Prevention Guide

2023/2024
Prevention
Resource Guide
Dear Colleagues:
The Children’s Bureau embraces a vision that uses a loving approach to helping children obtain what they
need to live with dignity by comprehensively supporting families through a collaborative network of carefully
selected resources and effective public and private investments, grounded in community and culture, with
a workforce fully devoted to serving with intentional equity. To achieve this vision, it is imperative to explore
and invest in innovative, new ideas to transform the way we deliver services.
It is time for us to do things differently to prevent child abuse and neglect. Intentionally engaging in
systemic and self-reflection and evaluation is integral to change and meaningful progress. Building on
this concept, the theme of the 23rd National Conference on Child Abuse and Neglect and accompanying
Prevention Resource Guide is, “Doing Things Differently: Moving From the Challenge to the Change.”
It is critical to partner with families and others with lived experience to understand how existing policies and
practices may be creating harm rather than strengthening families. Parents and caregivers are experts on
their families’ strengths. Lasting change will only be possible when they are not just at the table but actively
involved and leading each decision to ensure effective planning, implementation, and evaluation of services
and resources. This means exploring together strategies that support instead of surveil families experiencing
poverty. This also means hiring and supporting a diverse and representative workforce that understands the
needs of the communities being served.
This 2023/2024 Prevention Resource Guide offers critical information, including concrete examples of how
grant recipients and other Federal or national agencies are taking bold actions to authentically engage with
and support families. The guide outlines the information through a social-ecological approach to reinforce
the need to be aware of and address the impacts of factors at the societal, systemic, organizational,
community, and family levels that can strengthen or challenge families. Developed with direct input from
individuals with lived experience, the guide also features tools to aid practitioners in having conversations
with parents and caregivers that focus on emphasizing parent strengths by highlighting the ways in which
they nurture and meet their families’ needs.
Throughout the COVID-19 pandemic, parents and caregivers have shown us that with strong partnerships
and the right supports families can thrive even through the most difficult of times. We hope this year’s guide
compels you to think critically about the strengths of the children and families in your community and how
to honor their voices and support them with dignity. Thank you for your commitment to our families.
In Unity,
/s/
Aysha E. Schomburg, J.D., Associate Commissioner

Children’s Bureau
Administration on Children, Youth and Families
Administration for Children and Families
U.S. Department of Health and Human Services
i
Table of Contents
1
Laying the Foundation 1
Protective Factors 1
A Social-Ecological Approach 3
Committing to Equity 4
2
Creating a More Supportive Society for All Families 7
Federal Focus: CDC Essentials for Childhood 9
Changing Norms About Parenting: From Surveillance to Support 9
Advancing Family Financial Security Through Policy 13
Questions to Consider 15
3
Building Proactive Child and Family Well-Being Systems 17
Federal Focus: Child Safety Forward Initiative 18
Using Community Data to Prevent Child Abuse and Neglect 20
Centering Equity in Collective Impact Approaches to Family Support 21
Implementing Communitywide Primary Prevention Strategies 24
Aligning Organizations for Family Resilience and Healing 29
4
Employing Two-Generation Approaches to Strengthen Families 30
Federal Focus: National Child Traumatic Stress Network 33
Implementing Trauma-Informed and Trauma-Responsive Care for Children and
Their Families 35
Understanding the Protective Effects of Positive Childhood Experiences 36
ii 2023/2024 Prevention Resource Guide

5
Embracing Community and the Wisdom of Families With
Lived Experience 42
Federal Focus: Head Start/Early Head Start Policy Councils 44
Growing Authentic Partnerships With Parents, Caregivers, and Youth 44
Sharing Power With Communities 47
Protective Factors Conversation Guides for Partnering

With Families 52
How to Use These Guides 53
We Love Each Other 54
6
Nos amamos unos a otros 56
I Can Choose What Works Best for My Children 58
Puedo elegir lo que funciona mejor para mis hijos 60
I Deserve Self-Care 62
Me merezco el autocuidado 64
We Are Connected 66
Estamos conectados 68
I Can Find Help for My Family 70
Puedo encontrar ayuda para mi familia 72
I Help My Child Learn Social Skills 74
Ayudo a mi hijo a aprender habilidades sociales 76
7
Partners and Resources 78
National Child Abuse Prevention Partners 78
Federal Inter-Agency Work Group on Child Abuse and Neglect 78
Acknowledgments 78
iii
CHAPTER ONE
Laying the Foundation

Welcome!
If you are here, you are someone who cares about I N TH I S CH APTER :
families. You are in good company. This Prevention
■ Protective Factors
Resource Guide was created to support all who seek to
promote family well-being and prevent child abuse and ■ A Social-Ecological Approach
neglect. Our hope is that many people like you— ■ Committing to Equity
including community-based service providers,
policymakers, health-care providers, program
administrators, teachers, child care providers, parent
leaders, mentors, judges and attorneys, and faith leaders—may find these resources useful.
Because we each come to this common goal with different backgrounds and experiences, this
chapter introduces a few key concepts that make up the foundation for the resources and
examples provided in this guide. We hope that these resources will be useful to you as you
partner with others in your community to support families.
PROTECTIVE FACTORS
The Office on Child Abuse and Neglect, within the U.S. Department of Health and Human
Services’ Children’s Bureau, released its first Prevention Resource Guide more than 15 years ago
with the goal of raising awareness about emerging child abuse prevention concepts. As in past
years, this guide was developed in partnership with Child Welfare Information Gateway and the
FRIENDS National Center for Community-Based Child Abuse Prevention.
Child abuse prevention occurs at three levels: primary (directed at the general population),
secondary (focused on families where risk factors are present), and tertiary (focused on families
where maltreatment has already occurred). This guide focuses on primary and secondary
prevention: stopping abuse or neglect before it occurs. Because no one can predict exactly
where, when, or in which families abuse or neglect will occur, we believe the best way to prevent
it is to create conditions in which all families can thrive.
Promoting protective factors has been the foundation of the Prevention Resource Guide for many
years. Protective factors are positive conditions or attributes in individuals, families, communities,
or the larger society that mitigate or eliminate risk in families and communities, thereby increasing
the health and well-being of children and families. Protective factors help parents find resources,
supports, or coping strategies that allow them to parent effectively, even under stress. Since 2007,
this Prevention Resource Guide has employed a protective factors framework adapted from the
Strengthening Families framework, developed by the Center for the Study of Social Policy (CSSP).
1
The following are the six protective factors in development and ability to thrive in a diverse
this framework: society (C. O’Connor, CSSP, May 13, 2022).
■ Nurturing and attachment1 Today, the importance of protective factors is
■ Knowledge of parenting and child and widely recognized. Some communities have
youth development risen to the challenge and created
comprehensive family well-being systems that
■ Parental resilience
wrap an array of protective interventions
■ Social connections around families with phenomenal results.
■ Concrete supports for parents However, many child- and family-serving
agencies and systems still struggle to
■ Social and emotional competence of
consistently integrate and implement a
children
protective factors approach in their day-to-day
A protective factors approach to the engagement with families.
prevention of child maltreatment focuses on
This Prevention Resource Guide focuses on
positive ways to engage families by
cultivating deeper understanding and
emphasizing their strengths and what is going
providing examples of how families,
well, as well as identifying areas where
neighborhoods, communities, and States are
families may need additional support to reach
using protective factors in their efforts to
their full potential. This approach also can
protect children, strengthen families, and
serve as the basis for collaborative
promote well-being. Throughout this guide,
partnerships with other service providers, such
the protective factors serve as a theoretical
as early childhood, behavioral health,
underpinning for many of the strategies
maternal and child health, and other family-
described. Although they are not always
serving systems that support children and
referenced directly, they continue to be
families and promote well-being.
infused in this work in countless ways.
The protective factors are universal, but they
Foundational information about the protective
manifest differently in different cultural and
factors can be found on the Child Welfare
familial contexts. In applying the framework,
Information Gateway website.
those working with families are encouraged to
affirm families’ culture and parenting styles
and to support children’s positive identity
1
“Nurturing and attachment” is not delineated as a separate protective factor within Strengthening Families; however, it
is an implicit and valued component to the entire framework.
Children’s Bureau Grant Programs

The following Children’s Bureau grant programs support multidisciplinary, community-level efforts to create
child and family well-being systems that prevent child abuse and neglect. Examples from each program are
featured throughout this guide.
Established in 1996, the Community-Based Child Abuse Prevention (CBCAP) program supports grants
in each State that—among many important actions—develop, operate, enhance, and coordinate efforts to
prevent child abuse and neglect and strengthen and support families.
Community Collaborations to Strengthen and Preserve Families grants, funded in 2018 and 2019, support
further development, implementation, and evaluation of community-based primary prevention strategies.
The 2021 Family Support Through Primary Prevention (FSPP) grants are intended to demonstrate
integrated, cross-sector approaches to transforming traditional child welfare systems into comprehensive child
and family well-being systems that enhance protective factors in racially and culturally appropriate ways.
2 2023/2024 Prevention Resource Guide
A SOCIAL-ECOLOGICAL APPROACH
FAMILY COMMUNITY ORGANIZATION SYSTEM SOCIETY
All families face stressors and challenges that ■ Chapter 5: Embracing Community and the
are beyond their control. A social-ecological Wisdom of Families With Lived Expertise
model acknowledges the many different levels ■ Chapter 6: Protective Factors Conversation
of factors that influence caregivers’ ability to Guides for Partnering With Families
nurture and protect their children. These
levels include society (e.g., Federal and State These chapters offer a wealth of information,
policies and societal norms about parenting), resources, and examples from Federal
system (e.g., collaborations within a partners, Children’s Bureau grant recipients,
community or jurisdiction to support families), as well as communities and organizations—
organization (e.g., programs and policies of a publicly and privately funded—that have
single agency), community (e.g., representing employed the strategies in this guide in their
the voices of community members and efforts to effect real change for children and
leaders with lived experience), and the family families.
itself. We have found that the most successful
The overlapping rings in the model show prevention efforts are rarely accomplished by
how factors at one level influence those at implementing an isolated program or
other levels. To prevent maltreatment, it is practice. Instead, these efforts employ and
often necessary to act at multiple levels of the integrate many of the concepts represented
model at the same time. here over time, in authentic partnership with
families and through innovative collaboration
The next five chapters of this guide each with an array of partners, building on lessons
address a different level of the social- learned along the way.
ecological model:
■ Chapter 2: Creating a More Supportive
Society for All Families
■ Chapter 3: Building Proactive Child and
Family Well-Being Systems
■ Chapter 4: Aligning Organizations for
Family Resilience and Healing
3
COMMITTING TO EQUITY
Families are impacted by organizations, four social-ecological levels: intrapersonal,
systems, and society in different ways. We interpersonal, institutional/community, and
know that some families, including families of systemic/societal. At each level, the model
color and those living in poverty, experience also describes actions everyone can take
disproportionate systemic challenges, such as to work toward antiracist systems,
underresourced neighborhoods, barriers to institutions, and relationships.
employment, discriminatory housing ■ The World Health Organization’s (WHO’s)
practices, and racially biased policing that social determinants of health framework
routinely challenge the foundation of strong can help us consider the ways that
families and communities. When we disregard socioeconomic and political contexts
the additional stressors families of color and (including policies and societal values)
those living in poverty face, we risk blaming drive inequitable child and family well-
families for poor outcomes rather than taking being outcomes.2 It encourages looking
into account the burdens of oppression and beyond programs that focus on improving
stigma they face. the situations of families that are already in
For these reasons, we have found two vulnerable living and working conditions
additional models essential to expanding the (“intermediary determinants”) toward the
conversation about the myriad influences on creation of policies and processes
family well-being and what we all can do to (“structural determinants”) that can create
change inequitable systems: more equitable opportunities for health
and well-being for all families, across
■ The CSSP created a Social Ecological
generations.
Model of Racism & Anti-Racism that
describes what racism looks like at each of
WHO Conceptual Framework on the Social

Determinants of Health
Sociopolitical and
Economic Context Socioeconomic
Position (of
groups)
Access to healthy
living & working
Structural, cultural, The SEP of groups conditions;
based on social Distribution of
and functional psychosocial,
characteristics (e.g., health and safety
policies and behavioral &
R/E, gender) based on
processes that shape biological supports;
through more or markers of social
how societies are and health & social
less access to educ, advantage and
organized service systems.
occ & income disadvantage
(e.g., R/E,
Human agency and the power of marginalized groups to engage in societal income gender).
decision-making processes that impact opportunity and health.
Intermediary
Structural Determinants of Health Inequities Determinants of Health
Adapted from: WHO. (2010). A conceptual framework for action on the social
determinants of health. WHO. https://apps.who.int/iris/handle/10665/44489
2
For more about this model and its application to adverse childhood experiences (ACEs), see https://www.
sciencedirect.com/science/article/pii/S0190740916303449.

The impact of societal inequities can be Throughout this Prevention Resource Guide,
readily seen in child and family services. we have emphasized the inclusion of
Historically, families of color have been examples of family support strategies that
overregulated and oversurveilled by the child take an antiracist approach.
welfare system (see sidebar on page 6).3
In our work with children and families, it
Generations of Native American families have
is important to ask ourselves, “Are we
been traumatized by policies that contributed
administering our programs equitably? Are we
to widespread, systematic removal of their
listening to and partnering with the families
children. Poverty continues to be confused
and communities that are most affected by
with neglect by decision makers at all levels of
inequities? Are we removing the obstacles to
the child welfare system. Concerns remain
access? What more do we need to do?” To
regarding the marginalization and diminished
that end, chapters 2 through 5 conclude with
roles of fathers. In addition, children and
a series of “questions to consider.” We invite
youth with diverse sexual orientations and
you to use these both for individual reflection
gender identities and expressions have been
in your work with families and as a starting
significantly overrepresented in a foster care
point for collective action within your agency,
system that is too often ill-equipped for their
community group, or jurisdiction.
needs, resulting in higher rates of entry and
lower rates of reunification with family than
their heterosexual and cisgender peers. One
analysis of nationally representative data
found that lesbian, gay, bisexual, and same-
sex attracted youth were nearly 2.5 times as
likely as heterosexual youth to be placed in
foster care.
The Children’s Bureau is committed to the

work of advancing equity. In response to
Executive Order 13985 on “Advancing Racial
Equity and Support for Underserved
Communities Through the Federal
Government,” the Children’s Bureau has
prioritized the review and identification of its
own policies that exacerbate inequity. As a
result, the Children’s Bureau has outlined
specific steps it is taking to address equity in
the Equity Public Statement. This work is
crucial to increasing benefits to Black and
Brown children, including families who have
experienced multigenerational systemic
interventions and inequitable outcomes.
3
Cilia, A. (2021). The family regulation system: Why those committed to racial justice must interrogate it. Harvard Civil
Rights – Civil Liberties Law Review. https://harvardcrcl.org/the-family-regulation-system-why-those-committed-to-racial-
justice-must-interrogate-it/
5
Movement-Building Organizations Supporting Equity and Family Integrity
The upEND Movement, a collaborative movement launched by CSSP and the University of Houston
Graduate College of Social Work, argues that the current child protection system and its policies and
practices are deeply rooted in racism, which results in surveillance and separation of families. It proposes to
dismantle, rather than reform, the current oppressive system and create new, antiracist ways in which society
supports children, families, and communities, including through structures and practices that address family
poverty and strengthen families while keeping children safe and thriving in their homes. A 2021 report, How
We endUP, offers ideas about how communities can move toward the abolition of family policing while
asserting that specific policy and practice changes must be developed in community.
Through its UnSystem Innovation Cohort, Minneapolis-based nonprofit organization Alia committed to
guiding a set of 10 public child welfare agency leaders representing five jurisdictions through a whole-
system transformation process. From 2018 to 2021, each jurisdiction worked with one professional and one
lived-experience guide toward the common aspiration: “Family connections are always preserved and
strengthened.” At its completion, which involved shifts in agency mindset and practice with no legislative
policy change or increased funding allocation, the total number of youth in care across all five cohort
jurisdictions decreased by 29 percent, the total number of youth in residential care decreased by 39 percent,
and the total number of children removed from their families was reduced by 31 percent, with no child
deaths or egregious incidences.
The Movement for Family Power works to “end the foster system’s policing and punishment of families and
to create a world where the dignity and integrity of all families is valued and supported.” Through
conferences and reports and planning and advocacy campaigns, the Movement builds community with and
among people working to shrink the foster care system, raises social consciousness around the harms of the
foster care system in order to reclaim and reimagine safe and healthy families, and disrupts and curtails
foster care system pipelines to reduce the harm inflicted by family separation.
Example: A More Perfect Union needed to share their feelings, gain support
Parent Cafés from each other, and brainstorm strategies
and solutions to keep their families safe.
Be Strong Families (BSF) adapted the Parent
Café model (one approach to structured What emerged was a realization and a tool:
peer-to-peer conversations) to offer parents When people have a safe space to connect
and caregivers an opportunity to connect, across differences, they develop compassion
learn, and get support from each other on for and understanding of other peoples’
racial justice issues. realities, disrupt stereotypes, and create
stronger ties to each other. A More Perfect
A More Perfect Union Parent Cafés began in
Union Parent Cafés, organized around the
2016 because BSF wanted to respond to how
protective factors, honor the broader context
many African American parents were feeling
for parenting in a complex and often unjust
about the racism they were experiencing in
world and help parents and caregivers
their day-to-day lives. Leadership realized that
positively and proactively navigate this
what the organization does best—develop
landscape.
transformative conversations—could allow
people to experience the emotional safety

