PARENTING LEARNING EXPERIENCE

USING BEHAVIORAL CONTRACTS FOR CHILD ADVOCACY

Learning Experience by Lisa A. Rauche, Shaker High School, North Colonie NY School District
Member of the New York State Academy for Teaching and Learning

LEARNING CONTEXT:
This learning experience has been utilized in Health Education and Child Development classes. Acquiring parenting skills is a life long learning process. Utilizing a behavioral contract allows students to practice parenting in action from the viewpoint of the parent as well as the child. It is a learning agreement that consists of mutual consent, effort and consequences. Students realize that a contract provides guidelines for behavior changes and encourages and rewards responsibility.

GUIDING QUESTIONS:

• How do family members support and affirm one another?
• What are the roles/responsibilities adults assume when they become parents?
• How can advocacy be used to enhance child and family health?
• Where could/do parents learn what their roles and responsibilities are in relation to their children?

KNOWLEDGE AND EXPERIENCE:
This project provides planned opportunities for students to recognize the holistic effect that parents’ actions or non-actions have on their children. It forces students to look at children’s behaviors, parents’ responses, consequences and what it teaches and reinforces in children.

It is helpful for students to have created a graphic organizer to facilitate the process in the computer lab.

PROCEDURE:

1. Students will be divided into groups and each group will select a family name. The family brainstorms the definition of advocacy and enabling. Each family shares the group’s definition. As a class, a comprehensive definition is decided upon and written on the Brainstorming Collection Sheet. Key words for each definition are discussed. Then, students identify situations – social and academic – and possible parental responses that illustrate advocating and enabling behaviors on the part of the parent.
   It is necessary to have this component complete in order to implement the next component of the assignment.
   At the end of class, students chart in their Reflection Journal their comfort level and knowledge about the concept of advocacy and enabling.
2. Students report to the computer lab and class begins with a review of responses and situations from the Brainstorming Collection Sheet. Individually students draw and create a graphic organizer which gives the definition of advocacy and enabling, key words and an example that demonstrates each concept. Students turn in their organizer(s) and then answer the reflection question in their journal at the end of class.
3. Students rejoin their family group. Students are given a Scenario Response Sheet. Each family discusses the situation and determines how an advocate would respond and how an enabler would respond. Then, students identify the effect that the parent’s reaction has on the child and what it teaches him/her. Discussion to follow. Students are asked to think about personal situations in which they would benefit from an advocating parental response. Class ends with a reflection in the reflection journal.
4. Students report to the computer lab. A contract template is shared. Students individually identify a personal academic or social situation in which the student will make a contract to address the need for an advocating response from his/her parents. Students generate the contract. Class ends with a concluding reflection about the learning experience.

Students are to bring contracts home to discuss, get agreement and signature of parent(s) indicating a collaborative effort to address need.

INSTRUCTIONAL ENVIRONMENTAL MODIFICATIONS:

All students have been able to complete this task. Weaker students were assisted by “family members” and support staff. All students had the opportunity to collaborate with parents and teachers. Some students needed additional computer time which could be accommodated.

TIME REQUIRED:
Planning and Preparation for the Teacher:

• Review definitions and concepts (30 minutes)
• Create list of illustrations (30 minutes)
• Develop age-appropriate scenarios depicting academic and social situations (solicit input from teachers and counselors) (2 hours)
• Computer generated sheets (2 hours)
• Reserve computer lab (5 minutes)

Time needs to be planned for discussion among students, explanations, presentation and understanding of the rubric and additional instruction time for students who have difficulty with concept(s). It may also be beneficial for the instructor to plan to have a parent guest speaker who can address responsibilities and effective use of contracts within the family.

Planning and Preparation for the Student:

• Previous lesson(s) and knowledge on how to draw a graphic organizer (1-2 class periods, 46 minutes each)
• Design and create individual contract (1 class period, 46 minutes)
• Complete reflections in journal (30 minutes)

RESOURCES:

• Computer instructor
• Guidance counselors/social workers
• Parents
• Dictionary
• Computers
• Inspiration computer software

ASSESSMENT PLAN:
Formative Assessment Strategies

• Discussion
• Teacher anecdotal
• Brainstorming Collection Sheet
• Graphic Organizer
• Scenario Response Sheet

Summative Assessment Strategies

• Contract
• Reflection Journal
• Rubric

STUDENT WORK:

• Graphic Organizer
• Contract
• Reflection Journal
• Rubric for scoring

·

STUDENT PACKET
REFLECTION JOURNAL

Day #1
Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived

Day #2
Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived

What do the past two days tell you about the roles and responsibilities of parents?

