A Presentation by Prevent Child Abuse America

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Presentation by Ben Tanzer, Senior Director of Strategic Communications at Prevent Child Abuse America, at the recent NYS Parenting Education Partnership full membership meeting.

Presentation by Ben Tanzer, Senior Director of Strategic Communications at Prevent Child Abuse America, at the recent NYS Parenting Education Partnership full membership meeting.

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  • 1. Presented by Ben Tanzer, Prevent Child Abuse America June 2010
  • 2.   It’s a cognitive failure - they don’t understand what their responsibility could be…   Which is a communications failure - we haven’t successfully shown them what their responsibility could be.
  • 3.   When communications is inadequate, people default to the “pictures in their heads.”   When communications is effective, people can see an issue from a different perspective.
  • 4.   Developing Community Connections: Qualitative Research Regarding Framing Policies (2003) A report of findings from focus groups designed to test the impact of four frames about child abuse and neglect: Child Abuse, Parenting, Child Development, and Community.   Two Cognitive Obstacles to Preventing Child Abuse: The 'Other Mind' Mistake and the 'Family Bubble' (2003) A report on a series of cognitive interviews that identifies two common mistakes in thinking that the public makes about child abuse prevention, and recommendations on how to overcome them.   How the News Frames Child Maltreatment: Unintended Consequences (2003) A report summarizing some of the major patterns in news coverage of child maltreatment – the key narratives, frames and causal stories that are conveyed to the public on the issue.   Discipline and Development: A Meta-Analysis of Public Perceptions of Parents, Parenting, Child Development and Child Abuse (2003) A report reviewing PCA America’s research on child abuse, as well as existing, publicly available opinion research regarding parenting, child development, child abuse and discipline, and the political landscape for child abuse prevention policies.   Breaking the Resistance: Creating a Movement for Prevention (2008) A report by Dig Communications looking at research results and analysis on Pinwheels for Prevention, Prevent Child Abuse America’s signature campaign.   Framing Child Abuse and Neglect: Effects of Early Childhood Development Experimental Research (2009) A report summarizing results from the latest iteration of FrameWorks experimental research focusing specifically on outcomes related to policies and programs associated with prevention and treatment of child abuse and neglect as well as additional policies associated with improving children’s healthy development, family assets, education and mental health.
  • 5. Message
Framing
for
Child
 Abuse
and
Neglect
Prevention
 ( c ) FrameWorks Institute This presentation was developed for individual use and cannot be represented, adapted or distributed without the express written permission of the FrameWorks Institute. All images in this presentation are licensed for the purpose of this presentation only and may not be reproduced elsewhere. www.frameworksinstitute.org
  • 6. Framing
101
 •  Order
matters
in
framing:
 –  Level
one
‐
big
ideas
(prosperity,
ingenuity)
 –  Level
two
‐
issue
types
(child
abuse,
health)
 –  Level
three
‐
specific
policies/solutions
(mental
 health
services,
respite
care,
expansion
of
 SCHIP)
 •  Use
causal
chains
to
explain
the
link
between
 cause
and
solution‐
don’t
assume
the
public
can
 connect
the
dots.

  • 7. Elements
of
the
Frame
 •  Core
story
elements:
 – Values
 – Issues
 – Metaphors
and
models
 – Solutions

  • 8. Framing
and
CAN

 Initial
Research
 •  We
know
there
are
three
CAN
related
frames
 the
public
diverts
to
when
they
hear
about
CAN
 –  Horrible
criminal
atrocity
 –  Failure
of
CPS
 –  Prevalence
of
sexual
predators
in
our
midst
 •  We
know
we
need
to
avoid
the
use
of
CAN
 statistics
and
negative
graphic
imagery

  • 9. Framing
and
CAN:
 Initial
Research
 •  We
tend
to
start
at
level
three
 •  The
public
struggles
with
the
“family
 bubble”
 •  There
are
four
potential
reframes
 – Family
strengthening
 – Prevention
 – Early
child
development
 – Community

  • 10. What
people
think
 – Parents
are
solely
responsible/family
 autonomy/the
family
bubble
 – Safety
is
the
main
concern
–
protecting
kids
 from
harm
and
disease
 – If
kids
don’t
do
well,
lack
of
parental
 discipline
is
the
reason
 – Solution?
Parent
education,
not
policy

