Sustainable Families Action Team


		Guiding Principle: We believe families are important because families are the primary place to nurture people and guide children. We focus on developing human capacity, the cornerstone for building the communities of tomorrow. Mission Statement: Teach families to sustain their own best quality of life for all members. Goals: Teach families to access, use and manage resources wisely. Teach families to strengthen and improve relationship skills in family and community. Help communities identify family needs; design and implement plans to meet those needs. Action: Provide an experiential-based curriculum with delivery methods to meet the needs of at-risk, surviving and thriving families Outcome: Families will identify, strengthen and increase their family assets. Team Vision The Building Strong Families Action Team provides outstanding educational programs that are recognized as making a difference in the lives of Nebraska's families. The team is recognized in Cooperative Extension as a national model for successful development, delivery and evaluation of premier educational programs. Building Strong Families Annual Report 2004-2005 Family Relationships "Teach families to strengthen and improve relationship skills in family and community." Building Nebraska Families - Building Nebraska Families (BNF) provides education to the hard-to-employ rural clients of Nebraska's Health and Human Services System welfare to work program. By learning necessary family management and life skills, families are better able to manage family resources and maintain their family while securing and sustaining employment and can more effectively utilize a community network. In the 2004-2005 reporting period, 52 (14%) BNF participants completed BNF. Completion means that they are self-sufficient and not receiving welfare to work monies. This group's mean monthly income of $483.43 at entry into BNF is significantly different than the mean income of $1020.27 at exit. Upon reviewing their entry versus exit behavior checklists, significant differences (moving in a positive or negative direction as appropriate) were seen in 15 of the 20 behaviors measured. The 52 graduates reported that they felt more positive about their life, setting goals, solving problems on their own, paying bills on time and in full, keeping a record on how they spend their money, having a plan on how they will spend or save their money each payday, using exercise to work off stress, praising their children, using positive communication with their family, having family fun together, being hopeful about the future and feeling less depressed. This year more significant changes were found in behaviors measured in the statistical than in the past. At least 6 months after completing BNF, graduates were contacted for a followup. The followup showed that graduates continue to improve their family and life skills after graduating from BNF. They continue to be positive about their life, can cope with change, set goals for themselves, solve problems on their own, use better financial management skills, are hopeful about the future and feel less depressed. Some of the mean scores for these behaviors have actually increased since graduation. This suggests that BNF is accomplishing its goals of helping families develop and use these skills once they leave the program. Since BNF was started in 1999, Extension Educators have graduated a total of 186 (22.2%) of 836 participants enrolled. Eighty-five have re-enrolled into BNF and are not counted in the 836. As many BNF graduates as could be located were contacted to find out what they are doing and how they are using the education they received from BNF. In compiling comments from those contacted, it was noted that parenting, family and money management were the major areas where participants felt they had benefitted. One graduate stated that it was the most support she had gotten. She loved it. From Oct. 1, 2004-Sept. 30, 2005, 356 participants received at least one educational contact for a total of 3777 teaching contacts. Educational contacts reached a total of 1267 individuals which includes 767 children. In addition, those completing BNF reported a total of 638.33 assignment hours during the time they were enrolled. The BNF families are not typically those who complete assignments so this is a significant accomplishment. BNF has a total of 10 educators supported by this program and serves families in 56 rural Nebraska counties. Nebraska Health and Human Services has renewed the BNF contract effective until Sept. 30, 2007 for a total of $2.2 million. Guardianship Training More than 2,000 guardians/conservators are appointed annually in Nebraska. The only training available was a half hour video. Nebraska judges saw a need for better training for state guardians. They asked University of Nebraska--Lincoln Extension to develop an educational program to replace the video. Evaluations from the pilot year session of the new curriculum documented that the Guardians experienced a statistically significant change in their knowledge and behavior at the (p.