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From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
From phone to home aco 2011
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From phone to home aco 2011

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  • 1. Family Coach Interventions From Phone To Home Lynne Kenney, PsyD www.lynnekenney.com "
  • 2. What is In-Home Family Coaching  What is in-home family coaching?   How to work with a family in their own home  Why is it so applicable to clients with ADHD   How to define and communicate your relationship as a family coach  What does a practical service provision process look like?   What specific activities are suitable to the child with ADHD  What is The Family Coach Method?   How to use modeling for skill building  How does it guide in-home interventions?   What challenges may arise  What is the "menu" for the   How to go from Method to Practice interventions?
  • 3. How We Live in Damage ControlExpectations Skill Sets Outcomes Inhibition + Self-regulation Planning Previewing Organization Task initiation Task completion Self-observation Needs
  • 4. TFCM with ADHD  You can gauge overall family functioning.  You can connect with the family via music, art, sports, activities; multi-modal, action-oriented & brain developing activities.  In-home work is more reliable than in the office: What you are told differs from what you observe. Modeling, spotting skill- deficits that were not reported to you.  Motor to cognition works.
  • 5. What is a Brain-Based Intervention?  An intervention that engages cognitive or motor parts of the brain.  One that increases neuronal communication.  One that builds skill sets.  One that increases collaborative parenting strategies.
  • 6. What Is The Family Coach Method  A three tiered methodology for in-home, in-school and in-office interventions that moves families away from coercion, threats and time-out and into brain-based skills and strategies.
  • 7. The Three TiersThe Roof:FreedomlandFloors 1 & 2 TheSkillsThe FoundationThe Culture
  • 8. Intervention Pyramid THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM The Family Coach Pyramid MEDICINE NEUROT amino acids REALFOOD omega 3s greens water protein Developmental Behavioral Learning Skills PAGE 1 OF 1! ! PYRAMID S
  • 9. THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COMThe Family CoachMenu DOMAIN CONCEPTS HANDOUTS GOAL SETTING ACTION Family Life Develop and Vision and A PlanOrganized Home Org home org brainProsocial Behavior The Pond - Be more prosocial Family Life The Discipline TrapProsocial Behavior Values - Know what matters to you Skill set Why do Kids development Misbehave? Family Life Damage Control Food & Nutrition Real Food MattersBrain and Behavior Caveman & ThinkerLimits, boundaries Freedomland and choicesLimits, boundaries Consequenceland and choices School Work Math, reading, approach, organization, study skills School Behavior FriendshipsPAGE 1 OF 2! ! MENU JULY 2011
  • 10. The In-Home Format  Identify family fit, in-home work is for medium to high functioning parents with children who need skills (family organization, better food choices, parent hierarchy work, expectations, emotional-social, academic, executive function, self-regulation, calming, routines, motor skills and more).  Intake (Forms, history, ADHD assessment  Consents (Client –Clinician Relationship; Telehealth; Educational Consults)  Establish pieces of work e.g: One office meeting, two in-home meetings, two follow-up 30 minute phone sessions, one summary meeting for future planning.
