Freeing Families FLE Project Packet

A Family Life Education
Program for Incarcerated
Parents and Their Families

Running head: FREEING FAMILIES
Freeing Families: A Family Life Education Program for Incarcerated Parents and Their Family
Members
Jazmin Summerlin
University of Georgia

FREEING FAMILIES 2
Freeing Families
Topic Overview
1 in 28 minor children in the United States are affected by the prison system—more
specifically, these children have an incarcerated parent (Johnson, Arditti, & McGregor, 2018).
Children in these families experience the detrimental effects of this the most, especially when the
incarcerated individual is a parent or guardian of the child(Song, Woo, Lee, & Cochran, 2018).
The demographic of these families with an incarcerated parent or guardian tends to primarily be
racial minority and low socioeconomic status families, and the individual imprisoned tends to be
a male (Western & Pettit, 2010). Additionally, those of a lower socioeconomic status (SES) are
more likely to be incarcerated and stay that way (Western & Pettit, 2008), implying that the
disadvantages associated with being in a lower SES are magnified when a member is
incarcerated. For the purposes of this paper, those incarcerated are defined as anyone “confined
in a prison or a jail” and also includes individuals in “halfway houses, boot camps, weekend
programs, and other facilities in which individuals are locked up overnight” (Bureau of Justice,
n.d.). A family will be defined as anyone living in the same household as the individual who is
incarcerated. Following the incarceration of a parent or guardian, many families suffer
economically and emotionally (Song et al, 2018). Caregivers and other family members not
incarcerated have trouble discussing the situation with their children due to their own fears,
anger, or lack of knowledge (Bocknek, Sanderson, & Britner, 2009) and relationships within the
family are at risk for degradation (Song et al., 2012). Previous research identifies more specific
factors associated with these problems, but all of these facts amplify the necessity of extra
support for those families in which a parent or guardian is incarcerated.

FREEING FAMILIES 3
Review of Literature
Risk Factors
Previous research has identified numerous effects of parental incarceration on families
and specifically on children. Children are at a higher risk for developing adverse outcomes due to
the incarceration of a family member (Kjellstrand, Yu, Eddy, & Martinez, 2018). Children with
an incarcerated parent are more likely to engage in internalizing behaviors such as avoidance of
others and their feelings (Bocknek et al., 2009). Lack of support or means of transportation can
often result in the severing of a relationship in the parental and marital subsystem (Davies et al.,
2008). Although it can be translated to either partner’s incarceration, the incarceration of a father
in the family accompanies changes in household resources and increases in the non-incarcerated
caregiver’s stress (Emory, 2018). Children in these families are also at higher risk for developing
and exhibiting externalizing behaviors, such as delinquent behaviors (Aaron & Dallaire, 2009).
Other externalizing behaviors found from previous research studies include children destroying
things or demanding more attention than usual (Turney & Goodsell, 2018). Family conflict and
family victimization are also risk factors following a parental incarceration (Aaron & Dallaire,
2009). The family as a whole is at a higher risk of suffering from economic decline, and these
effects are likely to increase the odds of children’s externalizing behaviors (Song et al., 2018).
These families are also more likely to experience caregiver risks such as caregiver mental health
problems and substance abuse (Phillips et al., 2004). Children with an incarcerated parent are
also at risk for academic problems (Smyke et al., 2017).
Protective Factors
Research has found families can maintain resilience based on several protective factors.
Luther (2015) found that social support can be a protective factor in children who have an
incarcerated parent and, specifically, found that this resilience was encouraged the most through

