Guidelines For Parenting Skills Programs For Federally Sentenced Women
Correctional Service of Canada
January 1995
PDF (238KB)
TABLE OF CONTENTS
I. INTRODUCTION
Background
What This Document is About
How the Guidelines Should be Used
How The Guidelines Were Developed
The Kind of Information Which Is Included
II. PROGRAM PRINCIPLES FOR FEDERALLY
SENTENCED WOMEN
Over-Arching Principles
Key Features
III. FEDERALLY SENTENCED WOMEN
AND PARENTING
Federally Sentenced Women and their Children
Parenting Responsibilities
Parenting Styles and Skills
Mother-Child Relationships
IV. FSW PARENTING PROGRAMS - OVERVIEW
OF REQUIRED FEATURES
Parenting Skills - Program Goal
Issues and Themes to Consider
Pedagogical Approach
Methodological Approach
Program Facilitation and Training Considerations
V. PROGRAM CONTENT
VI. BEST PRACTICES
Community-based Programs
Institutionally Based Programs
VII. MONITORING AND EVALUATION
Monitoring How the Program is Working
Briefing FSW Management Team and Making Program
Changes Based on Feedback
Evaluating Program Outcome
VIII. SELECTION CHECKLIST
APPENDIX A: CONTENTS CHARTS
APPENDIX B: REFERENCES
I. INTRODUCTION
Background
Before they were incarcerated, many federally sentenced women (FSW)
were the sole caregivers for their children. Reestablishing and/or
enhancing their relationships with their children is extremely important
to most of them. Recognizing that, the Operational Plan for the
new facilities for Federally Sentenced Women (FSW) describes a variety
of possible options for mothers in the facilities to have more contact
with their children, through:
- open visits;
- visiting through the Private Family Visiting Program;
- on and off-site visiting, with the child residing in foster
care or alternative placement;
- occasional on-site child residency in the facility;
- part-time on-site child residency in the facility; and
- full-time on-site child residency in the facility.
A Parenting Skills Program is a key component in CSC's strategy
to support FSW in their parenting efforts. Assistance in parenting
skills is a program area which many FSW women surveyed in 1990 requested.
In this regard (as in many others) FSW are no different from many
other mothers who want to become more effective parents. Increasingly,
Canadians are seeking guidance and support in fulfilling their role
as parents. The Canadian Association of Family Resource Programs
recently reported 1,585 listings of supports for families with young
children, including family resource programs, toy libraries, parent
education, self-help and support groups, drop-ins, supports for
children and parents with special needs, and other related parent/child
support services across Canada (1994). Bookstore shelves are crammed
with advice to parents. Parenting workshops offered by community
agencies across the country are regularly filled to capacity.
As is the case with all mothers, the attitudes, thoughts, and experiences
of FSW as mothers are uniquely and deeply intertwined with the realities
and learnings of their own lives. To be meaningful, any parenting
skills program must make the connection between the personal struggles
which FSW have had, and how those struggles have affected their
roles and experiences as mothers.
What This Document is About
These guidelines have been designed to help CSC plan, develop,
implement, and evaluate parenting skills programming for Federally
Sentenced Women who will be residing in the new FSW facilities across
the country.
The Guidelines are intended to:
- assist FSW Wardens and their Management Teams select, adapt
or create, manage, and evaluate a parenting skills program which
will best meet the needs of their specific population and work
effectively within their programming environment; and
- help Program Developers design and deliver material which
will best match the needs of the specific population.
How the Guidelines Should be Used
The Guidelines focus on the most promising and most appropriate
approaches to providing parenting skills training to FSW. They should
be considered more a menu from which you can choose, than a recipe
to which you must strictly adhere. They provide helpful information
and descriptions of processes through which a tailored program,
truly grounded in life experiences, circumstances, and the different
needs of FSW can be developed, implemented, and evaluated.
In the spirit of the Correctional Programming Strategy for FSW,
FSW Wardens and their Management Teams will want to work closely
with the FSW who have children and with Program Developers, to design
a parenting skills program which meets the needs of FSW. These programs
must be developed in context. Considerations such as the
facility's overall Mother-Child policy and program delivery strategy
(i.e. visiting arrangements, on-site child residency, day care,)
may have a significant impact on the practical focus of any given
parenting skills program. Facility management should also consider
allowing or promoting the development of support groups for specific
issues or groups emerging through the program (for example: a support
group for young mothers).
These Guidelines are not intended to apply to the FSW Aboriginal
Healing Lodge, for which a culturally-specific programming strategy
is being developed. However, they will be available to the Healing
Lodge.
How The Guidelines Were Developed
The guidelines are based on:
- a review of the literature on parenting skills in women's
correctional settings;
- an analysis of women-centred parenting program curricula
in the community;
- consultation with community-based parenting educators;
and
- advice and input from the wardens of the new FSW facilities,
FSW program committee members across the country, and the Program
Development and Implementation Unit, Correctional Programs at
CSC National Headquarters.
