your
teens favorite websites and apps. Look for chances to
join in your teens latest hobby.
Get to know your childs friends. Knowing your
child's friends is an important way to connect with your
teen. Make your home a welcoming place for your teen
and his or her friends.
Be interested. Make it clear that you care about your
teens ideas, feelings, and experiences. If you listen to
what he or she is saying, youll get a better sense of the
guidance and support needed. Get to know your teens
friends and their parents, too, when possible.
Set clear limits. Teens still need your guidance,
but you can involve your teen in setting rules and
consequences. Make sure consequences are related to
the behavior, and be consistent in following through.
Choose your battles. Try to provide choices in the
matters that are less important.
Remember: Your words and actions help
your teen feel secure. Dont forget to say and
show how much you love your teen!
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
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Cmo relacionarse con
su hijo adolescente
Lo que est pasando
Muchos adolescentes comparten menos tiempo con sus
familias que cuando eran menores. Conforme se hacen
ms independientes y aprenden a pensar por s mismos,
las relaciones con sus amigos se hacen ms importantes.
A veces puede parecer que su hijo adolescente ya no
lo necesita. Pero en realidad los adolescentes siguen
necesitando el amor, el apoyo y los consejos de sus padres.
Lo que usted podra estar observando
Los adolescentes normales:
Desean independizarse
Cuestionan las reglas y la autoridad
Ponen a prueba los lmites
Pueden ser impulsivos
A veces toman decisiones maduras, y otras veces toman
decisiones infantiles
Lo que usted puede hacer
Actividades cotidianas simples pueden reforzar la conexin
entre usted y su hijo adolescente. Dedique tiempo para
compartir ocasiones especiales con su hijo siempre que
pueda, pero tambin aproveche las actividades rutinarias
para demostrarle que le interesa.
Algunos consejos a tener en mente:
Coma con la familia. Si no pueden comer juntos
todos los das, aparte un da de la semana para la cena
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.
Participe y mantngase involucrado en la
vida de su hijo. Asista a los juegos y las prcticas
deportivas cada vez que pueda. Pregntele sobre las
tareas y los proyectos escolares. Aprenda acerca de los
sitios web y las aplicaciones favoritas de su hijo. Busque
oportunidades para enterarse sobre y participar en la
ltima actividad favorita de su hijo.
Conozca a los amigos de su hijo. Saber quines
son sus amigos es una forma importante de conectarse
con su hijo adolescente. Haga que su hogar sea un sitio
acogedor para su hijo adolescente y sus amigos.
Demuestre inters. Demuestre claramente que
se interesa por las ideas, los sentimientos y las
experiencias de su hijo. Si pone atencin a lo que su
hijo le dice, tendr una mejor idea de la orientacin y
apoyo que necesita. Conozca a los amigos de su hijo y,
de ser posible, tambin a sus padres.
Establezca lmites claros. Los adolescentes
an necesitan de su orientacin, pero usted puede
involucrar a su hijo a la hora de establecer las reglas
y las consecuencias por no seguirlas. Asegrese
de que las consecuencias tengan que ver con el
comportamiento, y sea consecuente a la hora de
aplicarlas. Escoja sus batallas. Ofrezca varias opciones
cuando se trate de situaciones de menor importancia.
Recuerde: Sus palabras y sus acciones
ayudan a que su hijo adolescente se sienta
seguro. No se olvide de decir y demostrarle a
su hijo adolescente cunto lo quiere!
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting/ o llamando al 800.394.3366.
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Making Meaningful Connections
Teen Parents...Youre Not Alone!
What s Happening
Being a parent is a 24-hour-a-day job, and sometimes it
can feel overwhelming. You may be juggling the demands
of a baby, your family, school, and work. Chances are
youre not able to do all of the things you enjoyed before
your baby was born.
Many Teen Parents Sometimes Feel
Confused and uncertainabout their future or
their skills as a parent
Overwhelmedthey dont know where to begin or
they feel like giving up
Angryat the babys other parent, their friends, or
even their baby
Lonelyas though they are the only person dealing
with so many problems
Depressedsad and unable to manage their problems
These feelings do not mean you are a bad parent!
What You Can Do
Every parent needs support sometimes. If you think stress
may be af fecting how you treat your baby, it s time to find
some help. Try the following:
Join a support group. A group for young moms or
dads could give you time with new friends who have
lives similar to yours. Your children can play with other
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 communit y.
Find ways to reduce stress. Take a break while
someone reliable cares for your baby. Take a walk with
the baby in a stroller, or rest while your baby naps. A
social worker or nurse can help you learn other ways to
manage stress.
Become a regular at baby-friendly places in
your community. The playground and story time at
the local library are great places to bond with your baby
while getting to know other parents.
Finish school. Even though it may be dif ficult,
finishing high school (or getting a GED) is one of the
most important things you can do to help your baby
and yourself. A diploma will help you get a better job or
take the next step in your education, such as vocational
training or college.
Improve your parenting skills. Dont be afraid
to ask for advice from experienced parents. Classes for
parents can also help you build on what you already
know about raising a happy, healthy child.
Call a help line. Most States have help lines for parents.
Childhelp

runs a national 24-hour hotline (1.800.4.A.CHILD)

for parents who need help or parenting advice.
Remember: Stay in contact with friends and
family who support you and make you feel good
about yourself. Help is just a phone call away!
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
64
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Hay muchos padres
adolescentes como usted
Lo que est pasando
Ser padre o madre es un trabajo de 24 horas al da, y a veces
puede ser abrumador. Es probable que usted tenga que
cuidar a un beb y ocuparse de la familia adems de ir a la
escuela y al trabajo. Quizs ya no tenga tiempo para hacer
todo lo que le gustaba hacer antes de que naciera el beb.
Muchos padres adolescentes a veces se
sienten...
Confundidos o indecisossobre su futuro o su
habilidad como padre o madre
Abrumadospor no saber dnde empezar, o por
sentirse con ganas de renunciar a todo
Enojadoscon el otro padre del beb, sus amigos o
hasta con el beb
Solitarioscomo si fueran la nica persona que
enfrenta tantos problemas
Deprimidostristes e incapaces de enfrentar sus
problemas
Experimentar estos sentimientos no quiere decir que sea un mal
padre o una mala madre!
Lo que usted puede hacer
Todos los padres necesitan apoyo tarde o temprano. Si usted
cree que el estrs puede estar afectando la manera en que trata
a su beb, es hora de buscar ayuda. Considere estas opciones:
Encuentre un grupo de apoyo. Un grupo para
madres y padres jvenes le podra dar una oportunidad
de pasar tiempo con nuevos amigos que tienen vidas
similares a la suya. Sus hijos pueden jugar con otros
nios, y usted puede hablar de sus problemas con
personas que lo entiendan. Busque por Internet (por
ejemplo, en sitios web como Meetup.com o a travs de
grupos en Yahoo!) o llame a su agencia local de servicios
sociales para obtener ms informacin sobre los grupos
de apoyo en su comunidad.
Encuentre maneras de reducir el estrs. Tome un
descanso mientras alguien de confanza cuida a su beb.
Vaya a caminar con su beb en la carriola, o descanse
mientras su beb duerme. Una enfermera o trabajador
social le pueden ayudar a aprender otras formas de reducir
el estrs.
Visite regularmente los sitios aptos para
bebs disponibles en su comunidad. Los
parques infantiles y las horas de cuenta cuentos
en la biblioteca local son lugares excelentes donde
conectarse con su beb al mismo tiempo que conoce a
otras mams.
Termine la escuela. Aunque pueda ser difcil,
terminar la preparatoria o high school (u obtener
un diploma de equivalencia general, o GED) es una
de las cosas ms importantes que puede hacer para
ayudarse a s misma y a su beb. Un diploma le ayudar
a encontrar un mejor trabajo o a tomar el siguiente
paso con sus estudios (como la escuela vocacional o la
universidad).
Adquiera ms experiencia de crianza. No
tenga miedo de pedir consejos a los padres con ms
experiencia. Las clases para los padres tambin le
pueden ayudar a expandir lo que ya sabe sobre cmo
criar a un nio sano y feliz.
Llame a un nmero de apoyo. Casi todos los
Estados tienen nmeros de telfono para ayudar
a los padres. La organizacin Childhelp

