Connect the Dots: Building a Movement for Children and Families -- Project LAUNCH meeting presentation, Dec. 2015
•Download as PPTX, PDF•
3 likes•484 views
Building a movement for children and families with a focus on the West Side of Charleston, WV.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (10)
Similar to Connect the Dots: Building a Movement for Children and Families -- Project LAUNCH meeting presentation, Dec. 2015
Similar to Connect the Dots: Building a Movement for Children and Families -- Project LAUNCH meeting presentation, Dec. 2015 (20)
More from Jim McKay
More from Jim McKay (20)
Recently uploaded
Recently uploaded (20)
Connect the Dots: Building a Movement for Children and Families -- Project LAUNCH meeting presentation, Dec. 2015
- 2. What positive community norms do we want to grow?
- 3. What is Connect the Dots? • A collective effort to build a large social movement for children and families • Developing, promoting, and connecting actions that can be taken by individuals, groups, communities, and policymakers 3
- 4. What motivates organizations to get involved? • New strategies and resources to help you engage the public in your work in your state or community • Concrete way for businesses and other non-traditional partners to connect to child and family issues • An inroad for engaging faith-based organizations and other community institutions in building protective factors • An opportunity to make a collective impact on issues we care about 4
- 5. What does it mean to call this “building a movement”? • Building a movement is more than marches and protests and enacting laws; it is about developing leaders, building trust and mobilizing action toward a common purpose. • Building a social movement includes a variety of actions by individuals, groups, organizations and others mobilizing to achieve a particular social change. • Actions may include specific campaigns and tactics as part of the broader movement, but a social movement has a broader social impact.
- 6. How do you build a movement? • Affirm • Empower • Educate Individual Actions • Sense of connectedness • Relationships Community Engagement • Engage in issues • Mobilize Policy Advocacy 6
- 9. Connect the Dots Map http://www.whatsyourdot.org/map/
- 11. Examples: Individual dots • “I volunteer as a mentor for parents who are involved in the child welfare system” • “I serve on my local school board” • “I watch my neighbor’s toddler and preschooler when she has a doctor’s appointment or just needs some time to herself” • “I get together with other home child care providers once a month. We help each other with ways to provide the best care we can to the kids and how to take care of ourselves too!”
- 12. Connecting the dots at a community level 12 Mentoring
- 13. Examples: Community dots • Family night at the laundromat – free laundry with pizza, child care and parenting information provided • Campaign to get to know your neighbors through trick-or-treating • Training adults on how to prevent child sexual abuse …and what’s happening in your neighborhood, community, state?
- 14. Connecting at the Policy / Societal Level
- 15. Building a movement to achieve Collective Impact…
- 16. Key elements of a collective impact approach:
- 17. A case example: Baptist Convention of New Jersey In October of 2014, the General Baptist Convention of New Jersey voted to become Strengthening Families churches. The pastor of each of these churches will sign a covenant to promote the protective factors of families in their congregations. Reverend Darrell Armstrong, an early adopter of Strengthening Families, developed the covenant as a tool to engage clergy of any faith tradition in helping families to build protective factors as part of their ministry. • Over 300 churches in NJ will sign the covenant • Protective factors have been aligned to key passages from scripture • Training available for clergy and lay faith leaders on how to implement a protective factors approach in their work with parishoners Community Institutions
- 18. A case example: Magnolia Place What would it take to have the 35,000 children living in the neighborhoods within the 5- square mile/500 blocks of the Magnolia Catchment Area break all records of success in their education and their health, and the quality of nurturing care and the economic stability they receive from their families and community?” • Use SF protective factors as a philosophy to align practice among a network of 75 providers • Baseline survey of 800 individuals on PFs • Café conversations with community members about what PFs mean to them • Dashboard—to examine monthly success in engaging families around PFs • Using EDI to measure impact on school readiness Service Programs
