Types of support received for themselves and/or youngest child from the child's father in the past 4 weeks?
Support Provided: Male Participants
Types of support provided for [his] youngest child or the child's mother in the past 4 weeks.
Support Results/Interpretation
Clear difference between female and male participants:
Financial received/provided (26%/42%)
Social received/provided (38%/55%)
Assuming data quality, suggests that male participants in InSPIRE programs do a better than expected job of assisting child(ren)’s mother(s) and child(ren), both financially and socially
While at Shared Journeys we have little or no behavior issues
Students have excellent attendance
Students are connected to the school family and rely on the support
Students are accountable, graduate and many go onto post-secondary training.
Initial AAPI-2 assessment the first week of October 2014
Our results showed two significant areas of concern: normal developmental milestones for children as well as the roles of parents and children. However, all areas needed improvement.
*By May 2015, students who attended Shared Journeys for a full academic year, post instruction assessments using the AAPI-2, will indicate that 85% of the students will have no scores in the high risk categories as it relates to any of the five parenting constructs of the AAPI-2.
Ace Survey
We also administered the ACE Survey
Confidential
Assesses childhood maltreatment and family dysfunction
Assesses the total amount of stress during childhood
ACE
The higher the ACE score, the higher the risk for a myriad of health and behavior issues such as: alcohol abuse/alcoholism, depression, illicit drug use, risk for intimate partner violence, STD’s smoking, suicide attempts, adolescent pregnancy, liver and heart disease, obesity, difficulty controlling anger/rage, sleep problems and impaired memory, inability to parent, delinquency, violence, self injury etc.
*81% of our students have scores of 6/10!
Implementation
Met with each student after taking initial AAPI-2. Gave no opinion just listened as they explained their answers. Found vocabulary deficiencies. ie: “nurture” Began using the vocabulary in my daily teaching.
Implemented developmental milestone lessons not only in child development, but across the board and made sure that I was emphasizing these points as I was teaching.
Created case studies and had the students work in small groups or along side our community nursing teams to determine what is going well in a child and parent’s life and what can be done to improve
Read articles on milestones and healthy parent child relationships.
Implementation
5. Visited places to observe normal child development: top rated child care centers, West Allis Family Resource Center and volunteer at a childcare center for a field trip.
6. Students created an argumentative essays “ To Spank or Not to Spank” developing claim, research and evidence.
7. Google journals in which students write daily and I respond.
8 Students can text or call anytime for support or with questions.
9 Each student was assigned a mentor.
To Nurture and Grow as Parents and People:
Weekly Yoga
Mindfulness training
Baby sign training
Family Nights
Play group with the West Allis Family Resource Center
