Facilitator’s Guide

Workshop Overview

In this 90-minute interactive training module, families will examine how to communicate their family’s norms and expectations for their children. Participants will engage in hands-on experiences and reflective discussions to gain information about the importance of having and communicating positive expectations and clear family norms for their children’s behavior.

This document is to be used by organizations who have purchased ReadyRosie™. It may not be copied for general distribution beyond the school/classroom that has purchased a ReadyRosie™ License.

Featuring

Nurturing Resilient Children With Positive Expectations and Healthy Family Norms

Family Workshop

INTENDED TIME-FRAME:This is a 90-minute (1.5 hours) workshop. The facilitator’s guide provides activities for learning how to support families’ positive expectations and ability to communicate clear norms for their children’s behavior. Practitioners have the ability to extend or modify this workshop into multiple shorter sessions.

LEARNING OUTCOMESParticipants will be able to

» describe “positive expectations”and their impact on children, » describe the importance of clear and consistent norms for children, » practice using concrete strategies that enable or empower children, and » give clear, consistent messages about safe and healthy behaviors.

WORKSHOP FORMAT1. Introductions and Icebreaker: “Mirroring”2. Activity: “Try It”3. Activity: “You Can Do It!”4. ReadyRosie™ Modeled Moment5. Activity: “Everyday Messages”6. Activity: “Words and Deeds”7. Explore the ReadyRosie™ Video Library8. Action Plan9. Reflection and Closing

MATERIALS » PowerPoint presentation » Name tags for participants (optional) » Paper » Prepared flip chart/easel » Resiliency and Protective Factors posters » Markers, chalk, crayons » Masking tape » Clock/watch

This document is to be used by organizations who have purchased ReadyRosie™. It may not be copied for general distribution beyond the school/classroom that has purchased a ReadyRosie™ License.

HANDOUTS » Expectation Scenarios

» Clear Norms

» Idea Catcher

PREP WORK » Post Resiliency and Protective Factors posters from previous workshops. » Prepare two pages of the flip chart with the following information.

» Workshop objectives » describe “positive expectations” and their impact on children » describe the importance of clear and consistent norms for children » practice using concrete strategies to support children to reach for you’re

their family’s expectations » learn to give clear, consistent messages about safe and healthy behaviors

» Workshop Group Guidelines » Start on time. » Learn and connect with others by listening to each other and sharing ideas. » Silence cell phones and step outside to take important phone calls if necessary. » Take care of yourself. » Keep discussions confidential.

This document is to be used by organizations who have purchased ReadyRosie™. It may not be copied for general distribution beyond the school/classroom that has purchased a ReadyRosie™ License.

Welcome families, build excitement, and introduce yourself.

» Welcome! I’m so happy you have all decided to join me today!”

» [Introduce yourself, begin to build trust and rapport, and tell why you are excited to share the information in this workshop.]

» [Take care of any housekeeping details, such as the location of restrooms.]

» “First, let’s make sure we are all on the same page. Let’s review some guidelines for our time together.”

» [Write guidelines on flip chart paper and hang at every session, if presenting in a series.]

» “Guidelines serve as a good reminder of what was agreed upon by the group.”

» Start on time. » Learn and connect with others by listening to each other and

sharing ideas. » “Group discussions are only as strong as your contributions! Think of the

phrase ‘step up and step back.’ If you notice that you haven’t contributed to discussions, challenge yourself to step up. If you notice that you’ve spoken a lot during discussions, challenge yourself to step back so others can step up.”

» Silence cell phones and step outside to take important phone calls if necessary.

» Take care of yourself. » “This means that if you need to step out to use the restroom or if you need

a moment to collect yourself, please do!”

» Keep discussions confidential. » “We can only feel free to share our thoughts and feelings if we can trust

each other. Let’s keep each other’s stories confidential. This means we will NOT repeat what we hear about each other. Can we all agree that what we hear today about each other does NOT leave this room?”

» “Are there other things we should add to the list that would make the workshop enjoyable for all?”

ACTIVITY

Creating Clear Norms and Positive Expectations for Your Child

SAY

Slide 1

Welcome and Introduction (5 minutes)

TRANSITION

Slide 2 Session Objectives

Share workshop objectives.]