CHAPTER TWO
Creating a More
Supportive Society
for All Families
FAMILY COMMUNITY❥ ORGANIZATION SYSTEM SOCIETY
The societal level of the social-ecological model

provides the context for all other layers. It describes the
climate within which systems, organizations, and I N TH I S CH APTER :
communities operate and individual families live their ■ Federal Focus: CDC Essentials
lives. When that climate is supportive of parents and for Childhood
children, it is easier for all families to thrive. Two societal ■ Changing Norms About
factors that play a significant role in how we can Parenting: From Surveillance to
effectively support all families and prevent child abuse Support
and neglect are (1) social and cultural norms about
■ Advancing Family Financial
parenting and receiving help and (2) Federal, State, and
Security Through Policy
local policies that promote financial security.
■ Questions to Consider
Social and cultural norms are (often unspoken) rules or
expectations for how we behave; they are based on
shared beliefs within a specific group. In the same way
that a protective factors approach focuses on building family strengths, Positive Community
Norms approaches focus on increasing healthy attitudes and behaviors rather than decreasing
negative ones. The power of positive community norms can be harnessed to strengthen
7
protective factors within families by promoting Equity is an important consideration when
norms that encourage and destigmatize looking at the societal context for families. We
families seeking help when needed. know that all families do not share the same
Examples could include promoting messages experience of our society, and the policies
such as, “We all share responsibility for the and outcomes of our current systems are
well-being of children,” and, “All parents often unequal and unjust. The examples in
need support sometimes. It’s okay to ask for this chapter demonstrate an awareness that
help.” meaningful change requires a commitment
to dismantle attitudes, policies, and practices
Research increasingly shows that policies
that perpetuate inequality and interfere with
addressing household financial security are
families’ ability to care for their children. This
effective in reducing child abuse and neglect.
means changing how we personally view,
When parents are financially secure, it is easier
engage, and work with families—including the
for them to provide for their children’s basic
assumptions we make about them and how
needs, offer safe and nurturing care, and
we respond when they experience progress
experience good physical and mental health
and setbacks—as well as shifting from a norm
themselves. Communities can foster well-
of family surveillance to one of social and
being by making it easier for families to
economic support.
access available concrete supports—such as
income and employment support, low-income
tax credits, nutrition assistance, health care,
safe and stable housing, and affordable
high-quality child care—and advocating for
these resources where they are limited or do
not exist.
“By addressing the living and working

conditions of families, you not only get at the
root causes of inequities in risk for violence
and other health outcomes, you can also
increase the effectiveness of behavioral
interventions. It’s not an either/or option.
You’re likely to increase the success rate for
people who participate in parenting programs
if they’re not also worried about where their
next meal is coming from, housing instability,
or being able to get time off work to
participate.”
—Marilyn Metzler, senior analyst, Health Equity, Centers
for Disease Control and Prevention, Division of Violence
Prevention

FEDERAL FOCUS: CDC ESSENTIALS FOR CHILDHOOD
The Centers for Disease Control and For example, the North Carolina Task Force
Prevention (CDC) has long been a leader in on Essentials for Childhood is working toward
Federal efforts to support families and prevent goal 4 by funding grants to support several
child abuse and neglect at the societal level. partners in encouraging family-friendly
CDC’s Essentials for Childhood framework workplace policies. One of the grantees,
outlines strategies to help create a society in Family Forward NC, is an employer-led
which every child can thrive. initiative to increase access to research-based,
family-friendly practices—big and small—that
Changing norms and policies are two parts of
support children’s healthy development. It
the Essentials for Childhood framework. The
offers resources for employees, including
full framework has four goals and suggests
information about family-supportive Federal
evidence-based strategies to achieve each
and State laws and a directory of family-
goal:
friendly workplaces and the benefits they
Goal 1: Raise awareness and commitment to offer. Family Forward NC also offers an
promote safe, stable, and nurturing extensive online guide that can be used to
relationships and environments for all develop (or advocate for) family-friendly
children. workplace policies.
Goal 2: Use data to inform actions. For more information about other Essentials
for Childhood projects and resources on
Goal 3: Create the context for healthy
norms and policy change, see the CDC’s
children and families through norms change
Essentials for Childhood webpage and
and programs.
the guide to the framework, Essentials for
Goal 4: Create the context for healthy Childhood: Creating Safe, Stable, Nurturing
children and families through policies. Relationships and Environments for All
Children.
CHANGING NORMS ABOUT PARENTING: FROM

SURVEILLANCE TO SUPPORT
At the beginning of the COVID-19 pandemic, note a dramatic decrease in child protective
many experts predicted that the increased services (CPS) reports (up to 70 percent in
stress on families, and their decreased some States), as well as a decline in
visibility to professional mandated reporters emergency department visits and
such as teachers, would cause child abuse and hospitalizations for suspected child abuse and
neglect rates to climb. Instead, researchers neglect.4 According to Child Maltreatment
Robert Sege and Allison Stephens assert that 2021, the number of child abuse and neglect
rates of child physical abuse appeared to fall victims reported by State child welfare
significantly during 2020. As evidence, they systems and the national estimated number of
4
Sege, R., & Stephens, A. (2022). Child physical abuse did not increase during the pandemic. JAMA Pediatrics, 176(4),
338–340. https://pubmed.ncbi.nlm.nih.gov/34928320/; Chaiyachati, B. H. et al. (2022). Emergency department child
abuse evaluations during COVID-19: A multicenter study. Pediatrics, 150(1). https://publications.aap.org/pediatrics/
article/150/1/e2022056284/188279/Emergency-Department-Child-Abuse-Evaluations; Maassel, N. L., Asnes, A. G.,
Leventhal, J. M., & Solomon, D. G. (2021). Hospital admissions for abusive head trauma at children’s hospitals during
COVID-19. Pediatrics, 148(1). https://publications.aap.org/pediatrics/article/148/1/e2021050361/179710/Hospital-
Admissions-for-Abusive-Head-Trauma-at; Barboza, G. E., Schiamberg, L. B., & Pachl, L. (2021). A spatiotemporal analysis
of the impact of COVID-19 on child abuse and neglect in the city of Los Angeles, California. Child Abuse & Neglect,
116(Pt 2). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7494263/
9
child abuse and neglect fatalities both report because they are concerned about a
decreased from federal fiscal year (FFY) 2019 family that needs help and feel they have no
to FFY 2021. other option.5
A survey of parents about their experiences Changing societal norms to promote seeking
during the pandemic, conducted by the and accessing supports can help. Through
American Academy of Pediatrics, in public awareness campaigns, policy changes,
collaboration with the CDC, Prevent Child and trusted messengers, we can raise people’s
Abuse America, and Tufts Medical Center, awareness of misconceptions about what
offers some potential explanations for this brings families to the attention of CPS and
decline. Although many families did influence communities to try new family
experience job losses and increased financial support strategies. For example, changing
stress, they also had access to support in the norms around mandated reporting is a good
form of enhanced unemployment assistance, place to start—emphasizing instead society’s
stimulus payments, and eviction moratoriums. common responsibility to provide help for
Rather than creating more risk, more family struggling families before they’re in crisis.
time together was positively associated with Please see the information on page 12 under
better family mental health. Community-Based Child Abuse Prevention to
learn how one jurisdiction has developed a
This is not to say that harmful abuse and
“Mandatory Supporter Training.”
neglect should not be reported—it absolutely
should. However, nearly half (46 percent) of Many communities are working to normalize
reports currently are “screened out” (meaning seeking and accessing help through increased
what is being reported does not meet the partnerships, including with families, and
statutory definition of abuse or neglect). expanding their service array to develop a
Among reports that are screened in, only 16 comprehensive continuum of supports and
percent are substantiated. At best, this means resources to prevent child maltreatment.
most families reported to CPS will receive no Family resource centers (FRCs) are one way to
services as a result. At worst, an investigation provide a wide range of supports to meet
can cause additional stress and harm, families’ diverse needs. Family resource or
including long-term impacts on a parent’s support centers offer universal services and
employment and income, in a family that may are often guided and staffed by members of
already be vulnerable. the communities they serve, making for a
welcoming, culturally responsive space.
Even more problematic, families of color have
Another example are “warmlines” or
an increased risk of child welfare involvement
“helplines,” which provide an alternative to
due to increased surveillance and
CPS hotlines for mandated reporters, the
overreporting, resulting in racial inequity
general public, or families seeking additional
within child protection systems. Research in
support. Warmlines can offer families
20 large U.S. counties found that the
voluntary help by connecting them with a
percentage of children experiencing a CPS
wider range of resources and supports,
investigation before the age of 18 was highest
including food, clothing, housing, medical
for Black children, in some cases as high as 50
and behavioral health-care services,
to 60 percent. Focus groups with mandated
education-related resources, legal
reporters sometimes show that they know
representation, transportation, child care, or
what they are reporting does not meet the
even ongoing support through a home
standard of abuse or intentional neglect; they
5
“Risk and safety assessment 201: How issues of race, equity and diversity impact risk and safety assessment.”
[Webinar]. https://www.childwelfare.gov/resources/risk-safety-assessment-how-issues-race-equity-diversity-impact-risk-
safety-assessment/

visiting program. Shifting to Primary Prevention to
Decrease Overreporting of Families of
Many States have been expanding their
Color
continuum of services by developing a title
IV-E prevention services plan (as authorized Philadelphia, PA, has the highest poverty rate
by the Family First Prevention Services Act of any major U.S. city. It also has one of the
[FFPSA], Public Law 115-123). FFPSA changes highest rates of children entering and
the funding structure for the child welfare spending time in out-of-home care. An
system and offers opportunities for States internal study6 conducted by Philadelphia’s
to receive title IV-E reimbursement to fund Office of Children and Families confirmed a
some mental health, substance use disorder, relationship between neighborhood-level
and in-home parent skills-based programs to poverty and reporting to Philadelphia’s child
help prevent entry into foster care. As a result, abuse and neglect hotline.
States are able to use the title IV-E prevention
Specifically, neighborhoods with the highest
program to complement the other Children’s
rates of hotline reports had five times the
Bureau grants outlined in this guide, as well as
proportion of children living in poverty, half
other family support and prevention services
the median household income, and three
to support families across their continuum of
times the unemployment rate of
needs.
neighborhoods with the lowest reporting. In
To be effective, supports for families must be fact, four in five reports to the hotline
developed with the awareness that different concerned neglect, which is often related to
groups within the same community may have poverty, and 93 percent of children reported
very different cultural norms around seeking to the hotline did not require a formal child
or accepting help. Undocumented individuals protective safety service. It was clear that
and communities of color, for example, have poverty-related issues such as child care
good reason to be wary of supports offered burdens, utility shut-offs, and food insecurity
by the same government agencies that have were far reaching in Philadelphia and that the
historically oversurveilled their city’s hotline was being used to
neighborhoods. Universal supports that are inappropriately report instances of poverty as
available to all families convey the message maltreatment.
that no one is “targeted” and anyone can
This inappropriate use of the hotline
seek help. Supports that are recommended by
disproportionately harms Black families.
trusted members of the community—
Although only 42 percent of Philadelphia’s
including neighbors and religious leaders—
children are Black, they represent 66 percent
may be more readily accepted.
of children reported to the hotline. At the
community level, this trend is consistent.
Neighborhoods with the most reports to the
hotline are the same historically Black
neighborhoods that were redlined and
experienced decades of residential
segregation and lack of public- and private-
6
City of Philadelphia Department of Human Services,
Office of Children and Families. (2020). Entry rate and
disproportionality study: Phase one. [Unpublished]. To
learn more, visit “Risk and safety assessment 201: How
issues of race, equity and diversity impact risk and safety
assessment.” [Webinar]. https://www.childwelfare.gov/
resources/risk-safety-assessment-how-issues-race-equity-
diversity-impact-risk-safety-assessment/
11
sector investments. This, in turn, leads to originally developed to connect families
persistent poverty and surveillance by child- with children up to age 3 with voluntary
serving systems. home visiting services based on their
eligibility and interests.
In fall 2021, Philadelphia’s Department of
Human Services (DHS) was awarded an FSPP The FSPP grant funds will allow the
grant from the Children’s Bureau. Philadelphia Philadelphia DHS to expand the PF CAN
is using its FSPP grant to focus on building support line. The goal is a universal service
equity and addressing structural racism within for families with children up to age 17,
city systems. The city’s strategy has three connecting them with housing and social,
components: emotional, and behavioral health supports.
■ Modifying and supplementing the State’s The service will expand connections with
mandated reporter training to encourage a community service providers that are outside
culture of support rather than surveillance. of the formal child welfare system.
■ Streamlining connections to services, This effort will be supported by an existing

benefits, and concrete goods for families PF CAN community group composed of
diverted from formal DHS involvement and parents who have previously interacted with
living in areas of the city with the most Philadelphia agencies. The group’s guidance
reports to DHS. will continue to shape the implementation of
the grant activities.
■ Expanding Philadelphia’s health
department’s existing Philly Families CAN
(PF CAN) referral line. PF CAN was
Wyoming Children’s Trust Fund (WYCTF) developed a mandatory supporter training

that combines information about Wyoming’s mandatory reporting laws with an
emphasis on the protective factors and the importance of referring families in need
of support to local resources. Since early 2021, 1,500 participants from more than
Community-Based 200 Wyoming organizations have attended the training and are implementing this
Child Abuse
approach.
Prevention
Wyoming In addition, a Wyoming Prevention Campaign released in 2022 includes video
Children’s and audio clips capturing parents’ experiences of seeking prevention services in
Trust Fund Wyoming. The campaign focuses on normalizing seeking help and the importance
of building protective factors.

ADVANCING FAMILY FINANCIAL SECURITY THROUGH
POLICY
We know that poverty has a significant impact Other financial security policy strategies that
on family stability and that the burden of have been found to decrease maltreatment
poverty falls inequitably on communities of and child welfare involvement include the
color due to both historical and current following:
structural barriers. The majority of families ■ Expanding Medicaid coverage
who live in poverty do not abuse or neglect
their children. However, families who are poor ■ Allowing mothers on TANF (Temporary
are overrepresented in the (much smaller) Assistance for Needy Families) to receive
population of people reported to CPS child support without a decrease in
agencies for maltreatment. benefits
■ Mandating a living minimum wage
Research increasingly shows that policies that
improve financial security in households with ■ Offering affordable and subsidized child
children decrease neglect reports, physical care
abuse, and child welfare involvement. That’s ■ Increasing access to safe, affordable
why providing concrete supports to families is housing
recognized as a protective factor in preventing
Those working directly with families can
child maltreatment.
support child well-being by becoming familiar
Economic and other concrete supports with the programs and benefits to which
improve parents’ ability to provide for their families are entitled and the procedures for
children’s basic needs, help caregivers secure accessing them. Direct-services staff can also
appropriate child care, and reduce stress and help agency leaders understand the barriers
depression. They may also reduce household that families encounter when trying to access
crowding and increase housing stability. these supports and what systems changes
might be needed.
Temporary changes to the Child Tax Credit in
2021 had a significant impact on child Agency leaders and community coalitions may
poverty. According to the Columbia University be in a position to educate legislators and
Center on Poverty and Social Policy, while in inform positive policy and systems changes
effect the tax credit reduced monthly child that improve the environments within which
poverty by 30 percent and kept more than 3 families are raising their children. For
million children out of poverty. Other studies example, jurisdictions could improve access to
have shown a connection between increases some of the benefits listed above by
in earned income tax credits and decreases in simplifying application processes, making
CPS reports and child welfare system applications available online and in a variety
involvement. of languages, offering flexible service hours,
reducing barriers to eligibility as permitted by
law, and providing prioritized access to
families at risk of separation or involvement
with the child protection system.
13
Children Trust Michigan is involved in a 3-year project with the University of
Michigan and the Office of Minority Health researching how access to the Earned
Income Tax Credit (EITC) could reduce child maltreatment, poverty, and adverse
childhood experiences (ACEs).
Community-Based
Child Abuse The EITC Access Project provides community education statewide to destigmatize
Prevention
receipt of EITC and help caregivers understand who is eligible and how to apply.
Children Trust Flyers and informational materials are culturally appropriate and translated into
Michigan languages that make sense for the communities being served, including Spanish,
Arabic, and Burmese. Additional languages, such as French, are in the process of
being included to respond to community needs.
In nine counties, the program also offers one-on-one financial empowerment

training within existing Parents as Teachers home visiting programs. Home visitors
use motivational interviewing techniques to assess eligibility and help caregivers
schedule and attend meetings with tax preparation volunteers.

Questions to Consider
CHAPTER 2
The following are questions to consider about social norms and policies supporting household
financial security. They were designed to be used for reflection about direct practice with families
and as a starting point for conversations within community groups, agencies, or jurisdictions.
Questions to Consider When Providing Services to Families:

■ How are our biases showing up in our policies, practices, and decision-making? How do they impact our
engagement with families?
■ Have we asked the families we work with how they feel about receiving help? Where and how do they
prefer to receive help, and what makes asking for it easier?
■ What benefits and services to support household financial security are available in the community? What
role can we play in helping families gain access to those benefits?
15
Questions to Consider in Collaboration With Community and Agency Partners:
■ How could we assess the social and cultural norms around parenting, supporting families, and seeking
help in our community?
– How could we begin to shift our community norms from a focus on mandated reporting to
mandated supporting?
– How might social and cultural norms around parenting and asking for help affect how our offers of
support are received?
– How are families involved in the design, development, and implementation of programs and
practice?
■ Which evidence-based policies identified by the Essentials for Childhood framework are currently in place
within our jurisdiction?
– What do data tell us about which policies are working well for children and families? Which policies
might need to change to enable all families to thrive?
– How are we engaging and listening to families in our policy analysis and change efforts?
– What policies are currently in place to address historic and systemic inequities in our community?
Is diversity (e.g., race, ethnicity, gender, language, geography) represented in leadership positions
guiding the development and implementation of policies that impact children and families?