brinda
una lnea nacional de apoyo las 24 horas del da
(1.800.4.A.CHILD) para padres que necesitan ayuda o
consejos de crianza.
Recuerde: Mantngase en contacto con sus
familiares y amigos que lo apoyan y le hacen
sentir bien. Usted puede encontrar ayuda
solo marcando un telfono!
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting o llamando al 800.394.3366.
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Making Meaningful Connections
Ten Ways to Be a Better Dad
What s Happening
Children need both parents. 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 childrens mother. When children 6. Be a teacher. A father who teaches his children
see their parents respecting each other, they are more about right and wrong and encourages them to do
likely to feel that they are also accepted and respected. their best will see his children make good choices.
2.
Involved fathers use everyday examples to teach the
Spend time with your children. If you always
basic lessons of life.
seem too busy for your children, they will feel
neglected no matter what you say. Set aside time to 7. Eat together as a family. Sharing a meal
spend with your children. together can be an important part of healthy family
3.
life. It gives children the chance to talk about what
Earn the right to be heard. Begin talking
they are doing, and it is a good time for fathers to
with your kids when they are very young,
listen and give advice.
and talk to them about all kinds of things.
Listen to their ideas and problems. 8. Read to your children. Begin reading to your
4.
children when they are very young. Instilling a love
Discipline with love. All children need guidance
for reading is one of the best ways to ensure they will
and discipline, not as punishment, but to set
have a lifetime of personal and career growth.
reasonable limits and help children learn from natural
or logical consequences. Fathers who discipline in a 9. Show affection. Children need the security that
calm, fair, and nonviolent manner show their love. comes from knowing they are wanted, accepted, and
5.
loved by their family. Showing affection every day is the
Be a role model. Fathers are role models whether
best way to let your children know that you love them.
they realize it or not. A girl with a loving father grows
up knowing she deserves to be treated with respect. 10. Realize that a fathers job is never done.
Fathers can teach sons what is important in life by Even after children are grown and leave home, they
demonstrating honest y, humilit y, and responsibilit y. will still look to their fathers for wisdom and advice.
Fatherhood lasts a lifetime.
Adapted from the National Fatherhood Initiative (http://www.fatherhood.org/).
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Diez maneras de
ser un mejor padre
Lo que usted puede hacer
1. Respete a la madre de sus hijos. Cuando
los nios ven que sus padres se respetan, es
ms probable que ellos tambin sientan que son
aceptados y respetados.
2. Dedique tiempo a sus hijos. Si siempre est
muy ocupado para encargarse de sus hijos, tarde o
temprano se sentirn abandonados sin importar lo
que les diga. Deje tiempo libre para dedicarse a sus
hijos.
3. Gnese el derecho de ser escuchado.
Empiece a platicar con sus hijos desde muy pequeos
y hbleles de muchas cosas. Escuche sus ideas y sus
problemas.
4. Imponga disciplina, pero con amor. Todos los
nios necesitan orientacin y disciplina, pero no como
un castigo, sino para establecer lmites razonables
y para ayudar a los nios a aprender consecuencias
lgicas y naturales. Los padres que disciplinan a
sus hijos de forma tranquila, justa y sin violencia
demuestran su amor.
5. Sea un padre modelo. Quieran o no, los padres
dan el ejemplo a sus hijos. Una nia con un padre
carioso y respetuoso crece con la idea de que merece
ser respetada. Los padres les ensean a sus hijos las
cosas importantes de la vida al demostrar humildad,
honestidad y responsabilidad.
6. Sea un buen maestro. Los padres que ensean
sus hijos la diferencia entre el bien y el mal,
animndolos a poner su mejor esfuerzo, se sentirn
recompensados cuando sus hijos tomen buenas
decisiones. Los padres involucrados usan ejemplos
comunes y de todos los das para ensear las
lecciones bsicas de la vida.
7. Coma con la familia. Comer en familia puede ser
una parte importante de una vida familiar saludable.
La comida con la familia da a los nios la oportunidad
de hablar sobre sus actividades, y los padres, a su vez,
pueden escucharlos y aconsejarlos.
8. Lea con sus hijos. Lea con sus hijos desde
pequeos. Cultivar el amor por la lectura es una de las
mejores formas de asegurar que tengan una vida rica
y llena de posibilidades personales y profesionales.
9. Demuestre afecto. Los nios necesitan sentirse
seguros sabiendo que son queridos, aceptados y
amados por su familia. Demostrar afecto diariamente es
la mejor forma de dejar saber a sus hijos que los ama.
10. Comprenda que el trabajo de un padre
nunca termina. Aun despus de que los nios
crezcan y se vayan de casa seguirn respetando los
consejos y la sabidura de sus padres. Un padre es
para toda la vida.
Adaptado del National Fatherhood Initiative (http://www.fatherhood.org/).
Lo que est pasando
Los nios necesitan de ambos padres. Los padres que participan en las vidas de sus hijos pueden ayudarlos a tener vidas ms
saludables, felices y exitosas que las de aquellos nios cuyos padres se ausentan o no participan en sus vidas. Cuando los
padres dedican tiempo a sus hijos, stos tienen ms probabilidades de sobresalir en la escuela, tener menos problemas de
comportamiento y experimentar mejor autoestima y bienestar.
67
Making Meaningful Connections
Raising Your Kin
What s Happening
No matter why or how they came to live with you, your
relatives children will benefit from being in your home.
When children cannot be with their parents, living with a
family member may provide:
Fewer moves from place to place
The comfort of a familiar language, culture,
and family history
A chance to stay with siblings
More contact with their parents, depending on the situation
What You Might Be Seeing
Despite these benefits, the children will face some unique
challenges.
They may feel insecure and unsure that you will take
care of them.
They may act out or challenge you.
They will miss their parents.
They may be anxious or depressed.
They may seem young or act too old for their ages.
What You Can Do
It will take time for your relatives children to feel safe and
secure in their new home with you. You can encourage
these good feelings in a number of ways:
Set up a daily routine of mealtimes, bedtime,
and other activities.
Help the children feel at home by creating a space just
for them.
Talk to the children, and listen when they talk to you.
Set up a few rules and explain your expectations. Then,
enforce the rules consistently.
Reward positive behavior. When children make
mistakes, focus on teaching rather than punishing.
Be as involved with their school as you can,
and encourage your children to participate in
school activities.
This is a big job, and you may need help from your
communit y. Here are some suggestions:
Help with housing or other bills, clothing, or school
supplies may be available in your communit y to help
you meet the childrens needs.
Join or start a support group in your neighborhood.
Often there are local kinship caregivers support groups.
Ask for help and referrals from a church leader,
the counselor at the childrens school, or a social
services agency.
If necessary, get professional help to address any
special needs your relatives children may have, such as
medical care, mental health care, or special education.
Use respite care if it is available.
Remember: Parenting a relatives child brings
special challenges and special joys. Do not
hesitate to ask for help or seek services in your
community for yourself and your children.
For more information on support for kin raising
children, visit Information Gateways Supporting
Kinship Families: https://www.childwelfare.gov/
outofhome/kinship/support/
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
68
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Cmo criar a sus parientes
Lo que est pasando
Sin importar por qu o cmo vinieron a vivir con usted, los
hijos de su pariente se beneficiarn de estar en su hogar.
Cuando los nios no pueden estar con sus padres, vivir con
un pariente les puede dar:
Menos mudanzas de un lugar a otro
El consuelo de compartir un idioma, una cultura y una
historia familiar en comn
La oportunidad de quedarse con sus hermanos
Ms contacto con sus padres, dependiendo de la situacin
Lo que usted podra estar observando
A pesar de estos beneficios, los nios enfrentarn desafos
particulares. Ellos:
Podrn sentirse inseguros y no saber con certeza si
usted los va a cuidar
Podrn portarse mal o desafiarlo
Extraarn a sus padres
Podrn estar ansiosos o deprimidos
Podrn no comportarse de acuerdo con su edad
Lo que usted puede hacer
Tomar tiempo para que los hijos de su pariente se sientan
seguros y a salvo en su nuevo hogar con usted. Usted puede
alentar estos buenos sentimientos en una variedad de
formas:
Establezca una rutina diaria de comidas, actividades y
horas de irse a la cama.
Ayude a los nios a sentirse en casa creando un sitio
especial slo para ellos.
Hable con ellos y escchelos cuando le hablan.
Establezca unas pocas reglas y explique sus
expectativas. Haga que se cumplan las reglas sin falta.
Recompense el buen comportamiento. Cuando
los nios cometan errores, concntrese en ensear
en lugar de castigar.
Participe en su escuela en la medida que pueda y
aliente a los nios a participar en actividades escolares.
Este es un trabajo arduo y es posible que usted necesite
ayuda de su comunidad. Estas son algunas sugerencias:
Es posible que exista ayuda con el pago de vivienda y otras
cuentas, ropa o tiles escolares, disponible en su comunidad
para ayudarle a satisfacer las necesidades de los nios.
nase a un grupo de apoyo en su vecindario o ayude
a crear uno. A menudo existen grupos locales para
aquellos que proveen cuidados a sus parientes.
Pida ayuda y remisiones de parte de un lder religioso,
del consejero de la escuela de los nios o de una
agencia de servicios sociales.
De ser necesario, obtenga ayuda profesional para lidiar con
las necesidades especiales que puedan tener los hijos de
su pariente, como atencin mdica, atencin de la salud
mental o educacin especial. Use servicios de apoyo para
el cuidado de los nios si se encuentran disponibles.
Recuerde: Criar al hijo de un pariente trae
consigo desafos y alegras especiales. No
dude en pedir ayuda o buscar servicios en su
comunidad para usted y sus nios.
Para ms informacin acerca de apoyo para
personas criando a los hijos de sus parientes,
visite la seccin Supporting Kinship Families
(Apoyos Para Familias que Cuidan a los
Hijos de Parientes) en el sitio web de Child
Welfare Information Gateway: https://www.
childwelfare.gov/outofhome/kinship/support/