[Read prepared chart paper posted on wall with objectives.]

» “Today we will

» describe ‘positive expectations’ and their impact on children;

» describe the importance of clear and consistent norms for children;

» practice using concrete strategies to support your child to reach for your family’s expectations; and

» learn to give clear, consistent messages about safe and healthy behaviors.”

» [Distribute Idea Catcher handout]

» “We will cover a lot of useful information today. You can take notes and jot down your thoughts on this handout.”

» “Let’s get started!”

PRACTICE

ACTIVITY

Workshop Objections (3 minutes)

Slide 3

Introduce the topic of observing and following a leader.

» “Today we’re going to start by playing a game that requires us to watch each other carefully.”

» “Please find a partner and stand facing each other. Decide who will be Person A and who will be Person B.”

» “Person A, you will be the leader and move parts of your body—like raising your arm—very slowly. Person B, you will ‘mirror’ the leader’s movements carefully.”

» “This is a silent activity, so no talking as you move and imitate.”

» “Let’s all practice. Watch me and be my ‘mirror,’ doing exactly what I do.” [Demonstrate leading the activity using any movements at any speed you like. Consider using challenging movements or dance moves for fun!]

» “Now it’s your turn! Person A, you’ll have 2 minutes to lead, and then you will switch roles. Person B will lead the movements, and Person A will ‘mirror’ the movements. We will have a chance to discuss after both have had a turn. Okay, let’s begin.”

» [After 2 minutes, stop participants and instruct them to switch roles. Notice if/when participants show frustration at the movements—whether they are too fast, too slow, or too complicated.]

» [Call time after 2 minutes. Stop the activity and lead a brief discussion based on participants’ answers to the following questions.]

» “Did you enjoy this activity?”

» “Was it difficult for you? If so, why? If it wasn’t difficult, why not?”

» “Did you become frustrated trying to follow the leader? What could the leader have done to make it easier to follow?”

» “How did you feel about yourself when you were able to ‘mirror’ your partner? How did you feel about yourself if you were unable to ‘mirror’ your partner? Were you surprised by these feelings?”

» “Some people found this activity difficult because the leader went too fast or too slow or the movements were difficult. If the leader slows down the movements and breaks them down into steps, they are easier to follow, and you can experience more success.”

» “This activity is a bit like when we have expectations for our children that we expect them to follow.”

» “Sometimes, we are in a hurry and get frustrated when children can’t follow our instructions because they are not developmentally ready or because they don’t understand what we are asking them to do. When this happens, your child may become frustrated or give up, just like we do! That’s why it’s important to learn how to define developmentally appropriate expectations for children’s skills and abilities and how to convey those expectations in a way that helps build children’s self-confidence and resilience.”

Mirror Moves

DEBRIEF/REFLECT

ACTIVITY

ASK

SUMMARIZE

SAY

PRACTICE

Mirror Moves (5 minutes)

Mirror Moves (5 minutes)

Slide 3 Mirror Moves

» “Think about a time when you experienced feeling frustrated by a difficult task. How did that make you feel about the situation you were in or about your abilities?”

» “When have you noticed your child become frustrated or give up on a task because it was too challenging?”

» [Have a few participants respond.]

» “Resilient children often have an adult in their lives who believed in them and gave them the message that they were capable of working towards their dreams.”

» “Positive expectations convey your belief in your child’s abilities, which then helps their independence and self-confidence.”

» “We want our children to challenge themselves and acquire new skills, but we also have to remember that they are still in the process of developing and learning these new skills. If you’ve ever tried to learn a new skill, like playing an instrument, you know it takes a lot of practice and patience. Tying our shoes might seem like a simple task now, but think back to when our little hands were just 36 months old. We weren’t ready for such a complex skill! We wanted to be independent, but our bodies were still developing the tiny muscles in our hands that are necessary for tying laces. Let’s keep this in mind as we think about our expectations for our children today.”

» “We all have expectations for the behaviors our children learn. An example of a positive expectation we might share is for children to eat healthy foods because we want them to grow up strong. Another positive expectation we might share is that we want our children to speak kindly to people.”

» “We’re going to start by talking about the importance of having these positive expectations.”