<05) level on the seven objectives tested with the greatest changes being in their understanding of what guardianship is, followed by understanding their responsibilities to the court and financial responsibilities - especially understanding the importance of not commingling assets. Some of the most important things these 115 guardians said they learned during the workshop were: - What I can do in all situations - How I can deal with them. - My responsibility to the court upon becoming a guardian. - The financial responsibility and the importance of keeping finances separate - not commingling and keeping track of where the money goes. - Guardianships do not end unless processed through court. - Guardianship needs to request permission to use money for household costs. - After the youth turned 19 or is no longer in the home, the guardianship has to be dissolved by the court. -Better understanding of legal responsibilities. -My top priority as guardian is for the best interest of the ward. The guardians said they would do these things differently as a result of this workshop: - I'm more comfortable with my responsibilities now that I have taken this course. - Better bookkeeping and record keeping of court documentation. - Now I know how to fill out the forms. When a decision needs to be made, I will first brainstorm 3-5 options. - Be able to explain guardianship and responsibilities to my families more clearly. - Realize what other legal options are available. The follow-up evaluation that guardians submitted six months after taking the training reported the following things participants are doing differently now because of the training. - We were made aware of the responsibility to make decisions in the best interest of the ward. - We were made aware of annual monetary reports required by court. - More specific notations as to where/how the money is being spent. - We will have the ward's thoughts enter into our decision. - One class participant summed up the experience this way, "Training class is much more beneficial than viewing a tape. This was fully educational and helpful. I was very pleased." A partnership of Nebraska Supreme Court; Nebraska Bar Association; Region V Services; family counselors; Nebraska State Department of Health and Human Services (HHS), Adult Protective Services; The Arc of Nebraska; Nebraska Developmental Disabilities Planning Council/Nebraska Department of HHS; Nebraska Volunteer Attorneys Program and Guardians was formed to write the curriculum. The writing team worked with the guidance of the Nebraska Supreme Court, Nebraska Bar Association, judges and attorneys to develop this curriculum and educational training. Materials that were developed to support the teaching of the training were: Leader's Guide, NebFact "What is Guardianship"? NF04-590; "Guardianship Responsibilities to the Court" NF04- 617; "Guardianship Responsibilities to the Ward", NF04-618; "Decision Making as a Guardian" NF04-619; "Guardianship/Conservatorship Financial Responsibilities" NF04-620; and "Alternatives to Guardianship" NF04-621. The curriculum also includes a Power Point, all the forms required by the court system, a decision activity and a pre/post evaluation. Though the partnership we also have a volunteer attorney at each training session to answer legal questions. The curriculum was piloted during 2004-2005 in parts of eight of the 12 judicial districts and will be expanded to the rest of the state as needed. The counties piloting this program are: Adams, Clay, Gage, Cass, Dixon, Lincoln, York, Wayne and Dakota. The curriculum was piloted during 2004-2005 and is now being expanded to the rest of the state. Curriculum Development "Family Treasures" Book - A team of educators, along with Dr. John DeFrain, have written a book based on the six family strengths: Family Treasures: Creating Strong Marriages and Families. This piece, designed for the popular press, gives families the opportunity to assess their family strengths and get real hands-on opportunities for families to improve upon their targeted goals. A satellite training talking about how to use this book is scheduled for April 2006. "Parenting for Life" on-line curriculum - A parenting curriculum is being developed to help parents become familiar with parenting skills on key factors such as affection, communication, and encouragement to enable them to make effective choices in interaction with children; practice skills with children in family activities in order to reinforce or create change in behavior, utilize skills in their daily lives in their constant teaching and interaction with children. This curriculum will be accessible to families on the web. TIPS (To Improve Parenting Skills) columns - Parents are usually reluctant to attend parenting classes because they are afraid people will see them and think they are bad parents. As an alternative to conventional classes, the idea for a parenting class published in newspapers and posted on the extension Web sites was developed. Short articles on various parenting topics with suggestions or ideas for the parents to try during the week. Since January 2004, 92 articles have been written and published in newspapers across the state. All of the articles were posted on the Building Strong Families Web site and many were posted on extension county Web pages. Circulation numbers times number of times the articles were printed amounted to a potential of nearly 2 million times that parenting information was available, through newspapers, to residents of Nebraska. The TIPS articles have become one of the top hits on the UNL for Families wedsite, with 13,151 in FY2005. Feedback included the following comments: - "I read all of your articles. They are wonderfully written and so valuable for families. The breakdown of families is so sad today. I hope many apply this counsel and suggestions." - "It gives me alternatives to think about for handling different situations with my girls." Parents are thinking about their parenting skills and, possibly, reassessing their effectiveness. Other curriculum: Parenting in a Difficult Situation, written by Dr. Kathy Bosch. This is a basic parenting course for those who are in difficult marriages or partner relationships. It is available either in printed form or can be accessed as a web-based class. Kids Talk About Divorce-Adolescent Edition premiered in October. The school-base curriculum is taught in eight fifty minute sessions. The curriculum has been piloted in four middle school settings. The class is offered by the school guidance counselor individually or as a team with an Extension Educator. Sixty four seventh grade students have participated. The pre and post tests show that 60% of the youth feel they have skills and strategies to cope with the divorce. This curriculum was previewed at the National