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting o llamando al 800.394.3366.
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Making Meaningful Connections
Military Families
What s Happening
Military families live in almost every communit y. Some
parents in the military are on active dut y and wear a
uniform every day. Others may be in the National Guard or
Reserves and only wear a uniform when they are called to
active dut y.
What You Might See
All military families face unique stresses that can make the
dif ficult job of parenting even harder:
The military parent must deal with periodic absences
and the stresses associated with preparing for dut y or
reentering civilian life.
Children must adjust to a parent being away from the
family (and, in some cases, in harms way) and then to
the parent s reintegration into the family. Many military
children also deal with frequent moves, changing
schools, and new caretakers.
A spouse, partner, or extended family member may
face new and increased responsibilities while a military
parent is away.
What You Can Do
Express appreciation for the familys service
to our country. Invite parents and children to share
their positive experiences of military life.
Get to know your military neighbors,
particularly if they serve in the National
Guard or Reserves. Include them in neighborhood
and communit y activities. Dont wait for your neighbor
to ask for helpof fer to mow the grass, share a meal,
help with small household repairs, or care for the
children for a few hours.
Share information about community resources
that provide support in times of need. Ask
military parents what would help them most when they
are facing a military-related separation, and help them
to connect with these supports early.
Help military parents and the other caregivers
in their family understand how transitions,
separation, and anxiety can affect their
childs behavior. Knowing that acting out or
withdrawing are normal can make these challenges
easier to deal with.
Invite military children in your neighborhood
to share their thoughts and feelings about
the separations and transitions they may
be experiencing. If you plan activities for children
in your communit y, remember to include a way for
children with a faraway parent to participate.
Remember: Military families need to feel
supported and included in their neighborhoods
and communities. You can help!
For more information on supporting military
families, please visit Child Welfare Information
Gateways web section, Working With Military
Families: https://www.childwelfare.gov/
systemwide/cultural/families/military.cfm
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/preventing/promoting/parenting you can download this tip sheet and get more parenting tips, or call 800.394.3366.
70
https://www.childwelfare.gov/preventing
Familias militares
Lo que est pasando
En casi todas las comunidades viven familias militares.
Algunos padres en las fuerzas militares pueden
encontrarse en servicio activo y vestir su uniforme todos
los das. Otros padres pueden pertenecer a la Guardia
Nacional o a las Reservas del Ejrcito y usar un uniforme
solamente cuando son llamados al servicio activo.
Lo que usted podra estar observando
Todas las familias militares enfrentan tensiones especficas
que pueden hacer que el difcil trabajo de crianza sea an
ms difcil:
El padre militar debe lidiar con ausencias peridicas y el
estrs asociado con prepararse para el servicio activo o
para volver a integrarse a la vida civil.
Los nios deben ajustarse a tener un padre lejos de
la familia (y, en algunos casos, en peligro) y luego a
la reintegracin del padre a la familia. Muchos nios
de familias militares tambin lidian con mudanzas y
cambios de escuela frecuentes, y adaptarse a nuevos
proveedores de cuidados.
El cnyuge, pareja o miembro de la familia extendida
puede tener que enfrentar nuevas y mayores responsabi-
lidades mientras que el padre militar est ausente.
Lo que usted puede hacer
Exprese agradecimiento por el servicio que la
familia brinda a nuestro pas. Invite a los padres
y a los hijos a compartir sus experiencias positivas de la
vida militar.
Acrquese y conozca a sus vecinos
militares, en particular si sirven en la
Guardia Nacional o las Reservas. Inclyalos en
actividades comunitarias y del vecindario. No espere
a que su vecino le pida ayuda: ofrzcase a cortar el
csped, compartir una comida, ayudar en pequeas
reparaciones del hogar o a cuidar a los nios por
algunas horas.
Comparta informacin sobre los recursos
comunitarios que ofrecen apoyo en momentos
de necesidad. Pregunte a los padres militares qu
apoyos pueden ayudarlos ms cuando enfrentan una
separacin relacionada con las actividades militares y
aydelos a ponerse en contacto con estos apoyos de
manera temprana.
Ayude a los padres militares y a los dems
proveedores de cuidado de la familia
a entender cmo las transiciones, la
separacin y la ansiedad pueden afectar
el comportamiento de su hijo. Entender
que esos cambios de comportamiento y sus
manifestaciones o retraimiento son normales puede
hacer que sea ms fcil manejar estos desafos.
Invite a los nios de familias militares en
su vecindario a compartir sus pensamientos
y sentimientos sobre las separaciones
y transiciones que puedan estar
experimentando. Si planifica actividades para nios
en su comunidad, recurdese de crear una manera en la
que un nio con un padre distante pueda participar.
Recuerde: Las familias militares necesitan
sentirse apoyadas e incluidas en sus vecindarios
y comunidades. Usted puede ayudar!
Para ms informacin acerca de apoyo para
familias militares, visite la seccin Working
With Military Families (Trabajando con
Familias Militares) en el sitio web de
Child Welfare Information Gateway:
https://www.childwelfare.gov/systemwide/
cultural/families/military.cfm
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/
preventing/promoting/parenting o llamando al 800.394.3366.
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Making Meaningful Connections
How to Develop
Strong Communities
What s Happening
Communities have a great influence in families lives. Just
as plants are more likely to thrive in a garden with good
soil and plent y of sunlight and water, families are more
likely to thrive in nurturing communities. A safe place for
children to play is one feature of a nurturing communit y.
Other features include the availabilit y of food, shelter,
and medical care for families, as well as a culture that
encourages neighbors to get to know and help one another.
Nurturing communities can help build strong families.*
What You Might Be Seeing
Strong, nurturing communities that are supportive of
families will have:
Parks and recreation facilities that are accessible, safe,
and inviting places for families
Resources to help families in need access food, jobs,
medical care, and other resources
Early education programs that are easily accessible and
welcoming
Safe, af fordable housing available to all families
Clean air and water
What You Can Do
Baby Steps
Meet and greet your neighbors.
Go to a parents' meeting at your childs school.
Participate in an activit y at your local library or
communit y center.
Small Steps
Set up a playgroup in your communit y at homes or a
local park (consider inviting people who may not have
children at home, such as local seniors).
Organize a communit y babysitting co-op.
Volunteer at your childs school through the schools
administration or the parents organization.
Encourage local service providers to produce a directory
of available services in the communit y.
Big Steps
Organize a communit y event (a block part y, father/
daughter dance, parent support group).
Run for an of fice in the parent organization at your
childs school.
Attend local government meetings (cit y council or school
board meetings) and let them know how important
resources are in your communit y. Let them know how
parks, strong schools, and accessible services help to
strengthen your family and other families.
Join or create a group in which parents and children
meet regularly to play or serve together, such as
scouting, a flag football league, or service club.
* To learn more about protective factors that support child and family well-being, visit: https://www.childwelfare.gov/can/factors/protective.cfm.
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/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.
Remember: Everyone can take steps to make
communities more supportive of families!
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Cmo desarrollar
comunidades fuertes
Lo que est pasando
Las comunidades tienen gran influencia en la vida de
las familias. Al igual que las plantas que florecen ms
fcilmente en un jardn con buena tierra y mucho sol y
agua, las familias tienen ms oportunidades de prosperar
en comunidades acogedoras. Un lugar seguro para que
los nios jueguen es una caracterstica de una comunidad
acogedora. Otras caractersticas incluyen la disponibilidad
de alimento, refugio y atencin mdica para las familias,
as como una cultura que aliente a los vecinos a conocerse
y ayudarse mutuamente. Las comunidades acogedoras
pueden ayudar a construir familias fuertes.*
Lo que usted podra estar observando
Las comunidades fuertes y acogedoras que apoyan a las
familias contarn con:
Parques e instalaciones de recreacin accesibles,
seguros y atractivos para las familias
Recursos para ayudar a las familias necesitadas a
obtener acceso a alimentos, empleo, atencin mdica y
otros recursos importantes
Programas de educacin temprana que sean fcilmente
accesibles y acogedores
Viviendas seguras y asequibles, disponibles para todas
las familias
Agua y aire puros
Lo que usted puede hacer
Pasitos de beb
Conozca y salude a sus vecinos.
Asista a las reuniones de padres en la escuela de sus hijos.
Participe en actividades de su biblioteca local o centro
comunitario.
Pequeos pasos
Establezca un grupo de juego en su comunidad,
en hogares o parques locales (considere
invitar a personas que no tienen nios en su
casa, como adultos mayores locales).
Organice una cooperativa de cuidado de nios
comunitario.
Ofrzcase como voluntario en la escuela de
sus hijos a travs de la administracin de la
escuela o la organizacin de padres.
Aliente a los proveedores de servicios locales a crear un
directorio de servicios disponibles en la comunidad.
Grandes pasos
Organice un evento comunitario (una fiesta de la
cuadra, un baile de padres/hijas, un grupo de apoyo a
padres).
Postlese para un cargo en la organizacin de padres
de la escuela de su hijo.
Asista a las reuniones del gobierno local (reuniones
del ayuntamiento o del consejo escolar) y explqueles
lo importante que son los recursos en su comunidad.
Hgales saber cmo los parques, las escuelas slidas y
los servicios accesibles ayudan a fortalecer a su familia
y la de los dems.
nase a un grupo u organice un grupo en el que padres
e hijos se renan frecuentemente para jugar o prestar
servicios juntos, como boys scouts o girls scouts,