  • 11. Reframing
and
the

 Core
Story
of
Child
Development
 1.  Child
development
is
a
foundation
for
community
development
and
 economic
development,
as
capable
children
become
he
foundation
 of
a
prosperous
and
sustainable
society
(Prosperity).
 2.  The
basic
architecture
of
the
brain
is
constructed
through
an
ongoing
 process
that
begins
before
birth
and
continues
into
adulthood
(Brain
 Architecture).
 3.  Brains
are
built
from
the
bottom
up
(Skill
Begets
Skill).
 4.  Interaction
of
genes
and
experience
shapes
the
developing
brain
and
 relationships
are
the
active
ingredient
in
this
Serve
and
Return
 process
(Serve
and
Return).

  • 12. Reframing
and
the

 Core
Story
of
Child
Development
 5.  Cognitive,
emotional,
and
social
capacities
are
inextricably
 intertwined,
and
learning,
behavior
and
physical
and
mental
health
 are
inter‐related
over
the
life
course
(Can’t
Do
One
Without
The
 Other).
 6.  Toxic
stress
damages
the
developing
brain
and
leads
to
problems
in
 learning,
behavior,
and
increased
susceptibility
to
physical
and
mental
 illness
over
time
(Toxic
Stress).
 7.  Brain
plasticity
and
the
ability
to
change
behavior
decrease
over
time
 and
getting
it
right
early
is
less
costly,
to
society
and
individuals,
than
 trying
to
fix
it
later
(Pay
Now
or
Pay
Later).

  • 13. Tested
Values
 •  Prosperity:
As
we
look
for
ways
to
keep
our
country
prosperous,
we
need
 to
think
of
the
connection
between
child
development
and
economic
 development.
 •  Ingenuity:
When
we
invent
and
replicate
high
quality
programs
for
young
 children,
we
can
solve
problems
in
early
childhood
development
and
 shown
significant
long‐term
improvements
for
children.
 •  Stewardship/Reciprocity:
It
is
our
responsibility
as
adults
to
steward
the
 next
generation.
The
future
of
our
society
tomorrow
depends
the
 opportunities
we
provide
kids
today.
 •  Responsible
manager:
Addressing
problems
before
they
get
worse
is
the
 responsible
way
to
manage
our
society’s
future.
Taking
advantage
of
 opportunities
that
arise
as
we
understand
science
better
allows
us
to
 innovate.

  • 14. Simplifying
Models
 •  Brain
architecture
‐
WHAT
develops
 
 The
early
years
of
life
matter
because
early
experiences
affect
the
 architecture
of
the
maturing
brain.
 •  Serve
and
Return
‐
HOW
that
architecture
gets
built
 Scientists
now
know
that
the
interactive
influences
of
genes
and

 experience
shape
the
developing
brain.
 •  Types
of
Stress
‐
the
CONDITIONS
that
can
disrupt
development
 
 Scientists
now
know
that
“toxic
stress”
in
early
childhood
is
associated
 with
such
things
as
extreme
poverty,
abuse,
or
severe
maternal
depression
 and
damages
the
developing
brain.

  • 15. The
“What” 
 •  The
early
years
of
life
matter
because
early
experiences
affect
 the
architecture
of
the
maturing
brain.
As
it
emerges,
the
 quality
of
that
architecture
establishes
either
a
sturdy
or
a
 fragile
foundation
for
all
of
the
development
and
behavior
 that
follows
‐‐‐
and
getting
things
right
the
first
time
is
easier
 than
trying
to
fix
them
later.


When
interpersonal
experiences
 are
disruptive,
neglectful,
abusive,
unstable,
or
otherwise
 stressful,
they
increase
the
probability
of
poor
outcomes.
 When
a
young
child
experiences
excessive
stress,
chemicals
 are
released
in
the
brain
that
damage
its
developing
 architecture.


  • 16. The
“How” 
 •  Scientists
now
know
that
the
interactive
influences
of
genes
 and
experience
shape
the
developing
brain.
The
active
 ingredient
is
the
“serve
and
return”
relationships
with
their
 parents
and
other
caregivers
in
their
family
or
community.