CHAPTER THREE
Building Proactive
Child and Family
Well-Being Systems
The system level of the social-ecological model concerns

the social, political, and physical environments within
which parenting occurs. Increasingly, communities are I N TH I S CH APTER :
embracing a move from traditional child protection ■ Federal Focus: Child Safety
systems that surveil families and react to reports of Forward Initiative
child maltreatment to systems designed to proactively ■ Using Community Data to
support child and family well-being and prevent family Prevent Child Abuse and Neglect
separation.
■ Centering Equity in Collective
Effective prevention systems require collaboration Impact Approaches to Family
among community partners from all sectors—most Support
importantly, persons with lived expertise in the systems
■ Implementing Communitywide
they are seeking to change. These partners work
Primary Prevention Strategies
together to prioritize equity, reallocate resources, and
deliver a continuum of community-based supports that ■ Questions to Consider
meet families’ unique needs and promote the conditions
that help them thrive.
17
Child and family well-being systems are Another hallmark of a child and family well-
grounded in the analysis of multiple sources being system is the use of primary
of data to identify the underlying strengths prevention strategies to promote the skills,
and needs of the local community: Which strengths, and supports that all parents need
groups of people have been marginalized and to keep their children safe and thriving. These
in what ways? Which specific needs are most efforts are available to support all families and
prevalent? Are community assets and prevent harm before it occurs. They include
resources accessible in the communities with strategies such as home visiting and FRCs,
the greatest needs? which are embedded in the community and
offer parents and caregivers a variety of formal
Collective data analysis can help build a
and informal supports. Primary prevention
strong sense of shared responsibility and
strategies are generally less expensive and
commitment to a common goal. Some
less intrusive in the lives of families than child
communities also employ a framework of
welfare system involvement and entering
collective impact, a structured form of
foster care.
collaboration that brings together partners
committed to solving a specific social The examples in this chapter demonstrate
problem. These communities increasingly some of the ways collective approaches to
center equity as they seek to optimize the family support can be grounded in equity,
health and well-being of children and families data, and evidence of what works.
by aligning their actions to change systems.
FEDERAL FOCUS: CHILD SAFETY FORWARD INITIATIVE

The U.S. Department of Justice, Office for systematically assess and address racism; and
Victims of Crime, is funding a 4-year (3) creating a sustained communications
demonstration initiative across five sites to strategy.
reduce child abuse and neglect fatalities and
The Child Safety Forward team from Hartford,
injuries through a collaborative, community-
CT, established a Parent Engagement Work
based approach. Based on recommendations
Group that reviewed data the site collected
from the Commission to Eliminate Child
showing racial disparities in child
Abuse and Neglect Fatalities (CECANF), and
maltreatment reports and unsafe sleep. The
with support from a technical assistance team
workgroup questioned why that data had not
from Social Current, sites are identifying,
previously been shared with the community
implementing, and evaluating equitable
and were motivated to work with the Hartford
strategies to support families and prevent
team to create a comprehensive educational
harm to children.
guide for families to increase child safety and
Each of the five sites is implementing well-being, noting that, as the ones closest to
CECANF’s vision of reducing serious injuries the problem, their place was at the table to
and preventing fatalities in its own way, but develop solutions.
they have coalesced around the following
More information on these and other
three core conditions they believe are needed
strategies developed by Child Safety Forward
to achieve impact: (1) elevating families into
sites can be found on the Social Current
relationships of power within systems; (2)
website.
building intentional strategies to

The Nebraska Children and Families Foundation (Nebraska Children) works to build
strong communities that support families so their children can grow up to be
successful, productive adults. It employs an equity-centered collective-impact
approach to support local prevention systems throughout the State. In 2018,
Community
Collaborations to Nebraska Children received a Community Collaborations to Strengthen and Preserve
Strengthen and Families grant to work with the Douglas County Community Response Collaborative
Preserve Families (DCCR) to further develop its prevention system. One goal was to address the
Nebraska disproportionate involvement of certain communities, most notably Native American
Children families, within the child welfare system.
and Families
DCCR is a child and family well-being system that was chartered in 2015 and has a
Foundation
membership of more than 35 organizations. It provides coordinated services to
parents and caregivers throughout pregnancy and until children reach the age of 16,
with the goal of promoting protective factors and preventing maltreatment.
Recent efforts in Douglas County supported by this grant include the following:
• Developing a work plan to increase alignment across DCCR activities with an
intentional focus on equity and partnering with individuals with lived experience
• Hosting DCCR’s first Race Equity Retreat, including codesigning next steps
toward systemwide equity
• Hiring a Community Café collaborative associate to implement parent-hosted
Community Cafés
With additional funding from the Pritzker Foundation, DCCR is also codesigning and
cocreating an enhanced home visiting plan with individuals with lived experience. A
Promoting Equity Group was established to prevent common pitfalls of working with
individuals with lived experience, including tokenism, with best practices such as
intentional onboarding and trust building.
19
USING COMMUNITY DATA TO PREVENT CHILD ABUSE
AND NEGLECT
Data are the foundation of a public health experts agree that predictive analytics are
approach. Robust, integrated, multisystemic most useful when data support (rather than
data help communities understand the nature supplant) human judgment and when
and extent of family risk and protective systems are implemented with community
factors, map community assets, effectively transparency and input.
direct prevention resources, and monitor the ■ Use data mapping, which employs
progress and impact of chosen interventions. geographic information systems to
The following are a few of the many ways to visualize specific demographic information
enhance the use of community-level data in along geographic boundaries. For
child abuse prevention efforts: example, researchers can look at the
correlation between poverty rates or other
■ Support and expand the practice of
demographic data and reports of child
data sharing among organizations
abuse in neighborhoods to begin to
serving children, youth, and families,
understand where additional resources
including the courts, child welfare services,
may be needed or why certain areas have
law enforcement, mental health and
higher rates of foster care.
substance use disorder services, and other
systems, to better identify and serve ■ Track the well-being of children and
families in need of support before a crisis families over time. Data can help monitor
occurs. Data-sharing efforts should the progress of individual prevention
consider issues of confidentiality, common strategies, assess how well they are
data elements, the integration of different working, and inform where changes are
information systems, and other factors. needed to improve outcomes. Some
communities are exploring the
■ Review and present data with a racial
development of community-level safety
equity lens, including consistently
and well-being indicators to provide
disaggregating data by race and ethnicity.
similar information about the success of
When disparity or disproportionality is
their collaborative efforts.
revealed, explore structural causes to
avoid perpetuating group stereotypes. ■ Include lived experience experts in data
analysis. Individuals who have been
■ Explore ethical uses of predictive
impacted by child welfare can shed new
analytics, which is the use of past data to
light on and provide critical context for
predict what will happen in the future.
data. They also can help ensure that data
Such approaches, when used mindfully,
are presented in ways that are easily
may improve the accuracy of decision-
grasped by all, including collaborative
making and help ensure scarce resources
partners who are not as familiar with
reach those who need them most.
research and child welfare. When
However, predictive analytics must be
interpreted and analyzed together, data
used with caution. Without ethical
can serve as the foundation of a stronger
oversight and careful attention to data
roadmap for collective efforts.
quality, child welfare agencies risk
interpreting results inaccurately and
exacerbating racism and disparities. Many

The Arkansas Children’s Trust Fund within the State’s Division of Children and
Family Services (DCFS) worked with Predict-Align-Prevent to complete an analysis of
child maltreatment risk in Little Rock, the State’s most populous city. The project
mapped past maltreatment, child and adult deaths, crime, and other risk factors
Community-Based associated with maltreatment, as well as protective factors such as child care centers,
Child Abuse churches, and home visiting programs. The resulting maps clearly demonstrate that
Prevention
child abuse and neglect rates are high in areas of the city that also have high rates of
Arkansas other poor outcomes, providing a powerful visualization of community needs.
Children’s
Trust Fund The next step will be to align resources where they can have the greatest impact. For
example, the analysis showed that 53 percent of all preventable child deaths in Little
Rock occurred in the 15 percent of the city where child maltreatment risk is highest.
Furthermore, almost all child maltreatment fatalities occurred in the two highest-risk
areas of the city. These insights have helped the city develop a data-driven strategic
plan to more precisely target primary prevention services and funding to the areas
where they are needed most.
DCFS convened an advisory board of State and local partners to review the data.
Members of this group represent a cross-section of organizations related to children
and family services, including early childhood education programs, the Little Rock
school district, city of Little Rock employees, domestic violence shelters, homeless
shelters, the local children’s hospital, substance use treatment providers, and many
more. Predict-Align-Prevent also invited input from local faith leaders and worked
with a team at the University of Arkansas to conduct focus groups with community
members of high-risk areas. The advisory board assisted DCFS in conducting an
environmental scan to identify the programs already serving children and families in
high-need areas and pinpoint any gaps.
Once the analysis and environmental scans are completed, the advisory board
will recommend evidence-based strategies to address identified risk factors and
promote more protective factors for families. These recommendations will serve as a
blueprint for securing and deploying new resources as they become available.
CENTERING EQUITY IN COLLECTIVE IMPACT APPROACHES

TO FAMILY SUPPORT
Collective impact has long been recognized Collective impact is commonly identified by
as an effective strategy for organizing diverse, five essential conditions:
multidisciplinary teams in pursuit of a common ■ Common agenda, including a shared
goal, such as preventing child maltreatment vision for child and family well-being, a
and increasing protective factors within common understanding of the challenges
families. Collective impact differs from families face, and a joint approach to
collaboration in that it involves structured, promoting supportive environments and
systemic attention to the relationships increasing protective factors within families
between organizations and how they work
together.
21
■ Shared measurement systems, with Collective impact efforts that center equity
agreement on how child abuse prevention utilize five strategies:
and family well-being will be measured ■ Ground the work in data and context, and
and reported for accountability target solutions.
■ Mutually reinforcing activities ■ Focus on systems change, in addition to
undertaken by participants in ways that programs and services.
support and coordinate with other partners
■ Shift power within the collaborative.
within an overarching plan
■ Listen to and act with community.
■ Continuous communication among
partners to develop trust and a common ■ Build equity leadership and accountability.
vocabulary
A critical element of this is meaningful
■ Backbone support provided by a separate engagement and leadership of youth,
organization and staff with specific skills in caregivers, and other community members.
facilitation, technology, communications, Without intentional community engagement
data collection and reporting, and logistics and involvement, proposed solutions may not
be appropriate, acceptable, or compatible
A 2022 article in the Stanford Social
with community needs, and changes may
Innovation Review refines the definition of
reinforce existing inequitable power
collective impact further. More than a decade
structures.
of observation and study has revealed that
centering equity is the most important Agencies focused on child and family well-
element of successful collective impact efforts. being and child abuse prevention may well
Therefore, the authors propose a revised find that their goals are consistent with a
definition of collective impact as “a network community group that is already employing a
of community members, organizations, and collective impact approach. If not, they might
institutions that advances equity by learning consider starting such a group.
together, aligning, and integrating their
actions to achieve population and systems- To find more information, visit the Collective
level change.” Impact Forum.
“Without explicitly articulating the work

to center equity and making space to
do that work, collective impact efforts
will fall short in their potential to
dismantle long-standing inequities,
repair historical injustices, and advance
better outcomes for those who have
been left behind.”
—John Kania, Junious Williams, Paul Schmitz,
Sheri Brady, Mark Kramer, & Jennifer Splansky
Juster in the Stanford Social Innovation Review,
Winter 20227
7
Kania, J., Williams, J., Schmitz, P., Brady, S., Kramer, M., & Juster, J. S. (2022). “Centering equity in collective
impact.” Stanford Social Innovation Review. https://ssir.org/articles/entry/centering_equity_in_collective_impact

Community Resilience Provides a Positive Focus for Collective Efforts to Address
Adverse Environments
Child and family adversity, including child abuse and neglect, is often more prevalent in
communities where decades of inequity have resulted in concentrated poverty, unstable or
insecure housing, overpolicing, and other structural barriers.
The “Pair of ACEs Tree” graphic, created by the Center for Community Resilience (CCR),
illustrates this as a relationship between ACEs and adverse community environments. In other
words, it is difficult to change the outcomes (represented in the graphic as the branches of the
tree) without addressing their systemic roots.
The Pair of ACEs

Adverse Childhood Experiences
Maternal Physical &
Depression Emotional Neglect
Emotional &
Divorce
Sexual Abuse
Mental Illness
Substance
Abuse Incarceration
Domestic Violence Homelessness

Adverse Community Environments
Violence
Discrimination
Poor Housing
Community Lack of Opportunity, Economic Quality &
Disruption Mobility & Social Capital Affordability
Ellis, W., Dietz, W.H., Chen, K.D. (2022). Community Resilience: A Dynamic Model for Public Health 3.0. Journal of Public Health
Management and Practice, (28)1, S18-S26. doi: 10.1097/PHH.0000000000001413
A second graphic shows, by contrast, how equitable and trauma-responsive systems support
the elements of community resilience, including safe and stable neighborhoods, social and
economic mobility, and healthy and supported individuals and families.
Community resilience looks like...
Safe and stable Healthy and

neighborhoods supported individuals
and families
Community advocacy Social and economic

and agency mobility
Environments that Access to capital

promote social
connectedness
Equitable and trauma-informed systems

and supports
Health-promoting Affordable Integrated social Living wages
infrastructure housing
Community-driven services
Restorative policy Equitably-resourced public
Fair policing Fair lending education
justice
practices practices
© Center for Community Resilience
23
CCR uses these graphics and other tools to
engage multisector groups of collaborators in
developing policy goals that better address the
forms of adversity rooted in inequitable systems “By asking the question,
and communities. ‘What’s in your soil?,’
CCR’s approach is based on four central
communities can begin
components applied as a continuous to set goals and
improvement model: implement policy and
1. Creating a shared understanding of childhood practice change that
and community adversity builds community
2. Assessing system readiness resilience.”
3. Developing cross-sector partnerships —Wendy Ellis, Dr.P.H.,
4. Engaging families and residents in a M.P.H., director, Center for
collaborative response to prevent and address Community Resilience at
the pair of ACEs the Milken Institute School
of Public Health at George
More information is available on the Center for Washington University
Community Resilience website.
IMPLEMENTING COMMUNITYWIDE PRIMARY PREVENTION

STRATEGIES
No family should be expected to raise their ■ Place based and centrally located within
children completely alone, without support. the communities where families live,
All parents can benefit from a temporary ensuring easy accessibility
“boost”—someone to listen and offer advice; ■ Aligned with community values, norms,
a place to go for respite and social and culture
connection; or help with rent, child care, or
■ Offered by public, nonprofit, faith-based,
transportation. These supports, whether
or private providers that are independent
formal or informal, are primary prevention
of the government
strategies that strengthen the environment
within which all families—regardless of race, ■ Focused on enhancing parental protective
income, or creed—raise their children. factors
Promising and successful primary prevention ■ Inclusive of concrete supports (e.g., limited
programs include services and resources that financial assistance, food assistance,
have the following characteristics: housing assistance, legal services, respite,
or child care), clinical services, and peer
■ Available to anyone who lives in the
mentoring
community, not just to families deemed to
be at risk ■ Provided through braided funding that
may include Federal, State, county, city,
■ Offered on a voluntary basis
and private dollars8
8
U.S. Department of Health and Human Services, Administration for Children and Families, Children’s Bureau. (2018).
Strengthening families through primary prevention of child maltreatment and unnecessary parent-child separation (ACYF-
CB-IM-18-05).

Home visiting programs can target a wide
For example, FRCs exist in a variety of variety of family health and well-being
community settings, including school outcomes, including reduced child
buildings, libraries, hospitals, housing projects, maltreatment, increased protective factors,
libraries, restored buildings, and new better prenatal and postnatal health for
structures. Their services are generally mothers and babies, increased use of positive
voluntary, free, and offered to any parent who parenting strategies, and enhanced
wants to participate. The offerings are often connection of families to other supports and
chosen and designed by the center’s members services in the community.
and in partnership with local community
A number of evidence-based home visiting
leaders. Some FRCs are now leveraging
models have been developed. Many of these
American Rescue Plan funds to further expand
models provide specialized support to parents
services to families.
and children in high-priority families, such as
Many of these characteristics serve to support families with low incomes or young parents, or
positive community norms (see page 9) around to individuals serving in the military. However,
seeking and accepting help. They create an others take a universal, primary prevention
environment where the need to ask for help is approach. Examples of these programs
not viewed as a threat to the family’s integrity. include the following:
In this context, participating in services to ■ Family Connects, developed in Durham, NC
prevent problems from arising or becoming
■ Welcome Baby, Los Angeles, CA
worse is viewed as a strength rather than a
weakness. ■ Hello Baby, Allegheny County, PA
Universal Home Visiting Builds Family ■ First Born, NM

Protective Factors In these models, nurse visitors or parent
Home visiting is a service-delivery model coaches work with all families who accept a
employed in many communities to offer visit to identify what supports they want and
support to parents. When it is offered to all need. If further support is desired, home
families in the service area, regardless of visitors provide an individualized, stigma-free
socioeconomic status or risk factors, it is entry point into the community’s system of
considered a “universal” program and a care through referrals to other, more intensive
primary prevention strategy. home visiting programs, income and housing
support, and health and social services.
“Primary prevention addresses one

simple question: How can we be
more proactive in helping to
strengthen the protective capacities
of families and keep them safe and
healthy? The goal of primary
prevention is to help all families
thrive.”
—Deborah Daro, Ph.D., senior research fellow,
Chapin Hall at the University of Chicago
25
For example, Family Connects is an evidence- ■ Nurturing and attachment: Mothers
based program (EBP) that connects all parents expressed increased responsivity to, and
of newborns in the service area, regardless of acceptance of, their infants.
socioeconomic status, to the community ■ Concrete supports: Home environments
resources they need through postpartum were improved, with homes being safer
nurse home visits. The model was first piloted and having more learning materials to
in Durham, NC, in 2008. support infant development.
Randomized controlled trials have shown that ■ Social connections: Connections to
Family Connects strengthens the following community resources and services
protective factors during the first 6 months of increased.
a child’s life:
In one trial, families who participated had
■ Parental resilience: Mothers were 30 44-percent fewer investigations for suspected
percent less likely to report postpartum child abuse and neglect through the second
depression or anxiety. year of life, compared with similar families that
■ Knowledge of parenting and child did not participate. These families maintained
development: Mothers reported a 39-percent reduction in child maltreatment
significantly more positive parenting investigations though age 5.
behaviors, such as hugging, comforting,
and reading to their infants.