The Kind of Information Which Is Included
The Guidelines include information on:
- the driving principles behind FSW programming in the new
facilities;
- contextual information on FSW and their children;
- philosophy and principles which should guide FSW parenting
programming;
- recommended program content;
- information on existing programs which match the principles
of FSW parenting programming;
- evaluation issues; and,
- resources.
II. PROGRAM PRINCIPLES FOR FEDERALLY SENTENCED
WOMEN
Over-Arching Principles
The 1990 Task Force Report, Creating Choices echoed virtually
all of the commissions, task forces, and reports which have looked
at the problems of federally sentenced women (FSW) since 1934. The
Task Force examined the disadvantages that FSW face which federally
sentenced men do not experience, including separation from their
children and families, isolation from their cultures and communities,
and the lack of appropriate women-centred programs and services.
Creating Choices set forth five principles which should
guide CSC's programming strategy for FSW. These principles have
been incorporated into CSC's Correctional Program Strategy for
Federally Sentenced Women, and are summarized below:
- Empowerment: The inequities and inequalities encountered
by Canadian women and experienced acutely by FSW, have eroded
FSW's self-esteem and belief in their power to control their own
lives. Strategies which assist FSW to gain insight into their
life situations, to identify and build on their inherent strengths,
as well as support and challenge them to take positive action
to gain control over their lives, are recommended.
- Meaningful and Responsible Choices: FSW have experienced
reduced life choices due to their lack of empowerment. Furthermore,
dependencies on alcohol and drugs, men, and social and financial
assistance, have prevented them from making free and responsible
choices about their lives. Opportunities to make real choices
is an essential part of their healing.
- Respect and Dignity: Mutual respect among offenders
and staff has been lacking in the past. Establishing mutual respect
and dignity is a necessary precondition for change.
- Supportive Environment: A positive and supportive
living environment will help foster self-esteem and self-worth,
and dignity and respect for themselves and others. There are many
dimensions to a supportive environment, including: socio-political,
physical lay-out, emotional/psychological, spiritual and financial.
- Shared Responsibility: A holistic approach to the
development of support systems for FSW involves all levels of
government, the private sector, NGO's and the community working
together. This will help ensure that FSW are successfully reintegrated
into their community networks on release.
Key Features
The Correctional Program Strategy for FSW further defines
the key features of effective, women-centred correctional programming,
which should be embodied in the design and delivery of FSW programming.
The six key features are briefly outlined below.
- Adhering to Women-Centred Principles, which include:
- viewing problems not just individually, but in the
social context of FSW's lives;
- viewing learning as a cooperative venture, not one
heavily controlled by a facilitator;
- connecting women with each other to develop sharing
and trust;
- supporting, encouraging, empathizing with and challenging
FSW in a non-confrontational framework
- recognizing FSW as active agents of positive change
in their own lives.
- Adhering to the Principles of Adult Education for Women,
which recognize that:
- women learn through connection and relationships;
- diverse activities and creative approaches enhance
learning;
- building on what women have experienced and learned
in their own lives is more effective than academic theory
- adults learn by modelling themselves on others
- humour, mutual support, and social interaction are
powerful teaching tools and learning aids.
- promoting an atmosphere of tolerance for, and understanding
of cultural, sexual, and other forms of diversity
- using participant diversity as a learning tool
- being sensitive to individual needs.
- Using an Analytical Approach which emphasizes:
- strengthening problem-solving skills
- fostering creative and critical thinking
- encouraging FSW to consider their values, and the relationship
between values, thoughts and actions
- enhancing social skills.
- Structuring and Supporting Programs so that:
- staff understand the whys and wherefores of programming;
- programs are flexible enough to adapt to the needs
of different participants;
- program integrity and commitment to women-centred principles
are evident; and
- programs are accessible by all FSW who want and need them.
- Providing a Program Implementation Process which
includes:
- proper screening;
- mutually agreed upon group rules;
- proper management and monitoring;
- program/management reporting protocols; and
- evaluation.
The pedagogical implications of these six key features for parenting
skills programming are explored more fully in section IV of these
guidelines.
III. FEDERALLY SENTENCED WOMEN AND PARENTING
Federally Sentenced Women and their Children
Shaw et al's 1990 survey of the Federally Sentenced Women population
indicated that approximately 2/3 (65%) of the 203 women surveyed
had children. The majority of women had 1-3 children (Shaw et al,
1991-4, 10-11). In total, those women had 264 children, ranging
from babies to adult children, who were living in a variety of arrangements
in the community.
47% of the FSW surveyed had at least one child (excluding adoptees)
under the age of 17 for whom they had some responsibility at the
time of their incarceration (representing 142 children). At least
24% of the women with children under the age of 17 (41 women) had
at least one child under the age of 5 years (representing 52 children).
