想想你如何管理你面临的变化，例如搬到新城镇或开始新工作。获得良好资源可以帮助您组织生活并满足您的需求。寻找有关您感兴趣的领域的信息，使您能够学习新事物，地址疑虑，制定行动计划，并处理可能在没有资源的帮助下仍有压力和难以管理的情况。从挑战中弹出回归被称为“弹性”。您可以通过采用被称为加强家庭保护因素框架的方法来帮助工作人员和家庭发展弹性。

教

社会政策研究中心制定了加强家庭保护因素框架。保护因素最初是作为防止虐待和忽视儿童的框架而设计的，它可以成为处理你与家庭所有工作的有用方法。理解这个框架是很重要的，因为它可以帮助你看到你每天在项目中所做的高质量的、以家庭为中心的工作对孩子和家庭的生活产生了影响。我们的工作不仅是照顾每个孩子，而且还要照顾和支持整个家庭。加强家庭保护因素框架为我们提供了支持家庭的工具和想法。

观看此视频以了解有关保护区因子的更多信息。

巩固家庭

Model

Families everywhere go through times in their lives when they need help accessing information to help navigate their circumstances. You may be just the person they come to for help! A family member may have a question or concern, and you may be asked to provide information, suggestions, or recommendations about a variety of topics, such as child development, challenging behavior, literacy, in- and out-of-school activities, community connections, healthcare providers, and so forth. Sometimes you may have answers and sometimes you may have to search for answers. Above all, if a family member shares a need or concern with you, respect his or her privacy.

具体支撑在需要时期

家庭需要的资源可能范围从informational books to health-care services to family support groups. The first step in providing resources to families is to know what a family needs. Some family members may ask you or staff members directly about resources; however, staff members should be aware that some families have needs although they do not share them. There are many reasons a family might not share their needs, for example pride or embarrassment might make them hesitant to talk. To ensure all families are aware of these resources, use a universal education approach. This means you let all families know about community resources, not just those who appear to be at risk of needing help. In addition to a universal education approach, discuss using universal screening tools with your program administrator. One widely-available and free tool is the Protective Factors Survey, 2nd edition (PFS-2). Though the PFS-2 was created to prevent child abuse and neglect, it also provides you a snapshot of your program's families, changes in family protective factors, and areas where staff can focus on increasing individual family protective factors. You can learn more about the PFS-2 in the References & Resources section. Below is a list of potential resources that families might need information about:

• 社区联络或家庭倡导者
• 医疗保健机构
• 政府福利（例如，社会保障，食品券）
• Books with information about a specific topic (e.g., toilet training)
• 育儿研讨会和培训
• Local school districts
• 地方特殊教育服务
• Child care
• 养育热线

A second step in helping teams to provide information to families is learning how to locate it. The Internet is often a great place to start, and some helpful websites are:

• 父母到父母 -www.p2pusa.org.
• Beach Center on Disability -https://beachcenter.lsi.ku.edu/beach-families
• National Parent Helpline -http://www.nationalparenthelpline.org/
• 家庭支持服务-https://www.childwelfare.gov/topics/supporting/support-services/

虽然有很多有关有关互联网资源的有用信息，但为您提供有关互联网的资源，但您必须确保课堂或学龄计划团队准备提供印刷信息。有些家庭可能无法轻松访问计算机或互联网。此外，由于某些家庭成员可能没有良好的阅读技能或可能不会说英语，因此应准备员工描述方案。这意味着工作人员应熟悉一些适当的资源来回答问题，帮助家庭成员对联系机构或资源感到乐意。

有些家庭更喜欢依赖寡糖r own resources than outsiders for help. Although staff members might be aware of a family’s need, the family might not be willing to accept help. Respecting cultural and family differences is extremely important. Although it might take time, building a strong relationship with classroom members can help the family to be open to suggestions.

这个探索exercise will give you practice thinking about real-world scenarios and resources that might support your families.

观察

Stress

作为培训师或教练，您应该遵守您计划中的儿童和工作人员以获得压力的迹象。加强家庭的第一步是识别何时存在问题并帮助访问资源。寻找儿童压力的这些迹象：

当你看到自己或他人有压力的迹象时，采取行动。阅读this article并思考如何帮助其他成年人在工作中遵循以下建议：

提供程序中的资源

你可以考虑开始或扩大借阅图书馆。借阅图书馆可以包括玩具、书籍、DVD等，以帮助家庭。重要的是要为受教育程度不同、母语不同、关注点不同的家庭提供一系列材料。家庭成员可以查看在家使用的材料，这对于那些没有资源购买自己的书籍、玩具或教育材料的人来说可能非常有用。借阅图书馆对那些不容易获得这些资料的家庭，或是那些正在寻找有关某一特定主题的更多信息的家庭是很有帮助的。

You can also support staff as they develop and implement family education and outreach events. Make sure staff members use their knowledge of families to plan these events. The most meaningful family education events are provided “just in time” when families need the information. For example, a teacher of young infants would be unsuccessful planning a family education event about toilet training. The families of young infants would not need that information, or they might become overwhelmed. Likewise, a staff member in the school-age program should plan events around topics that are likely to be meaningful to families. Topics might include bullying, friendship, chores, etc.