TRANSITION

DEBRIEF/REFLECT

SUMMARIZE

Try It! (10 minutes)

Slide 4 Try It!

Participants will learn about the importance of having positive expectations for their children.

» “Your positive expectations for your child convey the behaviors, skills, and abilities you want her to learn and your belief in her ability to practice and master them. We all have ideas of how children should behave. Take a moment to think of your expectations for children’s behavior and call out your ideas.”

» [Ask for a volunteer to record the responses on chart paper.]

» [Potential responses might include expecting children to “be good,”act kindly, use polite words, get along with other children without hurting anyone, and solve their problems peacefully.]

» [Review responses and point out similar ideas.]

» “Based on our list of expectations, you probably say things to your child like

» ‘be good at the store,’

» ‘clean up your room,’ and

» ‘play nicely.’

» “As adults, we often have our own ideas about what it means to ‘be good’ or ‘clean up.’ For children, these phrases may similarly be very unclear as instructions. It is important to be specific and clear when stating expectations for behavior. Young children are just beginning to learn how to behave and interact in our world. Giving them clear and precise directions helps them learn the steps for completing important tasks at home and at school.”

» “Think back to our first activity of following the movements of another person. How might it have helped if you were given specific instructions, such as ‘lift your arm and wave three times’ or ‘step to the left and clap two times?’ How might those instructions have helped you feel more confident about what you were asked to do?”

» “Clear and specific instructions help us understand what we are being asked to do. Because young children are just learning to understand the world around them, they need these kinds of explicit instructions even more!”

» “For example, instead of saying ‘Be good at the grocery store,’ your child might better understand what is expected when you say, ‘I’d like you to sit in the grocery cart, keep your hands on the bar, and use your inside voice.’”

» “Let’s look at the other two examples on the screen. How can we change ‘clean up your room’ and ‘play nicely’ into more specific instructions?”

» [Encourage participants to share their ideas.]

» [Potential responses might include “Your sister wants to play with you and your blocks. I know it is frustrating when she touches the towers you’ve worked so hard to build. Let’s see which of your blocks she may play with.”]

» [Ask participants to share how those specific instructions might help their children understand what they are being asked to do.]

» [Refer to the Protective Factors poster and point out that “Positive expectations” is a key factor.]

PRACTICE

ACTIVITY

PRACTICE

Slide 4 Try It!

» “Positive expectations can also help your child become resilient. Having positive expectations for your child and offering your child the support they need to pursue those expectations communicates your belief in your child’s abilities: sometimes that support comes from clear, specific instructions that help your child succeed, and sometimes your child needs your patience and encouragement while they try and try again. When your child feels that you believe in them and their abilities, they are more likely to believe in themselves. Self-confidence is a protective factor for resiliency because children who are confident are more likely to persevere and overcome challenges in their lives.”

» “For example, a child might want to go down the ‘big’ slide at the park but is too intimidated by its size. A family member who coaches her with a positive expectation that she will overcome her fear and try something new could give her the courage to take on the challenge. This is how your ‘positive expectations’ can communicate your belief in your children’s abilities.”

» “What is something new your child could try?”

» [Potential answers may include pouring juice into his cup by himself, learning a new sport or art activity, asking another child to play, or taking a turn at kicking a ball.]

» “When setting expectations for your child, consider their age, abilities, interests, preferences, and developmental level. Children who are ‘just playing’ are actually developing skills that should be nurtured and celebrated, and family members’ positive expectations can promote that development by supporting children’s confidence in their abilities and interests. For example, we do not expect a three-year old to be able to read, but if a family member demonstrates positive expectations for her approach to learning by supporting her fascination with trains, she may naturally challenge herself to learn the names of different train engines, engage in detailed conversations about trains, or seek experiences with books about trains, gaining confidence in herself as a learner and practicing a variety of new skills that will promote reading and other areas of learning later.”

Try It! (10 minutes)

Recognize and Celebrate Success (7 minutes)

Slide 5 Recognize and Celebrate Success

» “Each family recognizes and celebrates their child’s success differently. What your family considers worthy of celebration may not be the same for another family. What is important is that your child understands what is considered praiseworthy in his family.”

» “Consider a skill that is challenging for most young children: learning to tie their shoelaces. By five, many children are beginning to attempt this complex task.”