una liga de futbol, o un club de servicios.
Recuerde: Todos pueden tomar medidas
para hacer que las comunidades den ms
apoyo a las familias!
* Para obtener ms informacin sobre los factores de proteccin que apoyan al bienestar de los nios y las familias, visite
https://www.childwelfare.gov/can/factors/protective.cfm.
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en
https://www.childwelfare.gov/preventing/promoting/parenting/ o llamando al 800.394.3366.
73
Making Meaningful Connections
Parenting Your Child With
Developmental Delays and Disabilities
What s Happening
Children develop in many ways and at dif ferent rates.
While each child is unique, there are developmental
milestones or skills that children are expected to develop
by certain ages. As parents, we expect these age-specific
tasks to occur naturally. Children dont necessarily learn
skills at the same pace, but when milestones dont develop
within the expected broad timeframe or dont appear at
all, parents and caregivers may become concerned.
What You Might Be Seeing
Parents and primary caregivers are in the best position to
note any ongoing concerns about their childs development
that may require action. Although children develop at their
own rate, some dif ferences may be signs of developmental
delays or disabilities. You may want to observe your child
in the following areas to decide if your child is on a t ypical
developmental path:
Gross motor skills: Using large groups of muscles
to sit, stand, walk, run, etc.; keeping balance; and
changing positions
Fine motor skills: Using hands to eat, draw, dress,
play, write, and do many other things
Language: Speaking, using body language and
gestures, communicating, and understanding what
others say
Cognitive: Thinking skills including learning,
understanding, problem-solving, reasoning, and
remembering
Social: Interacting with others; having relationships
with family, friends, and teachers; cooperating; and
responding to the feelings of others
What You Can Do
First Steps
If your childs development worries you, share your
concerns with someone who can and will help you get
clear answers about your childs development. Dont
accept others dismissing your concerns by saying You
worry too much, or That will go away in a few months.
You know your child and are his or her best advocate.
If your child seems to be losing groundin other
words, starts to not be able to do things he or she could
do in the pastyou should request an evaluation right
away. Get professional input for your concerns.
If you think your child may be delayed or have a
disabilit y, take him or her to a primary health-care
provider or pediatrician and request a developmental
screening. If you dont understand the words used to
assess or describe your child, be sure to ask questions
such as, What does that mean?
Remember: You are your childs best
advocate. Trust your feelings, be confident,
and take action!
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Next Steps
If your child is diagnosed with a developmental delay
or disabilit y, remember that you are not alone. Meet
and interact with other families of children with special
needs, including those with your childs identified
disabilit y. You may have many questions about how
your childs diagnosis af fects your whole family.
Seek information. Learn the specifics about your childs
special needs. When your child is diagnosed with a
delay or a disabilit y, you should begin interventions
as early as possible so your child can make the best
possible progress.
Find resources for your child. Seek referrals from your
physician or other advisors to find professionals and
agencies that will help your child. Keep in mind that
some services that assist your child may also provide
programs to benefit your entire family.
Ongoing Strategies
Locate or start a support group. You may appreciate
the opportunit y to give and receive assistance or
encouragement from others who can truly identif y with
your experience.
Take a break and give yourself the gift of time to
regroup, reestablish your relationships with family
members, or reconnect with friends. You will be a
better champion for your child when you take the time
to care of yourself as well.
Dont let your childs delay or disabilit y label become
the entire focus. Your child has special challenges but
is also a member of your family. Seeing your child grow
and develop as an individual and part of the family is
one of the great pleasures of being a parent.
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/preventing/promoting/parenting/ you can download this tip sheet and get more parenting tips, or call 800.394.3366.
75
Making Meaningful Connections
Cmo criar a su hijo con retrasos
de desarrollo y discapacidades
Lo que est pasando
Los nios se desarrollan de muchas maneras y a diferentes
ritmos. Aunque cada nio es nico, existen capacidades o
hitos de desarrollo que se espera que los nios desarrollen
a determinadas edades. Como padres, esperamos que
estas tareas especficas de la edad ocurran naturalmente.
Los nios no necesariamente aprendern las habilidades al
mismo ritmo, pero cuando no desarrollan los hitos dentro
de los amplios marcos de tiempo esperados o cuando
sencillamente no ocurren, los padres y los proveedores de
cuidado pueden preocuparse.
Lo que usted podra estar observando
Los padres y proveedores de cuidado primarios estn en
la mejor situacin para notar cualquier problema que est
ocurriendo en el desarrollo de su hijo, que pueda requerir
una accin. Aunque los nios se desarrollan a su propio
ritmo, algunas diferencias pueden ser seales de retrasos
en el desarrollo o de discapacidades. Es recomendable que
observe a su hijo en las siguientes reas para decidir si su
hijo se encuentra en un curso de desarrollo tpico:
Habilidades de motricidad gruesa: Usar
grupos mayores de msculos para sentarse,
pararse, caminar, correr, etc.; mantener el
equilibrio; y cambiar de posiciones
Habilidades de motricidad fina: Usar las manos
para comer, dibujar, vestirse, escribir y para muchas
otras cosas
Lenguaje: Hablar, usar el lenguaje corporal y gestos,
comunicarse y comprender lo que los dems dicen
Desarrollo cognitivo: Habilidades de pensamiento
incluyendo el aprendizaje, la comprensin, la resolucin
de problemas, el razonamiento y la memoria
Desarrollo social: Interactuar con otros; relacionarse
con la familia, los amigos y los maestros; cooperar y
responder a los sentimientos de otros
Lo que usted puede hacer
Primeros pasos
Si le preocupa el desarrollo de su hijo, comparta sus
preocupaciones con alguien que pueda ayudarlo a obtener
respuestas claras sobre el desarrollo del nio. No acepte que
otros descarten sus preocupaciones diciendo: Te preocupas
demasiado o Eso pasar en unos meses. Usted conoce a su
hijo y es su mejor defensor.
Si el nio parece estar perdiendo terrenoen otras
palabras, comienza a no poder hacer cosas que
poda hacer antesdebe solicitar una evaluacin de
inmediato. Obtenga una opinin profesional para sus
preocupaciones.
Si piensa que su hijo puede estar retrasado o tener una
discapacidad, llvelo a un proveedor de atencin mdica
primaria o a un pediatra para solicitar un estudio de
desarrollo. Si usted no entiende la terminologa utilizada
para evaluar o describir a su hijo, asegrese de hacer
preguntas como: Qu significa eso?
Recuerde: Usted es el mejor defensor de
su hijo. Confe en sus sentimientos, sintase
seguro y acte!
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Prximos pasos
Si a su hijo se le diagnostica un retraso en el desarrollo
o una discapacidad, recuerde que no est solo.
Renase e interacte con otras familias de nios con
necesidades especiales, incluyendo aquellos nios con
la discapacidad que se le ha identificado a su hijo. Es
posible que tenga muchas preguntas sobre cmo el
diagnstico de su hijo afecta a toda su familia.
Busque informacin. Aprenda la informacin especfica
de las necesidades especiales de su hijo. Cuando a
su hijo se le diagnostica un retraso o discapacidad,
debe comenzar las intervenciones tan pronto como sea
posible, de modo que su nio pueda hacer el mejor
progreso posible.
Encuentre los recursos para su hijo. Pdale al mdico
o a otros consejeros que lo remitan a profesionales y
agencias que ayudarn a su hijo. Tenga en cuenta que
algunos servicios que ayudan a su hijo tambin brindan
programas que benefician a toda la familia.
Estrategias continuas
Encuentre o inicie un grupo de apoyo. Usted podra
apreciar la oportunidad de brindar y recibir asistencia o
aliento de otros que realmente pueden identificarse con
su experiencia.
Tmese un descanso y otrguese el regalo de un tiempo
para reagruparse y restablecer las relaciones con los
miembros de su familia, o para volver a conectarse con
amigos. Podr ayudar mejor a su hijo si puede tambin
tomarse un tiempo para cuidarse a s mismo.
No deje que la etiqueta del retraso o discapacidad de
su hijo se convierta en todo su enfoque. Su hijo tiene
desafos especiales pero tambin es un miembro de
su familia. Ver a su hijo crecer y desarrollarse como
individuo y parte de la familia es uno de los mayores
placeres de ser padres.
Esta hoja de consejos se cre con informacin 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 ms consejos sobre la crianza en https://www.childwelfare.gov/preventing/
promoting/parenting/ o llamando al 800.394.3366.
Protective Factors Nurturing and Attachment
Knowledge of Parenting
and Child Development
Parental Resilience Concrete Supports for Parents
Social and Emotional
Competence of Children
Social Connections
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1
Write down questions for
your next appointment
with your childs doctor.
2
Share your personal
accomplishments with
others via Facebook
or Twitter.
3
Talk to friends
about organizing a
babysitting co-op.
4
Establish a daily routine
so your child knows
what to expect.
5
Get outside! Start a parent-
child walking or biking
club with neighbors.
6
Talk to your faith
community about starting
a parent-support ministry.
7
Have a family game night!
Even young children
can play board games
on an adults team.
8
Explore the world from
your childs point of view. 9
Set goals for yourself and
list the steps you will need
to take to accomplish them.
10
Find out what classes
your library or community
center offers. Sign up for
one that interests you.
11
Catch your children being
good. Praise them often. 12
Make a play date with
friends who have children
the same ages as yours.
13
Plant a pinwheel garden
with your child in your front
yard, near your mail box,
or on your front porch.
14
Ask your children who
is important to them. 15
Reflect on the parenting
you received as a child
and how that impacts
how you parent today.
16
Make time to do
something YOU enjoy. 17
Dial 2-1-1 to find out
about organizations
that support families
in your area.
18
Role play emotions with
your childwhat do you
do when youre happy,
sad, or frustrated?
19
Find and join a local parent
or community caf, like
Circle of Parents