Mother-child separation has been an on-going concern for federally
sentenced women for many years (McLeod, 1986, Cannings, 1990, Shaw
et al 1991-4, 1992-13). For many women, the pain of imprisonment
is exemplified and exacerbated by the pain and anxiety of losing
their children to others. Shaw et al noted that federally sentenced
women serving time in provincial institutions had better, regular
contact with their children than federally sentenced women serving
time at Prison for Women.
The new facilities will afford FSW more options, but it is not
known what new kinds of contacts or relationships FSW will seek
with their children. As the Shaw et al survey noted, approximately
40% of FSW indicated that they would like to live with their children
in a half-way house environment. Others felt that their children
would be best left in their present caregiving situations (Shaw,
1991-4, 15).
Parenting Responsibilities
In the same 1990 survey, prior to incarceration almost 2/3 of the
women had been single parents either always, or for the most part
of their children's lives. In the majority (53%) of cases, the woman's
children were living with her alone prior to her offence. Children
were being cared for by both parents in 39% of the cases, and in
9% of cases, children were either being cared for by relatives,
or they were in care.
Research from American jurisdictions suggests that the children
of incarcerated women are more likely to be placed in care or forced
to relocate to live with other relatives, than are the children
of male offenders, who are less likely in the first place to be
the primary caregiver prior to incarceration (Adalist-Estrin, 1986).
Children will therefore experience more disruption to their lives
when their mothers, rather than their fathers, are incarcerated.
Parenting Styles and Skills
The Shaw et al survey noted that over half of the Federally Sentenced
Women who were mothers felt it would be worthwhile to participate
in a parent education program. As noted in the introduction, this
interest in parent education echoes demands for parent education
programming and support within the community at large.
There is virtually no information on the parenting styles or skills
of Federally Sentenced Women before they were incarcerated, or during
incarceration, and how they compare to the styles and skills of
mothers in the community generally. Research indicates however,
that parenting styles and skills are generally learned behaviours.
If that is the case, then information on the childhood experiences
of FSW may be significant.
The Shaw et al (1991-4) survey noted that over half of FSW had
experienced "over-lapping and interrelated" childhood traumas, such
as physical and sexual abuse, death of parents, parental alcoholism,
physical, or mental illness, multiple foster home placements, and
residential placements. While such childhood experiences are not
unique to FSW, and are not absolute predeterminants of future
behaviour, this is nevertheless, an important dimension of reality
which needs to be considered in program design. It means that many
FSW have probably been exposed to negative parenting models.
Mother-Child Relationships
We have very limited information about the children of federally
sentenced women in Canada, and virtually no qualitative information
about the nature of their lives and their relationships with their
mothers. More qualitative information will need to be gathered at
local levels, to fully contextualize their situations. However,
if we look to the experiences of mothers incarcerated in other jurisdictions
(see Reference List, Appendix B), we find that:
- While there is a public impression that women offenders are
inherently "unfit mothers", there is no empirical evidence to
support that contention (Johnston, 1993). In fact, several studies
which have examined the maternal attitudes and behaviours of incarcerated
women demonstrate that these women have a positive and realistic
understanding of their role as mothers (LeFlore and Holston,1990).
Moreover, they want to be "good mothers" (Elizabeth Fry Edmonton,
1994, 156-157).
- Learning to cope with motherhood and mothering is a challenge
that most women face; women who have histories of childhood trauma
and abuse, experienced inconsistent or uncaring parenting themselves,
become mothers unintentionally, and have compounding problems
such as drug addiction, conflicts with the law, etc., need to
acquire the necessary skills as well as emotionally heal themselves
to parent effectively (Elizabeth Fry Society, 1994)
- Maternal decision-making is of key concern to many women
offenders. Decisions about their child's placement and caregiving
arrangements, health care, schooling and religion, as well as
material participation in child custody issues have been identified
as areas where incarcerated mothers may choose to actively engage.
Moreover, women offenders need to be supported and affirmed in
their maternal decision-making (Elizabeth Fry Society Edmonton,
1994, LeFlore and Holston, 1990, and McGowan and Blumenthal, 1978,
cited in Johnston, 1993). In this respect, it is also important
that women receive education about their parental rights.
- Children of incarcerated mothers are likely to have problems
shaped by the quality and nature of their relationship with their
mothers prior to incarceration, and their age. Problems which
they are likely to experience may include:
- traumatization, due to witnessing or experiencing abuse
witnessing criminal activity and/or her mother's arrest and apprehension,
having to move or change schools, foster placement, etc.
- cognitive and emotional difficulties in processing
her mother's arrest and incarceration. The age of the child, as
well as if and how the facts around her mother's incarceration
have been explained to the child, are also important factors.
The child may feel anger, guilt and fear. If the mother's offence
is publicly known, the child may also feel shame and embarrassment,
and face stigmatization by others. In some instances, a child
may isolate herself and withdraw from her social world (Gamer
and Schrader, 1981).
