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Fatherhood For D79

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SFSF Seedco

on 9 April 2014

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Transcript of Fatherhood For D79

Fatherhood For D79
Integrating Fatherhood into Social Emotional Learning
Fatherhood fits the entire school community.
Whether groups are mixed-gender, young fathers, or the whole school,
every student
can benefit from discussion about
what fatherhood is and could be
Noelle Van der Tuin
(917) 338-9223

In this session, school staff will explore the impact of involved fathers in the lives of their children, and will consider a menu of options for bringing pro-fatherhood content and activities to the student body. The presenter will share resources and offer ongoing support to participating schools as they develop and refine pro-fatherhood plans.
Fatherhood Challenges
Fatherhood as Part of D79
Social Emotional Learning
The Power of Fatherhood
National Fatherhood Initiative Statistics:
Strong Fathers, Stronger Families
Societal Expectations
Personal Experience
Understanding Self
Working With Others
Navigating the World
Self-Awareness: Students exhibit positive self-worth through recognition of personal qualities.

Self-Management: Students employ the skills to be productive learners and workers.

Resiliency: Students implement effective coping skills to handle adversity.
Relationship Management: Students develop and maintain healthy and productive relationships.

Communication: Students interact with others to exchange information and ideas.

Judgment: Students make constructive choices.
Navigating Systems: Students maneuver within systems to achieve goals.

Citizenship: Students take an active role to improve the community.

Social and Cultural Awareness: Students show an understanding of and empathy for others.
Effective Fatherhood Programs
address these challenges working
with fathers.
To make a father-friendly world, we must work with institutions, men, women, and children.
Partner with community organizations
Feature one-on-one relationships
Offer a wide array of services
Stem from a theoretical framework
Engage youths and keep them interested
Involve assessment and use of feedback
Employ experienced staff who connect well to participants
Use culturally/linguistically appropriate teaching methods/materials
Offer incentives to participants
Provide mentorship to participants
Structural Questions for your school:
What experiences do students have with their fathers?

What outcomes do you want to bring about?

Should your groups contain fathers only, all boys, all girls, or should they be co-ed?

What will motivate students to participate?

How can you provide mentorship to student-fathers?
National Fatherhood Initiative
National Responsible Fatherhood Clearinghouse
MDRC Fatherhood Curriculum
Center for Urban Families
NYC Dads Group
Unpacking our experience with fatherhood
Defining our finish-line
Managing our emotions/developing empathy
Communication with our kids
Communication with adults in our kids' lives
Taking care of ourselves, too
discipline vs. punishment, modeling positive coping skills, and active invovement
naming emotions, "I" statements, determining what control we have in a situation
What kind of fathers do we want to be (marry)? When will we be ready?
What do we think about fatherhood? What kinds of lenses do we use for it?
U.S. Department of Health and Human Services
Office of Family Assistance, Administration for Children and Families
a generation of children who grow up with involved and supportive fathers
Economic Stability
Healthy Relationships
Responsible Parenting
setting communication goals, active listening, equitable outcomes vs. "winning"
using stress positively, managing expectations, physical health
Thumbs Up, Thumbs Down
Walking Survey
Role Play/Fish Bowl
Bad Role Play/Good Role Play
Students SILENTLY respond to a group of questions with a thumbs-up or thumbs-down. After the group of questions, the facilitator leads a discussion about the common thread of questions, the responses, and the rationale behind them.
Students SILENTLY place themselves along a spectrum. After everyone has reached his or her spot, the facilitator leads a discussion on the rationales of the students for picking that spot.
To practice a new skill, students role play a situation presented by the facilitator. Afterward, the people in the role-play remain in the middle and each member of the group offers constructive feedback. (I recommend "glows and grows" for feedback: one thing that glowed in the role play, and one element to grow on for next time.)
Two pairs of students role-play the same situation. The first does it "the wrong way" on purpose, and the second demonstrates the communication skill. After both groups complete their role-plays, the facilitator leads a discussion about the outcomes of each communicative path demonstrated.
Problem Trees
The group identifies a problem or challenge, and the problem is written on the tree trunk. The facilitator asks how the problem shows itself (or what outcomes of the problem are). These are written where the leaves of the tree are. The facilitator asks what causes the problem, and the causes of the problem go around the roots. Follow this up with a solution tree.
Solution Trees
The group brainstorms the solution to a problem or challenge, and the solution is written on the tree trunk. The facilitator asks how the solution will improve upon the outcomes of the problem in the problem tree. These are written where the leaves of the tree are. The facilitator asks what could bring about this solution and the actions involved in the solution go around the roots.
"I" Statements
Students generate a list of the most annoying things people say to them. I usually start with "you suck". The group identifies commonalities (usually that they are personal, insulting, and involve "you"). We generate a list of emotions they feel when they hear sayings on the list. The group uses this formula to turn some of the annoying things people say to them into responses that are not personal, accusatory, or insulting: "I feel (emotion) when you (action), because (non-insulting rationale). Please (what I need to set things right)."
Good 'ol Brainstorms
Throw words on a chart/board/etc. There is no wrong answer with the first generation of words (unless it's really inappropriate on purpose). Once the ideas slow, there can be a discussion of common themes.
Sticky Dot Voting
When you need to narrow down options from a list, you can distribute 5-9 sticker dots to each member of the group and allow them to use them any way they want. They can put one sticker one each option they most like, or they can put multiple stickers on the same option. When everyone sits down, there are usually a few options that are clear leaders. This activity is great for consensus-building in a really transparent way.
There's an example of this activity at the end of the presentation.
There's an example of this activity at the end of the presentation.
There's an example of this activity at the end of the presentation.
There's an example of this activity at the end of the presentation.
In our session, we did a quick
about challenges to involved fatherhood. Then we narrowed our focus with
sticky dot voting

so we could tackle one challenge at a time.
Next we made a
problem tree
to explore the roots and outcomes of one challenge to involved fatherhood. If you start a problem tree, it's best to follow up with a solution tree, because problem trees alone can be bummers.
solution tree
helped us finish our session on a positive, hopeful note. If we were discussing ways to handle an interpersonal situation, we'd do well to follow our brainstorming, problem tree, and solution tree with a
role play
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