CHAPTER 3
The following are questions to consider as you build more supportive systems for children and
families. They were designed to be used for reflection about direct practice with families and as
a starting point for conversations within community groups, agencies, or jurisdictions.

■ How do we regularly consider the impact of adverse community environments on the families we work
with?
■ How do we partner with families as the experts about what resources and supports already exist in their
community? How can we connect the families we work with to additional voluntary community-based
supports, if they identify a need?
■ Do all needed supports and interventions exist in our community? If not, where can families seek them out?
27
Questions to Consider in Collaboration With Community and Agency Partners:
■ What sources of data could help us better understand families’ strengths and needs at a population level?
– What prevents or impedes data sharing in our community? Who could help us address these
barriers?
– How might our community benefit from the use of predictive analytics or data mapping? (Check
out Casey Family Programs’ free, interactive Community Opportunity Map.)
– What do the data show about the outcomes that different races and ethnicities experience from
systems, policies, and programs? If disparities are present, which policies or practices (present and
historical) have contributed most to those differences?
– How can we increasingly employ people with diverse and lived expertise to collect and analyze data?
■ What collaborations already exist in our community to help families and children thrive? How can we
contribute? (Consider lending your voice and skills to an existing collaboration before starting a new one,
if possible. Places to look for collaborators with similar goals include the areas of public health, early
childhood education, and violence prevention.)
– What sectors are currently represented in our collaborative groups? Which are missing or
underrepresented? Have we reached out to philanthropic partners, the business community, and
faith communities?
– How are we engaging or inviting the voices and leadership of community members and persons
with lived expertise in our efforts?
– If we are not currently using collective impact, how could that model provide a helpful structure for
our efforts?
■ What are the primary prevention strategies in our community? How can we strengthen those supports
to help all families thrive?
– What evidence-based or evidence-supported child maltreatment prevention strategies are currently
available to all families in our community? Which could be expanded? Where are the gaps?
– How could our community normalize seeking and receiving support by families? Which families are
more likely to engage in family support and prevention services and why? What steps do we need
to take to ensure a more universal approach to engaging all families in prevention services?

CHAPTER FOUR
Aligning Organizations
for Family Resilience
and Healing
The third level of our social-ecological model recognizes

that organizations can and often must make changes to I N TH I S CH APTER :
their own programs and policies to better align with
■ Employing Two-Generation
communitywide prevention approaches and more
Approaches to Strengthen
effectively build protective capacities within families.
Families
The well-being of children cannot be separated from the ■ Federal Focus: National Child
well-being of their families and communities. When we Traumatic Stress Network
support caregivers and other adults, in addition to
■ Implementing Trauma-Informed
providing services directly to children, we naturally
and Trauma-Responsive Care for
enhance well-being and help prevent child abuse and
Children and Their Families
neglect (along with other poor outcomes). This is often
described as taking a “two-generation (2Gen) ■ Understanding the Protective
approach” or a “whole-family approach.” 2Gen Effects of Positive Childhood
approaches build family well-being by intentionally and Experiences
simultaneously working with children and the adults in ■ Questions to Consider
their lives together.
29
In working with the whole family, it is personal trauma histories and/or are exposed
important to recognize how trauma can to secondary traumatic stress (STS) through
impact children and their caregivers. Research their day-to-day work with families.
has shown that exposure to ACEs—including
Research is now identifying positive
domestic violence, parental incarceration,
childhood experiences (PCEs) that may
mental illness, and substance use—can have
reduce the long-term effects of ACEs. These
lifelong health impacts. These experiences
findings underscore the importance of
within families are often exacerbated by
focusing on the critical early relationships
adverse community factors such as inequity,
between children and their caregivers, while
discrimination, and violence. Recent
also suggesting evidence-informed ways to
discoveries in neuroscience demonstrate that
build resilience for children into adolescence.
a prolonged, unresolved “toxic” stress
We know that changes in the brain continue
response triggered by ACEs and other
to occur at key periods throughout our
traumatic experiences can physiologically alter
lifetimes. Healing is possible at any age, and
the structure of the brain, particularly in the
there is always room for hope. Understanding
absence of a nurturing adult to help the child
the factors that support well-being, including
process the experience and feel safe.
protective factors and other PCEs, helps
Becoming more trauma responsive and organizations develop and maintain a positive
healing centered helps organizations and focus.
systems meet parents and caregivers where
This chapter highlights examples of strategies
they are and support them in building
that value children’s families and culture,
capacity to protect and nurture their children.
recognize and address the effects of trauma
Becoming more trauma responsive can also
on both families and their own workforce, and
help organizations better understand and
promote PCEs to build resilience in the next
support their own staff, many of whom have
generation.
EMPLOYING TWO-GENERATION APPROACHES TO

STRENGTHEN FAMILIES
Image courtesy of Ascend at the Aspen Institute
The protective factors framework has long by intentionally and simultaneously working
recognized the interdependence of child and with children and the adults in their lives.
family well-being, noting the importance of
For example, at the onset of the COVID-19
parental resilience, concrete supports, and
pandemic, many jurisdictions faced a choice in
social connections to the prevention of child
how to respond to a sudden decline in child
abuse and neglect. However, many human
protection hotline calls and accompanying
services organizations still offer support in
concerns about child safety. Some took a
exclusively a child-focused or parent-focused
strictly child safety-focused approach by
way. 2Gen approaches build family well-being

alerting mandatory reporters to stay mindful ■ Parents with health insurance are more
and ensuring they understood when and how likely to seek care for their children.
to report safety concerns. Others took a 2Gen
There are five key components of the 2Gen
approach, working collectively with their
approach: postsecondary education and
communities to promote both child safety and
employment pathways, early childhood
family well-being by implementing warmlines
education and development, economic assets,
(call centers for nonemergency support) and
health and well-being, and social capital. For
helping families to access services and
child-focused programs (e.g., early childhood
resources, such as concrete supports (e.g., help
development programs), embracing a 2Gen
with housing, food, child care, other economic
approach means building in supports for
assistance), behavioral health services for
caregivers, such as parenting skills training,
adults and children, testing and treatment for
family literacy, and health screening. Similarly,
COVID-related illness, child care for essential
for caregiver-focused programs (e.g.,
workers, and other service referrals.
workforce education), it means incorporating
Research shows that supporting children and child-focused supports such as early learning
their caregivers together through a 2Gen or food and nutrition programs.
approach yields the following benefits for
2Gen approaches are ultimately measured by
generations:9
how well they meet the needs of the whole
■ A college degree doubles a parent’s family. However, not all organizations can
income. serve the needs of both children and the
■ A $3,000 increase in family income during adults in their lives. In many cases, taking a
early childhood is associated with a 2Gen approach may require connecting with
17-percent increase in a child’s future other organizations in your community to
earnings as an adult. ensure that the communitywide system of
care supports the full continuum of child and
■ High-quality early childhood education
caregiver needs.
increases future school and career
achievement, and reduces social costs,
yielding a 14-percent return on investment.
9
Ascend, Aspen Institute. Advancing family economic mobility. A 2Gen approach.
The Kickapoo Tribe of Kansas focuses on the role

of culture in building and sustaining strong families.
Revitalizing the Kickapoo language, which had
nearly died out, is a core strategy being used to
connect Tribal members across generations.
The Tribe recently developed a set of three board

books that were provided to every enrolled family
with young children. The board books teach the Kickapoo words for colors, numbers, and animals, using
beautiful illustrations that reflect the Tribe’s culture (e.g., its traditional homes, water ways, buffalo herd).
The books provide an opportunity for bonding between children and their older family members as they
read together, while supporting the whole family in connecting with their cultural identity to foster well-
being. This strategy is part of a larger language revitalization effort that also includes the creation and
distribution of a deck of playing cards with cultural designs, as well as revival of traditional sports and more
formal language instruction.
31
The Prevention and Early Intervention (PEI) Division of the Texas Department of
Family Protective Services launched the Fatherhood EFFECT (Educating Fathers for
Empowering Children Tomorrow) program in 2015. Fatherhood EFFECT, which is
supported with CBCAP funding, encourages healthy father engagement through
Community-Based
evidence-based programs in seven communities across the State.
Child Abuse
Prevention Fathers and father figures most frequently join the free parent education program to
Texas gain tools to be the best dad they can be to support their child. However, once
Prevention there they also enjoy personal support from facilitators and fellow participants. The
and Early listening and positive regard from program facilitators, in particular, contrasts with
Intervention negative interactions fathers frequently report having with other social programs,
Division where they may feel excluded or devalued.
The Child and Family Research Partnership (now the Prenatal-to-3 Policy Impact
Center) evaluated the success of the Fatherhood EFFECT program through a
mixed-methods approach. The evaluation noted that participants felt the facilitator
support and connections to other community resources were as valuable to them as
the parenting curriculum. In 2020, PEI expanded Fatherhood EFFECT’s scope to
include collaborating with community coalitions, encouraging other family-serving
organizations to increase the quality of supports targeted specifically for fathers, and
pivoting to explicitly include and support fathers across multiple programs in an
organization or community.
PEI worked with the Prenatal-to-3 Policy Impact Center to create and publish a
fatherhood website called the Fatherhood Resource Hub. The website recognizes
the important role fathers play in the lives of their children, families, and
communities. Resources include research on father involvement, tools to help
family-serving organizations with their efforts to serve fathers, and tools for
communities such as how to build a fatherhood coalition.
PEI also sponsors localized annual Fatherhood Summits. In 2022, five Fatherhood
EFFECT grant recipients held summits to mobilize the community around the
importance of fathers, amplify father voices, and offer unique community events,
including father-child and family-oriented activities.

Ascend at the Aspen Institute Offers a The Ascend National Network includes more
Roadmap for a 2Gen Approach than 470 partners active in all 50 States, the
District of Columbia, Puerto Rico, Ireland,
Ascend at the Aspen Institute is a hub for
Rwanda, and Guatemala. There are a number
breakthrough ideas and collaborations that
of case studies and resources to advance
move children and their parents toward
2Gen approaches available on the Ascend
educational success and economic security
website.
using a 2Gen approach.
Ascend outlines a continuum that many

organizations progress through as they
deepen their 2Gen and whole-family work: “The birth of a child is a
■ Approach: A 2Gen approach first requires time of biological and
a new mindset for designing programs and neurological change, not
policies that serve children and parents just for infants but also for
simultaneously. This often begins with
culture-change initiatives, training, and
their primary caregivers. If
professional development to help staff you reach a parent at just
reenvision services and supports for the right moment, they are
families. often much more open,
■ Strategy: In the next phase, organizations ready, and motivated to
begin aligning and coordinating services access education or job
with other community partners to meet the
training because they want
needs of all family members. Piloting new
approaches to services also occurs during to provide for their kids.”
the strategy phase. —Anne Mosle, vice president,
■ Organization: In the third phase, Aspen Institute, founder and
organizations provide services to both executive director, Ascend at the
children and the adults in their lives Aspen Institute
simultaneously, tracking outcomes for both.
FEDERAL FOCUS: NATIONAL CHILD TRAUMATIC STRESS

NETWORK
The National Child Traumatic Stress Network care and moving scientific gains quickly into
(NCTSN) was created by Congress in 2000 to practice across the United States. NCTSN is
raise the standard of care and increase access administered by the Substance Abuse and
to services for children and families who Mental Health Services Administration of
experience or witness traumatic events. This the U.S. Department of Health and Human
unique network of direct-service providers, Services and coordinated by the University
family members, researchers, and national of California, Los Angeles-Duke University
partners is committed to changing the National Center for Child Traumatic Stress
course of children’s lives by improving their (NCCTS).
33
The NCTSN Trauma-Informed Organizational ■ Addressing, reducing, and treating STS
Assessment is a tool to help organizations ■ Partnering with youth and families
assess their current practices in the context of
serving children and families who have ■ Addressing the intersections of culture,
experienced trauma. Results from the race, and trauma
assessment can drive change to facilitate the The assessment will contribute to the body of
recovery of the child and family, maximize evidence around the importance of being
physical and psychological safety, provide for trauma informed. If you are interested in using
the needs and well-being of staff, and support this tool, please contact [email protected].
the child’s and family’s ability to thrive.
Created by NCCTS, the assessment is Another example of a tool funded by NCTSN
arranged by domains and maps onto the is the Intermountain Healthcare (Utah) care
NCTSN definition of a trauma-informed child process model, Diagnosis and Management
and family service system. of Traumatic Stress in Pediatric Patients. The
guide cites the high prevalence of traumatic
The following domains are included in the experiences and their disproportionate impact
assessment: on children of color and poor health and
■ Trauma screening mental health outcomes as the reasons for
developing the guide. It offers best-practice
■ Assessment, care planning, and treatment
recommendations for primary care and
■ Workforce development children’s advocacy center settings, age-
■ Strengthening resilience and protective appropriate screening tools and road maps
factors for care, and specific guidance for immediate
in-office interventions for specific trauma
■ Addressing parent and caregiver trauma
symptoms. Care providers are urged to follow
■ Continuity of care and cross-system up with children and families at regular
collaboration intervals.
When the Salt River Pima-Maricopa Indian Community recognized that its social services programs were
seeing recurring struggles in multiple generations of the same families, the Tribal Council undertook a new
initiative to become better informed as a community about historical and intergenerational trauma.
They began with focus groups, an organizational survey, and interviews with staff in three departments (social
services, the family advocacy center, and health and human services) that encounter many of the same
families. All staff, as well as all members of the Tribal Council, received training on trauma, historical trauma,
and developing a healthy racial and ethnic identity.
The community’s behavioral health services and family advocacy center now employ trauma-trained
therapists who offer evidence-based, culturally responsive treatment. They use the Medicine Wheel, familiar
to many American Indian/Alaska Native people, to explain the impact of trauma on families and encourage
healing. The Department of Social Services created the Circles of Support program, which accepts referrals
from multiple Tribal departments, including education, to identify and wrap services around families at risk
before they reach a crisis. When a crisis does occur and CPS are needed, a trauma-response team provides
advocacy and support to the family involved.

IMPLEMENTING TRAUMA-INFORMED AND TRAUMA-
RESPONSIVE CARE FOR CHILDREN AND THEIR FAMILIES
According to NCTSN, a trauma-informed child ■ Encourage partnership among families,
and family services system is one in which all youth, and providers. Such partnerships
parties involved recognize and respond to the benefit from both professional expertise
impact of traumatic stress on those who have and personal experiences to achieve more
contact with the system, including children, successful and meaningful outcomes that
caregivers, and service providers. Programs are codefined by all members of the
and agencies within such a system infuse and relationship. True partnerships require
sustain trauma awareness, knowledge, and mutual respect and shared responsibility for
skills into their organizational cultures, planning, selecting, and evaluating services
practices, and policies. They collaborate with and supports.
all those who are involved with the child, ■ Attend to staff trauma and STS. When
drawing on the latest research findings to individuals hear about the traumatic
maximize physical and psychological safety, experiences of others, they can experience
facilitate the recovery of the child and family, empathetic emotional distress. Exposure to
and support their ability to thrive. clients’ trauma may also activate trauma
Agencies and programs within such a system triggers from the staff member’s own past.
regularly screen children and families for These experiences can lead to symptoms
trauma exposure and provide or refer to of STS, which is common among helping
evidence-based, culturally responsive professionals. Unaddressed, STS can
treatment for symptoms of traumatic stress. negatively affect staff’s professional and
They also engage in efforts to strengthen personal lives. Organizations can address
resilience and protective factors for children STS through supervisory support, training,
and families vulnerable to trauma. and policies that encourage self-care (e.g.,
flex time, caseload management).
The following are characteristics of trauma-
informed and responsive organizations:
■ Understand that families play an
important role in preventing and “When you have a workforce that
recovering from trauma. Carrying out understands what trauma is, the
rituals and traditions, sharing memories and impact of it, and what they can
feelings, and working together to solve
do about it in their role, and when
problems, manage stress, and plan for the
future are all ways that families can weather a they feel supported and have
traumatic event and grow stronger together. some skills to help them cope
■ Acknowledge that all families experience with their own emotions and
trauma differently. Many factors, including trauma history, then you have a
a child’s age and the family’s culture or staff who can engage, connect,
ethnicity, may influence how a family copes
and be compassionate with
and recovers from trauma. Trauma-
informed and trauma-responsive systems families. In simple terms, that’s
acknowledge structural inequalities and what it’s all about.”
respond to the unique needs of diverse
—Jane Halladay Goldman, director of
communities with cultural awareness and
service systems, NCTSN
humility. Even within families, different
members may have different reactions to
the same event.
35
Developing a Culture of Wellness
Washington, DC’s, Child and Family Services
Agency (CFSA) is creating a wellness culture
within its agency to prevent and address STS
among its workforce. This effort is a
partnership between agency leadership and
its human resources administration, and it is
overseen by staff in the newly created health
and wellness coordinator roles.
An STS workgroup composed of agency staff

at all levels from each of CFSA’s five
administrations was formed to regularly In addition, CFSA created a Wellness Works
gather information about employee STS and program to support a culture of wellness
wellness and develop and revise agency throughout the agency. Wellness Works
policy in response. The workgroup supports targets three areas: healthy choices,
deep culture-change initiatives, training and recognition and support, and employee
education for staff at all levels, and peer engagement. The wellness program is
support opportunities. All business practices supported onsite with a well-equipped
that may create or exacerbate STS are being gymnasium, access to balance ball chairs and
addressed, including recruitment, treadmill desks, blood pressure machines, and
interviewing, onboarding, and exiting a meditation room. Activities to support
processes. The group also increased remote workers have included “color days” to
employee access to ongoing therapeutic promote a feeling of unity, a virtual wellness
support by institutionalizing the role of an expo, financial wellness workshops, and
STS expert. midday virtual wellness activities.
UNDERSTANDING THE PROTECTIVE EFFECTS OF POSITIVE

CHILDHOOD EXPERIENCES
In the same way that protective factors The Wisconsin Behavioral Risk Factor Survey
balance our understanding of risk factors, it is examined the impact of seven PCEs:
important to understand how positive ■ Feeling able to talk to family members
experiences, as well as adverse ones, about feelings
influence brain development. Research has
■ Feeling that family stood by them during
begun to explore the ways in which PCEs—
difficult times
including supportive environments and strong
relationships with family and peers—help ■ Enjoying participating in community
promote healthy child development and build traditions
resilience to adversity. Adding these findings ■ Feeling a sense of belonging in high
to the body of research around ACEs provides school
useful insight into how families, communities,
■ Feeling supported by friends
and organizations can help children thrive.