FREEING FAMILIES 4
activities such as community programs. In addition to other social support, the non-incarcerated
caregiver providing support is also a protective factor (Luther, 2015), and maintaining a
relationship with the incarcerated parent or guardian may serve as a coping strategy (Bocknek et
al, 2009). The latter can be achieved through visits to the facility in which the incarcerated parent
is housed, letter writing, or phone calls. A high-quality parent-child relationship and healthy
parenting behaviors can serve as a mediator for adverse child outcomes (Armstrong, Eggins,
Reid, Harnett, Dawe, 2018). Removing the secrecy about the parent and the situation can be
helpful as well (Morgan-Mullane, 2018).
Additionally, ineffective coping strategies are a huge risk factor for children (Bocknek et
al, 2009). Answering questions children may have and disambiguating the location and situation
of the incarcerated parent is a protective factor (Emory, 2018) because ambiguousness can cause
children to make up their own information in their head about the situation, which could
potentially be worse than the actual situation (Bocknek et al, 2009). Furthermore, ensuring a safe
and appropriate visitation environment for children promotes positive and consistent visitation as
well as reducing any barriers to visitation such as travel or parenting education (Armstrong et al,
2018). Overall, Armstrong et al (2018) found that parenting education during incarceration
reduces the negative impact of incarceration on families.
Implications
Based on these risk factors and considering the effects of this issue on every member of
the family, it would be beneficial to create a family life education program for families who have
an incarcerated parent or guardian. The field of family life education seeks to provide
educational programs for families based on societal issues with the goal of teaching families the
knowledge and skills necessary for healthy family functioning and optimal growth (Hennon,

FREEING FAMILIES 5
Radina, & Wilson, 2013). Considering this definition, a family life education program can meet
the needs of high-risk populations by promoting preventative techniques, avoiding risk factors
before they begin (Hennon et al, 2013). Additionally, family life education can minimize many
issues through an educational, group, setting and by utilizing educational materials facilitated by
an educator who is an expertise on the knowledge and information being disseminated in each
program (Hennon et al, 2013). A family life education program could offer families of
incarcerated parents a uniquely-tailored curriculum to meet their needs, minimizing and
preventing the risk factors previously discussed.
The program would provide information for families on how to cope with the
incarceration of a parent. Classes would cover self-care practices and emotional coping strategies
as well as healthy ways to help a child stay in contact with their incarcerated parent as a coping
mechanism and to ensure a relationship with this parent, all of which promote healthier
functioning within families of incarcerated parents (Herman-Stahl, Kan, & McKay, 2008). The
emotional coping strategies will also be in a group setting, except more in the form of a
discussion. Participants will discuss their own current strategies, what works, does not work, and
why, and then will be guided towards more appropriate techniques. Techniques for the child will
also be in a group setting, in which the children will actively engage in thinking about the
connection between their thoughts, feelings, and behaviors, a technique within Cognitive-
Behavioral Therapy which has shown to be effective in children of incarcerated parents
(Morgan-Mullane, 2018). They will then be prompted to create and maintain strategies for
coping with negative emotions.
Another part of the program that would meet a need of these families would be a section
on understanding terms of the legal system and how to translate them to talk about incarceration
with their child(ren), removing any ambiguity the child may have about their incarcerated parent

FREEING FAMILIES 6
which serves to combat any negative feelings or guilt the child may feel (Estrin, 2014). This
would also be in a group setting, which encourages emotional connection, social support, and
shared feelings and experiences, where participants would be taught some of this information
through a presentation and then be able to practice utilizing the knowledge gained (Hennon et al,
2013). In addition, brainstorming will be used as an effective tool among the participants in the
form of affinity mapping. The participants will be provided worksheets to map out any fears they
have around the idea of discussing incarceration with the child, and participants will be provided
tools to aid in relieving them of those fears. The participants will also be given homework in an
effort to encourage discussion between them and their child(ren).
A third component of the program to better support these families will be developing
social support and resources for the family. This will be in the form of a resource fair toward the
end of the program. For the children, specifically, this will be in the form of creating mentorships
and promoting involvement in community activities in which children can form relationships and
participate in activities they enjoy. Additionally, children will be paired with academic tutors if
necessary. For parents, this will include promoting engagement with other parents and
introducing free activities for parents to get involved in. It will also include activities they could
possibly complete with the incarcerated parent during visits or even over the phone.
Conclusion
Parental incarceration has negative implications for every member of the family (Song et
al, 2018). Children in these families are at a higher risk for internalizing and externalizing
behaviors, academic problems, and the family as a whole is at a high risk for increased conflict
and financial hardship (Johnson et al, 2018; Kjellstrand et al, 2018). Because of this and the fact
that an incarcerated member could be detained for any number of days, a family life education
program can provide assistance to mediate the negative effects of the parental incarceration