» “Clear, specific instructions can help your child practice and begin to learn this skill, but it will likely still not be easy to master. At first, they may become so frustrated that they want to quit or will say ‘Can you do it? I can’t.’ When you are patient and encouraging, you communicate to your child the message of ‘I believe in you. I know you can learn to do this. It might take some time, and that’s okay.’”

» “When you convey positive expectations through caring encouragement, you are helping to foster a ‘growth mindset’ in your child. This means you are showing that you believe they are capable of growing and achieving their goals.”

» “As you offer support and encouragement, find opportunities to celebrate their successes in mastering the steps along the way. Think of how you applauded and cheered for your child when she stood up all by herself or took her first, wobbly step. It’s important to recognize and reinforce the attempts and successes along the way, not just the final accomplishment. For example, when your child makes a loop with her shoelace and tries to make a bow, offer generous praise and encouragement for her accomplishment!”

» “Let’s take a moment to pause and think of the ways you celebrate your child’s attempts at trying new things or learning new skills.”

» [Listen closely to highlight responses that focus on celebrating the milestones along the way to “mastery.”]

Notice whether participants mention using rewards for desired behaviors, e.g., a sticker for using the potty, extra TV time for finishing dinner, or a later bedtime for brushing their teeth when asked. Redirect the comment to a celebration of success.

» For example, if a participant mentions that they offer their child an extra TV show if they eat their vegetables, you might suggest that instead they notice when their child eats a tiny bite and say, “Wow! I see you took a bite of your green beans. That’s great! Vegetables help you grow healthy and strong!”

» Consider introducing the phrase used by many teachers: “Catch them doing something good.”When a child reluctantly brushes their teeth, a family member might cheer and say, “Wow! You are helping your teeth be strong and healthy!”

» “What are some other examples of positive expectations family members often have for their children?”

» [Record their answers on chart paper.]

» “Resilient children often have an adult in their lives who believed in them and gave them the message that they were capable of working towards their dreams. Positive expectations for your children’s abilities can help their independence and self-confidence.

SAY

FACILITATOR’S NOTE

ASK

EMPHASIZE

Recognize and Celebrate Success (7 minutes)

Slide 5 Recognize and Celebrate Success

» “Let’s return to the example of the five-year-old learning to tie her shoes. When she is encouraged to keep trying even if it is difficult, she is exploring her independence and ability to take care of her own needs and be persistent. These are important traits of a resilient child.”

» “Resilient children continue to strive for their dreams, regardless of the challenges they face. Resilient children are determined, persistent, and resourceful. They know they are capable of finding new ways to solve their problems.”

» [Emphasize that having positive expectations for a child is not the same thing as expecting her to be a genius or have an exceptional skill. Positive expectations mean you recognize your child as a capable learner and praise your child’s successes when trying new things, overcoming fears, and solving problems.]

» [Use the following questions to encourage participants to share.]

» “What positive expectations do you have for your child?”

» “What are some ways that you encourage their learning and growth toward this expectation?”

» “How do you feel when your child tries something new or goes out of his ‘comfort zone?’”

» “Are there any expectations that you might reconsider because of your child’s age, developmental level, interests, or abilities?”

» “Having positive expectations for your child offers reassurance of your belief in their abilities. However, each child is different and will need varying levels of encouragement to try new things or persevere. You may find what motivates one child will not motivate another. As the ‘expert’ on your child, you know what they need to feel supported and encouraged.”

» “Let’s turn our attention to considering ways to communicate positive expectations to your child.”

ASK

SAY

EXPLAIN

You Can Do It! (10 minutes)

Show your child that you have positive expectations for them

» “For this next activity, we will need to break up into groups of three or four people.”

» “Each group will have about 5 minutes to plan and create a picture, skit, or poem to represent the positive expectation scenario you are assigned.”

» [Remind participants that this is just for fun and that they can choose any way to present that they choose.]

» [Once the groups have formed, distribute a “Situation”paper to each group. After they’ve had a chance to review their situation, consider leading a brief brainstorming session on ideas for presenting the scenarios.]

» [Set a timer for 5 minutes and let the groups know you will be walking around to offer suggestions and support.]