■ Having at least two nonparent adults who The tenets of the HOPE framework were
took genuine interest in them derived by looking for common elements
■ Feeling safe and protected by an adult in among successful programs that help children
their home and adolescents. The framework developers
identified four building blocks for HOPE:
An analysis of the data demonstrated that,
■ Nurturing and supportive relationships
compared with people with none of the PCEs
with peers, parents, and adults outside the
included in the study, those who had six or
family. In early childhood, the secure
seven PCEs had a 72-percent lower chance of
attachments that children form with
having depression or poor mental health.
affectionate and responsive parents create
Adults with three to five PCEs experienced a
the template for all their future
50-percent reduction in the odds of adult
relationships. As kids grow up, peer
depression. The analysis also found that,
relationships and romantic relationships
although risk and resources are unequally
become more important.
distributed in our society, the effect of positive
experiences to mitigate poor health outcomes ■ Safe and stable environments. We know
was similarly strong for all income groups. that children need protective and
These findings led the researchers to equitable places to develop, learn, and
conclude that PCEs can protect children from play. Positive environments support stable
developing toxic stress in the face of adversity housing, adequate nutrition and sleep,
and help them heal. high-quality learning and play, and access
to high-quality medical and dental care.
Agencies and staff working directly with When communities provide these spaces,
families can use this information, alongside a kids can thrive.
protective factors framework, to support
families and adolescents in creating more
opportunities for these PCEs.
The HOPE Framework: Building 4 Building Blocks of HOPE

Child-Level Protective Factors
The HOPE (Healthy Outcomes From 2
1
Positive Experiences) framework combines
insights from a public health approach to
Relationships Environment
preventing child maltreatment with a broader
• ...with other children
understanding of how children grow to • ...with other adults • Safe, equitable, & stable
• ...through interactive • Living, playing, & learning
become strong, healthy, and resilient adults. activities • Positive school & home
environments
HOPE focuses on the buffering effects of
PCEs and builds on preexisting strengths in 3 4
children and families.
Opportunities for
A corollary to the CDC’s community-level Social Emotional
Development
approach to emphasizing safe, stable, and Engagement
nurturing relationships and environments, the • Develop a sense of • Playing with peers
• Learning self-reflection
HOPE framework focuses on the individual connectedness
• Social/civic activities • Collaboration in art,
sports, drama, & music
child level. It echoes and builds upon the
protective factors framework. Image courtesy of HOPE
(Healthy Outcomes from Positive Experiences)
37
■ Constructive engagement and social Creating Trauma-Responsive
connectedness. We all need to know that Organizational Cultures
we matter to other people and to our
Community-based organizations, including
communities. That starts when children
schools, FRCs, and shelters, interact with
are given responsibilities for family
children and families every day, yet their staff
chores. Older children and teenagers
may receive minimal training on the impact
benefit from opportunities to volunteer in
of trauma or the building blocks for well-
their communities and participate in their
being. In addition, staff in human services are
school activities, faith communities, and
more likely than the general public to have
cultural traditions.
experienced trauma in their own lives,
■ Opportunities to develop social and including financial stress and racial trauma as
emotional intelligence through playing well as secondary traumatic stress.10 This
and learning with peers and collaboration trauma, if unaddressed, can “snowball” into
in art, drama, and music. Social and organization-wide problems such as
emotional competencies like self- decreased efficiency, job dissatisfaction, and
awareness and self-regulation are high rates of absenteeism and turnover.
key to lifelong resilience and social
support as adults. Massachusetts aims to address these
concerns through its Center on Child
The Children’s Bureau Learning and Wellbeing and Trauma. The center is a
Coordination Center offers a training module partnership of the Massachusetts Office of
called Transforming Experience Through the Child Advocate and Commonwealth
HOPE, which is grounded in the work of the Medicine, a division of the University of
HOPE National Resource Center. Massachusetts Chan Medical School.
Launched in 2021, it supports child-serving
organizations in multiple disciplines to
10
See for example Bryce, I., Pye, D., Beccaria, G., McIlveen, P., & Du Preez, J. (2021). A systematic literature review of
the career choice of helping professionals who have experienced cumulative harm as a result of adverse childhood
experiences. Trauma, Violence, and Abuse. https://journals.sagepub.com/doi/10.1177/15248380211016016
“We need to see the people we interact with

in a more complete way than we can with
ACEs screening alone. Adversity is not
destiny—science shows that many people who
suffered quite a bit turn out okay. We can use
that knowledge to help people so they don’t
feel that they’re doomed or damaged in some
way because they’ve had adversity. And we
can begin to identify specific things that
parents can do to help promote resilience as
their children grow up.”
—Robert Sege, M.D., Ph.D., professor, Tufts University
School of Medicine

become more trauma informed and The center is focused on changing
responsive, using a three-pronged approach: organizational culture at a high level, based
■ The center’s website provides information on a belief that when organizations and
on ACEs as well as PCEs that enhance systems are trauma responsive, they can
well-being (the latter includes resources better support both their workforce and the
developed by HOPE). It also offers a families they serve.
variety of resources, toolkits, and training
materials.
■ The center develops professional learning “The magic of learning about
communities within State agencies and positive childhood
community-based organizations focused
experiences is that it gives
on topics the organizations select (for
example, ACEs and PCEs, trauma, and
organizations a positive place
reflective supervision). to go with strategies so the
■ The center uses NCTSN’s Trauma-Informed learning about trauma can be
Organizational Assessment to assess partnered with hopeful
where select organizations are in their interventions.”
journey to becoming more trauma
responsive and provides follow-up
—Audrey Smolkin, executive director,
coaching in areas targeted for growth.
Center on Child Wellbeing and Trauma
39
CHAPTER 4
The following are questions to consider as you align your work with a whole-family, trauma-
responsive approach to child abuse prevention. They were designed to be used for reflection
about direct practice with families and as a starting point for conversations within community
groups, agencies, or jurisdictions.

■ Which partner agencies in the community provide services that could complement those we provide, to
ensure that every family member’s needs are met?
■ What trainings have direct-services staff received in trauma-responsive care? How does the recognition of
trauma, including historical and racial trauma, inform our practice with children, youth, and families?
■ Are all staff aware of how the experiences of families may trigger our own trauma histories? How do we
care for ourselves, including seeking support when needed?
■ How might an awareness of PCEs change our work with families? Which PCEs can we help families create
for their children and youth?

Questions to Consider Within Your Organization and in Collaboration With
Community and Agency Partners:
■ Are our organizations and/or partnerships more parent focused or child focused, or do we take a 2Gen
approach?
– How could we partner with other organizations to enhance the range of supports for all members
of the families we serve?
– How could our organization move toward a 2Gen approach? If we provide child-focused services,
how might we supplement with services for parents, or vice versa?
■ In what areas has our organization become trauma informed and responsive? (See the list of domains in
NCTSN’s self- assessment, referenced on page 34.) What are some opportunities for growth?
– What are the roots of trauma in our communities? In what areas has our organization become
involved in preventing trauma? Are there times when our organization may further traumatize
children or families?
– How does our agency recognize the role of race, culture, ethnicity, and inequality in family and
caregiver experiences of trauma and healing?
– How does our agency partner with families and youth in planning, selecting, and evaluating
trauma-responsive and healing-centered services and supports?
– How do our agency’s training, supervision, and policies help to prevent and address STS among
our workforce?
■ How might we create or support PCEs through our programming and outreach?
41
CHAPTER FIVE
Embracing Community
and the Wisdom of
Families With Lived
Experience
The fourth level of the social-ecological model

highlights the spaces where child abuse prevention I N TH I S CH APTER :
and family support agencies interact and engage with
■ Federal Focus: Head Start/Early
the communities they serve. Family and community
Head Start Policy Councils
members with lived experience offer a unique
perspective that, when embraced, can improve family ■ Growing Authentic Partnerships
engagement, increase the effectiveness of services, With Parents, Caregivers, and
and ultimately change systems in ways that promote Youth
equity and reduce harm. ■ Sharing Power With Communities
■ Questions to Consider

We know that, despite our best efforts, with lived expertise to inform system-level
child welfare systems continue to improvements. Utilizing and integrating family,
disproportionately intrude on families living in youth, and community voice in all aspects
poverty and families of color, who generally of decision-making is a strengths-based
have very little power or voice in a system approach that can increase engagement.
that affects the most intimate aspects of their Parents, caregivers, and youth should be
lives. Their involvement with the system too compensated for their expertise and provided
often results in additional trauma, instead of with whatever support is needed to enable
healing. Although direct-services providers their full involvement. This support is key to
are on the front lines of work with families, preparing those with lived expertise to be
the burden of this legacy cannot fall on their successful serving in a broad range of roles.
shoulders alone. Direct-services providers,
The strategies and examples highlighted in
agency administrators, and community
this chapter show the multitude of ways to
leaders alike must commit to new ways of
tap into the tremendous wisdom and strength
listening to the wisdom of children, youth, and
present in our communities, align our efforts
families with lived experience and developing
with those of community leaders, and provide
meaningful partnerships with the communities
real opportunities that enhance the inherent
they serve.
strengths and leadership abilities of caregivers
Families are best positioned to know their and youth. Doing so will benefit organizations,
own strengths, be familiar with the natural families, and the overall community as we are
supports available in their neighborhoods, all stronger when we work together toward a
understand the challenges they face, and shared goal.
propose innovative solutions. Effective
systems value people’s knowledge and
observations about their own lived
experience, their strengths and needs, and
community capacities and seek to share
power equitably. “‘Seat at the table’ is a
phrase that is often used,
Meaningful and authentic partnership
with families and community members but as parents we would
with lived experience goes far beyond rather our voices be heard
seeking their input on initiatives or having at the table and not just
them represented on committees or
be offered a ‘seat.’”
in meetings. It means giving parents,
caregivers, and youth the opportunity to —Mrs. Vadonna Williams,
be heard and to actively contribute to all FRIENDS Parent Advisory
decisions that affect their lives at all levels Council
of policy, research, and practice. It also
means soliciting and using the perceptions,
experiences, and recommendations of those
43
FEDERAL FOCUS: HEAD START/EARLY HEAD START
POLICY COUNCILS
Head Start and Early Head Start are national structure. The Head Start Program
models of early care and education with Performance Standards describe what policy
strong foundations in family engagement and councils do and who can be a member.
community partnership. The founders of Head
Policy council members make decisions about
Start viewed parents as essential partners in
how the program operates and give important
the agency’s work to educate young children
input related to program funding and human
and ensure their health and well-being. They
resources, for example. Parents who serve on
believed that parents receiving Head Start
the council receive training and support to
services should help decide how those
ensure they are prepared to make those
services could most benefit their family and
decisions. Serving on the policy council
other families in the community.
strengthens parents’ leadership and advocacy
As a result, Head Start created a formal skills as well as their connections to their
leadership and policymaking role for parents peers and the community.
and community members, referred to in Head
Head Start offers a number of useful policy
Start/Early Head Start programs as a “policy
council resources for both organizations and
council.” Today, every Head Start and Early
parents.
Head Start agency is required to have a policy
council as part of its shared leadership
GROWING AUTHENTIC PARTNERSHIPS WITH PARENTS,

CAREGIVERS, AND YOUTH
Today’s human services leaders are ■ Setting organizational policy
recognizing that opportunities for meaningful ■ Establishing research agendas, gathering
engagement with current and past program data, and interpreting findings
recipients extend far beyond soliciting input,
■ Helping with publications and messaging
inviting representation at meetings, or hosting
panel presentations at conferences. Parents, ■ Educating policymakers and leading
caregivers, and youth can play meaningful systems-change efforts
roles in all areas, including but not limited to ■ Making funding decisions
the following:
■ Advising and engaging in community
■ Strategic sharing of their lived experience collaboratives
■ Codesigning, selecting, and improving
The Children’s Trust Fund Alliance (CTFA)
programs
outlines four stages of building and sustaining
■ Developing practice models and standards effective parent partnerships (Similar
■ Ensuring greater attention to the diverse strategies can apply to partnerships with other
cultural interests of families caregivers and/or youth.):
■ Providing direct services, such as through 1. Strong partnerships begin with self-
parent partner programs reflection. Before engaging parents,
caregivers, or youth, organizational leaders
■ Participating in governance and hiring
are encouraged to reflect on why the
personnel
partnership is important; what strengths

family members offer; what the CTFA’s website offers useful resources on
organization can offer in return; and what partnering with parents. FRIENDS National
benefits they hope to achieve for Center for Community-Based Child Abuse
themselves, their programs, their Prevention also offers a guidebook for
organization, and the families they serve. meaningful parent leadership and parent-
2. Partnerships support participation in a practitioner collaboration.
variety of forms. When parents,
caregivers, and youth can contribute to a
program in a way that builds on their
unique strengths, it respects their voice
and their culture, encourages their “Prevention begins with
participation, and supports opportunities
authentic relationships in the
for growth.
community and with parents.
3. Partnerships link organizations to
The Birth Parent National
community. Parent, caregiver, and youth
partners can be strong allies in carrying the Network seeks to push our
mission and messaging of an organization country forward by elevating
or program to the broader community. This the voices of parents and
can help build credibility and trust with organizations that are bold
other families. Many parents and youth
who come to the attention of a program
enough to scream, ‘Parents
director are already established leaders in aren’t broken!’ We see
their own communities. It is easier to build parents as treasured
relationships if these community leaders leaders—wise and filled with
feel their culture is respected and see the
hope. I encourage all to
direct benefits their work with you can have
in their own community.
continue mining for gold,
not digging for dirt. There’s
4. Partnerships invite people with lived
experience to mentor others. It is a nugget inside of all of us. If
important to have more than one or two you can’t find it, you’re not
partners with lived experience—and to looking hard enough.”
continually cultivate new lived experience
leaders—so that the organization can —Corey Best, member, Birth
benefit from diverse perspectives and Parent National Network, founder,
individuals are not overextended. With Mining for Gold
support and encouragement, experienced
parents, caregivers, and youth can become
involved in State-level project design,
grant reviews, policy development, hiring
activities, and interagency activities. The
best way to ensure a continuum of
partnerships with people with lived
experience is to create a wide variety of
activities and encourage current partners
and leaders to invite others to participate.
45
Parents and Children Together-St. Louis (PACT-STL) is a 5-year initiative funded by
the Children’s Bureau in 2019 through a Community Collaborations to Strengthen
and Preserve Families grant. The project aims to reduce entries into foster care by
linking families to the services they need before stressors become crises. PACT-STL
Community
Collaborations to maintains a strong commitment to centering the voices of parents with lived
Strengthen and experience in all aspects of the project.
Preserve Families
PACT-STL uses a parent-facilitated café model to encourage dialogue about the
Parents and community’s most pressing issues and concerns. Gatherings include traditional
Children parent cafés and dad cafés that focus on building the protective factors within
Together-St. families, as well as vitality cafés (focused on individual growth and well-being) and
Louis (MO)
community cafés (focused on positive community change). Participant outcomes
include improved communication skills, increased patience with children, and
strengthened community support and connection.
When PACT-STL began to see a decline in participation in its café offerings, it turned
to its Parent and Youth Advisory Council (PYAC) for insight. Open to all parents and
caregivers who have experience with the child protection system, PYAC provides
feedback on proposed activities, identifies systemic changes needed to better serve
families, and helps promote PACT-STL activities. This group identified several
strategies that were implemented in 2022 to increase café engagement, including
more flexible scheduling, the use of social media and ambassadors to recruit
participants, and a hybrid networking model.
PACT-STL is committed to supporting the growth and development of all community

leaders and advocates. They offer frequent training opportunities to both parents
and caregivers and service providers on topics such as Culturally and Linguistically
Appropriate Services Standards, Parent Café Training Institutes, and Advocacy 101.
In addition, the collaborative that is responsible for overseeing all PACT-STL
activities must draw at least 10 percent of its members from PYAC to ensure that
parents with lived experience are represented at all levels of PACT-STL.