- children may cope with their mother's incarceration
by adopting inappropriate behaviours, such as verbal and physical
aggression, bed-wetting, eating disorders, becoming anxious or
depressed, developing attention deficits, academic and social
problems and substance abuse (Gamer and Schrader, 1981, 206-211).
These problems may be compounded by other health problems if the
children are suffering from the effects of fetal alcohol syndrome,
fetal drug addictions, HIV infection, etc (Johnston, 1992, 4-6).
It should be noted that the literature on the coping skills of
children of incarcerated parents is very limited; some children
may cope adequately or well. The above findings should therefore
be interpreted with caution.
- Mothers may cope with separation from their children in
different ways. They may have mixed feelings of relief, guilt
and/or shame about being separated from their children. They may
feel powerless and unworthy of being mothers if they cannot be
with their children (Elizabeth Fry, 1994). Consequently, they
may be overwhelmed by the prospect of their children's visits
or on-site residency.
- Mothers may cope with having their children on-site in
different ways, and the experience may not always be positive.
A key factor in how they feel and react to having their children
on-site, is whether and how they are supported in caring for their
children (i.e. through programs and services, by actions of their
fellow inmates, and by the attitudes and behaviours of institutional
staff( (Hartz-Karp, 1983). Problems of feeling isolated which
many mothers in the broader community share, may be also shared
by incarcerated women who are tasked with 24-hour care of their
infants, for example.
IV. FSW PARENTING PROGRAMS - OVERVIEW OF
REQUIRED FEATURES
Parenting Skills - Program Goal
The overriding goal of any parenting skills program delivered in
the new FSW facilities should be: to strengthen the capacity
of FSW to provide for and nurture their children. The program
should be driven:
- primarily, by the need to ensure that the children of FSW
are raised in a safe, secure and nurturing environment; and
- secondarily by the desire to make parenting an enriching
and affirming experience for the FSW.
The primacy of focus on the needs of the children precludes programming
in which an unintended impact could be viewing children as vehicles
for their mothers' rehabilitation.
The specific objectives of the Program should be clearly laid out,
and should focus on:
- providing FSW with the necessary child development knowledge
and skills to parent effectively;
- helping FSW make healthy lifestyle choices for both themselves
and their children;
- supporting FSW maternal decision-making, including the
decision to take responsibility for parenting, and for making
decisions that will be in the best interests of the child; and
- assisting FSW in accessing community resources and networks
which can help them and support them in their efforts to parent
effectively.
Any FSW Parenting Program which is developed must conform to the
general principles and essential elements of effective correctional
programming for women outlined in CSC's Correctional Program
Strategy for Federally Sentenced Women, and summarized earlier
in this document.
It is particularly important that parenting skills program developers
recognize the unique context within which FSW's relationships with
their children will develop. Programs and programmers must be flexible
enough to meet the needs of children and mothers within this context.
Above all, program designers and deliverers must respect and support
women's choices to work through their maternal responsibilities,
whether they be exercised via an on-site residency arrangement,
enhanced visits, or parenting from afar.
Issues and Themes to Consider
In addition to the basic content outlined in Appendix A, there
are a number of issues or themes which should be woven into any
given program. It doesn't matter whether these issues are dealt
with in a targeted fashion, or are injected into lessons on other
topics. But each issue is important enough to warrant repeated discussion.
Program designers and delivers should try to "recycle" these issues
as often as practicable:
- Taking Care of Yourself
The linkage between mothers and their children is very strong.
FSW need to take care of themselves, in order to be able to take
good care of their children. In some cases, they may feel that
this will be best accomplished by not taking their children into
residence on a full-time basis. Any program chosen or selected
must stress that FSW don't have to have their children with them
to be good mothers, and that they needn't feel guilty or ashamed
about making that choice.
- Parenting and Self-Esteem
Virtually all of the parenting literature underscores the importance
of self-esteem as one of the most important qualities of parents
as well as children (Illsely Clarke, 1989; Branden, 1994, cited
in Elizabeth Fry Society, 1994). FSW will need to be supported
and encouraged to work on their own personal self-esteem, so that
they can parent more effectively, and help build self-esteem within
their children.
- Parenting Styles
There are a number of different parenting styles, described many
different ways in the literature. A particularly helpful parenting
style scheme is found in the work of Jean Illsely-Clarke (1978,
1992). The four styles are:
- Nurturing
- Structuring and Protecting
- Coddling (Marshmallowing)
- Criticizing.
The first two styles are affirming, while the last two
are negating. All parents, including FSW, need numerous concrete examples
to help them adopt an affirmative approach to parenting, and to affirm
them in the use of those styles.
- Modelling
One of the most powerful teaching tools which parents have is
their own behaviour. Any parenting skills program should help
FSW attain insight into their own behaviours, and how positive
role modelling can help their children.