  • 11. THE FAMILY COACH METHOD! ! WWW.LYNNEKENNEY.COM The Family Coach ToolsThe FOUNDATION SKILL SETS SKILL SETS SKILL SETS Your Home as a Picture Teaching The Beginning, The do-over (39) The Circle of Peace Middle and end (83)The Family Coach Playbook Learning To Listen -For Teaching Boundaries and Collaborative Parents Behavior with Hoolahoops CommunicationYour Mission Statement (23) Write it, draw it post, it Managing Moments of SPARKPE Cognitive Shift (94)Your Family Values List (30) Role-play (112) Maria Bailey’s Secret Dr. Lynne’s Fab 5 Foods Handshake (42) As a Family We Value (28) Charades Daily Points For Teaching Look, Listen and Learn Behaviors (134) I Will Be Happier When Pillow Hops Social Emotional IQ with The Space Between (141) KIMOCHIS Proactive Rules (32) Creating Buy-In Sprinkling Skills Sets (107) The Space Within (143) Kathy Ireland’s Bubble The Family Security Blanket The Preparation Habit (109) “I’m Your Best Coach” Time (11) Defining RESPECT 30 Family Activity List (189) The Night Before The Corral of Nurturance Creating a culture of The Clean Sweep (83) Skill Deficits vs Willfull The Clarity Process (163) RESPECT Non-compliance (116)Seven Signs of Respect (43) The Saturday Box (85) The ABC Detective Tool The Line of Demarcation (121) (145) Raining on Your Children Tackling Procrastination Situational Non-compliance Create The Pond (174) (88) The Family Schedule (68) Skill Set Breakdown ABC Task Delegation Deputizing Kids (176) Routine Task Lists (62) Activity Previews Direct Communications Seek To Understand (178) Michelle LaRowe (81) The Check It Method (73) Why Children Misbehave The Who What When The Walk and Talk Game (159) Where How (125) (191) Dinner Routine (63) Independence and The Bridge (129) The Caveman and The Responsibility are partners Thinker (211) (79) Family Rules List (33) Nurture Yourself (216) Know Yourself (218) Be Accountable (245)PAGE 1 OF 1! ! TOOLS MENU
  • 12. SAMPLE 4 SESSION Service ProvisionSession 1: Review needs, consents,motivations, interests, goals and processplanning.Session 2: Lay the foundation for the work.How skillful is the family? Are they clear inbehavioral expectations? Do they know theirvalues? Do they know their needs forimprovement? Is there an IP?Session 3: Skills, goals, strategies, practice.Session 4: Skill review next set of skills,planning for future work.
  • 13. Where Does The Brain Come Into Play?  The brain is ever-changing  The brain is use it or lose it  The brain is experience neutral  Neuronal connections grow based on experience  Why experience needs to be multi-modal
  • 14. Why Skills Matter  We have expectations of our children  Our children have task demands  We need to teach our children the skills to meet task demands  Example Behaviors
  • 15. Sample Skill Break-Downs CHILD + ChoicesListening Skills Calming SkillsI chose not to speak I noticed my thermometer risingI listened to someone speaking! ! I chose to stop and breathe! !I nodded my head to show I was listening! I thought before I spoke!I repeated back what I heard, when asked! I chose my words carefully!I asked a question when I did not understand I asked a question when I did not understandI remembered instructions I kept my body still and calmI followed instructions! ! ! ! ! !Sportsmanship Skills Disagreeing SkillsI made a decision to be team player first I chose to listen firstI thought of others feelings not just my I said, “May I please respond”! ! own! ! I said “May I ask a question”!I nodded my head to show I was listening! I listened to the response!I repeated back what I heard, when asked! I used a nice tone and calm bodyI complimented my teammates I made an agreementI kept my body calm I followed thru on my agreement! ! !I practiced STOP THINK ACT! ! !. Accepting "No" . Following Rules . Showing Appreciation. Accepting Consequences . Get Someones Attention . Showing Respect. Accepting Criticism . Getting Teachers Attention . Solving a Problem. Apologizing . Good Sportsmanship . Staying on Task. Appropriate Language . Ignoring Distractions . Talking With Others. Arguing Respectfully . Interrupting . Tolerance of Differences. Asking a Favor . Introducing Yourself . Using Humor. Asking Questions . Learning to Disagree . Using Self-Control. Being a Good Listener . Listening to Others . Waiting Your Turn. Being in a Group Discussion . Maintaining Friendships . Willingness to Try New Tasks. Being on Time . Making New Friends. Brainstorming . Netiquette. Complying with Requests . Offering Assistance. Conflict Resolution . Passing in Hallways. Controlling Anger . Proximity. Conversational Skills . Reacting to Rumors. Dealing with Bullying . Reading Body Language. Dealing with Fear . Refusing Requests. Declining an Invitation . Resisting Peer Pressure. Expressing Empathy . Responding to Defeat. Expressing Feelings . Responding to Prejudice. Expressing Grief . Responding to Teasing. Following Directions . Setting Goals
  • 16. Ethical Practice  Review written limits of confidentiality, your local laws and consents with clients before you begin  Maintain your boundaries, refer out  Consult consistently with colleagues  Participate in CE  Have a methodology, know what you do how you do it and why

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