SHARING POWER WITH COMMUNITIES
Successful prevention program but may lack the resources to establish a
implementation and assessment require a robust level of evidence required to meet
deep understanding of the communities you EBP standards.
hope to serve. That means not only extending ■ Engage community members in
invitations but listening to and incorporating designing and completing program
input from community leaders. This can best evaluations. Community voice should
be achieved by attending to power dynamics help drive the questions asked and the
and seeking ways to share power more criteria for determining whether a program
equitably. Consider taking the following is successful.
actions:
■ Seek out grassroots organizers.
■ Make meaningful community Grassroots organizations are often more
engagement a priority. Community flexible in their use of funds, and
engagement should not be limited to organizers typically have a different view of
consultation on specific issues or and relationship with the community than
campaigns. Seek opportunities to solicit service providers.
and use the perceptions, experiences, and
■ Compensate community experts and
recommendations of community members
provide meaningful leadership
to make systems-level improvements and
opportunities. Offering compensation
to use their input in making critical
and opportunities for growth, in addition
decisions that affect their lives.
to a “seat at the table,” shows you value
■ Partner “content experts” (those with the community and builds trust.
expertise about child abuse prevention
■ Hire staff that represent the community.
and family support) with “context
Ideally, this should include people with
experts” (those with lived experience in
lived experience but at minimum it should
the community) early and continuously.
include those who reflect the community
Value the knowledge and experience of
served in race, ethnicity, and culture.
both.
■ Be present in the communities you
■ Implement culturally relevant EBPs.
serve. The more you live, play, and show
Implemented well, EBPs can increase the
up in the community you serve, the more
likelihood of positive outcomes and satisfy
the people of that community will trust
funders who increasingly require this
you. Shop, recreate, and attend
approach. However, it is important for
community and school events to break
selected practices to be effective for the
down artificial barriers.
targeted community. This requires the
involvement of the community in ■ Be flexible in engagement strategies
identifying, assessing, and implementing and with expected outcomes. Youth and
strategies that are both supported by families don’t exist in the 9-to-5 world. If
scientific research and consistent with the you want to share power, being accessible
community’s culture and values. at times convenient for them is a must. Let
go of what you think that engagement and
■ Recognize promising practices. Where
power sharing are “supposed” to look like.
possible, consider implementing or
Often what occurs is not what was
partnering with practices and services that
expected, but it may be even better.
are highly valued within the community
47
■ Be open to transformative change— set of theme-based discussion prompts and
truly doing things differently. activities and is organized into five principles:
Transformation is more likely when ■ Context centers on truth and
meaningful community engagement reconciliation, which requires leaning into
occurs because community members may this work from a place of humility and
be less attached to the status quo.11 acknowledgement of harm done. It asks
Organizations and systems will benefit leaders to reflect on their role in the system
most from community engagement when and use that as a starting point for change.
they do their best to engage diverse
members of the community, actively seek ■ Compassion prioritizes psychological
out new and different perspectives, and safety and well-being to support the
are willing to engage in difficult human and emotional needs of leaders,
conversations. staff, and families.
■ Change requires personal and
Dear Leaders: Establishing Trust to professional development in new
Support Meaningful Cocreation ways. Change-oriented leaders reflect on
the power they hold as individuals and the
“Cocreation” or codesign is a participatory areas they need to grow to nurture their
process of designing programs, services, teams and their community.
and systems in which community members
■ Consistency centers around follow up and
with lived expertise collaborate equally with
follow through and talking less and doing
program leaders and staff.
more. Consistent leaders are brave in the
Agencies that wish to engage parents, youth, face of discomfort and affirm their
and community members in codesign efforts commitment by taking action despite
often face a common challenge—a lack of challenges that stand in their way.
trust. In 2021, Alia convened a group of lived ■ Collaboration is about sharing power and
experts and child welfare leaders in a human- creating ways to actively amplify and
centered design process facilitated by the design with people with lived
global design and innovation company IDEO experience—without tokenizing
to help child welfare systems connect with them. Collaborative leaders strive to build
communities as they rebuild after COVID-19. relationships of mutuality and solidarity
The how-to guide to community codesign with their teams, families, and those
became a how-to guide for systems to impacted by the system to move the work
become more trustworthy partners. The result forward.
is Dear Leaders.
You can find more information or download
Dear Leaders is a resource designed to help the tool on the Alia website.
systems create the conditions for bringing
family voice and power to the system by
guiding leaders and workers in systems to
listen deeply without agenda, recognize harm,
plan for accountability, and communicate with
transparency. Dear Leaders comprises a
11
Smart, J. (2017). Critiques of collective impact: Need for policy and systems change. In: Collective impact: Evidence
and implications for practice. CFCA Paper No. 45. Child Family Community Australia.

Supported Families, Stronger Community (SFSC) is a 5-year interagency effort led by
the Larimer County (CO) Department of Human Services, supported by a
Community Collaborations to Strengthen and Preserve Families grant. The project
relies on families as experts and utilizes a care coordination and system navigation
Community model to help families develop and improve protective factors, increase support
Collaborations to
networks, and gain access to needed services and supports.
Strengthen and
Preserve Families Community voices are at the center of the evaluation plan. For example, the
Promoting evaluation team identified, engaged, and compensated an individual with lived
Equity Through expertise to serve on the evaluation team with specific responsibilities for qualitative
Community data collection and analysis. The community consultant’s perspectives also informed
Engaged the instrument development, recruitment, and facilitation of interviews and focus
Research groups. SFSC participants were offered multiple, flexible ways to participate in these
(Larimer County, data-collection activities, and they also were compensated for their time. As a result,
CO) family participation in the initiative has been enhanced.
Community-based participatory research methods are prioritized in every aspect of

the evaluation. The evaluation team maintains open communication with
implementation partners, including the community navigators who bring lived
expertise to their roles, to ensure programming is driven by family needs, not metrics.
A continuous quality improvement group of community partners helps the team
cocreate easily digestible data visualizations that are contextualized within broader
initiative goals and accessible to a wide audience. This is important because it allows
the evaluation team to interpret data in partnership with community. This opens the
process to new perspectives, questions, and challenges and promotes more effective
power sharing. Considerations brought forth by community partners have impacted
significant aspects of the initiative’s implementation, including the decision to expand
eligibility criteria from 2 county ZIP codes to all 28 county ZIP codes.
Ohio Children’s Trust Fund (OCTF) received an FSPP grant in September 2021 to
support cross-sector approaches to primary prevention at the State and local levels.
Leaders from multiple State departments come together regularly to discuss how
families are experiencing State systems and explore strategies that can be tested in
Family Support county demonstration sites.
Through Primary
Prevention Intentional engagement of people with lived experience has been central to Ohio’s
Ohio approach. The State cross-sector group has a trichair structure that includes a
Children’s representative from OCTF, one from the Governor’s Children’s Initiative, and a parent
Trust Fund representative. In one of its earliest meetings, the group participated in a full-day
retreat facilitated by Alia, drawing from the Dear Leaders toolkit (as previously
described on page 48).
OCTF has been laying the groundwork for a high level of parent leadership for several
years, through the creation of regional prevention councils and implementation of a
parent advocacy training throughout the State. Providers and parents complete the
training in pairs and then work together to train other parent and provider teams to
advocate effectively for change within public systems. Ohio is also working to create a
centralized lived-experience advisory council at the State level that would be charged with
lifting up the perspectives and recommendations of various local and regional groups.
49
CHAPTER 5
The following are questions to consider as your organization enhances its partnerships and
power sharing with people with lived expertise. They were designed to be used for reflection
about direct practice with families and as a starting point for conversations within community
groups, agencies, or jurisdictions.

■ How might personal biases affect the way that staff interact with families? How could we learn more
about our implicit biases?
■ Do direct-services staff actively live in the communities they serve? If not, where are there opportunities
to get involved or connected to activities in those communities outside of work?
■ In our work with families, how do we seek out and demonstrate respect for the wisdom of their cultural
and community leaders?
■ Do direct-services staff know about opportunities to promote the voice and leadership of parents,
caregivers, and youth in our agency or the communities we serve? How could we help create those
opportunities if they do not exist?

Questions to Consider About Organizational Culture:
■ How does our organization demonstrate that we value and incorporate parent, caregiver, and youth
voices?
– Does our organization have a parent or youth advisory council? If not, is our leadership open
to starting one?
– Are parents, caregivers, and youth offered a variety of meaningful ways to contribute their
perceptions, experiences, and recommendations at all levels of planning and decision-making
(according to their strengths and skills)? Are they compensated for their time and offered
training for leadership roles?
■ How does our organization demonstrate that we value community voice?

– Does our organization seek out and compensate community members for their expertise?
– How are community members, especially in communities negatively impacted by racial
inequality, meaningfully involved in the creation, implementation, and evaluation of programs
and policies that affect their lives?
– Does the composition of our staff reflect the communities we serve?
51
CHAPTER SIX
Protective Factors
Conversation Guides
for Partnering With
Families
The innermost layer of the social-ecological model represents ways that we can support
individual families in protecting their children and helping them thrive. The conversation
guides in this chapter were created to help you engage parents and caregivers in personalized,
constructive conversations about how the protective factors contribute to positive outcomes for
families. Each guide targets one of the six factors:
■ Nurturing and Attachment: “We love each other”
■ Knowledge of Parenting: “I can choose what works best for my children”
■ Parental Resilience: “I deserve self-care”
■ Social Connections: “We are connected”
■ Concrete Support for Families: “I can find help for my family”
■ Social/Emotional Competence: “I help my child learn social skills”

They are designed for an interactive experience. Using the Guide for Professionals that accompanies
each conversation guide, professionals can walk families through the process of selecting and adding
content that applies to each family’s unique circumstances and goals. All guides are provided in both
English and Spanish and can be used one on one or in a group setting.
HOW TO USE THESE GUIDES

1 Prepare for the conversation by reviewing the content, reading the Guide for
Professionals, and identifying some local resources to share with families who
need them.
2 Have the conversation in a calm environment. Consider meeting parents and

children at a local park, or take a walk with them on a nice day while you talk.
3 Review key points with the caregiver, using the Guide for Professionals that
accompanies each conversation guide.
4 Build on strengths. Encourage caregivers to talk about what they know and
are doing well.
5 Encourage caregivers to consider other strategies that they could use,

would like to use, or have seen others use. Be sure to have the parents record
those ideas in their own words, if they are able, to help them remember later.
6 Ask them to try one new thing in the coming week.
7 Focus on the positive, but don’t minimize real concerns. Families’ openness
to these conversations will vary. Sometimes, overwhelming stressors will make it
difficult to think beyond a present crisis. Address those concerns first.
These conversation guides are intended to stimulate thinking—not to represent all possible ways
to discuss each factor. Feel free to adapt this approach and language to suit your community and
caregivers’ needs. Then, tell us about it by taking our survey at https://bit.ly/resourceguidesurvey.
We would love to hear how you’re using this information in your community!
53
Nurturing and
Attachment
We Love Each Other

GUIDE FOR PROFESSIONALS
Strong early bonds with caregivers build healthy brains. Nurturing and attachment with caring adults in early
life is associated with better grades, healthier behaviors, stronger friendships, and an increased ability to cope
with stress later in life.
Nurturing is important at all ages. Parents nurture their children as they grow by making time to listen to them,
being involved and interested in their child’s school and other activities, staying aware of their interests and
friends, and being willing to advocate for their children and youth when necessary.
Trauma and stress can interfere with parents’ ability to nurture their children. Daily or acute stressors, such
as financial stress, family or community violence, past traumas, or caring for a child with special needs, can make
taking time to focus on nurturing more challenging for some parents. They may need extra reassurance that
showing their children love and affection makes a difference.
It is important to explore and acknowledge differences in how families show affection.
Key Points to Cover With Families
Showing love for your ■ Ask: What gets in the way of nurturing?
children matters a lot! ■ Prompt for acute and/or daily stressors and challenging child behaviors.
Talk about how children’s ability to show affection can also affect
parenting.
■ Ask: Did you know that the love you show for your children actually
grows their brains and makes them smarter? Little things every day
add up.
Families show affection in ■ Set the tone: I’m interested in learning how love and affection are
different ways. A variety of expressed in your family.
factors—including how our own ■ Go through the list and ask parents to circle or check the ways they like
parents showed affection to us to show affection to their children.
or didn’t—can affect how we ■ Encourage parents to add other ways that aren’t on the list.
nurture our children.
Some days are easier than ■ Ask: What gets in the way of nurturing? (Prompt for acute and/or daily
others. stressors and challenging child behaviors.)
■ Ask: What do you do to care for yourself so that these things don’t get
in the way of showing the love you feel for your child?
Children need nurturing ■ Encourage parents to write one thing on the calendar they could do
every day. each day to show their children how much they are loved.

We Love Each Other
C O N V E R S AT I O N G U I D E
How I show my children love:
□ Listen to their stories □ Play a game □ Attend school or cultural events

□ Say “I love you” □ Talk about feelings
together
□ Sing songs to them □ Laugh about something silly

□ Thank them for helping out
□ Snuggle, hug, or connect in other □ Get to know their friends

□ Read together
ways
□ Ask them about their day
□
□ Make a meal or snack together
□ Praise them and/or celebrate good
□
□ Take walks or play outside together news together □
□ Do arts and crafts □ Tell them what life was like when I □
was a kid
How I will show my children love this week:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
2023/2024 Prevention Resource Guide

Crianza afectiva
y apego
Nos amamos unos a otros

G U Í A PA R A P R O F E S I O N A L E S
Los fuertes lazos tempranos con proveedores de cuidado construyen cerebros saludables. La crianza afectiva
y el apego a adultos afectuosos en la vida temprana se asocian con mejores calificaciones, comportamientos más
saludables, amistades más fuertes y una mayor capacidad para enfrentar el estrés en el futuro.
La crianza afectiva es importante en todas las edades. Los padres promueven el desarrollo de sus hijos al
dedicarles tiempo y escucharlos, participar y mostrar interés en la escuela y actividades de sus hijos, estar al tanto
de sus intereses y amigos, y estar dispuestos a abogar por sus hijos y jóvenes cuando sea necesario.
El trauma y el estrés pueden interferir con la capacidad de los padres para cuidar a sus hijos. Para algunos
padres, los factores estresantes diarios o agudos (como estrés financiero, violencia familiar o comunitaria, traumas
pasados o cuidar a un niño con necesidades especiales) pueden hacer que sea difícil enfocarse en la crianza
afectiva. Pueden necesitar reconfirmación de que mostrarles amor y afecto a sus hijos marca una gran diferencia.
Es importante explorar y reconocer las diferencias en cómo las familias muestran afecto.
Puntos clave a tratar con las familias
¡Mostrar amor por sus hijos ■ Pregunte: ¿Qué impide el cuidado afectuoso?
es muy importante! ■ Pregunte sobre factores estresantes agudos o diarios y comportamientos
difíciles de los niños. Explique que la capacidad de los niños para
mostrar afecto también puede afectar cómo los padres crían a sus hijos.
■ Pregunte: ¿Sabía que el amor que muestra por sus hijos en realidad
hace crecer sus cerebros y los hace más inteligentes? Las pequeñas
cosas se acumulan todos los días.
Las familias muestran afecto ■ Establezca el tono: Me interesa saber cómo se expresan el amor y el
de diferentes formas. Varios afecto en su familia.
factores, incluyendo cómo ■ Repase la lista y pídales a los padres que marquen las formas en las
nuestros propios padres nos que les gusta mostrar afecto a sus hijos.
demostraron o no el afecto, ■ Anime a los padres a agregar otras formas que no están en la lista.
pueden afectar cómo criamos a
nuestros hijos.
Algunos días son más fáciles ■ Pregunte: ¿Qué impide el cuidado afectuoso? (Pregunte sobre factores
que otros. estresantes agudos o diarios y comportamientos difíciles de los niños).
■ Pregunte: ¿Qué hace para cuidar de sí mismo para que estas cosas no
le impidan mostrar el amor que siente por su hijo?
Los niños necesitan cariño y ■ Anime a los padres a escribir en el calendario una cosa que podrían
afecto todos los días. hacer cada día para mostrarles a sus hijos cuánto los aman.

Nos amamos unos a otros
GUÍA DE CON V ERSACIÓN
Cómo les muestro amor a mis hijos:
□ Escuchar sus cuentos □ Jugar un juego □ Asistir juntos a eventos escolares o

□ Decir “Te quiero” □ Hablar sobre los sentimientos
culturales
□ Cantarles canciones □ Reírnos juntos

□ Darles las gracias cuando ayudan
□ Acurrucarlos, abrazarlos o conectar □ Conocer a sus amigos

□ Leer juntos
con ellos de otra manera
□ Preguntarles sobre su día
□
□ Hacer una merienda o comida
□ Elogiarlos y / o celebrar buenas
□
juntos
noticias juntos □
□ Caminar o jugar al aire libre juntos
□ Contarles cómo era la vida cuando □
□ Hacer manualidades yo era niño
Cómo les mostraré a mis hijos el amor esta semana:
Domingo Lunes Martes Miércoles Jueves Viernes Sábado

Knowledge of
Parenting
I Can Choose What Works Best for

My Children
Knowledge of parenting and child development is an important protective factor. Parents who understand
the usual course of child development are more likely to provide their children with developmentally appropriate
limits, consistent rules and expectations, and opportunities that promote independence.
No parent can be an expert on all aspects of child development or on the most effective ways to support a
child at every age. As children grow, parents will need to continue to learn and respond to children’s emerging
needs.
Parenting styles need to be adjusted for each child’s unique temperament and circumstances. Parents of
children with special needs may benefit from additional coaching and support.
Children have reasons for ■ Work with the parent to identify a challenging behavior they have seen
behaving the way they do. recently.
■ Ask: What do you think your child is feeling or needing from you?
Parenting is a tough job! ■ Ask: What is going well with your child? What is not working as well?
Every parent has strategies ■ This is an opportunity to explore the parent’s perspective.
that work and areas where they
■ If a strategy is harmful (e.g., spanking), suggest positive alternatives.
struggle.
How we were parented ■ It is natural to parent our children the way our parents did or to try to
affects our parenting. avoid repeating our parents’ mistakes.
■ Ask: How do you think the way you were parented influences your
parenting decisions?
No parent can know ■ Ask: Where do you go when you have questions about parenting?
everything. All parents need (e.g., family, media, teachers, friends, books)
advice at times. ■ Offer resources where they could get expert advice, such as parenting
classes or online sources (e.g., CDC, National Parent and Youth
Helpline, healthychildren.org, or Abriendo Puertas/Opening Doors).
It takes time to change ■ Encourage parents to commit to one small change.

habits, but it is never too late ■ Ask: What do you think will work best for your child and family?
to try something new.

I Can Choose What Works Best for My Children
Being a great parent is part natural and part learned. All parents face challenges and need
advice along the way.
Child’s Name: Challenging Behavior:
What’s ■ Why do I think my child behaves this way?

Happening ■ What do I notice before this behavior occurs?
■ What makes it better or worse?
Current ■ How do I handle this now?