在规划家庭教育或外展活动时，请问员工这些问题：

• 这些信息是否立即用于参加的大多数家庭？
• 信息是适合参加的家庭的孩子吗？
• Have families requested information about this topic?
• Have you heard families talking about this issue?
• 您是否知道或认为这些家庭的儿童正在经历这个问题（即，咬，厕所训练，约会，药物使用等）？
• Is the issue directly affecting families in the program (i.e., downsizing, deployment, economic concerns, etc.)?

军人家庭

部署是一个家庭可能经历的最具压力的事件之一，但重要的是要记住，军人家庭面临各种独特的压力。当孩子们适应新学校、新项目和新朋友时，永久性的换班会给家庭带来很大的压力。军人家庭成员在家时也可能非常规或长时间工作。请记住，影响平民家庭的问题也会影响军人家庭：离婚或婚姻冲突、配偶或伴侣失业以及医疗保健需求只是影响任何家庭的几个压力因素。

Military life is not all about challenges, though. Military families have a variety of supports that you can help families maximize. Military families are often part of a strong military community. They may live on an installation with other military families, and they may have a group of friends in similar circumstances. They also have access to health-care, mental-health, and advocacy resources through their service or installation. These can be valuable assets for families. Finally, they have access to you — military child care. You understand the families’ contexts and can be a valuable source of social support.

部署

During deployment, many changes occur within the family which children and youth may not fully understand. Learning about deployment is often stressful for military families, and there is not always the hoped-for time to plan, organize or work through the strong emotions involved. Children and youth can struggle with feelings of confusion, fear, sadness and loss. Young children are just as likely to experience these emotions as older children, although they might be unable to verbally express their feelings.

Staff members can support families by listening and learning about the ways they are supporting their children through this transition. Staff members can also encourage additional communication and engagement between children and their families. Caring adults can help children by providing words to the emotions surrounding the experience, such as, “I know you are sad and wish Mom was going to be able to stay home with you. Mom loves you. While she’s away, Aunt Karina is going to take care of you and keep you safe. You are safe and loved.”

保持连接

当父母准备部署时，他或她可能会担心失去与孩子的联系。工作人员可以支持家庭继续满足其子女的需要，并继续积极参与其情感发展。

在准备部署方面，虽然远离，但可以以持续为情况提供敏感性的方式支持家庭。工作人员可以为联系提供额外的机会，例如接受或要求家庭照片。照片可在节目区域发布，或者可以为儿童创建家庭书籍。父母的声音中的录制故事或消息是另一个正在进行的连接源。

回家

Families anxiously await the return of loved ones from deployment. While viewed as a long-awaited and happy occasion, returning home can also bring about anxious feelings and difficulties. Families and caregivers established and maintained daily routines that did not include the deployed family member. The parent returning home may have had experiences that changed her or him in some ways. Helping families prepare for and maintain connection in the return home is just as important as it is to plan for departure. Children and youth will need an opportunity to continue to feel safe and to adjust to the return of a loved one.

连接家庭

强大的家庭，社区和社交网络可以帮助父母管理筹集幼儿，儿童或青少年的许多任务，而配偶部署或服务于活跃职责。工作人员应为军事儿童家属提供信息和支持资源。虽然信息或资源可能适合，并且完全是家庭需求，但家庭周围的情况可能太压倒了他们要接受或学习新的东西。工作人员可以通过承认家庭优势和继续建立信任关系来提供支持。

非军事家庭也可能会受益于拥有类似问题的其他家庭或父母的支持，例如残疾。资源的一个示例是父母，是具有特殊需求的儿童父母的国家计划。有许多本地，州和国家计划可能适用于您的计划中的家庭。您的程序中的家庭也可能启动自己的支持组。如果您的家庭正在经历普通事件，则特别可能是常见事件，例如长期部署，失效或搬迁。通过跟踪您建筑物中系列的需求和请求，您可以帮助团队启动新的家庭支持组的过程。

与管理层一起工作以确保您的计划中有一个区域，其中家庭可以非正式地收集对话和网络。

以下是支持军事家庭的额外方法，根据国家军事家庭协会报告中调查的家庭的建议，该报告关于部署周期：

• Help a family to be realistic in their expectations of themselves and of each other.
• 提供有关在部署之前，期间和之后可以期待的信息，认识到每个孩子的响应在年龄，发育阶段和气质的基础上可能不同。
• 就返回和团聚的挑战向家庭提供持续的讨论和支持。
• 请记住，家庭 - 即使是那些经验的人 - 并不总是有他们需要的信息和支持。