 Like
the
process
of
serve
and
return
in
games
such
as
tennis
 and
volleyball,
young
children
naturally
reach
out
for
 interaction
through
babbling
and
facial
expressions.
If
adults
 do
not
respond
by
getting
in
sync
and
doing
the
same
kind
of
 vocalizing
and
gesturing
back
at
them,
the
child’s
learning
 process
is
incomplete.
This
has
negative
implications
for
later
 learning.


  • 17. The
“Conditions” 
 •  Scientists
now
know
that
“toxic
stress”
in
early
childhood
is
 associated
with
such
things
as
extreme
poverty,
abuse,
or
 severe
maternal
depression
and
damages
the
developing
 brain.
It
is
important
to
distinguish
among
three
kinds
of
 stress.
We
do
not
need
to
worry
about
positive
stress
(which
 is
short‐lived
stress,
like
getting
immunized).

Tolerable
stress
 is
made
tolerable
by
the
presence
of
supportive
relationships,
 like
a
strong
family
when
a
loved
one
dies.
But
toxic
stress
 lasts
longer,
lacks
consistent
supportive
relationships
and
 leads
to
lifelong
problems
in
learning,
behavior,
and
both
 physical
and
mental
health.


  • 18. Framing
“Do’s” 
 –  Prime
the
discussion
with
values
like
stewardship,
future,
responsible
 manager
 –  Use
the
language
of
ordinary
people,
speak
like
you
typically
speak
to
 a
friend
 –  Talk
about
children’s
social
and
emotional
development
as
well
 –  Talk
about
how
getting
prevention
right
early
is
less
costly
to
society,
 and
to
individuals,
than
trying
to
fix
things
later
 –  Talk
about
the
shared
pleasures
of
raising
children,
for
everyone
 –  Position
pre‐school,
or
early
care,
as
an
opportunity
for
stimulation
 that
all
should
have
access
to
 –  Make
community
actors,
neighbors,
police
officers,
teachers,
etc.,
 visible
in
children’s
development
 –  Wherever
possible
connect
children
to
the
larger
environment
outside
 the
home,
i.e.,
school,
church,
temple,
mosque,
museums,
libraries


  • 19. Framing
“Don’ts” 
 –  Begin
the
conversation
with
school
readiness,
brain,
daycare
or
 development
 –  Use
the
language
of
experts,
e.g.,
“multi‐track,
age
appropriate
 development
contexts
 –  Focus
only
on
observable
learning,
i.e.,
test
scores
 –  Use
an
extortion
model:
e.g.,
If
you
don’t
do
X,
youth
crime
will
go
up
 down
the
road
 –  Talk
about
parents
as
incompetent
or
super‐competent
 –  Make
child
rearing
something
you
must
have
resources
or
education
 to
do
well
 –  Reinforce
the
family,
safety
or
individualism
frames
verbally
or
visually

  • 20.   Elements of the core story   Talking points   FAQs   Sample editorial   Sample Letters to the Editor   Case studies
  • 21.   Level of prior grassroots organizing   Kindling in small groups   Familiar members   A co-optable communications network   Capable leaders   Government facilitation
  • 22.   Policymakers:   Define not just what the prevention of child abuse and neglect is, but prevention itself and do so in simple language;   Clearly delineate a policy agenda driven by policies focused on prevention;   Articulate the impact of not preventing child abuse and neglect before it occurs, while simultaneously explaining the return on investment in doing so;   Nurture champions; and   Show them the evidence, more and more research is supporting that prevention works.
  • 23.   Partners   Provide them with evidence about what we know works in terms of messaging and strategy and then provide the tools to implement these things;   Develop leaders, all collaborative efforts require leadership;   Offer guidance and support in the areas our partners are still building their thinking and presence;   Determine the overarching values and story of prevention that we can all implement in a consistent fashion;   Start small, and then stop assuming we know who our partners are; and   Learn from the experiences of our partners in implementing similar efforts.
  • 24.   General public   Tell a new story, and define the problem, define prevention and define the prevention of child abuse and neglect;   Meet them where they’re at;   Start narrowly, activate messengers and expand;   Articulate the return on investment;   Build on their existing networks and help them grow them; and   Let them know what they can do.
  • 25. Ben Tanzer Senior Director of Strategic Communications Prevent Child Abuse America btanzer@preventchildabuse.org www.preventchildabuse.org http://preventchildabuseamerica.blogspot.com/