- Effective Coping Strategies
FSW also need to consider the impact negative role modelling may
have. Research shows that healthy child development is compromised
in families where a parent is an alcohol or drug abuser, relationships
are plagued by violence, and criminal activity is occurring (Elizabeth
Fry Society Edmonton, 1994, Johnson, 1993). FSW should be supported
in their efforts to understand and gain insight into the impact
substance abuse, survivor issues, and criminal behaviour may have
on their children.
Program deliverers must take care to deliver these messages impartially,
preventing any judgemental quality from intruding into discussions.
They must also refrain from attempting to deal with these issues
themselves. Instead, they should build links to other programs
FSW can access, and in this program, continue the child-centred
focus by concentrating on the impact the mother's problems may
have on her children.
- Parenting, Stress and Frustration
Stress and frustration "come with the territory" of parenting
regardless of time, place, environment and culture. For FSW, the
usual stresses of parenting may be compounded by other issues
on which they're working, such as drug and alcohol dependencies
and survivor of abuse issues. Living arrangements in the new facilities
and learning to cope in an institutional setting may also take
their toll on how well-equipped FSW will be to deal with their
children at any given time.
Any parenting skills program must be able to help FSW cope with
the stressful realities and frustrations of everyday parenting.
And since added stresses and frustrations due to incarceration
are a given, the parenting skills program must be able to help
FSW cope with the stresses which incarceration itself produces,
so that the impact on their relationships with their children
is minimized.
- Dealing with Children With Special Problems
Many children of FSW have experienced childhood traumas or experienced/witnessed
abuse. As a result, they may manifest a higher-than-average incidence
of behaviours which are difficult for any parent to deal with.
These behaviours were described earlier in Section III. An effective
program for FSW will provide opportunities to discuss ways FSW
can help see their children through these kinds of problems.
- The Need for Mutual Support
Lack of support is a major issue for many primary caregivers in
the community. It will be an especially important issue for women
who choose an on-site residency arrangement for their children
because they will be responsible for their children 24 hours per
day. Creative and practical ways to build and encourage mutual
support among FSW mothers and other offenders should be factored
into any parenting skills program.
Helping FSW to access and use supportive self-help and services
networks in the community is another way to bolster support and
improve the parenting knowledge and competence of FSW. Programs
which could match FSW with a trained, supportive mother in the
community, for example, could be considered.
- Helping Mothers Explain their Incarceration to their
Children
Children living in residence may be labelled by people they
encounter in the larger community. Most women in prison are very
concerned about how to help their children understand and deal
with this, and with their other issues surrounding their mother's
incarceration. Any parenting skills program for FSW should help
mothers work their way through this with their children. Depending
on local situations, it may be helpful to organize group activities
for FSW children so that they will also feel mutually supported
by others who share similar experiences.
- A Focus on Everyday Problem-Solving
A major focus on parenting skills should be on dealing with
everyday problems. For example:
- women who do not have access to their children may
need help in creating a plan to achieve access to their children;
- women who are parenting from afar may need guidance
in how to effectively "co-parent" with the child's community care
giver; and
- having children residing within the new facilities
may bring new problems to institutional life. Guidance should
be provided on how to help women problem-solve with their children,
and with other offenders in their cottage, so that everyday issues
which arise from having children around are resolved early on.
- Dealing with Reintegration and Marginalization
Most FSW come from and will return to marginal lifestyles and
cash-strapped family environments. Their parenting program should
include a focus on creative ways to parent that don't cost alot
of money, and on knowing about and accessing available community
resources. It must also address ways mothers could seek assistance
in getting family-oriented support on release (i.e. housing, parent
support, daycare).
Above all, it should be acknowledged that the acquisition of positive
parenting knowledge and skills is an on-going, life-long learning
process. It will also be important to set realistic goals and expectations
of how mother-child relationships will evolve over time.
Pedagogical Approach
As noted earlier, any parenting skills program chosen, adapted,
or developed should be consistent with the Correctional Program
S use a wide range activities in programs, ensuring
that they draw heavily upon both the experiences and imaginations
of FSW programs should be practical, concrete and experiential.
FSW should learn by doing, and drawing on their parenting experiencestrategy
for Federally Sentenced Women. The chart below shows the impact
key features of the CPS Program elements should have on parenting
skills programming.