FREEING FAMILIES 7
(Hennon et al, 2013). The risk and protective factors associated with this issue can be utilized in
designing a highly-effective program for these families. A family life education program, as the
research has already found, can minimize risk factors among these families, and thus would be
beneficial (Armstrong et al, 2018).

Running Head: FREEING FAMILIES 1
Freeing Families
Goals and Objectives
Goal 1: Welcome; acquaint the participants with the program, facilitator, and each other
• Objective 1: By the end of the first session, 90% of participants will be able to identify
and expand upon the risks associated with parental incarceration and the benefits of a
program for them.
• Objective 2: Within one month of the program start date, 85% of participants will
demonstrate an ability to recognize risky situations that are a consequence of parental
incarceration in relation to themselves and their child(ren).
Goal 2: Increase self-care strategies and coping methods within families of incarcerated
parents
• Objective 1: By the end of the second session, 85% of participants will comprehend
physical, mental, and emotional aspects of self-care as indicated by their own
identification of self-care needs through the self-care calendar activity and trigger
worksheet.
• Objective 2: After two years,70% of participants will be actively engaging in positive
self-care and coping strategies.
• Objective 3: By the time the program has been implemented at least twice, psychological,
mental, and emotional risk factors in 70% of families of incarcerated parents will have
decreased.

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parents
• Objective 1: By the end of the third session, 80% of child participants will be able to
recognize when they are having negative feelings and how those feelings are externalized
as exhibited by the program activities.
• Objective 2: By the end of the program, 80% of child participants will be actively
engaging in strategies to deal with their emotions as exhibited by a parent/guardian
survey.
• Objective 3: After two years, 80% of children of incarcerated parents will have
decreased internalizing and externalizing behaviors.
Goal 4: Know the ins and outs of the legal system in reference to incarceration and
specifically in understanding the incarcerated parent’s case
• Objective 1: By the end of the fourth session, 90% of participants will be able to identify
and summarize legal terms, visitation rights, and prisoner & prisoner family rights as
evidenced by the Pictionary activity to be played in the fourth session.
• Objective 2: By the end of the program, 90% of participants will actively exercise their
rights in relation to the parental incarceration and be able to comfortably answer any
questions their child(ren) may have about the process.
• Objective 3: After two years, the uncertainty and stress families of an incarcerated
parent face will decrease, which will reduce the likelihood that caregivers will
experience mental health problems and substance abuse.
Goal 5: Strengthen parent-child relationships

FREEING FAMILIES 3
• Objective 1: By the end of the fifth session, 80% of adult family members will be able to
explain the necessity of building and maintaining communication with the incarcerated
parent and identify a plan to do so.
• Objective 2: By the end of the program, 85% of participants will actively maintain
communication with the incarcerated parent indicated by their time logs.
• Objective 3: After two years, 75% of families of an incarcerated parent will have
stronger relationships between members.
Goal 6: Goodbye: ensure effectiveness of program and continued support of participants
• Objective 1: By the end of the last session, 90% of participants will leave with knowledge
of resources in the community and how to maintain the skills and information gained
from the program.
• Objective 2: Six months after the program, 75% of participants will actively employ
strategies to ensure legal knowledge, self-care strategies, and family relationship
knowledge gained from the program are retained and implemented in their lives through
the strategies they learned within the program.
• Objective 3: After five years, 85% of families of an incarcerated parent will have
improved overall functioning and decreased risks associated with the incarceration of a
parent as indicated by surveys.