» [Visit each group to offer assistance or ideas to get them started. Notice how the groups are representing the positive expectations and offer suggestions as needed. Model having positive expectations by encouraging them that they can do it and acknowledging that doing new things or going out of their “comfort zone”can be difficult but rewarding.]

» [After each group presents, ask participants questions to prompt a brief discussion.]

» “In this scenario, how did the family members show they had positive expectations for their child? What words did they say? What actions did they do?”

» “What resiliency characteristics did they strengthen by giving the message that they believed their child could do it?”

» [Use the following questions to encourage participants to share.]

» “How do you as family members express positive expectations for your children every day?’”

» “Who has learned or heard something from another participant that they can do with their child to communicate positive expectations? This might be something you are not doing now but would like to start doing. If you heard a good idea, what was it? By challenging yourself to try something new, this is another example of having a growth mindset for yourself.”

» “Why is it important for families to have positive expectations for their children?”

» [Give participants a few moments to think and share.]

» “As you consider what you are currently doing for your child and what you would like to do differently, remember that you are also learning and trying new things! Learning to adjust how you support your child is hard work and takes practice. As you learn and try new ways to reinforce positive expectations, remember to celebrate your efforts and praise your own achievements along the way.”

» “Let’s take a moment to look a few weeks into the future and imagine ourselves using some of these ideas for having positive expectations for our children. Imagine the words you will use and the things you will do. Now imagine how proud you will feel as you practice these strategies. Give yourself a high-five or a little cheer (silently, if you choose)!”

» “Let’s pause for a bit and have a ReadyRosie™ break. We’ll watch a video of a family engaged in a ReadyRosie™ Modeled Moment video that is related to positive expectations.”

Slide 6 You Can Do It!

DEBRIEF/REFLECT

SUMMARIZE

SUMMARIZE

TRANSITION

ASK

ReadyRosie™ Modeled Moment (10 minutes)

Slide 7 Embedded “Toy Organization”Video

Watch “Toy Organization”and discuss how this sorting and organizing activity can help children understand what the expectations are at home and at school.

» “We’re going to watch a ReadyRosie™ Modeled Moment called ‘Toy Organization.’ As you watch, think about how activities like the one shown can support children to understand their families’ positive expectations.”

» “In your small groups, talk about the kinds of family expectations you want to reinforce with your child. What can you take from the video to help share your family’s positive expectations?”

» [Allow a few minutes for the groups to work.]

» [Ask volunteers from each group to share their ideas. Record their responses on the flip chart.]

» [Distribute or draw attention to the Idea Catcher handout.]

» “Take a minute to think about what you got out of this section or one thing that you might want to tell a friend. Write it on the Idea Catcher.”

» “Remember, having positive expectations for children is not the same thing as expecting her to be a genius or have an exceptional skill. Positive expectations mean you recognize your child as a capable learner and praise your child’s successes when trying new things, overcoming fears, and solving problems.”

» “Now let’s turn our attention to how we can establish clear norms or customs about healthy behaviors.”

DEBRIEF/REFLECT

ACTIVITY

SAY

SUMMARIZE

TRANSITION

Slide 8 Everyday Messages

Everyday Messages (10 minutes)

Participants will examine the messages from the media in our lives that promote unhealthy behaviors.

» “This next part of our session will be about creating clear norms about your child’s healthy and safe behaviors.”

» [Click to animate the slide and show the definition of norms.]

» “As families, you have standards or rules for behavior for your children. In this part of the session, we will talk about what your family norms are and how to communicate them to your children.”

» “Every family and culture has its own norms and practices. As we share our norms for healthy behavior, let’s remember that we are not passing judgement or criticizing anyone’s behavior or beliefs. The purpose of this discussion is the importance of giving clear, consistent messages to your children, particularly because we live in a world full of mixed messages.”

» “Every day, we and our children receive messages from TV, music, the Internet, movies, magazines, books, billboards, and more—messages that tell us how to act, what to eat or drink, what to wear, and so on.”

» “Let’s examine how many messages children hear and see every day. These messages can often be in the ‘background noise’ that we may not even notice as important when we are listening to the radio, driving past billboards, or watching a TV show. All of these messages can have an impact—especially on children.”