Program Element |
Implication
for Parenting Skills Program |
Women-Centred Approach |
- base program design on experiences & realities
of FSW & their children
- help FSW build mutual support, learning from each
other's experiences in parenting, and from others in the
community
- challenge and encourage FSW to question their assumptions
and expectations about parenting, and support their efforts
without judgement
- build on the strengths which FSW bring, which can
help them effect changes in their parenting styles
|
Program Element |
Implication
for Parenting Skills Program |
Principles of Women's Education |
- help women learn and grow through their connection
to & relationships with their children and with each
other
- make sure program deliverers have the skills and
inclination to model what they teach, in all interactions
with FSW and with their children
- allow and encourage humour as a teaching strategy
and identify humour as an important strength which can help
FSW parent effectively.
|
Diversity |
- help build FSW tolerance & understanding for
diversity by helping FSW to teach their children about differences
in family forms and norms
- capitalize on the diversity of mothers and children
within the facilities in program design and delivery
- recognize that the parenting needs of each FSW may
be quite distinct, and allow for that in your programming
model.
|
Analytical Approach |
- stress that effective parenting is something everyone
needs to learn
- use a problem-solving approach at all levels of the
program - one that is practical and concrete
- encourage creative and critical thinking by
choosing activities which demand them
- inject an exploration of values, and the role parents
have in shaping them, into a wide range of topics
- weave this analytic focus throughout the program,
to help FSW recognize that problem solving permeates parenting
- it's not a tool used only for special occasions, but a
way of interacting with others.
|
Program Element |
Implication
for Parenting Skills Program |
Program Structure and Support |
- build awareness of parenting issues in FSW facility
staff - remember we can all learn how to parent better
- ensure the program is flexible enough to tailor to
the unique needs of each group of FSW. Because parenting
information and skill needs may vary, the intensity and
duration of the program may also need to be variable
- where possible, develop links to community groups
and to other programs and services (like childcare)
- ensure that the program delivered meets the conceptual
model for Correctional Programming
- consider on-going needs for parent/peer support.
- devote the necessary resources required to ensure
that the programs are accessible to all FSW who want them.
|
Program Process |
- make sure that the program process is well defined
- screening criteria, group roles, management, monitoring,reporting
protocols and evaluation should be addressed upfront.
|
Methodological Approach
To be consistent with the recommended pedagogical approach, (which
is experiential and concrete) program designers and deliverers should:
- use discussion, groupwork, case studies, roleplays, and
practical demonstrations;
- where possible, utilize community-based resources in delivery;
and
- help FSW acquire and practice the social skills which will
help them parent effectively.
Lectures are not recommended. Neither is an academic or theoretical
approach. Plain language should be used by course deliverers in
conducting the program, and should be featured in any supporting
materials. Designers and delivers should recognize that some FSW
may have relatively low literacy levels.
Program Facilitation and Training Considerations
Consistent with the pedagogical and methodological approaches described
above, program delivery should be through facilitators, rather than
trainers or lecturers. The Correctional Programming Strategy
for Federally Sentenced Women outlines the generic qualities
required to effectively deliver FSW programming.
In addition, individuals delivering parenting skills programming
to FSW should have:
- expertise in parenting education, particularly single-parent
and non-traditional parenting issues;
- knowledge of mother/child relationships of incarcerated
women;
- knowledge of local community resources and support networks;
- non-judgemental attitudes; and
- specific training in the delivery of the parenting program.
The use of community resources, such as public health nurses, child
development professionals and parent support professionals is highly
recommended, particularly when dealing with topics like health care,
sexuality, sexually-transmitted diseases, and healthy birthing.
FSW Management Teams must ensure that external community resources
are fully briefed on the FSW Programming Strategy, and that they
have the knowledge and skills needed to deliver programming to FSW
specifications.
V. PROGRAM CONTENT
A series of program content charts are presented in Appendix A.
These charts should be viewed as a "menu" of subjects and topics,
all of which would be included in a comprehensive parenting program
for FSW. This menu approach allows tiers of tailoring:
- Facility management, staff and program designers can identify
the areas which they feel require the most intense focus in their
own facility.
- Program deliverers and FSW can also tailor a program to
suit their own needs, shifting emphasis as required.
The charts are organized into subjects (large sets like Appropriate
Discipline) and topics (subsets, like What is Discipline?).
When assessing existing programs against these content charts, it
will probably be most practical to focus primarily on topics, rather
than subjects, since there are so many ways that those topics might
be organized and categorized. (Example: in these charts, we show
Anger as a topic within two subjects: Taking Care of Yourself,
and Helping Children Deal With Their Emotions. You may encounter
programs in which Anger is the subject, and topics within
it might include Managing Your Anger, and Dealing with
Angry Children.)
Program subjects and topics are tightly interwoven; often there
is some overlap or duplication among topics. This should be viewed
as a strength. Just as it is hoped that certain issues or themes
are recycled, this kind of appearance and re-appearance of topics
will help FSW recognize that any one aspect of parenting may have
an impact on others.
VI. BEST PRACTICES
We reviewed a variety of correctional and community-based parenting
skills programs to see if there were any existing models which would
be compatible with the recommended features, approach, and content
for parenting programs for Federally Sentenced Women. Not surprisingly,
we didn't find a parent education program which completely matches
the Selection Criteria Checklist (presented in section VIII of this
document) in its entirety. We also noted that there are few formally
structured and evaluated programs which have provided parenting
skills to incarcerated mothers.