Association of Extension Family and Consumer Sciences meeting in Philadelphia. Twenty-five copies were sold at that meeting. An invited presentation was delivered at University of Missouri to the Human Development Department and Extension Educators that work in the family area. Copies of the curriculum are on order. Family Presentations - 19 face-to-face presentation on strengthening families and other critical family issues to more than 1,400 people in 14 communities. Specialist also worked co-coordinated the Mexican International Family Strengths Conference in Mexico, and workshop on Family Stress, Family Strengths, and Family Therapy in China. Parenting Classes - Over 1300 people participated in a variety of parenting classes. Evaluations indicated a 25% increase in a good time together as a family, 32% increase in talking to their children about important things, 27% increase praising their children for positive behavior, and 98% felt they had learned at least one new technique in parenting they will use. Comments made by parents included: "I learned the difference between love and limits. I know that just because my kids have had a hard time doesn't mean that they can disrespect me. How to use chores as consequences," was what a parent stated. One mother stated, "We now have family meetings at least two times per month. We learned how keep a point list for behaviors, to reward positive behavior immediately, and how to give a compliment." "I learned how to manage conflict, and learned the difference between mediation and collaboration. I must remember to hold down my temper," said one participant. Another participant learned that he needs to try to resolve a situation before it gets out of hand and use "I" messages with family and co-workers. Parents Forever/Kids Talk About Divorce Parents Forever, an education class for parents who are divorcing, is celebrating five continuous years of helping parents learn skills to cope with the impact of divorce on children. Parents Forever is offered in eight sites across the eastern half of Nebraska. In 2004, there were 519 couples who divorced. These 519 divorces put 647 kids under the age of 18 at risk for poverty, early sexual experimentation, drug and alcohol use, truancy and drop-out from high school. The 647 children mentioned above are only the children of that legal union that is dissolving. There may be additional children in the home from previous marriages or relationships that will also experience this divorce. These children may have experienced serial divorces. In an effort to improve parenting skills, Parents Forever focuses on the impact of divorce on children. The class is mandated or strongly suggested by judges in six judicial districts in Nebraska. The eight sites within these districts offer the classes on a monthly or bi-monthly basis for six hours each of those months. The concepts that are taught during the six sessions focus on grief and loss for children, how children react to divorce according to age and stage of life, communication skills to improve dialogue between parents and with children, parenting styles, behavior techniques for parents and children, and forming a co-parenting plan. Evaluation Results for 2004-05 567 parents attended Parents Forever in 2004-05 98 responses on end of session evaluations (not all sites reported evaluations) 62% increase in parental knowledge of how divorce affects children 76% will apply new skills to improve interactions 64% increase in parental realization that their actions affect the behavior of the child 60% will apply new strategies with children 70% increase in parental knowledge of stress reduction techniques 100% will apply these techniques 80% increase in parental knowledge of how to use ?I? messages for effective communication 100% will use "I" messages 94% increase in parental skill building to resolve conflicts 100% will use at least some of the range of skills 84% increase in parental skills for co-parenting plans 90% will use the skills to build a co-parenting plan Most important thing learned in this class: Keep kids first, skills to help children cope, better communication skills and parenting techniques. A four year follow-up survey of 83 participants from the past 6-18 months indicates: 56.6% gained skill in communicating with "I" messages, 75.9% could talk more favorably about the other parent and 50.6% had worked on a co-parenting plan. One participant stated, ? The most beneficial thing was not putting him (the child) in the middle and let him make his own decisions. I have to be the parent instead of being an equal partner. I had to be the parent, so I had to learn to communicate differently with him. . . . . Kids Talk About Divorce is celebrating four years of education to children who are involved in the process of divorce. In 2004-05, 158 youth attended Kids Talk About Divorce. KTAD is a companion educational program offered at the same time and location as Parents Forever. The same concepts their parents are learning are taught at an age-appropriate level for the children who range in age from 5-18. The concepts are taught through a series of activities, videos, books, and group discussions. In a four year follow-up with the parents of children who have attended KTAD we found: 40% of children felt the divorce was not their fault, 909% of the children felt they had rights in divorce and 87% of those exercised communication skills to dialogue with parents of tough issues. When asked about the divorce at the time of this phone survey, 74% of children reported that they had accepted the divorce. 