» “In small groups, you will have 2 minutes to share examples of messages in the media that are not in the best interest of children. Think about things your child sees or hears that might encourage her to do things that could be unsafe or inappropriate.”

» [If participants appear to need ideas to get started, offer an example such as glamorous commercials for alcohol or beauty advertisements in social media and TV commercials.]

» [After 2 minutes, ask each group to share a few of the messages they identified.]

» If necessary, remind participants that what one family considers inappropriate may not necessarily be considered problematic for another family.

» [Ask the following questions and lead a discussion based on their responses.]

» “What messages did you identify?”

» “Was anyone surprised to realize how many messages our society gives us?”

» “How do you think these messages influence how children behave towards each other? Towards adults?”

» “Do you think these messages influence children to begin smoking at a young age, use hurtful language with other children, or use violence to solve problems?”

» “How do you think children are affected by these messages? How do you think they might influence what they think about using alcohol or other drugs?”

ACTIVITY

SAY

FACILITATOR’S NOTE

DEBRIEF/REFLECT

Slide 9 Words and Deeds

Words and Deeds (10 minutes)

Participants will discuss ways to use their actions and words to transmit messages that promote healthy behavior and habits.

» “As family members, you have powerful influence in your children’s lives. One of your most important roles is to keep your children safe and healthy.”

» “Although you cannot protect your children from all the messages they receive from media or other people, one way to shield your children from potentially harmful messages is to be clear with them about what is healthy and unhealthy.”

» “Many of you have probably heard the old saying ‘Actions speak louder than words.’ In this context, family members’ behavior and actions often speak louder than their words.”

» “Your actions become messages to children. Children may receive messages whether adults intend to communicate them or not. Keep in mind that your child is always learning about what is acceptable behavior by watching what you do, more than by listening to what you say.”

» “Let’s start by thinking of how we want our children feel about certain behaviors.”

» “Some of what we are about to discuss may seem premature for very young children. However, we know that children learn what is appropriate and acceptable behavior every day of their lives.”

» “When we think about what we want our children to believe about using substances such as tobacco, alcohol, or other drugs, keep in mind that you are preparing them to confront more grown-up issues, such as peer pressure.”

» “What messages do you want your child to receive about using tobacco, alcohol, or other drugs?”

» [Encourage participants to share their ideas.]

» [Distribute the Clear Norms handout.]

» [Go over the key points on the handout. Relate participants’ comments to the information on the handout and point out information that has not already been addressed by the participants.]

» Tobacco, alcohol, and drugs can harm children.

» “Using drugs could have serious negative effects on children’s physical and mental growth and development.”

» “Children need to be taught at a young age that there are things to eat, drink, taste, smell, or touch that are good for their bodies but that some things can hurt them or make them sick.”

» “Young children need to be taught to ask a trusted grown-up for permission before eating, drinking, tasting, smelling, or touching things.”

» Ensure family activities are child-appropriate and keep adult behaviors to adult settings.

» “When children feel loved and attached to their family, they often want to behave in ways that are acceptable to their family members.”

» “Adults and family members need to clearly communicate what is acceptable and not acceptable for children regarding tobacco, alcohol, and drugs.”

ACTIVITY

SAY

EXPLAIN

TRANSITION

Slide 9 Words and Deeds

Words and Deeds(10 minutes)

» “If family members and other adults close to children choose to use tobacco, alcohol, or drugs, it is important that they keep children safe from these adult materials and model appropriate adult use. It is important to make it clear that what is okay for an adult is not necessarily okay for a child.”

» “Adults should be careful not to involve children in adult behavior, because this may send the message that adult behavior is acceptable for children when it may actually be unhealthy or harmful to children. For example, avoid asking your child to bring you an ashtray, offering your child a sip of your beer, or showing your child electronic cigarette equipment.”

» Teach children healthy ways to cope with difficult life circumstances.

» “Most children and families face stress and challenges. The way in which each person manages this stress can vary widely. Some people are able to manage stress in positive ways, such as by talking to friends or family members, taking a bath, or going for a walk. Some people may manage stress with unhealthy behaviors, such as by drinking too much, abusing drugs, or yelling.”

» “Families can help their children become more resilient by teaching them healthy ways to handle stress such as using calm-down steps, by listening to their feelings, or helping them develop healthy outlets like physical exercise, drawing, or music.