Increasingly, however, there are a number of community-based parenting/family
support programs targeted to single parents who share similar socio-economic
and demographic characteristics with FSW. With some adaptation,
some of these programs could have much to offer FSW.
We've highlighted several program resources which could provide
useful "food for thought" in designing a specific parenting skills
program for FSW. The list is only a starting point for you; it is
not an endorsement of these resources as suitable for FSW in their
"as is" condition.
Community-based Programs
- Canadian Association of Family Resource Programs 1994
Directory of Programs for Families with Young Children
The Canadian Association of Family Resource Programs 1994 Directory
of Programs for Families with Young Children provides a detailed
listing of family support programs and services available throughout
Canada, including the communities where the new facilities will
be created. The Programs and Service listings provide a good basis
for networking and program development.
- Health Canada (1989) Nobody's Perfect.
"Nobody's Perfect" is a parent education program which focuses
on parenting children from 0 - age 5. It is specifically targeted
to parents who meet one (or more) of the following criteria: are
young, single, low-income, low-education, and who experience social,
cultural or geographic isolation. The Program has been delivered
primarily to women. It deals with the majority of themes, subjects,
and topics which are recommend for FSW, excepting those which
relate specifically to their incarceration and consequent living
circumstances. An extensive network of trained facilitators exists
across the country. The Program has also been formally evaluated.
- Canadian Mothercraft of Ottawa-Carleton. (manual forthcoming,
1994) Parent Companion Program: A Support Program for Single
Young Parents.
The Parent Companion Support Program trains volunteers to provide
parenting and life skills assistance to single, young mothers.
Volunteers are specifically trained in parenting skills, behaviour
management, problem-solving, community resources, health and safety,
nutrition, and stress management. Each volunteer is matched with
a single young parent who has been referred to the agency. Peer
support groups for both mothers and volunteers have also been
established. This program could serve as a useful model to build
community-based peer support for FSW. The Program is in its first
year of operation, and hasn't been evaluated formally. Programs
which could match FSW to supportive mothers in the community should
be explored.
- Minnesota Indian Women's Resource Center (1988). Parenting
Skills for Indian Mothers with Young Children.
Parenting Skills for Indian Mothers with Young Children
is specifically designed for parents with young children, and
is appropriate for single parents with limited resources and low
literacy levels. It covers physical development, learning by helping,
nutrition, listening and talking skills, health and safety issues,
traditional Indian foods, family life today, learning through
play, self-esteem, the family long ago, preparing for school,
and language, social, and emotional development.
Institutionally Based Programs
- Bedford Hills Correctional Facility. The Children's
Center - Bedford Hills Correctional Facility. As described
in Roulet, Sister Elaine, Patricia O'Rourke, and Mary Reichers
(1993) "The Children's Centre - Bedford Hills Correctional Facility",
in The Fourth North American Conference on the Family and Corrections:
"Exploring the Family Side of Justice". Proceedings. Quebec
City, October 10-13, 1993.
The Bedford Hills Children's Center is a holistic program designed
to help women offenders maintain and strengthen their ties with
their children. Amongst its array of programs and services, it
includes: a children's playroom, a parenting centre, nursery,
infant daycare, prenatal center, child advocacy program and videotaping
centre. The women are actively involved in planning the activities
of the center.
- The Parenting Center is of special note. It offers the following
services and programs to women incarcerated at Bedford Hill:
- a Child Development Associate Course, which is a nationally
accredited program which prepares offenders to teach in accredited
nursery schools.
- a Children's Advocate Office, which assists mothers
in maternal decision-making for their children.
- a Children's Library, which promotes mother/child reading,
as well as a Toy Library.
- an Inmate Foster Care Committee which provides other inmates
with foster care information and support, assists mothers in writing
letters and telephoning their children, and helps mothers to work
with their children's social worker.
- holiday activity programming, which for example provides
programs and activities during Christmas.
- an Infant Day Care Center for incarcerated mothers
who are going to school or work.
- a "Mental Hygiene" Program, which is described as a
"parent the parent" program run by inmate staff.
- a Mother's Group, run by a social worker, which provides
mothers with help in working through their mother-child relationships.
- Parenting Courses, including a video-based discussion
group; a special parenting program aimed for mothers with children
ages 0-5, and a program titled, "Choices and Changes", which is
designed to enhance personal self-awareness, decision-making and
accountability. These characteristics are presented as key elements
underlying effective parenting.
- a Prenatal Center which offers parenting courses, provides
opportunities to address substance abuse problems and teaches
some home-making skills (sewing, crocheting, etc.)
- a "Sponsor a Baby" program which provide community support
for an mother and her baby, once she leaves the facility.
- a Transportation Program, which helps transport children
to and from the facility for visits.
- Johnston, Denise (1994) Prison Parents' Education
Project: Curriculum Manual. (rev.ed.) Pacific Oaks, Ca.: The
Center for Children of Incarcerated Parents.