.
http://www.
circleofparents.org/
20
Hold, cuddle, and hug
your children often. 21
Make something with
your child. Arts and crafts
are fun for adults, too!
22
Find a local parenting
group (e.g., MOPS).
http://www.mops.org/
23
Talk to a trusted friend
when you feel stressed,
overwhelmed, or sad.
24
Ask your school principal
or PTA to host a community
resource night.
25
Teach your child to resolve
conflicts peacefully. 26
Join a Girl Scout or
Boy Scout troop with
your children.
27
Host a potluck dinner with
neighborhood families to
swap parenting stories.
28
Volunteer at your
childs school. 29
Spend time observing what
your child can and cannot
do. Discuss any concerns
with your childs teacher.
30
Treat yourself to a spa day
at home: Take a bubble
bath, try a facial mask, and
paint your nails a new color.
30 Ways to Promote Child Well-Being During National Child Abuse Prevention Month PARENTS
https://www.childwelfare.gov/
preventing
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
Factores de proteccin Crianza afectiva y apego
Conocimientos sobre la crianza y el
desarrollo de los nios Resiliencia parental Apoyos concretos para los padres
Capacidades emocionales
y sociales de los nios
Conexiones sociales
DOMINGO LUNES MARTES MIRCOLES JUEVES VIERNES SBADO
1
Anote preguntas para
llevar a su prxima cita
con el doctor de su nio.
2
Comparta sus logros
personales a travs de
Facebook o Twitter.
3
Hable con amigos acerca
de organizar un grupo
cooperativo para el
cuidado de sus nios.
4
Establezca una rutina
diaria para que su hijo
sepa lo que puede
esperar durante el da.
5
Pase tiempo afuera!
Organice un club de
caminatas para padres e
hijos o un club de andar
en bicicletas para vecinos.
6
Hable con su comunidad
de fe acerca de cmo
organizar un ministerio
de apoyo a los padres.
7
Tengan una noche
familiar de juegos de
mesa! Hasta los nios
pequeos pueden jugar en
el equipo de un adulto.
8
Explore el mundo desde el
punto de vista de su hijo. 9
Fije sus metas y anote los
pasos que tendr que
tomar para lograrlas.
10
Averige qu clases ofrecen
en su biblioteca o centro
comunitario. Inscrbase
en la que ms le interese.
11
Pille a sus hijos
portndose bien.
Elgielos con frecuencia.
12
Programe citas con amigos
que tengan hijos de las
mismas edades que
los suyos para que los
nios jueguen juntos.
13
Siembre un jardn de
molinetes con su hijo en
su jardn de entrada, cerca
del buzn de correo o en
su porche delantero.
14
Pregntele a sus hijos
acerca de quines
son las personas ms
importantes para ellos.
15
Reflexione sobre la
crianza que usted recibi
de nio y cmo esto
afecta la forma en que
usted cra a sus hijos.
16
Encuentre tiempo
para hacer algo que a
USTED le guste hacer.
17
Marque el 2-1-1 en su
telfono para aprender
sobre organizaciones en su
rea que apoyan a familias.
18
Juegue con su hijo a
representar emociones
diferentes. Qu hace
cuando est feliz,
triste o frustrado?
19
Encuentre y nase a
un grupo o caf local
comunitario o para padres
y madres, como Circle of
Parents

