A Presentation by Prevent Child Abuse America

Presented by Ben Tanzer, Prevent Child Abuse America June 2010

  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.

  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.

  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.

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

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. 

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

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 

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 

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 

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). 

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). 

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. 

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. 

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.  

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.  

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.  

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  

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 

  Elements of the core story   Talking points   FAQs   Sample editorial   Sample Letters to the Editor   Case studies

  Level of prior grassroots organizing   Kindling in small groups   Familiar members   A co-optable communications network   Capable leaders   Government facilitation

  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.

  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.

  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.

Ben Tanzer Senior Director of Strategic Communications Prevent Child Abuse America btanzer@preventchildabuse.org www.preventchildabuse.org http://preventchildabuseamerica.blogspot.com/

A Presentation by Prevent Child Abuse America

by Michelle Gross

Accessibility

Categories

Upload Details

Usage Rights

2 Embeds 23

Statistics

A Presentation by Prevent Child Abuse America Presentation Transcript

http://parentingeducationpartnership.blogspot.com	17
http://nyspep.blogspot.com	6