The Prison Parents' Education Project: Curriculum Manual
provides basic parenting information and addresses issues of particular
concern for incarcerated parents. It is not a gender-sensitive
program, and therefore does not meet most of the Selection Checklist
criteria. However, its coverage of issues of particular concern
for incarcerated parents may offer some insight to program designers
for FSW programming. These issues include: children and separation,
inter-generational behaviours, substance-dependent parents and
their children, children in placement, planning for family reunification,
and children and recovery. This program has not been formally
evaluated.
- Virginians for Child Abuse Prevention, Inc. (1992) MILK:
Mothers/Men Inside Loving Kids. Richmond, Virginnia: Virginians
for Child Abuse Prevention.
The MILK Program is an institutionally-based parent/child visitation
program, which could serve as a stepping stone for women working
towards having their children reside with them. The Manual details
the process to establish such a program. Note: the Parent Education
Module included as part of the program does is based on a very
abridged version of the STEP (Systematic Training for Effective
Parenting). The STEP Program focuses primarily on child behaviour
and discipline, and does not most of the criteria of our selection
checklist.
VII. MONITORING AND EVALUATION
The creation of effective parenting skills programs for Federally
Sentenced Women is just beginning. It will be important to invest
in evaluation efforts which will help the FSW Management Team monitor
how the program is working, what changes or adaptations are needed,
and eventually, what the program achieves. An open, participatory
model of evaluation, which involves staff, program designers and
deliverers, and program participants, is recommended.
FSW Management Team will need to carefully plan for an evaluation
at the following levels:
Monitoring How the Program is Working
As per the Correctional Program Strategy for Federally Sentenced
Women, the Program delivery should be monitored to ensure that
quality control and program integrity.
Monitoring efforts must include a Program Deliverer self-evaluation
process (How did I do today? What do I need to change?). Because
this is a new program area, it's important that Program Deliverers
keep an on-going, written log of what they actually cover in each
session, how program participants actually participated, how they
felt about the session, what worked, what didn't work (and why).
On-going monitoring must also include an open process for Program
Participants to provide feedback on the program and offer their
views on how the program should be changed. This should be done
on a session by session basis. In addition, there should be a mechanism
for client feedback on Program Deliverers, including any community-based
specialists invited to participate in the program.
Briefing FSW Management Team and Making Program Changes Based
on Feedback
Good program development is an on-going process based on actual
experience in delivery. Program deliverers will need to provide
on-going feedback to FSW Management, and work with them to initiate
any program changes or further program development. A process for
making Program changes should be agreed upon before the Program
commences.
Evaluating Program Outcome
Every parenting skills program should be evaluated in terms of
client participation and outcome. The scope, depth and sophistication
of the evaluation will depend on the nature of the program itself,
as well as the level of resources available to conduct the evaluation.
It should also be evaluated in the context of the broader Mother-Child
strategy in place in the facility.
It is important to establish an evaluation framework and plan as
soon as the Program has been developed. We recommend the use of
an external evaluator, with in-depth knowledge of parenting/family
support measurement tools, qualitative evaluation techniques, and
skilled in participatory models of evaluation. The evaluator should
work with the Program staff and participants from the outset, in
designing the evaluation, establishing realistic outcome criteria,
collecting data, and evaluating the Program.
VIII. SELECTION CHECKLIST
The checklist below summarizes the features required in an effective
parenting program for FSW.
- Does the program focus primarily on ensuring that children
of FSW are raised in a safe, secure and nurturing environment?
- Will the program's structure allow each of the following
issues to be "recycled" numerous times, when dealing with different
topics?
- Parenting and Self-Esteem
- Styles of Parenting
- Modelling
- Developing Effective Coping Strategies
- The Stress and Frustration of Parenting
- The Need for Mutual Support
- Helping Mothers Explain Incarceration
- Everyday Problem-Solving
- Creative Ways to Deal with Marginalization
- Dealing with Problem Behaviours
- Does the program draw on the past experiences of FSW?
- Is the program practical and hands-on, so FSW can experience
self-discovery, learning primarily by doing and discussing?
- Does the program provide opportunities for FSW to learn
from one another, from their children, and from resources in the
community?
- Does the program allow and encourage humour?
- Can the program capitalize on the many differences between
FSW and their children, using those differences to build tolerance?
- Does the program focus on building effective, creative
everyday problem-solving skills, rather than on imparting theoretical
knowledge?
- Is the program flexible enough to change the focus, length
and duration as required to suit the needs of different groups
of FSW?
- Does the program use varied interactive techniques, (like
groupwork, case studies, roleplays) which draw upon and enhance
the imaginative and practical abilities of FSW?
- Are the program materials at the right literacy level for
FSW?
- Can the program be effectively delivered by the resources
available? If not, can training be arranged to ensure that the
program can be effectively delivered by the resources available?
- Has the program been formally evaluated, and is the program
having the kind of impact that is intended?