.
http://www.
circleofparents.org/
20
Acurruque y abrace a sus
hijos frecuentemente. 21
Cree algo con sus hijos.
Las actividades de
arte y manualidades
son divertidas para los
adultos, tambin!
22
Encuentre un grupo
local que trate asuntos
relacionados con la crianza
de los hijos (por ejemplo,
MOPS).
http://www.mops.org/
23
Hable con un amigo
de confianza cuando
se sienta estresado,
agobiado o triste.
24
Pdale al director(a)
del colegio de sus hijos
o a la asociacin de
padres y alumnos que
organicen una noche de
recursos comunitarios.
25
Ensele a su hijo a
resolver conflictos
pacficamente.
26
nase a un grupo de
nios exploradores, los
Boy Scouts o las Girl
Scouts, con sus hijos.
27
Organice una cena
comunitaria o potluck
con las familias de
su vecindario para
intercambiar ancdotas
de la crianza de sus hijos.
28
Hgase voluntario en
la escuela de su hijo. 29
Dedique tiempo a observar
lo que su hijo puede y no
puede hacer. Converse
con la maestra de su
hijo sobre cualquieras
preocupaciones que tenga.
30
Disfrute un da de
spa en casa: tmese
un bao con burbujas,
experimente con una
mscara facial y pntese las
unas de un color nuevo.
30 formas de promover el bienestar de menores durante el Mes Nacional
de la Prevencin del Abuso de Menores
PADRES
https://www.childwelfare.gov/
preventing
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
30 Ways to Promote Child Well-Being During National Child Abuse Prevention Month PROGRAMS
Protective Factors:
Community Awareness
Nurturing and Attachment
Knowledge of Parenting
and Child Development
Parental Resilience Concrete Supports for Parents
Social and Emotional
Competence of Children
Social Connections
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1
Praise good parenting
when you see it. 2
Invite someone in to
help parents learn about
managing stress.
3
Create a handout for
families with community
resources linked to each
protective factor.
4
Add childrens books
about feelings to your
programs library.
5
Organize stroller walks
with new parents. Talk
about their challenges
as you walk.
6
Put the protective factors
on your outreach materials.
7
Create a board-game
library for families.
8
Have tips handy for
caregivers dealing with
parenting challenges.
9
Make how are you?
phone calls to families
in the program.
10
Invite a community
partner to present a new
resource for families.
11
Role play emotions with
kidswhat do you do
when youre happy,
sad, or frustrated?
12
Host a potluck or
cultural celebration.
13
Plant a pinwheel
garden as a reminder
of the bright futures
all children deserve.
14
Arrange a kickball or soccer
game for parents and kids.
15
Talk to parents about
how trauma can impact
children at different
developmental stages.
16
Recognize parent
accomplishments.
17
Visit a program where
you refer families, so you
will know what its like.
18
Train your staff on
how trauma and loss
affect children.
19
Encourage parents to
support each other
through phone trees,
carpools, or playgroups.
20
Invite community partners
to an interfaith family day.
21
Offer parents materials
for a craft that they can
make with their child.
22
Talk to parents in
your program about
discipline alternatives.
23
Help parents set goals
and solve problems.
24
Let parents use the
centers computers for
personal business (e.g.,
writing rsums, email).
25
Teach kids to resolve
conflicts peacefully. 26
Create a positive parenting
club, and produce a
video of parents sharing
their success stories.
27
Create a calendar of
community events
for families.
28
Create a cozy book
nook where parents can
read to their children.
29
Have a conversation with a
parent about where their
child is developmentally.
30
Invite local businesses to
donate services for a free
spa day for parents.
https://www.childwelfare.gov/
preventing
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
PROGRAMAS
30 formas de promover el bienestar de menores durante el Mes Nacional
de la Prevencin del Abuso de Menores
Factores de proteccin:
conciencia comunitaria
Crianza afectiva y apego
Conocimientos sobre la crianza y el
desarrollo de los nios Resiliencia parental Apoyos concretos para los padres
Capacidades emocionales
y sociales de los nios
Conexiones sociales
DOMINGO LUNES MARTES MIRCOLES JUEVES VIERNES SBADO
1
Elogie las buenas prcticas
de crianza cuando las
observe en los padres.
2
Invite a alguien al programa
que pueda ayudar a los
padres a aprender sobre
cmo manejar el estrs.
3
Cree una hoja informativa
para familias con recursos
comunitarios que se
relacionen con cada
factor de proteccin.
4
Agregue libros para
nios que traten con las
emociones a la biblioteca
de su programa.
5
Organice caminatas con
cochecitos con padres
novicios. Mientras
caminan, hablen sobre los
desafos que enfrentan.
6
Incluya los factores
de proteccin en los
materiales de divulgacin
de su programa.
7
Mantenga juegos de
mesa para el uso libre
de las familias.
8
Tenga a mano consejos
sobre la crianza de los
hijos para padres que
estn enfrentando
asuntos difciles.
9
Llame a las familias
en el programa para
preguntarles cmo estn.
10
Invite a un colaborador
comunitario para
presentar un nuevo
recurso para familias.
11
Juegue con los nios a
representar emociones
diferentes. Qu hacen
cuando estn felices,
tristes o frustrados?
12
Organice una comida
comunitaria o potluck o
una celebracin cultural.
13
Siembre un jardn
de molinetes como
recordatorio de los
futuros brillantes que se
merecen todos los nios.
14
Organice un partido de
pelota o ftbol para los
paps y los nios.
15
Hable con los padres
acerca de cmo el trauma
puede afectar a los nios
durante las diferentes
etapas de su desarrollo.
16
Reconozca los logros
de los padres.
17
Visite a un programa
donde regularmente
refiere a familias, para
conocerlo de cerca.
18
Entrene a su personal
acerca del efecto que
tienen el trauma y la
prdida sobre los nios.
19
Anime a los padres a que
se apoyen mutuamente a
travs de listas de contacto
para llamadas organizadas,
grupos de transporte
o grupos de juego.
20
Invite a colaboradores
comunitarios a un da
familiar interreligioso.
21
Ofrzcales a los padres
materiales que pueden
usar para hacer alguna
manualidad con sus hijos.
22
Hable con los padres
en su programa sobre
alternativas en la disciplina.
23
Ayude a los padres a fijar
metas y resolver problemas.
24
Permita a los padres usar
las computadoras del centro
para sus asuntos personales
(por ejemplo, para trabajar
en su hoja de vida o revisar
su correo electrnico).
25
Enseles a los nios
a resolver conflictos
pacficamente.
26
Cree un club de crianza
positiva y produzca un
video donde los padres
puedan compartir sus
historias de xito.
27
Cree un calendario de
eventos comunitarios
para familias.
28
Cree un espacio cmodo
en donde los padres
puedan leerle a sus hijos.
29
Converse con un padre
o una madre acerca del
nivel de desarrollo en que
se encuentra su hijo.
30
Invite a las empresas/
comercios locales a
donar un da de spa
gratis para los padres.
https://www.childwelfare.gov/
preventing
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Heal
Administration for Childr
th and Human Services
en and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
COMMUNITY
PARTNERS
30 Ways to Promote Child Well-Being During National Child Abuse Prevention Month
Protective Factors Nurturing and Attachment
Knowledge of Parenting
and Child Development
Parental Resilience Concrete Supports for Parents
Social and Emotional
Competence of Children
Social Connections
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
1
Sponsor a New Dads Boot
Camp or New Moms Circle of
Care.