Day #3
Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived

How might this activity affect your view of parenting in the future?

Day #4
Identify your placement today on the Learning Continuum about the concept of advocacy and enabling.

Lost. . . . . . . . . . . . . . . . . . . . Getting There . . . . . . . . . . . . . . . . . . .Arrived

If your contract was published, how would you explain how your plan makes your family a healthier place to live and love.

How has your idea of advocacy changed since the first day?

BRAINSTORMING COLLECTION SHEET

SCENARIO RESPONSE SHEETS

Scenario 1
A phone call was made home to Nancy’s mom, Mrs. Camden. The teacher explained that Nancy did not turn in her Advocacy Project which was now three days late. Nancy had told the teacher that there had been a death in the family and she could not complete it. If the project is not turned in by tomorrow, Nancy will receive a zero.

Scenario 2
Samantha Brady is an outstanding softball player. She is well known for her skill on the team. At the season play-offs, Samantha is called “out” at home base. Her parents, along with others, feel that she was “safe.”

Scenario 3
Elisabeth, a 4th grader, forgot her P.E. clothes again. Mr. Tanner noticed his daughter’s gym bag and clothes in the kitchen before work. Mr. Tanner knows that if Elisabeth does not have this for class she will stay in detention.

Scenario 4
Two first grade boys, Brandon and Garrett, got into a fight during recess. Garrett threw the first punch after Brandon kept calling him a “geek.” The principal called home to discuss the fight and the uniformity in punishment with both children’s parents.

Brandon’s parents?

Garrett’s parents?

CONTRACT

Dear Mom/Dad/Adult:

I am working towards becoming a capable and responsible adult.

__________________________________ I need assistance in working on:

In school / Out of school (select one)

This is important to me academically/socially because:

Could you please help me by agreeing to do the following:

1.

2.

If after your assistance I am not able to ____________________________________________________

then the following consequences will ensue:

(parent and student can negotiate the consequence(s) or the consequence(s) can be the one(s) that will occur at school)

I agree to the terms of the contract.

Parent comment:

Student comment:

USING BEHAVIORAL CONTRACTS FOR CHILD ADVOCACY

Teacher Reflection:
The first time I facilitated this project, I was discouraged and frustrated. The first two lessons did not go as planned. Yet toward the culminating activity, students actually understood the concept. As a follow-up to this project, I invited a parent into class to discuss the use of contracts within her family and how she can/does advocate and at times enable her children. Students were very interested in hearing about the first hand application and understood the rationale and desired outcome. My students and I both recognized the need and importance of this type of instruction on advocacy.

The second time I facilitated this project in Health class, the process and materials were refined and the lessons went as planned. Advocacy is fundamental in the field of child development and health education and it was interesting to me that many of my grade 10 and 11 students did not know the term or understand the concept. However, in working within the family groups students were able to consult with each other and get off to a good start. Completion of the component was critical in order to move to the next lesson to create a graphic organizer. There were a few students who were weak in computer skills who struggled with the graphic organizer. Most students saw this as an opportunity to creatively explore new software and design and produce a unique product.

In the third lesson, students in their family groups, intelligently discussed the scenarios and possible parent actions. Students demonstrated an understanding of the rippling effect a parent’s advocating or enabling response has on a child. The power was in the dialogue. I excitedly proceeded into the last component of the learning experience – the contract. The first time, in Child Development class, I learned that some students were hesitant or reluctant to disclose to his/her parent what they were not doing academically. To create an honest, meaningful contract, the student would have to identify a behavior – or lack thereof – that would reveal a lie to the parent. To address this obstacle, the second time I taught this, I allowed students to identify an academic or social situation to address. Students had no problems identifying a situation to work on.