Logic Model
Vision: To ensure families of incarcerated parents are freed from the consequences of parental incarceration
Situation: Parents and children of incarcerated parents have high risk factors such as decreased mental health, increased substance use, increased poverty, etc; not
many programs exist to help these families; lack of support for incarcerated parents and their families (Aaron & Dallaire, 2010;

Program Sessions
Welcome Session
Set-up: For the welcome session, participants will be oriented to the facilitator, each
other, and the program. The participants for the welcome session will only include the partners
or adult family members of the incarcerated parent. Facilitator should have chairs set up in a
circle to create an inclusive group environment conducive to learning and sharing.
Activity 1: The welcome session will start with an icebreaker in which people will go
around and say their name, one thing good about themselves, one thing they would improve
about their life, and one thing they are thankful for. Before beginning the icebreaker, the
facilitator will introduce himself/herself and discuss some of the ground rules already laid out for
the program. During the icebreaker, the facilitator will take notes of things the participants say
they want to improve (for later use).
Activity 2: The facilitator will then go back to the ground rules, talk about why ground
rules are important in a group setting, and ask the participants to add any more rules they think
necessary to enjoy the program. Allowing participants to add to the rules encourages
participation from the outset and encourages participants to follow the rules (Axner, 2018).
Participants will not be allowed to add any rules which discriminate, restrict participation of
others, or offend others.
Activity 3: After this, the facilitator will introduce the objectives of the program gallery-
walk style by having the different objectives placed on paper around the room. The participants
will be paired up and then instructed to walk to each paper and discuss with each other the risk
factors they think are associated with each objective (i.e. why this is an objective for the
program) and write the answer in words or short phrases underneath the objective. After
everyone has visited every objective, the facilitator will instruct the participants to stop and talk

FREEING FAMILIES 6
about the answers on the sheet they are standing near. Facilitator will then guide the discussion
into a more detailed look into each objective and the risk factors to the family associated with the
incarcerated parent, which will lead into the overall goals and vision of the program.
Homework: In order to introduce the activities within the program, facilitator will hand
out a paper outlining the planned activities and have the participants take it home to add 1-2
activities they think would be beneficial and make any suggestions or edits to the activities
already on the paper. This will be their assigned homework and they will bring it back with them
to the next session to turn in.
Session 2
parents
Objective 1: By the end of the second session, 85% of participants will comprehend physical,
mental, and emotional aspects of self-care as indicated by their own identification of self-care
needs through the self-care calendar activity and trigger worksheet.
• Activity 1: The first activity will begin with the participants writing out a definition of
self-care on their own paper. The facilitator will then ask if anyone wants to say their
definition out loud and use this as a gateway into a presentation & discussion about
what self-care means and why it is important. During the presentation, the facilitator
will ask the participants why they think self-care is especially important in relation to
their circumstances and the presentation will provide information around this.
• Activity 2: For this activity, participants will have to identify different types of triggers
using affinity mapping. In order to do this, the facilitator will provide them with the
definition of a trigger by placing it on a board in the front of the room. Facilitator will
then have them write 5-10 things that could/does trigger them on separate sticky notes.
After this, facilitator will discuss how different triggers can be placed in different
categories and have them place their sticky notes under each category around the room
(which will already be placed).
Objective 2: After two years,70% of participants will be actively engaging in positive self-care
and coping strategies.
• Activity 3: For this activity, participants will be given the “trigger” worksheet.
Participants will have to develop a plan for dealing with their triggers, describing their
three biggest triggers, strategies for avoiding or reducing exposure to their triggers, and
strategies for dealing with each trigger when it happens. Participants will then be