Partners: Hospital, birthing
center, home visiting program
2
Host a series on parenting
when times are tough.

Partners: Churches and
other faith communities
3
Invite families to a Help
Exchange where they learn
about local services.

Partners: Local shops (to
donate prizes, offer samples)
4
Offer acting classes to build kids
ability to name and recognize
emotions.
Partner: Theater company
5
Hold a family ice cream social.

Partner: Ice cream shop
or local grocery store
6
Sponsor a community
visioning event to gauge
interest in launching a
protective factors agenda in
your community.

Partners: Community wide
7
Promote family-friendly
employment policies, such as
onsite child care.

Partner: Local businesses
8
Ask businesses to consider
including parenting tips in
their advertising or on product
packaging.

Partner: Business leaders
9
Offer workshops for parents on
stress relief and relaxation.

Partner: Child care resource
and referral agency
10
Sponsor a health fair.

Partners: Health-care
providers, social services,
community-based organizations,
local businesses
11
Engage youth to create a
presentation on bullying and
help them find performance
venues.

Partners: Theaters, schools
12
Collaborate with a business to
sponsor a family day or family
night at a sporting event.

Partners: Local businesses,
professional or semi-
pro sports franchise
13
Host a Strengthening Families
leadership brunch or dinner.

Partners: Faith-based
organizations, elected
officials, community-based
organizations, philanthropists
14
Encourage screening for parental
depression in pediatric offices.

Partner: American Academy
of Pediatrics chapter
15
Create a parent resource library
at your office.

Partner: Local businesses,
service providers
16
Host a Parent Support and
Appreciation Conference to
recognize parent leaders.

Partner: Hotels, business
leaders, elected officials,
social services, health
department, and other
community organizations
17
Host job-training classes or a job
fair.

Partners: Local businesses,
employment agencies,
universities, State/local
government agencies
18
Provide families with books and
toys focused on young childrens
feelings and experiences.

Partner: Childrens stores
19
Create rituals for welcoming
new families to your
community.

Partners: Realtors,
Newcomers Clubs, PTAs
20
Ask local businesses to provide
transportation for families to
local churches, temples, or
mosques.

Partners: Businesses,
faith-based organizations
21
Set up a parenting display
near the childrens book
section at your library. Include
information and books on
behavior, emotions, etc.
22
Offer parenting classes
or visitation support for
incarcerated parents.

Partner: Correctional facilities
23
Organize a stroller exercise or
parent-child yoga class at a
local community center.

Partners: Community
center or yoga studio
24
Start a winter coat drive and
open a community food pantry.

Partners: Local dry cleaners,
social services, faith-based
organizations, grocery stores
25
Create a community swap event
for families to trade items such
as books, school supplies, or
clothes.

Partner: Civic association
26
Create a video library for
parents, focused on childrens
social-emotional development.

Partner: Libraries
27
Publish a list of 10 things you
can do to strengthen families
in your community.

Partners: Local media,
businesses
28
Share resources with family-
friendly businesses on protective
factors, child development,
parenting skills, and stress
reduction.

Partners: Early childhood
programs, health-care
providers, grocery stores
29
Host a workshop on observing
and supporting young children
at play.

Partners: Psychologists,
pediatricians
30
Host a health and spa day for
moms and dads.

Partners: Local businesses,
community-based providers
https://www.c
enting
hildwelfare.gov/
prev
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
COLABORADORES
COMUNITARIOS
30 formas de promover el bienestar de menores durante el Mes Nacional
de la Prevencin del Abuso de Menores
Factores de proteccin Crianza afectiva y apego
Conocimientos sobre la crianza y el
desarrollo de los nios Resiliencia parental Apoyos concretos para los padres
Capacidades emocionales
y sociales de los nios
Conexiones sociales
DOMINGO LUNES MARTES MIRCOLES JUEVES VIERNES SBADO
1
Patrocine un Taller para paps
novicios o un Crculo de
cuidado para mams novicias.

En colaboracin con:
Hospitales, centros de
maternidad, programas
de visitas en el hogar
2
Ofrezca una serie sobre cmo
criar a sus hijos durante
momentos difciles.

En colaboracin con: Iglesias
y otras comunidades de fe
3
Invite a familias a un
Intercambio de ayuda donde
puedan aprender sobre servicios
locales.

En colaboracin con: Tiendas
locales (para donar premios y
ofrecer muestras de productos)
4
Ofrezca clases de actuacin
para aumentar las capacidades
de los nios de poder
identificar y reconocer las
emociones.

En colaboracin con:
Compaas de teatro
5
Organice una fiesta de helados.

En colaboracin con: Heladeras
o supermercados locales
6
Organice un evento de desarrollo
de visin comunitaria para
evaluar el nivel de inters en
lanzar una agenda de factores de
proteccin en su comunidad.

En colaboracin con:
Grupos y organizaciones
en toda la comunidad
7
Promueva polticas de empleo
sensibles a las necesidades
familiares, como proveer
cuidado de menores en el lugar
de empleo.

En colaboracin con:
Empresas/comercios locales
8
Pdale a las empresas/comercios
locales que consideren la inclusin
de consejos sobre la crianza de
nios en sus medios de publicidad
o en el embalaje de sus productos.

En colaboracin con: Lderes
de empresas/comercios
9
Ofrezca talleres para padres
sobre el alivio del estrs y la
relajacin.

En colaboracin con:
Agencias de recursos y
referencias a servicios de
cuidado de menores
10
Patrocine una feria de la salud.

En colaboracin con:
Proveedores de cuidados
de salud, servicios sociales,
organizaciones basadas en
la comunidad, empresas/
comercios locales
11
Involucre a jvenes/
adolescentes en la creacin de
una presentacin sobre el acoso
escolar y aydelos a encontrar
lugares de presentacin.

En colaboracin con:
Teatros, escuelas
12
Colabore con una empresa/
comercio para patrocinar un
da o una noche familiar en un
evento deportivo.

En colaboracin con:
Empresas/comercios
locales, franquicias
deportivas profesionales
o semi-profesionales
13
Organice un almuerzo o una cena
de liderazgo alrededor del tema
Fortaleciendo

En colaboracin con:
Organizaciones religiosas/
espirituales, funcionarios
electos, organizaciones basadas
en la comunidad, filntropos
14
Apoye las evaluaciones de
salud mental para detectar
la depresin parental en las
oficinas peditricas.

En colaboracin con:
Sucursales del American
Academy of Pediatrics
15
Cree una biblioteca con
recursos para padres en su
oficina.

En colaboracin con:
Empresas/comercios locales,
proveedores de servicios
16
Organice una conferencia
alrededor del tema Apoyo y
reconocimiento para reconocer
los logros de los padres lderes.

En colaboracin con: Hoteles,
lderes de empresas/comercios,
funcionarios electos, servicios
sociales, el departamento de
salud, y otras organizaciones
en la comunidad
17
Organice clases de
entrenamiento para el empleo o
una feria de empleos.

En colaboracin con:
Empresas/comercios
locales, agencias/oficinas
de empleos, universidades,
agencias gubernamentales
Estatales/locales
18
Provales a las familias libros y
juguetes que se enfoquen en las
experiencias y las emociones de
nios jvenes.

En colaboracin con:
Tiendas (jugueteras,
libreras) para los nios
19
Cree rituales para darles la
bienvenida a familias recin
llegadas a la comunidad.

En colaboracin con: Clubes
de agentes inmobiliarios para
recin llegados, asociaciones
de los padres de alumnos
20
Pdale a las empresas y
los comercios locales que
proporcionen servicios de
transporte para llevar a familias
a iglesias, templos o mezquitas
locales.

En colaboracin con:
Empresas/comercios
locales, organizaciones
religiosas/espirituales
21
Monte una exposicin acerca
de la crianza de hijos cerca
de la seccin de libros para
nios en su biblioteca.
Incluya informacin y libros
acerca de comportamientos,
emociones, etc.
22
Ofrezca clases sobre la crianza
o apoyos para la visitacin para
madres encarceladas y padres
encarcelados.

En colaboracin con:
Instituciones penales
23
Organice una clase de ejercicios
o yoga para padres e hijos en el
centro comunitario local.

En colaboracin con: Centros
comunitarios, estudios de yoga
24
Organice una campaa de
recoleccin de abrigos de invierno
y abra una despensa comunitaria
de alimentos.

En colaboracin con: Tintoreras
locales, servicios sociales,
organizaciones religiosas/
espirituales, supermercados
25
Cree un evento comunitario de
intercambios para que las familias
puedan intercambiar cosas como
libros, tiles escolares o ropa.