77% of parents felt the class was effective in helping their children adjust to the divorce. Matrixx-Real Colors Communication Styles Communication and understanding others are the keys to successful relationships, whether it is at home, or on the job or in the community. Each person has a different personality style and different ways of communicating. One program developed from the research of personality differences is Matrixx-Real Colors Communication Styles. Through this program, participants gain a better understanding of themselves and of others. Regardless of the audience, participants in this educational program consistently report: * over 90% are better able to understand communication/personality styles. * over 80% report increased communication skills by understanding different styles and plan to apply what they have learned to improve relationships in their lives. These quotes are typical responses: * "Real Colors training has made it easier for me to understand the decisions, motivations, stress levels, emotions and points of views of others." * "(I am) trying to learn more about the people I know before making a judgment on why things happen." * "I can't wait to use this knowledge with my husband and my son!" * "Personality traits are much easier to understand and communicate with when recognized for what/who they are." Matrixx-Real Colors Communication Styles has been presented across Nebraska by Cooperative Extension since 1995. Each presenter is a trained program facilitator. Well over 10,000 youth and adults have participated in Matrixx-Real Colors programs in the past four years. Participants take a test using a variety of teaching styles to help select their dominant personality/communication style. These styles are referred to as "colors," reflected in the name of the program. By using this simple tool, participants gain significant insight about why a person with a different "color" preference sees life differently than they do. They can then use that information to enhance the relationship rather than seeing the differences as a detriment. The versatility of this program can be seen in the wide range of audiences where it has been presented. Youth audiences have participated in middle and high schools, babysitting training, youth leadership programs, juvenile diversion programs and peer mentor training. Adults from these groups have participated: Nebraska LEAD, adult basic education classes, Women in Ag, Chambers of Commerce, local leadership programs, church groups, school faculty (administrators, teachers, counselors), welfare reform clientele, librarians, medical staff (administrators and employees in hospitals and nursing homes), business managers and employees. People who have participated in Real Colors workshops report gaining a better understanding and appreciation of people and their personalities, making positive changes in how they communicated with spouse/significant other/child, making changes in ways of disciplining a child. They also report gaining insight into the differences of people and understanding better why people do what they do. They plan to listen to everyone even if they have different views. Youth have reported: "I found ways to cope with stress and feeling." A parent said, "I found more useful ways to resolve conflict." A parent whose child was in Juvenile Diversion stated, "I only wish that I could have taken this program years before. It would have probably helped the communication in our family." 1458 Individuals participated in Real Colors workshops in Nebraska during FY 2005. Resource Management "Teach families to access, use and manage resources wisely." Preventing Credit Card Blues at 22 The potential financial problems of credit card use are the focus of a High School Senior program in Nebraska. Conducted by Extension Educators through out the state, 2,535 youth from 48 counties were participants in the program in 2005. Instructors use small group work around seven real-life scenarios to help students discover the key concepts about choosing and managing credit cards responsibility. Credit Cards: Friend or Foe? Lessons on credit cards is being presented in a variety of community based organizations in Nebraska. Seniors are turning to credit-cards in these times of rising costs. Over 100 participants returned surveys, reporting significant gains in understanding of options offered by credit card companies, risk factors of having a credit card, understanding of the importance of a credit report and steps to take to report a missing credit card. There have been 545 adults involved in either this program or other adult financial programs in the state. Money Day Camp Money Day camp and school enrichment programs reached 1504 elementary and middle school age children. During a two day camp at the University of Nebraska -Lincoln East Campus, 190 sixth graders learned seven financial education concepts including: wants and needs, budgeting, checking and debit cards, how credit works, how to count money and make change and the impact of time on savings, with significant gain (p<.05). The 2005 Money Camp gave 92 youth an opportunity to learn about making money decisions as part of a interactive financial program. The camp featured a variety of activities including a real-life simulation where participants learn about managing in the "real world." The simulation that was part of the Money Camp program and also has been presented for 15 teens who have had problems with the law and for a class 24 high school seniors. Additional school enrichment programs have reached over 1183 youth in Nebraska. Pay Down Debt Website Nearly 1000 unique visitors were reported to have visited the new website of the Building Strong Families Financial team, PayDownDebt.unl.edu. This web site includes a step by step process to help individuals reduce debt. Included in the web site in an interactive worksheet to figure debt reduction and how long it will take to eliminate debt. Additional information is available as marketing materials include the key components of the process. The site has been a source for news and radio tapes as well. Auto Town A web site to help youth know the decisions and costs associated with purchasing a car went online in early September 2005. The site, http://autotown.unl.edu, features a diagram with buildings depicting businesses a