Student contracts were produced and brought home to discuss and sign. Some parents returned the signed contracts during Open House and others through their child. Overwhelmingly, parents were excited about the dialogue that the contract generated, the pro-active approach of the assignment and the critical place that parenting education has in our schools. It affirmed what a worthy and meaningful learning experience this was.

PARENTING EDUCATION LEARNING EXPERIENCES SEQUENTIAL PLAN

Standard and Commencement Level Indicators:
NYS Health, Physical Education and Family and Consumer Sciences

Standard 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in a physical activity and maintain personal health.

HA. Understand human growth and development throughout the life cycle.

HB. Demonstrate the necessary knowledge and skills to promote healthy development into adulthood.

HD. Evaluate how the multiple influences which affect health decisions and behaviors can be altered.

Standard 2: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

HB. Evaluate personal and social skills which contribute to health and safety of self and others.

HC. Recognize how individual behavior affects the quality of the environment.

FCSA. Understand the stages of child development and apply this knowledge to activities designed to enrich the social, physical, intellectual, emotional and spiritual development of a young child.

FCSD. Apply basic rules of health and safety to a variety of home and workplace situations.

Standard 3: Students will understand and be able to manage their personal and community resources.

HB. Analyze how cultural beliefs influence health behaviors and the use of health products and services.

HE. Demonstrate advocacy skills in promoting individual, family and community health.

FCSA. Analyze a wide range of factors related to managing personal resources to balance obligations to work, family and self.

NYS Health Education Skills Matrix – Commencement Level

Advocacy – Demonstrates the ability to apply advocacy strategies and skills to enhance personal, family and community health.

AD.C.1. Explores the concept of advocacy as it relates to health issues.

AD.C.5. Gathers, assesses and synthesizes evidence to support a health enhancing position.

AD.C.6 Demonstrates the ability to persuade others in making personal, family and community health choices.

AD.C.8 Works cooperatively and collaboratively to advocate for the health of self, families and communities.

Communication – Demonstrates the ability to apply communication strategies and skills to enhance personal, family and community health.

CM.C.2 Demonstrates effective verbal and non-verbal communication skills in real-life situations.

Decision-Making – Demonstrates the ability to apply decision-making strategies and skills to enhance personal, family and community health.

DM.C.6 Predicts short and long-term benefits and harmful consequences of personal decisions.

DMC.7 Maintains and accesses health-enhancing support systems at home; in school and/or in the community.

DM.C.10 Makes a commitment to carry out personal health-enhancing decisions.

DM.C.11 Assumes responsibility for personal decisions.

Planning and Goal Setting – Demonstrates the ability to apply planning and goal setting strategies to enhance personal, family and community health goals.

PG.C.9 Applies, evaluates and adapts a goal setting model in real life situations.

PG.C.12 Makes a personal commitment to achieve a short-term goal.

Self-Management - Demonstrates the ability to practice health-enhancing behaviors and reduce health risks.

SM.C.2 Analyzes personal health assessment to determine and apply strategies for health enhancement and risk reduction.

NYS English Language Arts

Standard 1: Students will read, write, listen and speak for information and understanding.

1.2C. Use a wide range of organizational patterns such as chronological, logical, cause and effect and comparison/contrast.

1.2D Support interpretations and decisions about relative significance of information with explicit statement, evidence and appropriate argument.

12.F Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively.

Standard 4: Students will listen and speak for social interactions.

4.2B Make effective use of language and style to connect the message with the audience and context.

NYS Career Development and Occupational Studies

Standard 3a: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

3a-2A. Demonstrate the ability to organize and process information and apply skills in a new way.

3a-3A. Demonstrate leadership skills in setting goals, monitoring progress and improving their performance.

3a-6A. Use technology to acquire, organize and communicate information by entering, modifying, retrieving and storing data.

Context and Interdisciplinary Connection
This project was implemented in the Child Development curriculum immediately following an instructional unit on discipline and the topic of parents being the primary educators of their children. In Health class, this learning project was utilized prior to the Mental, Social and Emotional Health Unit. It is an effective activity that demonstrates a skills-based approach to instruction. This learning activity incorporates technology as well as addressing English/Language Arts and Career Development and Occupational Studies Learning Standards.

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