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Seeing Is Believing. The Children’s Center Nick Tsandes, LCSW. Seeing Is Believing. Developed by the Irving B. Harris Foundation—University of Minnesota A strengths-based videotaping strategy designed to enhance the caregiver-child relationship Specifically designed for in-home visitors

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seeing is believing

Seeing Is Believing

The Children’s Center

Nick Tsandes, LCSW

seeing is believing2
Seeing Is Believing
  • Developed by the Irving B. Harris Foundation—University of Minnesota
  • A strengths-based videotaping strategy designed to enhance the caregiver-child relationship
  • Specifically designed for in-home visitors
  • Can be used in a variety of settings (homes, offices, shelters, schools)
  • All infants develop attachments to their caregivers
  • Attachments are either secure or insecure
  • Caregiver sensitivity is the most important antecedent to infant security
  • Sensitivity involves reading infants’ signals correctly and responding to them appropriately
caregiver sensitivity
Caregiver Sensitivity
  • A sensitive caregiver:
    • Recognizes that even a tiny baby has cues and signals (gestures, voice, facial expressions, body movements)
    • Tries to interpret those cues accurately
    • Responds to the infant based on the cues
    • Responds consistently
caregiver sensitivity5
Caregiver Sensitivity
  • The child in a secure attachment relationship has learned to trust that caregivers will meet his/her needs.
  • The secure child has also learned to trust in his/her ability to solicit care
insensitive care
Insensitive Care
  • Is defined by:
    • A pattern of chronic unresponsiveness, when a caregiver ignores infant’s cues
    • Erratic or unreliable responses—the infant cannot predict how he/she will be cared for
    • Parental intrusiveness, when a caregiver overstimulates the child, ignoring the child’s cues
insensitive care7
Insensitive Care
  • Is not defined by:
    • The occasional inability of a parent to respond quickly to a baby’s needs
    • An occasional misinterpretation of a baby’s cues
principles of practice
Principles of Practice
  • Principle One--Relationship Based
  • A good, trusting relationship is essential to effective service
    • Promise no more than you can deliver (Be clear about how often, and what you can and cannot provide)
    • Do what you say you will do (trust takes time)
    • Keep going back (even when it’s difficult)
principles of practice9
Principles of Practice
  • Principle Two—Strengths Focused
  • Focusing on strengths builds confidence and trust
  • Every child, parent, and caregiver has strengths and motivations that serve them well
  • Parents want to do what’s best for their children
principles of practice10
Principles of Practice
  • Principle Three--Care is Individualized
  • Worker focuses on:
    • This child
    • This parent
    • This family
principles of practice11
Principles of Practice
  • Principle Four--Context is Valued
  • Every parent-child relationship is embedded in:
    • Nuclear and extended family
    • Culture
    • Community
    • Larger society
promoting sensitivity
Promoting Sensitivity
  • Videotaping parent(s) interacting with their children, and later watching the video with the parent(s)
  • Encouraging parents to observe, identify, and accurately respond to their child’s cues
  • By asking open ended questions
  • Honoring the parallel process—modeling sensitivity in our work with families
why videotape
Why Videotape?
  • Focus is on caregiver-child relationship
  • The strengths of the relationship can be easily observed
  • Highlights parent’s expertise
  • Caregivers can observe, identify, and build on their parenting strengths
  • Caregiver can begin to see the world from the child’s perspective
  • Offers new perspective of the relationship
  • A keepsake is created for the family
presenting the idea
Presenting the Idea
  • Videotaping is:
    • Voluntary
    • Strengths focused and fun
    • The tape is for the family
    • Confidential
setting the tone
Setting the Tone
  • Have Fun
  • Model a non-judgmental tone
  • Wonder with the parent
  • Match the parent’s tone where appropriate
activities to videotape
Activities to Videotape
  • Everyday childcare tasks
    • Feeding, bathing, dressing, diapering
  • New accomplishments
    • Holding head up, rolling over, walking, saying “bye-bye”
  • Favorite activities
  • Experimentation
    • Exploring a new toy
technicalities the camera shot
Technicalities—the Camera Shot
  • Focus on face-to-face interactions
  • Decide on the activity before you film
  • Adjust the camera angle to get the best image of the parent-child interaction
    • Full-Length
    • Chest
    • Close-up
    • Waist
taking cues from the baby and caregiver
Taking Cues From the Baby and Caregiver
  • Follow the family’s lead at all times
  • The Baby:
    • Fatigue, irritability
  • The parent(s)
    • Anxiety, distraction
    • (Don’t be afraid to ask)
  • Know when to stop taping
what to observe
What to Observe
  • Baby’s development
  • Baby’s cues
  • Caregiver’s response to cues
  • Caregiver’s use of language
  • Caregiver’s beliefs (about themselves and the baby)
    • Unrealistic expectations of child and/or parenting
how much to talk
How Much to Talk
  • Keep it Relaxed
  • Use Open Ended Questions
    • Invite parents to reflect on the experience of caring for this child
  • Comment on the “good stuff”
    • “She is so comfortable with you.”
intervention hints
Intervention Hints
  • Make positive, and very specific comments about the baby and parent
  • Offer verbal cues to the parent that bring him/her back to the child’s cues
  • Explore the parent’s hopes and dreams for this child
  • When things aren’t going well, gently “talk through the baby”
viewing the tape together
Viewing the Tape Together
  • Focus on strengths
  • Ask, don’t tell
  • Encourage perspective-taking
  • Address Broader Issues
words to use while viewing
Words to Use While Viewing
  • “You seemed to know just what she wanted there. How did you know?”
  • “What do you think your baby was feeling then?”
  • “I wonder how it feels to a baby when…”
  • “Look at what your baby just did. What do you think he was trying to tell you?”
words to use while viewing24
Words to Use While Viewing
  • If you know the caregiver is reading a signal incorrectly, gently lead:
    • “Maybe so. Sometimes,though, when babies do that it means…what do you think?”
  • What does that feel like for you?
practice tape structure
Practice Tape Structure
  • Introduction
  • Goals of the practice session
  • Viewing the clip
  • Analyzing strategies used by the worker
  • Putting yourself in the role of the home visitor
seeing is believing26
Seeing Is Believing
  • Special thanks to:
    • Terrie Rose, PhD
    • Kay Barickman, PhD