- 19. Shared Outcomes and Measures Magnolia Community Dashboard 15 August 2011 % of 3rd Grade Children Who are Proficient in Reading % Parents of Children 0-5 with Protective Factors % Parents of Children 0-5 Achieving Family Goals % Parents Reporting Reading to Their Child Daily Parent Experiences with Care (in the Community Overall and % Parents Reporting Ties to Neighbors Overall and in Actively Improving Provider Settings) % Parents Reporting Positive Relationship with Child % Parents Reporting Use of Bank Account % Parents Reporting Family-Centered/Empathetic Care % Parents Discussing Resources for Families % Parents Asked About Developmental Concerns % Parents Asked About Family Stressors % Parents Discussing Resources for Social Support % of Children Reached % Parents Asked About Depression Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 AtLeast1Neighbor YouCouldDiscuss PersonalProblem With CanGet MedicalCare WhenNeeded FlexibleWhen LifeDoesn'tGo AsPlanned Social Connections (% with both) Concrete Support in Times of Need (% with all 6) Resilience (% with all 5) 0% 25% 50% 75% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100% Through child care % receiving care from this system % reached by Magnolia Network partner SafePlacesfor ChildtoPlay NotDepressed FoodHasNot RunOut CaregiversSee ChildRegularly Social Conditions Parent Health Economic Stability Parenting 0% 25% 50% 75% 100% 0% 20% 40% 60% 80% 100% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 0% 20% 40% 60% 80% 100% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 0% 20% 40% 60% 80% 100% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 0% 20% 40% 60% 80% 100% Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 2010 2011 2012 Has IEP Area No. Comm Phys Lang Soc Emo 1+ 2+ (%) Northwest 137 12 10 17 17 7 30 18 7 Southwest 15 27 0 0 13 13 40 13 -- Proportion of Kindergarten Children: Developmentally vulnerable (%) 0 20 40 60 80 100 All children "Children with parent <HS educa on No. Total number of children assessed Comm Communication and general knowledge Phys Physical health and wellbeing Lang Language and cognitive skills 1+ Vulnerable on one or more domains Soc Social competence 2+ Vulnerable on two or more domains Emo Emotional maturity Has IEP Has special education plan In actively improving doctor offices In actively improving child care programs In community overall In actively improving family support programs Goal EDSI . EARLY DEVELOPMENTAL SCREENING ANDINTERVENTION INITIATIVE
- 20. Elderly poverty in the U.S. decreased dramatically. Between 1960 and 1995, the poverty rate of those aged 65 and above fell from 35% to 10% and remains steady despite economic recessions. • Social Security • Medicare • Homestead exemptions Policy Advocacy A case example: Poverty Rates for Seniors
- 21. How can we Connect our Dots more effectively to achieve a Collective Impact?
- 22. Strengthening Families Mini-Grants Available Up to $5,000 Each - Letter of Intent Due Dec. 11th - Applications Due Jan. 8th info@strengtheningfamilieswv.org
- 23. Help us Connect the Dots • Encourage others to join the movement by signing up at http://www.whatsyourdot.org • Spread the word with #whatsyourdot • Let me know what resources and tools would be most useful to you Jim McKay TEAM for WV Children / Prevent Child Abuse WV 304-617-0099 – jim@teamwv.org 23
Editor's Notes
- What would it look like…?
- BRIEF comment on what norms theory means (success in other fields, now working into child maltreatment prevention) Perceived norms vs. actual norms Reclaiming a norm of connectedness “Less cowboy, more barn-raising” (Lynn Davies) Need to reclaim the norm that “we’re all in this together”
- Public doesn’t understand how to prevent child abuse, but they do have ideas about how to support families Each organization’s perspective on why this work matters
- Starting with getting people to commit every day actions that make their communities better places for children and families: Helping them to see the things they already do that strengthen families (their own and those around them) Educating about what families need (framed in protective factors) Empowering people to see that they can make a difference Then engaging them at the community level Fostering a sense of connectedness Connecting with others who share their commitment to children and families Building relationships with each other and with the organizations that can advance this work at the local and state level Once people are engaged at the community level, we can start to engage them in issues and mobilize them to advocate for or against particular policies You can have even more impact – touching the lives of many more children and families – when you share, get inspired by others, and connect to something bigger than yourself by being part of a national movement.
- Mechanism we use to collect the stories Highlight the strengths we can build upon Motivation for collective action Blue dots for organizations Orange dots for specific actions taken
- What would it look like if a community embraced Connect the Dots? Individuals sharing their dots Individuals connecting to each other based on those dots Organizations sharing their dots Organizations reaching out to the individuals who have shared their dots Businesses sharing their dots ---all leading to a greater sense of community pride in being a community where children and families thrive Increased opportunities to get involved and connect with others who care about children and families
- Things we see happening at the community level that you could get involved in…
- Bridge to policy advocacy – connecting the dots between policies and the effects they have on children and families
- Julia Isaacs, Kathrine Toran, and Health Hahn, “Kids; Share 2012: Report on Federal Expenditures on Children through 2011,” Urban Institute, July 19, 2012. Retrieved from www.urban.org/UploadedPDF/412600-Kids-Share-2012.pdf. Gary V. Engelhardt and Jonathan Gruber, “Social Security and the Evolution of Elderly Poverty,” National Bureau of Economic Research, pp.32. Retrieved from urbanpolicy.berkeley.edu/pdf/Ch6SocialEG0404.pdf .