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guided into a discussion about how these triggers can be dealt with using the self-care
strategies previously discussed, which will lead into the fourth activity.
• Activity 4: For this second activity, participants will be given the outline of a blank
calendar for the following month and be encouraged to fill in every day with a different
self-care activity. Participants will be encouraged to do at least one type of self-care
activity a week (mental, physical, and emotional).
Session 3
parents
Objective 1: By the end of the third session, 80% of child participants will be able to recognize
when they are having negative feelings and how those feelings are externalized as exhibited by
the program activities.
• Activity 1: For the first activity, participants will be instructed to stand up from their
chairs and make sure they have enough space to move around. Facilitator will open “The
Feelings Dance” Spotify playlist, and tell the participants they are going to play a game.
Facilitator will play different songs to evoke different feelings, and participants will be
instructed to dance or move to the song based on the way it makes them feel. When the
song stops, the participants will stop. This activity will follow with a discussion about
behaviors associated with feelings, and which behaviors are unhealthy versus healthy.
This discussion will lead into the next activity.
• Activity 2: Participants will be given the “Thoughts, Feelings, Behaviors” worksheet.
They will be instructed to think of an emotion that makes them not feel so good and fill in
the left side of the sheet, noting what they think about when they have that feeling. Then
they will be instructed to imagine their thought changes and fill in the right side of the
sheet.
Objective 2: By the end of the program, 80% of child participants will be actively engaging in
strategies to deal with their emotions.
• Activity 3: For the third activity, participants will be asked to brainstorm things they can
do to help them feel better when they have negative emotions. The facilitator will write
these answers on the board, helping them brainstorm strategies. These will be left on the
board in preparation for the next activity.
• Activity 4: For the fourth activity, participants will be given ten blank hole-punched cards
each. They will be asked to reference the list on the board or they can think of more
strategies on their own. Participants will then write one strategy per card, then draw a
picture to go with it. When they are finished filling the cards out, the facilitator will insert
the ring inside the holes to complete the book.
Session 4

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Goal 4: Know the ins and outs of the legal system in reference to incarceration and
specifically in understanding the parent’s case
Objective 1: By the end of the fourth session, 90% of participants will be able to identify and
summarize legal terms, visitation rights, and prisoner & prisoner family rights as evidenced by
the Pictionary activity to be played in the fourth session.
• Activity 1: For this activity, a guest speaker from the Department of Corrections will
attend the session to speak to the family members. The guest speaker will discuss the
rights the family has in relation to the parent’s incarceration, talk about visitation, and
answer any questions from the participants.
• Activity 2: For this activity, participants will be divided into teams and a word bank
will be on the wall, taped as separate pieces that they can remove. Participants will play
a version of Pictionary, in which each team will have to take turns choosing the
definition of a term from a hat and then drawing the definition to have their team guess
which term from the word bank matches the drawing. Points will be kept, and then
each team will keep the definitions and terms they got correct. At the end of the game,
each team will have to say their definitions out loud. Facilitator will also provide a
sheet with all of the legal terms and definitions on them to be given to them in the
previous session to prepare for this activity. The Pictionary game will lead into a
discussion of how the legal terms relate to them.
Objective 2: By the end of the program, 90% of participants will actively exercise their rights in
relation to the parental incarceration and be able to comfortably answer any questions their
child(ren) may have about the process.
• Activity 3: For this activity, participants will be instructed to think about a time in
which they didn’t know what was going on or they were lost. They will then be told to
think about how that felt and shout out and/or write down those emotions, which
someone will write down in the front in a word-splash style, meaning the words will be
written randomly across the board. This will lead into a discussion of how that
translates to what the child(ren) may feel when kept out of the loop, and why it is
important to also keep the child informed of what is happening with the incarcerated
parent. Facilitator will then move into a discussion about how participants can talk to
their children about the incarcerated parent, which will lead into activity 4.
• Activity 4: For this activity, the facilitator will lead conversational role-play in order
for the family members to practice answering any questions their child may have.
There will be guiding questions on the board at the front of the room, and each person
will be partnered with someone else and assigned two questions to role-play with. The
questions will be challenging questions that a child might ask in relation to the parent’s
incarceration. The pairs will then have a few minutes to talk about and act out what
they might say with each other, and then each pair will have the option to act out their
responses in front of the class.