En colaboracin con:
Asociaciones cvicas
26
Cree una videoteca para padres
que se enfoque en el desarrollo
social y emocional de los nios.

En colaboracin con: Bibliotecas
27
Publique una lista en su
comunidad de diez cosas que
puede hacer para fortalecer a
las familias.

En colaboracin con: Medios
de comunicacin locales,
empresas/comercios
28
Comparta recursos con negocios
orientados hacia familias acerca
de los factores de proteccin,
el desarrollo de los nios,
habilidades de crianza de hijos y
el alivio del estrs.

En colaboracin con: Programas
de la educacin temprana/
para la primera infancia,
proveedores de cuidados
de salud, supermercados
29
Ofrezca un taller acerca de la
observacin y el apoyo de los
nios mientras estn jugando.

En colaboracin con:
Psiclogos, pediatras
30
Organice un da de salud y
spa para mams y paps

En colaboracin con:
Empresas/comercios
locales, proveedores
basados en la comunidad https://www.childwelfare.gov/
preventing
http://www.strengtheningfamilies.net
http://www.friendsnrc.org
U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
http://www.acf.hhs.gov/programs/cb
83
Making Meaningful Connections
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: https://www.childwelfare.gov/preventing/overview/relatedorgs.cfm
American Academy of Pediatrics (AAP)
American Humane Association (AHA)
American Professional Societ y on the Abuse of Children
(APSAC)
Annie E. Casey Foundation
ARCH National Respite Network and Resource Center
Center for the Study of Social Policy (CSSP)
Chapin Hall Center for Children at the Universit y of Chicago
Childhelp

Child Welfare Information Gateway

Child Welfare League of America (CWLA)
Childrens Hospital Association
Circle of Parents

Darkness to Light
Doris Duke Charitable Foundation
FRIENDS National Resource Center for Communit y-Based
Child Abuse Prevention (CBCAP)
National Alliance of Childrens Trust and Prevention Funds
National Association for the Education of Young Children
(NAEYC)
National Association to Prevent Sexual Abuse
National Center for Children in Povert y (NCCP)
National Center on Shaken Baby Syndrome (NCSBS)
National Child Protection Training Center
National Childrens Alliance (NCA)
National Court Appointed Special Advocate Association
(National CASA)
National Exchange Club (NEC) Foundation
National Family Preservation Network (NFPN)
National Fatherhood Initiative

(NFI)
National Indian Child Welfare Association (NICWA)
National Qualit y Improvement Center on Early Childhood
(QIC-EC)
National Resource Center for Healthy Marriage and
Families (NRCHMF)
National Responsible Fatherhood Clearinghouse (NRFC)
Nurse-Family Partnership
Parents Anonymous

Inc.
Parents as Teachers
Prevent Child Abuse America (PCA America)
Search Institute
Stop It Now!
ZERO TO THREE
84
https://www.childwelfare.gov/preventing
Federal Interagency Work Group on Child Abuse and Neglect
More information about the Work Group and its members, including contact information, can be found on the Childrens Bureau
website: http://www.acf.hhs.gov/programs/cb/fediawg
U.S. Department of Health and Human Division of Violence Prevention, National Center for Injury
Services (HHS) Prevention and Control, Centers for Disease Control and
Prevention (CDC)
Of fice on Child Abuse and Neglect, Childrens Bureau,
Administration on Children, Youth and Families (ACYF),
U.S. Department of Agriculture
Administration for Children and Families (ACF)
National Institute of Food and Agriculture (NIFA)
Child Welfare Information Gateway, ACYF, ACF
Family Violence Prevention and Services Program,
U.S. Department of Defense
Family and Youth Services Bureau (FYSB), ACYF, ACF
Family Advocacy Program, Military Communit y and Family
Child Care Bureau, Of fice of Family Assistance, ACF
Policy, Of fice of the Deput y Under Secretary of Defense
Division of Child and Family Development,
U.S. Department of Education
Of fice of Planning, Research and Evaluation (OPRE), ACF
Of fice of Special Education and Rehabilitative Services,
Of fice of Refugee Resettlement, ACF
Of fice of Special Education Programs
Of fice of Human Services Policy, Of fice of the Assistant
Secretary for Planning and Evaluation (ASPE)
U.S. Department of the Interior
Division of Behavioral Health, Indian Health Service (IHS)
Bureau of Indian Af fairs
Of fice of Minorit y Health
U.S. Department of Justice
Of fice of Behavioral and Social Sciences Research, National
Victim and Victimization Research Division, Of fice of
Institutes of Health (NIH)
Research and Evaluation, National Institute of Justice (NIJ),
Child Development and Behavior Branch, National Institute
Of fice of Justice Programs (OJP)
of Child Health and Human Development, NIH
Of fice for Victims of Crime, OJP
Child Abuse and Neglect Program,
Of fice on Violence Against Women, OJP
Division of Developmental Translational Research,
National Institute of Mental Health, NIH Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Center for Substance Abuse Treatment (CSAT), Child Protection Division, OJ JDP, OJP
Of fice of Policy, Coordination and Planning,
Substance Abuse and Mental Health Services
U.S. Department of State
Administration (SAMHSA)
Of fice to Monitor and Combat Traf ficking in Persons,
Maternal and Child Health Bureau,
Under Secretary for Democracy and Global Af fairs
Division of Healthy Start and Perinatal Services,
Health Resources and Services Administration
2014 Prevention Resource Guide Survey:
Making Meaningful Connections
Public reporting burden for this collection of information is estimated to be 3 minutes per response to complete this questionnaire. An agency may not conduct or sponsor, and
a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number: The control number for this project is 0970- 0431.
The control number expires on 4/20/2015.
Complete this survey online: http://www.surveygizmo.com/s3/1404437/2014ResourceGuide-pdfsurveylink
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I am satisfied with the content of this publication. SD D N A SA NA
This publication is easy to read and understand. SD D N A SA NA
This publication is useful. SD D N A SA NA
I would recommend this publication to others. SD D N A SA NA
1. How are you using or do you intend to use the information in
this publication? (Check one)
Provide information for families
Research
Service delivery
Professional development
Program improvement
Fundraising/grant writing
Policy development
Public awareness
Other: _______________________________________
Personal use (personal situation, school report)
2. Do you plan to use this information to train others?
Yes
No
3. What would have made this publication more helpful to you? __
__________________________________________________
__________________________________________________
__________________________________________________
4. How did you learn about this publication? (Check one)
Child Welfare Information Gateway E-lert!
(email/listserv notification)
Child Welfare Information Gateway website
Conference
Facebook
Other organizations website or publication
Referred by a colleague/friend
Other: _______________________________________
5. Which of the following best describes your professional
background or role in the child welfare field? (Check one)
CPS/Child welfare/Foster care professional
Child abuse prevention/Family support professional
Adoption professional
Educator/Facult y
Other professional: _____________________________
Student (e.g., K12 or Universit y)
None of the aboveI contacted Information Gateway for
personal and NOT professional reasons.
6. In which State/territory is your work geographically located?
__________________________________________________
__________________________________________________
__________________________________________________
7. Do you work in a State, count y, or communit y-based agency/
organization?
Yes
No
8. Do you work with American Indian/Alaska Native/
Native Hawaiian populations?
Yes
No
9. Do you have any suggestions or recommendations to make
future publications more useful (e.g., dif ferent format, more
interactive, specific topics)? _____________________________
__________________________________________________
__________________________________________________
__________________________________________________
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U.S. Department of Health and Human Services
Administration for Children and Families
Administration on Children, Youth and Families
Childrens Bureau
www.acf.hhs.gov/programs/cb
A Service of the Childrens Bureau/ACYF
1250 Maryland Avenue, SW, Eighth Floor
Washington, DC 20024
800.394.3366
Email: info@childwelfare.gov
www.childwelfare.gov
1575 Eye Street NW, Suite 500
Washington DC 20005
202.371.1565
www.strengtheningfamilies.net
FRIENDS National Resource Center for
Community-Based Child Abuse Prevention
800 Eastowne Drive, Suite 105
Chapel Hill, NC 27514
919.490.5577
www.friendsnrc.org