Strategy ■ How is this working for us?
My History ■ How did my parents handle this behavior when I

was a child?
■ How did I respond?
■ What do I like and dislike about their approach?
Trusted ■ Who do I trust for parenting advice?

Experts ■ How do they suggest I handle this behavior?
■ What do I like and dislike about this approach?
Things to ■ What is the one thing I could try before, during,

Try or after the behavior occurs?
■ Where could I receive additional support, if I
need it?

Conocimientos
sobre la crianza
Puedo elegir lo que funciona mejor

para mis hijos
Tener conocimientos sobre la crianza y el desarrollo de los niños es un factor de protección importante. Los
padres que entienden el curso usual del desarrollo de los niños son más propensos a proporcionar a sus hijos límites
apropiados para su desarrollo, reglas y expectativas consistentes y oportunidades que promuevan la independencia.
Ningún padre puede ser un experto en todos los aspectos del desarrollo de los niños o en las maneras más
eficaces de apoyar a un niño en cada edad. A medida que los niños crecen, los padres necesitarán continuar
aprendiendo y respondiendo a las necesidades cambiantes de los niños.
Los estilos de crianza necesitan ser ajustados según el temperamento y las circunstancias únicas de cada
niño. Padres de niños con necesidades especiales pueden beneficiarse de ayuda y apoyo adicionales.
Los niños tienen razones para ■ Trabaje con el padre para identificar un comportamiento difícil que ha
comportarse de la manera visto recientemente.
que lo hacen. ■ Pregunte: ¿Qué cree que su hijo está sintiendo o necesitando de usted?
¡La crianza de hijos es un ■ Pregunte: ¿Qué está funcionando con su hijo? ¿Qué no está
trabajo difícil! Todos los funcionando tan bien?
padres tienen estrategias que ■ Esta es una oportunidad para explorar la perspectiva de los padres.
funcionan, como también áreas ■ Si una estrategia es dañina (por ejemplo, dar palmadas o nalgadas),
que les causan dificultades. sugiera alternativas positivas (enlace en inglés).
La forma en que fuimos ■ Es natural que criemos a nuestros hijos de la manera en que nuestros
criados afecta nuestra forma padres nos criaron, o de tratar de evitar repetir los errores de nuestros
de criar. padres.
■ Pregunte: ¿Cómo cree que la forma en que fue criado influye en sus
decisiones de crianza?
Ningún padre puede saberlo ■ Pregunte: ¿A dónde acude cuando tiene preguntas sobre la crianza? (por
todo. Todos los padres ejemplo, familiares, medios de comunicación, maestros, amigos, libros)
necesitan consejos de vez en ■ Ofrezca recursos donde puedan recibir asesoramiento experto,
cuando. como clases de crianza o fuentes en línea (por ejemplo, los CDC,
healthychildren.org en español o Abriendo Puertas/Opening Doors).
Se necesita tiempo para ■ Anime a los padres a comprometerse a hacer un cambio pequeño.
cambiar los hábitos, pero ■ Pregunte: ¿Qué cree que funcionará mejor para su hijo y familia?
nunca es demasiado tarde
para probar algo nuevo.

Puedo elegir lo que funciona mejor para mis hijos
Ser un gran padre es en parte natural y en parte aprendido. Todos los padres enfrentan
desafíos y necesitan consejos de vez en cuando.
Nombre del niño: Comportamiento difícil:
Qué está ■ ¿Por qué creo que mi hijo se comporta así?

sucediendo ■ ¿Qué noto antes de que ocurra este comportamiento?
■ ¿Qué hace que empeore o mejore el comportamiento?
Estrategia ■ ¿Cómo manejo esto actualmente?

actual ■ ¿Cómo nos está funcionando esta estrategia?
Mi historia ■ ¿Cómo manejaban mis padres este comportamiento

cuando yo era un niño?
■ ¿Cómo respondía yo?
■ ¿Qué me gusta y qué no me gusta de su estrategia?
Expertos de ■ ¿En quién confío para pedir consejos de crianza?

confianza ■ ¿Cómo sugieren ellos que maneje este
comportamiento?
■ ¿Qué me gusta y qué no me gusta de esta estrategia?
Cosas para ■ ¿Qué es una cosa que podría probar antes, durante o
probar después de que ocurra el comportamiento?
■ ¿Dónde podría encontrar apoyo adicional, si lo
necesito?

Parental Resilience
I Deserve Self-Care
Resilience is the flexibility and inner strength to bounce back when things are not going well. Parents with
resilience are better able to protect their children from stress and can help children learn critical self-regulation
and problem-solving skills.
All parents have strengths and resources that can serve as a foundation for building their resilience. These may
include faith, flexibility, humor, communication, problem-solving, caring relationships, or the ability to identify and
access needed services.
Self-care is important, but it is only part of the picture. Families experiencing multiple life stressors—such
as a history of trauma, health concerns, marital conflict, substance use, or community violence—and financial
stressors—such as unemployment, financial insecurity, or homelessness—face more challenges coping effectively
with typical day-to-day stresses of raising children.
Addressing stressors in the family, community, and society will ultimately create stronger, more resilient
families.
Parenting is stressful, and ■ Ask: What do you notice when you are under a lot of stress? How is
some situations are more your parenting affected when you are stressed?
difficult than others. Too ■ Share some common effects of stress—such as changes in eating or
much stress can make it harder sleeping habits or feelings of depression or hopelessness—if they are
to parent effectively. having trouble coming up with ideas.
Stress affects children, too. ■ Talk with caregivers about how children can pick up on family stress and
show many of the same signs.
■ Ask: How can you tell when your child is feeling stressed?
Everyone has strengths that ■ Ask: What kinds of things do you do to take care of yourself and
they draw on during difficult manage stress?
times. ■ Encourage them to circle items on the guide or write their own answers
in the category where they fit.
■ Then, prompt caregivers to think of and record other self-care strategies
that they could use, would like to use, or have seen others use.
■ Ask: What is one new self-care activity you can commit to this week?
The National Parent and Youth Helpline may also be a valuable resource for families.

I Deserve Self-Care
When I am feeling stressed, I can:
Mind Spirit
□ Watch something that makes me □ Spend time outdoors

laugh
□ Meditate or pray One thing I will do this week
□ Write down my thoughts
□ Connect with my faith community
to care for myself is …
□ Do something creative (draw, work (church, mosque, temple, etc.)

on a puzzle, sing, etc.)
□
□ □
□ □
Body Community
□ Have a cup of coffee or tea □ Play a game with my children

□ Take a nap □ Spend time with family or friends
□ Walk, stretch, or exercise □ Connect to my local parent-
□ teacher association or other
support group
□ □
□ □

Resiliencia parental
Me merezco el autocuidado
La resiliencia es la flexibilidad y la fuerza interna para recuperarse cuando las cosas no van bien. Los
padres con resiliencia tienen más capacidad para proteger a sus hijos del estrés y pueden ayudarlos a aprender
habilidades esenciales de autorregulación y resolución de problemas.
Todos los padres tienen fortalezas y recursos que pueden servir como base para desarrollar su resiliencia. Estos
pueden incluir su fe, flexibilidad, humor, comunicación, capacidad para resolver problemas, relaciones afectuosas o
su capacidad para identificar y acceder a los servicios necesarios.
El autocuidado (cuidar de sí mismo) es importante, pero es solo una parte del panorama. Las familias con
múltiples factores de vida estresantes (como un historial de trauma, problemas de salud, conflictos matrimoniales, uso
de sustancias o violencia comunitaria) y factores estresantes financieros (como el desempleo, la inseguridad financiera
o la falta de hogar) enfrentan más dificultades para lidiar de manera efectiva con el estrés típico de criar hijos.
Abordar los factores estresantes en la familia, comunidad y sociedad creará familias más fuertes y resilientes.
La crianza de los hijos ■ Pregunte: ¿Qué nota cuando está muy estresado? ¿Cómo se ve
es estresante, y algunas afectada la manera en que cría a sus hijos cuando está estresado?
situaciones son más difíciles ■ Mencione algunos ejemplos de efectos comunes del estrés (como
que otras. Demasiado estrés cambios en los hábitos alimenticios o de sueño, o sentimientos de
puede dificultar la crianza depresión o desesperanza) si les cuesta pensar en ideas.
efectiva.
El estrés también afecta a los ■ Hable con los proveedores de cuidado sobre el hecho de que los
niños. niños pueden detectar el estrés de su familia y mostrar muchos de los
mismos signos.
■ Pregunte: ¿Cómo sabe cuándo su hijo se siente estresado?
Todas las personas tienen ■ Pregunte: ¿Qué tipo de cosas hace para cuidarse a sí mismo y manejar
fortalezas a las que recurren el estrés?
en tiempos difíciles. ■ Anime a los proveedores de cuidado a que encierren en un círculo los
elementos en la guía o que escriban sus respuestas en la categoría
correspondiente.
■ Luego, pídales que piensen en y anoten otras estrategias de
autocuidado que podrían usar, les gustaría usar, o han visto a otros usar.
■ Pregunte: ¿Cuál es una nueva actividad de autocuidado que puede
comprometerse a hacer esta semana?
El National Parent and Youth Helpline (en inglés), una línea de ayuda nacional para padres y jóvenes, también
puede ser un buen recurso para familias.

Me merezco el autocuidado
Cuando me siento estresado, puedo:
Mente Espíritu
□ Mirar algo que me hace reír □ Pasar tiempo al aire libre

□ Anotar mis pensamientos □ Meditar o rezar Una cosa que haré esta
semana para cuidarme es …
□ Hacer algo creativo (dibujar, hacer □ Conectarme con mi comunidad de
un rompecabezas, cantar, etc.) fe (iglesia, mezquita, templo, etc.)
□ □
□ □
□
Cuerpo Comunidad
□ Tomar una taza de café o té □ Jugar un juego con mis hijos

□ Tomar una siesta □ Pasar tiempo con mi familia o
□ Caminar, hacer estiramientos o
amigos
ejercicio □ Conectarme a mi asociación local
□ de padres y maestros u otro grupo
de apoyo
□ □
□ □
Social Connections
We Are Connected
All parents need emotional support. Social connections (supportive friends, family, neighbors, and community
groups) help parents care for their children and themselves.
Social connections support children in multiple ways. A parent’s positive relationships give children access to
other caring adults, model important relational skills, and increase the likelihood that children will benefit from
involvement in positive activities.
Building positive relationships may require extra effort for some families—including those who are new
to a community, recently divorced, or first-time parents. Additionally, some parents may need to develop self-
confidence and social skills before they can expand their social networks.
All parents need ■ Explain that this conversation guide is a tool to help the parent “map” their
support sometimes. sources of social support.
■ Emphasize that there is no wrong way to complete this worksheet.
■ Have the caregiver put their name or family name in the center circle.
Support can come ■ Ask: Who are the people in your circle of support?
from family, friends, ■ If needed, prompt for names of friends, family, neighbors, and helping
neighbors, or other professionals.
helpful people. ■ Add their names in circles or other shapes around the center circle of the ecomap.
Social support ■ Ask: What groups or organizations are part of your family’s life? (e.g., faith
can be found communities, schools, workplaces, community centers)
by belonging to ■ Add them in the circles where they belong.
groups.
Not all connections ■ Ask: How well do each of these connections support you as a parent?
are equally ■ Invite the caregiver to show differences with different colors, solid vs. dotted
supportive. lines, or arrows indicating which direction(s) support flows.
■ Ask: Looking at this map, what do you notice about the connections in your life?
■ It may be important to take some time to help caregivers process their feelings
about the current amount of social support in their life.
Making new ■ Ask: Would you like to have more support? How do you go about making new
connections can be connections? What are the challenges?
challenging, but it is ■ Ask: What is one thing you can commit to doing this week to strengthen your
possible. social connections?

We Are Connected
All families need support. Connecting with others helps to build a strong support system.
‘s
Support System
One thing I will do this week to strengthen my connection to others is:

Conexiones
sociales
Estamos conectados
Todos los padres necesitan apoyo emocional. Las conexiones sociales (amigos de apoyo, familiares, vecinos y
grupos comunitarios) ayudan a los padres a cuidar de sus hijos y de sí mismos.
Las conexiones sociales apoyan a los niños de varias maneras. Las relaciones positivas de los padres con otras
personas dan a los niños acceso a otros adultos que se preocupan por ellos, modelan habilidades relacionales
importantes y aumentan la probabilidad de que los niños se beneficien de la participación en actividades positivas.
La creación de relaciones positivas puede requerir un esfuerzo adicional para algunas familias, incluidas
familias que son nuevas en una comunidad, familias recientemente divorciadas o padres primerizos. Algunos
padres pueden necesitar desarrollar su confianza en sí mismos y sus habilidades sociales antes de poder expandir
sus redes sociales.
Todos los padres ■ Explique que esta guía de conversación es una herramienta para ayudar a los
necesitan apoyo padres a identificar sus fuentes de apoyo social.
de vez en cuando. ■ Enfatice que no hay una manera incorrecta de completar esta hoja de trabajo.
■ Pídale al proveedor de cuidado que ponga su nombre o apellido en el círculo central.
El apoyo puede ■ Pregunte: ¿Quiénes son las personas en su círculo de apoyo?

provenir de ■ Si es necesario, solicite nombres de amigos, familiares, vecinos y profesionales.
familiares, amigos,
■ Anote los nombres dentro de círculos u otras formas alrededor del círculo central
vecinos u otras del diagrama o “ecomap” (enlace en inglés).
personas.
El apoyo social se ■ Pregunte: ¿Qué grupos u organizaciones forman parte de la vida de su familia? (por
puede encontrar ejemplo, comunidades de fe, escuelas, lugares de trabajo, centros comunitarios)
uniéndose a ■ Añádalos en círculos donde pertenecen.
grupos.
No todas las ■ Pregunte: ¿Qué tan bien le apoyan cada una de estas conexiones como padre?
conexiones ■ Invite al proveedor de cuidado a mostrar diferencias usando colores, líneas sólidas
ofrecen el mismo o punteadas o flechas indicando en qué dirección(es) fluye el apoyo que recibe.
nivel de apoyo. ■ Pregunte: Mirando este diagrama, ¿qué nota sobre las conexiones en su vida?
■ Puede ser importante tomar tiempo para ayudar al proveedor de cuidado a
procesar sus sentimientos acerca de la cantidad actual de apoyo social en su vida.
Hacer nuevas ■ Pregunte: ¿Le gustaría tener más apoyo? ¿Qué hace usted para formar nuevas
conexiones puede conexiones? ¿Cuáles son los desafíos?
ser difícil, pero sí ■ Pregunte: ¿Qué es una cosa que puede comprometerse a hacer esta semana para
es posible. fortalecer sus conexiones sociales?

Estamos conectados
Todas las familias necesitan apoyo. La conexión con otras personas ayuda a crear un sistema
de apoyo fuerte.
Sistema de
apoyo de
Una cosa que haré esta semana para fortalecer mi conexión a otras personas es:

Concrete Support
for Families
I Can Find Help for My Family

Caregivers whose concrete needs are met have more time and energy to devote to their children’s safety
and well-being. When families do not have steady financial resources, lack a stable living situation, or cannot
afford food or health care, their ability to support their children’s healthy development may be at risk. Partnering
with parents to identify and access resources in the community helps them protect and care for their children.
Caregivers may need more than just a phone number. Consider providing support during initial calls, introducing
them directly to a personal contact, or otherwise offering a warm hand-off to a fellow service provider. Be sure to
refer families to providers who speak their language, are culturally competent, and are committed to equity.
All families need help ■ Ask: Can you think of a time when you asked for help in the past? (For
sometimes. example, when they connected with your organization.)
■ Point out how brave they were to accept help and ask what made that
experience successful for them.
Unmet basic needs like ■ Review the basic needs in the first column of the conversation guide.
nutritious food and safe, Talk with the family about other needs not mentioned in that list. Add
stable housing can be harmful those to the empty row(s) in their own words.
to children’s development ■ In column 2, ask parents to circle the response that best fits their family
and ability to learn. for each need.
There are many places to go ■ In column 3, give caregivers as many options as possible so they can
for help in our community. choose what is right for their own families.
They include government ■ Ask: What is one small step you can take this week?
agencies, as well as nonprofit
organizations and faith
communities.
Consider: What resources are available in your area to help caregivers meet their families’ basic needs for
food, safe housing, transportation, child care, health care, and employment?
One simple way to learn more about local organizations that support families is by calling 2-1-1. (Visit the 211
website to ensure availability of this service in your area.)

I Can Find Help for My Family
Help is available in our community.
These things are important This is true for my family… A place I can go for help if I need
for my family... it is…
My family has enough to eat. □ Always □ Sometimes □ Never

My family has a safe place to live. □ Always □ Sometimes □ Never
My family can get to work and □ Always □ Sometimes □ Never
school on time.
My children have a safe place to □ Always □ Sometimes □ Never

go when I can’t be with them.
My family has the medical care we □ Always □ Sometimes □ Never

need.
I have regular work that pays □ Always □ Sometimes □ Never

enough to meet my family’s needs.
□ Always □ Sometimes □ Never

□ Always □ Sometimes □ Never
Help may be just a phone call away!
2-1-1 is a service that connects people all over the country with helpful services where they live.