FREEING FAMILIES 9
Session 5
Goal 5: Strengthen parent-child relationships
Objective 1: By the end of the fifth session, 80% of adult family members will be able to explain
the necessity of building and maintaining communication with the incarcerated parent and
identify a plan to do so.
• Activity 1: For this activity, participants will play jeopardy. Participants will have
already been given the “Why Maintain Relationships?” assigned reading as homework
in which the jeopardy questions will be based off of. The reading given is about why it
is important for the child to maintain contact with the incarcerated parent and why
other social support, especially from the non-incarcerated member, is also necessary
and important.
• Activity 2: For this activity, participants will be given the Bill of Rights for children of
incarcerated parents. Participants will be instructed to read the Bill of Rights, then
discuss with each other what they think about the Bill of Rights, any challenges they
may face in reference to upholding the bill of rights for their child(ren), and anything
they disagree with. Then, each of the rights will be written in the front of the room
separately, and participants will be instructed to write the challenges they discussed
underneath each right. The group will then come together and discuss those challenges
and how they could overcome them or how other people or agencies could help
overcome them.
Objective 2: By the end of the program, 85% of participants will actively maintain
communication with the incarcerated parent indicated by their time logs.
• Activity 3: For this activity, participants will be on a video-call with their incarcerated
family member. Arrangements will be made ahead of time, but if the facility does not
allow for video, the participants will be on a regular phone call with the incarcerated
parent. They will be given a worksheet with questions to ask the incarcerated parent
about their visitation and calling availability and identify specific times in which the
incarcerated parent could and would prefer to talk. The participants will fill this sheet
out during the call, and they will have about 20 minutes to do so.
• Activity 4: For this activity, participants will be given a sheet that outlines a log of their
visitation, calls, and letters sent. Participants will first be instructed to write out what a
typical week looks like for them. Then, they will be instructed to identify spots in their
week in which they and their child could take time to visit, call, or write a letter to the
incarcerated parent. Participants will be instructed to fill in their log with any visitation
they have already had, how much time they spent, and a short reflection on the visit,
phone call, or letter writing (was it good, awkward, fun, etc, and why). They will keep
this log with them and maintain it throughout the program.

FREEING FAMILIES 10
Session 6
Goodbye Session
The last session will focus on introducing more resources to the families participating in this
program. In order to do this, representatives from different organizations that provide services to
those in need will come and speak to the participants, to include but not limited to
representatives from: therapy clinics, financial advising, tutoring and/or scholarship programs,
childcare agencies, legal agencies, and employment agencies. However, these organizations
could vary according to a participant needs assessment which will determine which organizations
attend. After each representative presentation, the facilitator will lead a discussion about how to
maintain the knowledge and skills gained from this program. The facilitator will also conduct an
evaluation to receive feedback on what the participants have learned and how useful the program
has been to them. Part of the evaluation will include having the participants make a word cloud,
including 10-15 words or phrases that summarize what they have learned from the program. The
other part of the evaluation will include a short survey they will fill out. The last part of the
evaluation will allow them to process what they have learned and allow for program evaluation.
They will be given materials to make a collage representing how they feel about the program,
which of the sessions was most and least helpful and meaningful, and what they learned from the
program. At the end of the session, there will be a verbal piece in which participants will be
asked to talk about their collage(s) if they choose to do so. The facilitator will thank them, allow
time for any concluding questions, and make sure they leave with resources. This will conclude
the session and program.

A Family Life Education
Program for Incarcerated
Parents and Their Families
Facilitator's Guide