» [Ask participants to return to their small-group discussion.]

» “In your small groups, please identify two ways that you can reinforce at home the messages that help children know what is safe and healthy for them—particularly regarding the use of tobacco, alcohol, or other drugs.”

» [After about 5 minutes, invite volunteers from each group to share their ideas about reinforcing clear messages about unhealthy behaviors.]

» [Thank participants for their participation and celebrate the ideas they generate.]

» “As a family member or trusted adult in the life of your child, you have a powerful opportunity to influence your child’s understanding about making safe, healthy choices.

» “When your child understands your family’s norms and expectations, they are better able to combat harmful messages they might receive outside your family environment.”

» “When you communicate your clear messages about positive behaviors and model these positive behaviors, you are reinforcing the protective factors of resilient children.”

» “Resilient children who overcome life’s difficulties are often children who believe in the positive norms that their families and other caring adults have promoted throughout their lives. Resilient children have healthy ways to cope with problems and believe that children should not use tobacco, alcohol, or other drugs.”

» “Now let’s take another ReadyRosie™ break to see what it looks like when we support clear norms and expectations.”

SAY

SUMMARIZE

TRANSITION

ReadyRosie™ Modeled Moment (10 minutes)

Slide 10 Exploring the ReadyRosie™ Video Library

» Give participants the chance to navigate the ReadyRosie™ app to find Modeled Moments videos that address family norms and expectations.

» “We are going to spend a few minutes navigating the ReadyRosie™ app so you will know how to search for content.”

» “On your device, open the ReadyRosie™ app.”

» “Click on the Video Library and search for a game. You can select a category like ‘Social awareness’ and your child’s age.”

» “I’ll give you a few minutes to find an activity you would like to use with your child.”

» [Point out that there are also “Research and Answers”videos with valuable insights from experts that relate to norms and expectations.]

» [Allow 3–5 minutes for participants to explore ReadyRosie™.]

» [Encourage participants to use the app during the week.]

» “When will you play the game or do a similar activity that you found? Why do you think your child will enjoy and benefit from this activity?”

» “This week, please continue to search the Video Library in ReadyRosie™ for more experiences that support learning norms and expectations that you think your child would enjoy!”

» “Remember that you have access to the complete library; in addition to the videos you receive from us, you can always search for videos on specific topics!”

» “Before we wrap up, let’s take a few minutes to think about how we can continue to communicate your positive expectations and family norms in the next week.”

PRACTICE

TRANSITION

SUMMARIZE

DEBRIEF/REFLECT

ACTIVITY

Slide 11 Action Plan

Action Plan (5 minutes)

Participants will choose one way to model listening skills with their child.

» [Draw participants’ attention to the Idea Catcher handout.]

» “Take a moment now to choose one time this week when you will commit to having and sharing positive expectations and clear norms with your child. The time you choose does not need to be a special occasion: it can be during the routine of your daily life, such as talking on the way to school. Maybe declare dinner time a device-free zone to discuss family norms and your positive expectations. The important thing is to make a point of sharing your expectations with your child.”

» “Write the activity or action on your Idea Catcher handout. Post this sheet somewhere in your home so it will remind you of your plan until our next session. When we meet again, we’ll talk about how your plan went.”

» “Finding the perfect time and place to have these discussions about family norms and positive expectations can be a challenge. Often, we wait for the perfect time and setting as a way to delay these important discussions. The important thing is to choose a time or place where we know we can really eliminate distractions and focus. It can be planned or happen spontaneously!”

» “Instead of worrying about where and when you will talk with your child, I wonder how you are thinking of starting these discussions. I also wonder how you and your other family members might contribute to this discussion.”

» [Allow time for participants to share if they want.]

DEBRIEF/REFLECT

Slide 12 “Thank you!”

Reflection and Closing (5 minutes)

» We have talked today about the importance of having and communicating positive expectations and clear norms.”

» “Turn to the person next to you and share a specific way you will share your positive expectations with your child. Next, share how you will model and communicate your family’s norms.”

» [Give participants a moment to share with their partners.]

» “Thank you for coming today; we are excited to hear how this session helps your family!”

SAY

PRACTICE

ACTIVITY