Apoyo concreto
para las familias
Puedo encontrar ayuda para mi familia

Los proveedores de cuidado cuyas necesidades concretas están satisfechas tienen más tiempo y energía
para dedicar a la seguridad y el bienestar de sus hijos. Cuando las familias no tienen recursos financieros
constantes, carecen de una situación de vivienda estable o no tienen los medios para comprar alimentos o pagar
por atención médica, su capacidad para apoyar el desarrollo saludable de sus hijos puede estar en riesgo. Trabajar
junto a los padres para identificar y acceder a recursos en la comunidad les ayuda a proteger y cuidar a sus hijos.
Los proveedores de cuidado pueden necesitar más que solo un número de teléfono. Considere brindar
asistencia durante las llamadas iniciales o presentarles directamente a un colega proveedor de servicios.
Asegúrese de referir a las familias a proveedores que hablen su idioma, sean culturalmente competentes y estén
comprometidos con la equidad.
Todas las familias necesitan ■ Pregunte: ¿Puede pensar en una ocasión en la que pidió ayuda en el
ayuda de vez en cuando. pasado? (por ejemplo, cuando se conectaron con su organización)
■ Señale cuán valientes fueron para aceptar ayuda y pregúnteles qué hizo
que esa experiencia fuera exitosa para ellos.
Las necesidades básicas no ■ Revise las necesidades básicas en la columna 1 de la guía de

satisfechas, como alimentos conversación. Hable con la familia sobre otras necesidades no
nutritivos y viviendas mencionadas en esa lista. Anote esas necesidades en las filas vacías.
seguras y estables, pueden ■ En la columna 2, pídales a los padres que encierren con un círculo la
ser perjudiciales para el respuesta que mejor refleja a su familia para cada necesidad.
desarrollo y la capacidad de
aprendizaje de los niños.
Hay muchos lugares para ■ En la columna 3, ofrézcales a los proveedores de cuidado tantas
buscar ayuda en nuestra opciones como sea posible para que puedan elegir lo que es mejor
comunidad. Estos incluyen para sus propias familias.
agencias gubernamentales, ■ Pregunte: ¿Cuál es un pequeño paso que puede tomar esta semana?
organizaciones sin fines de
lucro y comunidades religiosas.
Considere: ¿Qué recursos están disponibles en su área para ayudar a los proveedores de cuidado a
satisfacer las necesidades básicas de sus familias (alimento, vivienda, transporte, cuidado para los niños,
cuidados médicos, empleo)?
Puede aprender más sobre las organizaciones locales que apoyan a las familias llamando al 2-1-1. (Visite el sitio
web de 211 para asegurarse de la disponibilidad de este servicio en su área).

Puedo encontrar ayuda para mi familia
La ayuda está disponible en nuestra comunidad.
Estas cosas son importantes Esto es cierto para mi familia… Un lugar donde puedo buscar
para mi familia… ayuda si la necesito es…
Mi familia tiene suficiente para comer. □ Siempre □ Algunas veces □ Nunca

Mi familia tiene un lugar seguro para □ Siempre □ Algunas veces □ Nunca
vivir.
Mi familia puede llegar al trabajo y a □ Siempre □ Algunas veces □ Nunca

la escuela a tiempo.
Mis hijos tienen un lugar seguro para □ Siempre □ Algunas veces □ Nunca
ir cuando no puedo estar con ellos.
Mi familia tiene la atención médica □ Siempre □ Algunas veces □ Nunca

que necesitamos.
Tengo un trabajo regular que paga □ Siempre □ Algunas veces □ Nunca

lo suficiente para satisfacer las
necesidades de mi familia.
□ Siempre □ Algunas veces □ Nunca

□ Siempre □ Algunas veces □ Nunca
¡La ayuda puede estar a solo una llamada de distancia!
2-1-1 es un servicio que conecta a personas de todo el país con los servicios donde viven.
Social/Emotional
Competence
I Help My Child Learn Social Skills

Children who exhibit social and emotional competence are likely to have better relationships and greater
resilience to stress as adults. Social and emotional competence refers to children’s ability to form bonds and
interact positively with others, self-regulate their emotions and behavior, communicate their feelings, and solve
problems effectively.
Helping children to develop these skills can result in stronger parent-child relationships that are mutually
rewarding. Parents grow more responsive to children’s needs—and less likely to feel stressed or frustrated—as
children learn to say what they need, rather than “acting out” difficult feelings.
Children’s delays in social-emotional development can create extra stress for families. It is important to
identify any such concerns as early as possible and to provide services to children and their parents that facilitate
healthy development.
Social skills are important for ■ Give some examples of social skills, such as taking turns, sharing,
children to become successful or using manners.
adults. Social skills are defined and ■ Ask: Which social skills are most important in your family/
prioritized a little differently for each community/culture? Why?
unique family and community.
Children and youth develop ■ Help the parent connect important social skills with typical child
social skills gradually. Share some development. (For example, I hear you saying that sharing is
information about social skills that really important to you. Most children develop the ability to share
they might expect to see at their their toys around age 5.)
children’s current ages. ■ Ask: Which of these skills do you see your child doing well?
Which would you like to help them improve?
Our children learn by watching us. ■ Ask: What are some situations where your child might see you
using [chosen skill]?
■ For example, how does the caregiver use this skill with their
coparent, family members, or friends?
Parents can help their children ■ Ask: When have you seen your child do [action/behavior] well
learn social skills. One great way to recently? How do you let your child know you like what they’re
teach children is by “catching them” doing?
doing something well. ■ Ask: How else could you encourage this skill?

I Help My Child Learn Social Skills
Children with strong social skills get along better with others. You are your child’s first and
most important teacher.
One social skill I would like I encourage this skill by:
to help my child improve:
□ Praising them when they do this well
□ Reading books about emotions and/or social situations
□ Pointing out when characters on TV use the skill
□ Naming feelings (my own and/or my child’s)
□ Setting up play dates for practice
I show my child these skills

□ Celebrating my child’s unique self
when I: □ Teaching my child about his or her cultural identity
□ Talking about and celebrating differences
□ Having a “no technology” day
□
□
One thing I will do this week to encourage social skills:

Capacidades sociales
y emocionales
Ayudo a mi hijo a aprender

habilidades sociales
Los niños que muestran capacidades sociales y emocionales son propensos a tener mejores relaciones y
una mayor resiliencia al estrés como adultos. “Capacidad social y emocional” se refiere a la capacidad de
los niños para formar vínculos e interactuar positivamente con otras personas, regular sus propias emociones y
comportamientos, comunicar sus sentimientos y resolver problemas eficazmente.
Ayudar a los niños a desarrollar estas habilidades puede resultar en relaciones más fuertes y
enriquecedoras entre padres e hijos. Los padres pueden responder mejor a las necesidades de los niños (y
sentirse menos estresados y frustrados) a medida que los niños aprenden a expresar sus necesidades, en vez de
“portarse mal” para expresar sentimientos difíciles.
Los retrasos en el desarrollo social y emocional de los niños pueden crear estrés adicional para las familias.
Es importante identificar tales preocupaciones lo antes posible y proporcionar servicios a los niños y sus padres
que faciliten un desarrollo saludable.
Las habilidades sociales son ■ Dé algunos ejemplos de habilidades sociales, como esperar su
importantes para que los niños se turno, compartir con los demás o usar buenos modales.
conviertan en adultos exitosos. ■ Pregunte: ¿Cuáles habilidades sociales son más importantes en
Estas habilidades se definen y su familia, comunidad y cultura? ¿Por qué?
priorizan de manera diferente para
cada familia y comunidad.
Los niños y jóvenes desarrollan ■ Ayude a los padres a conectar habilidades sociales con el
habilidades sociales gradualmente. desarrollo típico de un niño. (Por ejemplo, Le escuché decir que
Comparta información sobre las para usted es importante que su hijo sepa compartir. La mayoría
habilidades sociales que podrían de los niños desarrollan la capacidad de compartir sus juguetes
esperar ver según las edades alrededor de los 5 años).
actuales de sus hijos. ■ Pregunte: ¿Cuáles de estas habilidades cree que su hijo hace
bien? ¿Cuáles le gustaría ayudarle a su hijo a mejorar?
Nuestros hijos aprenden ■ Pregunte: ¿Cuáles son algunas situaciones en las que su hijo
mirándonos. podría verlo a usted modelando [habilidad elegida]?
■ Por ejemplo, ¿cómo usa el proveedor de cuidado esta habilidad
con su pareja, familiares o amigos?
Los padres pueden ayudar a ■ Pregunte: ¿Cuándo ha visto a su hijo hacer [acción o
sus hijos a aprender habilidades comportamiento] bien recientemente? ¿Cómo le hace saber a su
sociales. Una excelente manera de hijo que le gusta lo que está haciendo?
enseñar a los niños es “pillándolos” ■ Pregunte: ¿De qué otra manera podría fomentar esta habilidad?
haciendo algo bien.

Ayudo a mi hijo a aprender habilidades sociales
Los niños con fuertes habilidades sociales se llevan mejor con los demás. Usted es el primer
y más importante maestro de su hijo.
Una habilidad social que me gustaría Fomento esta habilidad:
ayudar a mi hijo a mejorar:
□ Felicitando a mi hijo cuando la hacen bien.
□ Leyendo libros sobre emociones y / o situaciones sociales
□ Señalando cuando los personajes de la televisión usan la

habilidad
□ Nombrando los sentimientos (los míos y / o los de mi hijo)
□ Programando citas para jugar con otros niños para practicar
Le muestro a mi hijo estas □ Celebrando a mi hijo como persona única

habilidades cuando: □ Enseñando a mi hijo sobre su identidad cultural
□ Hablando sobre y celebrando las diferencias
□ Teniendo un día “sin tecnología”
□
□
Una cosa que haré esta semana para fomentar las habilidades sociales:

CHAPTER SEVEN
Partners and Resources

Like the work of building strong families and communities, the Prevention Resource Guide
is a collective effort. The resources featured here represent the efforts of many National
Prevention Partners, Federal agencies, community-based organizations, and parents committed
to strengthening families and communities. We list many of those committed people and
organizations by name on the pages that follow. We also recognize the countless unnamed
others who are doing this work tirelessly on the ground in their own families and communities.
We can do more, together.
NATIONAL CHILD ABUSE PREVENTION PARTNERS

The National Child Abuse Prevention Partners are national organizations that work to promote
well-being in children, families, and communities. More information about each organization is
available on the Children’s Bureau Learning and Coordinating Center website.
FEDERAL INTER-AGENCY WORK GROUP ON CHILD ABUSE

AND NEGLECT
The Office on Child Abuse and Neglect within the Children’s Bureau leads and coordinates
the Federal Inter-Agency Work Group on Child Abuse and Neglect. Information about the
workgroup and its members, including contact information, can be found on the Children’s
Bureau website.
ACKNOWLEDGMENTS
The Prevention Resource Guide’s content has benefitted greatly from the collective wisdom
of many of the top practitioners, thinkers, and subject-matter experts in primary prevention
and community collaboration. OCAN specifically recognizes the contributions of the following
people who were interviewed for this guide:
■ Kiersten Beigel, M.S.W., U.S. Department of Health and Human Services, Administration for
Children and Families, Office of Head Start
■ Kristin Bernhard, J.D., Ounce of Prevention Fund
■ Paula Bibbs-Samuels, FRIENDS Parent Advisory Council
■ Melissa Brodowski, Ph.D., U.S. Department of Health and Human Services, Administration for
Children and Families, Office of Early Childhood Development

■ Carol Colmenero, Salt River Pima-Maricopa Indian Community Family Advocacy Center
■ Valerie C. Cuffee, L.C.S.W., M.S.W., C.P.M., Loudoun County (VA) Department of Family
Services
■ Dyann Daley, M.D., Predict Align Prevent, Inc.
■ Deborah Daro, Ph.D., Chapin Hall at the University of Chicago
■ Wendy Ellis, Ph.D., Center for Community Resilience, Milken Institute School of Public Health,
George Washington University
■ Anita Fineday, Casey Family Programs
■ Monte Fox, Casey Family Programs
■ Suzanne Garcia, Tribal Law and Policy Institute and Child Welfare Capacity Building Center
for Tribes
■ Jane Halladay Goldman, Ph.D., National Center for Child Traumatic Stress
■ Angela S. Guinn, M.P.H., U.S. Department of Health and Human Services, Centers for Disease
Control and Prevention, Division of Violence Prevention
■ Stacey D. Hardy-Chandler, Ph.D., J.D., L.C.S.W., Alexandria (VA) Department of Community
and Human Services, Center for Children and Families
■ Charlyn Harper Browne, Center for the Study of Social Policy
■ Stephen Hudson, Salt River Pima-Maricopa Indian Community Social Services
■ Joanne Klevens, M.D., Ph.D., M.P.H., U.S. Department of Health and Human Services,
Centers for Disease Control and Prevention, Division of Violence Prevention
■ Bart Klika, M.S.W., Ph.D., Prevent Child Abuse America
■ Sharon Kollar, National Child Welfare Workforce Institute
■ Robin Leake, Ph.D., National Child Welfare Workforce Institute
■ Patrice Leary-Forrey, Massachusetts Kids Free to Grow
■ Meryl Levine, Children’s Trust Fund Alliance
■ Jason Mahoney, Wake County (NC) Family Services
■ Melissa Merrick, Ph.D., Prevent Child Abuse America
■ Marilyn Metzler, U.S. Department of Health and Human Services, Centers for Disease Control
and Prevention, Division of Violence Prevention
■ Cailin O’Connor, Center for the Study of Social Policy
■ Patrick Patterson, National Responsible Fatherhood Clearinghouse
■ Robert “Tony” Pearson, Child Welfare Capacity Building Center for States
■ Teresa Rafael, Children’s Trust Fund Alliance
■ Julia Reeves, Philadelphia Department of Public Health
■ Michelle Ries, North Carolina Institute of Medicine
■ Samantha Rivera Joseph, Office of Children and Families, City of Philadelphia
■ Robert Sege, M.D., Ph.D., Tufts University School of Medicine
■ Deborah Sendek, U.S. Alliance to End the Hitting of Children
■ Marjorie Sims, Ascend at the Aspen Institute
79
■ Heather Stenson, National Parent Advisory Council - Montana
■ Audrey Smolkin, M.P.P., Center on Child Wellbeing and Trauma
■ Catherine Taylor, Ph.D., M.S.W., M.P.H., Boston College School of Social Work
■ Amy Templeman, Alliance for Strong Families and Communities, Within Our Reach
■ Allison Thompson, Office of Children and Families, City of Philadelphia
■ Kristen Weber, Center for the Study of Social Policy
■ Miriam Westheimer, Ph.D., Home Instruction for Parents of Preschool Youngsters
■ Vadonna Williams, FRIENDS Parent Advisory Council
■ Melissa Zimmerman, FRIENDS Parent Advisory Council
Thought partnership, concept development, and writing provided by Jill Currie Consulting.
April Is National Child Abuse

Prevention Month
childwelfare.gov/preventionmonth
The Prevention Resource Guide is only the beginning. Visit the National Child
Abuse Prevention Month website for additional information and resources.
Join the Campaign

Help families thrive by connecting your community to key resources and information. Find
free graphics, engaging social media posts, and more to help spread the word!
Access Resources on the Go

Use the Prevention Resource Guide anytime, anywhere. Print and share the Protective Factors
Conversation Guides or download a digital version of the entire guide!
Stay Connected
Find out what’s new by signing up for email updates on the
website, and follow @childwelfare on Facebook and @childwelfaregov on X (formerly Twitter).
Give Us Your Feedback

Let us know how you are using this year’s Prevention Resource Guide and provide feedback
on the overall campaign by completing a brief survey.

Prevention Guide

Uploaded by

Copyright:

Available Formats

Prevention Guide

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Prevention Guide

Uploaded by

Copyright:

Available Formats

2023/2024

Aysha E. Schomburg, J.D., Associate Commissioner

Aligning Organizations for Family Resilience and Healing 29

ii 2023/2024 Prevention Resource Guide

Protective Factors Conversation Guides for Partnering

Laying the Foundation

Children’s Bureau Grant Programs

FAMILY COMMUNITY ORGANIZATION SYSTEM SOCIETY

WHO Conceptual Framework on the Social

4 2023/2024 Prevention Resource Guide

The Children’s Bureau is committed to the

6 2023/2024 Prevention Resource Guide

FAMILY COMMUNITY❥ ORGANIZATION SYSTEM SOCIETY

The societal level of the social-ecological model

“By addressing the living and working

8 2023/2024 Prevention Resource Guide

CHANGING NORMS ABOUT PARENTING: FROM

10 2023/2024 Prevention Resource Guide

■ Streamlining connections to services, This effort will be supported by an existing

Wyoming Children’s Trust Fund (WYCTF) developed a mandatory supporter training

12 2023/2024 Prevention Resource Guide

In nine counties, the program also offers one-on-one financial empowerment

14 2023/2024 Prevention Resource Guide

Questions to Consider When Providing Services to Families:

16 2023/2024 Prevention Resource Guide

FAMILY COMMUNITY ORGANIZATION SYSTEM SOCIETY

The system level of the social-ecological model concerns

FEDERAL FOCUS: CHILD SAFETY FORWARD INITIATIVE

18 2021/2022 Prevention Resource Guide

20 2023/2024 Prevention Resource Guide

CENTERING EQUITY IN COLLECTIVE IMPACT APPROACHES

“Without explicitly articulating the work

22 2023/2024 Prevention Resource Guide

The Pair of ACEs

Domestic Violence Homelessness

Community resilience looks like...

Safe and stable Healthy and

Community advocacy Social and economic

Environments that Access to capital

Equitable and trauma-informed systems

© Center for Community Resilience

IMPLEMENTING COMMUNITYWIDE PRIMARY PREVENTION

24 2023/2024 Prevention Resource Guide

Universal Home Visiting Builds Family ■ First Born, NM

“Primary prevention addresses one

26 2023/2024 Prevention Resource Guide

Questions to Consider When Providing Services to Families:

28 2023/2024 Prevention Resource Guide

FAMILY COMMUNITY ORGANIZATION SYSTEM SOCIETY

The third level of our social-ecological model recognizes

EMPLOYING TWO-GENERATION APPROACHES TO

Image courtesy of Ascend at the Aspen Institute

30 2023/2024 Prevention Resource Guide

The Kickapoo Tribe of Kansas focuses on the role

The Tribe recently developed a set of three board

32 2023/2024 Prevention Resource Guide

Ascend outlines a continuum that many

FEDERAL FOCUS: NATIONAL CHILD TRAUMATIC STRESS

34 2023/2024 Prevention Resource Guide

An STS workgroup composed of agency staff