Navigating Child Development & Resiliency in Changing Times

1. Guiding Our Children through a New Century A Look at a New Family & Consumer Science Family Resiliency Program OHCE Leader Lesson 2006

2. Where have we been? Where are we going? • Walk down the path of child development and child rearing over the past decades • Then look at current issues facing children and youth in our Oklahoma communities and how it impacts us • Look at the plan to strengthen children, youth, families & communities

3. 1900-1920 • Large % of children were from immigrants • Poverty and health problems • Child labor Theories of parenting & child development • Control a child’s behavior and punish bad habits • Early childhood experiences will affect later development • An individual personality is set at childhood

4. 1920-1940 • Great Depression and unemployment Theories of parenting & child development • research began to look at growth and development patterns • child’s behavior develops in stages • ego development is a life time process

5. 1940-1960 • Rock ‘n Roll/Elvis • Mass Market Production---cars, TVs, appliances • Increased birth rate - Baby boom generation Theories of parenting & child development • Mother/child attachment; emotionally connected • More focus on influence of child’s environment • Reinforcement of positive behavior • Flexibility & moderation (Dr. Spock)

6. 1960-1980 • Civil Rights, Vietnam War, Watergate • Women’s liberation, War on Poverty • Disco, Oil shortages • Increased divorces, single/unmarried parents Theories of parenting & child development • More resources & programs ---magazines, books, classes, Head Start • Children are motivated to learn to make sense of world • Natural & logical consequences • Addressing basic needs for intellectual/emotional growth • Parenting styles -authoritarian, permissive, authoritative

7. 1980-2000 • Two-income households - Balance of work & family • Internet, media & technology • Greater diversity – family structure, culture, economic, religion Theories of parenting & child development • People, systems, and community influence child’s development --- child care, family, culture, faith community, school, policies • Understanding individual differences in children and effects of changing family lifestyles

8. 2000-2010+ • Terrorism – 9/11 • Technology • Global view • Cultural changes • How will current issues affect our practices for children, youth and their parents? • What does research tell us can strengthen children, families & communities in the future?

9. Critical Issues in Oklahoma Statewide public listening sessions, county program advisory committees, & statistics identified: • great concern for alcohol/substance abuse, teen pregnancy, violence, school and health problems, and other “risky” behaviors • need for more positive experiences for children & youth to reduce risk of engaging in negative activities, including in home, school, and hours out of school • lack of community and parental involvement regarding children and youth

10. Risky Behaviors in Children & Youth What does this mean to you? High Risk Behavior---

11. A Snapshot of Oklahoma • Annually… • 2,400 babies born to school-age teens • 3,000 youth admitted for substance abuse treatment • 8,000 young people quit high school • 24,000 arrests involve juveniles • 12,000 students and teachers are bullied

12. Costs & Benefits • Many risks impact long-term productivity, healthy functioning, and costs to the community & state. • Protective factors in home and community can reduce risks. • Prevention, education, and early intervention are cost-effective investments capable of reaping long-term benefits.

13. How does this issue affect you and me? • Increase use of county and state tax dollars to aid in the juvenile delinquent system. • _______ • ______ • ______

14. What Research Tells Us • Many factors influence why some children have successes growing up while others face more challenges • Specific assets or protective factors - experiences, skills, relationships, values and qualities - positively influence young people’s lives and reduce likelihood of high risk behaviors • The average young person in the U.S. experiences less than 1/2 of these critical factors

15. Focus on Younger Youth • Younger youth are participating in risk behaviors such as alcohol & drug use, sexual activity, delinquency • More economical and effective to prevent problem behaviors than to fix them

16. FCS Family Resiliency Programs Address human and family development through programs that: • Promote positive child & youth development • Provide approaches to help children and families cope with challenges and transitions • Teach skills for healthy relationships • Strengthen parents and families

17. OK Cooperative Extension Response 5-year Family Resiliency Impact Program • Will address concern about high risk behaviors in children and youth by promoting positive child & youth development • To be implemented July 2006 through 2011 • Approx. 26 county FCS & 4-H educators across the state are on this impact team • Some information will benefit all counties

18. Key Strategies Building strong assets for children & youth: • developing children’s positive social skills - reasoning, decision-making, communication, relationships, resistance, peaceful conflict resolution • parent involvement and skills for positive parent-child communication and family relationships • teacher/child care provider training to enhance quality of classroom and out-of-school programs • positive community support & activities

19. Research showsproblem-solving skillspositively impact… • children’s social adjustment and behavior • thinking of different solutions to problems • resolving interpersonal conflicts • reduction of physical and verbal aggression • showing concerns for peers • test scores and reading grade levels • improved behavior and problem solving skills several years afterwards

20. I Can Problem Solve (ICPS)& Raising a Thinking Child • Based on over 20 years research • Focus on preschool through pre-teens • Teaches children to think of different ways to solve everyday problems, consider consequences, recognize thoughts and feelings, communicate • Aim is to teach children HOW to think rather than WHAT to think • Training parents and teachers to learn and reinforce concepts is important

21. Let’s do an Example!

22. How can OHCE help? • Mentor relationships with children, youth and parents in settings with ext. educator • Support and funding for county program and educator • Value and support parents and children – individually and as a community • Learn more about the issues and what “assets” are important to children and youth • Spread the word - educate others

23. Guiding Our Children through this Century • The Leader Lesson packet and presentation ideas • We appreciate the partnership of OHCE! • Questions??

24. For more information, contact: Your county educator, district FCS specialist or Debbie Richardson, Parenting Asst. Specialist debbie.richardson@okstate.edu 405-744-6231 www.fcs.okstate.edu