teen would visit when buying a car. Quizzes help teens determine financing and test their knowledge about car-buying basics. UNL - Extension has distributed posters to high schools throughout the state to let teens know about the new site. The site, contains an evaluation and one teen estimated, by using the site, the value of knowledge gained was $3,000. Nurturing Children/Families/Communities "Help communities identify family needs; design and implement plans to meet those needs." Poverty Simulations Fifteen poverty simulations and one Understanding Poverty workshop were presented to 852 adults and youth this last year. The simulation is growing in popularity with high schools as a way to help young people understand the need to set educational and career goals. On a scale of one to ten over 75% of the participants ranked the simulation at eight or above. Almost three-fourths of the simulation participants agreed that their attitude had changed either somewhat or a great deal. They felt that being in poverty is a major challenge. Many of them felt frustrated, exhausted, beat down and the youth indicated in the debriefing and written evaluation that they needed to take life more seriously. Participants in all groups indicated they would be more compassionate, considerate and would practice more patience when they see or work with those in poverty. It was a general agreement that families in poverty deal with lots of stress, barriers and limitations. College students who are studying to be elementary teachers felt that this gave them a much better understanding of students from this population and that they would be more aware of how to handle certain situations. Because almost three-fourths of the participants have changed their attitude about limited resource families at least somewhat, many indicate they will do something. The actions reported most often by high school students are: learn how to handle money, go to college, do well in school, get a good job, won?t take what I have for granted, and pursue my goals. Adults indicated these actions most often: learn about community resources, donate more especially to the food pantry, volunteer more, see what my church is doing, and give limited resource folks more quality attention. High school teachers who have served as volunteers have said the want to use what they have learned in the classroom and encourage more budgeting and money management for their students. Ways to tie the poverty simulation experience to the classroom are being investigated for a wide number of high school subjects. Early Childhood Education 3013 child care providers received training during the past year. In addition, 201 providers received training on Helping Children Resolve Conflict. There was a significant change in their knowledge and behavior at (p. <05) on seven objectives tested with the greatest changes being in understanding the pitfalls to avoid when implementing the conflict resolution model and developed the ability to recognize the four types of aggression and use proper techniques for dealing with each. Other significant changes were reported in developing the ability to identify appropriate and inappropriate times when mediation is used with children and using the steps in the conflict mediation model. Methamphetamine A community lesson on methamphetamine which focuses on the effects on family was presented to over 70 professional, civic, social, church, schools, governmental and community groups with almost 3,000 people. This number does not include presentations by others who have been trained to present this information. About 16,000 participant manuals and 13,000 Neb-facts have been distributed across the state New partnerships resulting from this project include: Congressman Tom Osborne, Keep Nebraska Beautiful, Nebraska State Patrol, Nebraska Department of Health and Human Service, Nebraska Department of Roads, and Adopt a Highway. A Nebraska Cleanup Volunteer Safety VHS and DVD, and brochure. When presenting, only one in twenty participants indicate they have attended an educational program on meth. Comments such as: scary but necessary to hear; very informative; increased my knowledge immensely; impossible to tell you how much I learned were reported on the post evaluation. The amount of information shared on meth at the pesticide training programs has increased. The NE State Patrol marijuana hotline was changed to the drug hotline to be more inclusive and will be listed on all new maps, brochures, etc. As a result of a meth awareness meeting in Indianola, Red Willow County Sheriff Mann indicated there has been a tremendous decrease of meth activity in that community. This has been done through neighborhood meth walks, increased citizen reporting, and increased community cohesiveness. Because mayors, sheriffs, or coalition members heard our presentation, vertical domain committees, community wide meetings, and a series of media articles have resulted. This has lead to increased citizen awareness and involvement across the state. Team Outcome Challenge Team member(s) who enthusiastically participate in team activities will share expertise in the development and delivery of premier programs for Nebraska Families. Success Markers We expect to see team members who: sign on the listserv. indicate an interest in the team. have knowledge of and respect for each other's programs. submit evaluations to the webpage. brainstorm delivery methods. We Like to See team members who: make responses on the listserv. feel a part of the team. work on communication between Ag, FCS and 4-H. develop and distribute impact reports on Flagship programs. design delivery methods to meet needs of varied audiences. We Love to See team members who: share ideas on the listserv. actively engage in teamwork. promote an interdisciplinary approach to family programs. report accomplishments to stakeholders. are experts that others will seek out for research-based information.

Success Markers