2
W E L C O M E
Session Preparation
Session 1:
Overview
Notepad
Markers
Homework sheets
Pen/pencil
Sticky easel pad
Materials
Objectives
Facilitator Preparation
By the end of the first session, 90%
of participants will identify and expand
upon the risks associated with parental
incarceration and the benefits of a
program for them.
Within one month of the program start
date, 85% of participants will demonstrate
an ability to recognize risky situations that
are a consequence of parental
incarceration in relation to themselves and
their child(ren).
Place participant chairs in a circle
to create an inclusive learning
environment. Hang ten sheets of
easel paper around the room and
write two program objectives on
each sheet of paper. Write the
program ground rules (below) on a
separate sheet of easel paper,
leaving space to add more, and
hang at the front of the room.
Legend for Guide
What's said in here, stays in here
Listen actively, respectfully, and without
judgment
Participation is always voluntary
Let everyone have a chance to share and
participate
2 hours
Ground Rules
*
A1, A2, etc the activity number
the amount of time the
session will take
indicates something
you will say
Read through all welcome session
content. Read program objectives
and be prepared to define terms or
answer questions. Read vision of
program and goals for each session.
Try to anticipate any questions
participants may have, and take
notes on how to answer them.
key point
a definition
Allowing participants to physically move and
discuss the activity with others will enable
them to learn and process the information
easier (Abdelbary, 2017).

3
ACTIVITIES & INSTRUCTIONS
A2: Ground Rules
Session 1:
A1: Introduction & Icebreaker
-Begin by welcoming participants to the program. Introduce yourself to the group including
your professional title and reason for being a facilitator. Provide information about the program
and building such as where the bathrooms are located, typical amount of time per sessions, and
where to go if they need a moment to collect themselves. Provide information about Family Life
Education, referring to your facilitator welcome guide for a brief overview.
-Inform the group that now they are going to break the ice and get to know each other a little
better. Be sure to have a paper and pen to take notes with. Starting with you, ask them to go
around and state their name, one good thing about themselves, one thing they would improve
about their lives, and one thing they are thankful for. Ask them if it is okay if you take notes in
order to get to know them better, and write down what each person says.
Thank the participants for sharing with you
and the group. Refer to the ground rules
hung on the wall, and ask the participants
to add to the rules.
*These are the rules which will guide all
sessions throughout the program. They
allow for everyone to feel safe, heard, and
respected at all times.
*We will keep the rules already here, but is
there anything you all think should be
changed or added to this list?
Do not let participants add any
discriminatory or offensive rules. (refer to
welcome guide)
A3: What is Freeing Families
all about?
*Now we're going to learn more about the
program and what you can expect to learn!
*You may notice there are ten sheets of paper
hung around the room. Everyone go ahead and
find a partner (or two, if necessary) and choose
a paper to stand next to.
Once they are paired, explain the activity while
handing out markers.
*Now, I want you to read the objectives and
discuss with your partner(s) what risk factors
might be associated with those objectives. You
will write at least two on the paper. You will
have two minutes per paper. When I call time,
move to the paper to the right and do the same
thing.
Ask if anyone wants to define "risk factor," and
allow any volunteers to provide their answer.
From there, read the definition to them and
provide some examples.
*I will start the timer now!
Risk factor: characteristics at the
biological, psychological, family,
community, or cultural level that
precede and are associated with a
higher likelihood of negative outcomes.
(www.samhsa.gov)
Allowing participants to add to the
ground rules fosters a sense of
community, empowerment, & trust. It
also encourages them to follow the
rules (Axner, 2018).

4
ACTIVITIES & INSTRUCTIONS (CONT.)
A3 Continued
During this activity, walk around the room
and listen in to the various conversations
surrounding the objective. Take note of
any questions you hear or anything that
seems unclear to the participants, and
address these at the completion of the
activity.
*I heard a discussion about...
*I noticed some were struggling with...
After each group has visited every
objective, tell them "time's up!" and allow a
minute for everyone to finish writing and
talking.
*Now we are going to discuss these out
loud. Does anyone want to read what is on
the sheet they are standing near?
If no one volunteers, choose a sheet and
read some of the responses out loud.
*These are great answers!
Discuss how each objective is specifically
designed to address the risk factors
associated with families of incarcerated
parents.
*We want to achieve these objectives in
order to reach our overall goals and
ultimately our vision of ensuring you and
your families are happy and not having to
deal with any negative consequences
related to the parental incarceration!
*Great job everyone! I hope you were able
to learn more about the program and
understand why this program will benefit
you and your family. We will revisit these
objectives throughout the program at the
beginning of each session.
*Please let me know at anytime throughout the
program if anyone feels like you did not learn
what the objective said you would.
Allow them to sit down as you begin to explain
the homework assignment and pass it out.
*I am going to go ahead and hand out the
homework assignment, but we still have about
ten minutes before the end of this session which
we will use to process what we learned during
this session. This will happen at the end of every
session throughout the program to make sure
you all are having the most beneficial
experience.
*The paper I am passing out has a list of
activities with a short description by each. These
are some of the activities we will do during the
program. I would like you all to take this home,
read over it, and provide any suggestions to the
activities. I would also like you to write down any
activities you would like to do during the
program. You do not have to put your name on
it, but I will take this up at the beginning of the
next session.
Now, ask:
What are two things you learned today?
What do you still have questions about?
Possible answers:
-definition of a risk factor, any objectives
-any questions about how to combat risk factors
*Before you leave, please answer these two
questions on a piece of paper and hand it to me
on the way out the door.
Thanks for coming! See you next session!

5
S E L F - C A R E
Session Preparation
Session 2:
Overview
Colored pencils
Notebook paper
Pens/pencils/colored pencils
Dry erase markers
Sticky notes
Blank self-care calendars
Trigger worksheets
Materials
Objectives
By the end of the second session, 85% of
participants will comprehend physical,
mental, and emotional aspects of self-care
as indicated by their own identification of
self-care needs through the self-care
calendar activity and trigger worksheet.
After two years, 75% of participants will be
actively engaging in positive self-care and
coping strategies.
By the time the program has been
implemented at least twice, psychological,
mental, and emotional risk factors in 70% of
families of incarcerated parents will have
decreased.
Set up the self-care presentation. Print
out enough blank calendars out for the
group. Make sure enough chairs and
tables are set up, facing the board. Place
enough notebook paper, colored pencils,
and writing utensils on each table for
everyone to use. Set up any food in a
neutral place.
(adults)
1.5 hours
Self-care: any activity that we do
deliberately in order to take care
of our mental, emotional, and
physical health (psychcentral.com)
Read through all of the instructions for
session 2. Read background information
about self-care, and look over the
presentation ahead of time. Think about
your own self-care practices or any
experiences you have had with self-care,
and try to add your own experiences to
the discussion to make the presentation
more personable.
Since these families are high risk, it
is especially important for them to
learn self-care techniques and
coping strategies (Armstrong et al,
2018); Bocknek et al, 2009; Emory,
2018).

6
ACTIVITIES & INSTRUCTIONSSession 2:
A1: What is self-care?
Welcome everyone to the second session and collect the homework from the welcome session.
Allow a few minutes for everyone to sign in, grab their food and get situated.
*Today we're going to learn about how to take care of ourselves and why that is important in
the first place. To begin with, I want everyone to write down what they think self-care is.
While you're doing this, I will go ahead and put the objectives for today's session on the board
so you all can review it.
Allow 3-4 minutes for participants to write it down and look over the objectives. Ask if anyone
has any questions about the objectives. If not, move to the next slide and play the Parks and
Recreation video clip.
*Does anyone have a definition like that? Would anyone like to read theirs aloud?
Allow for volunteers to respond and ask if anyone else would like to read their definition.
Afterwards, move to the next slide and read the definitions to the group.
*Does anyone have any initial thoughts or reactions? Does anyone like a particular definition
more than another?
*Can anyone tell me why self-care is important? Does anyone have any ideas about why it is
especially important to practice self-care in relation to your situation(s)?
Move to the next slide that discusses the importance of self-care.
*As we discussed in the welcome session, there are many risk factors for you and your family.
it is most important to make sure you all are taking care of yourselves from now on and
throughout the program in order for us to adequately address these risk factors.
Move to the "types of self-care" slide.
*There are also different types of self care. This is important to know for when you need to
address certain aspects of yourself that you know are struggling the most.
Now we are going to create a plan to make sure take care of ourselves from now on!
This activity directly teaches all
about self-care through visual and
verbal means, allowing participants
to retain the information.
Learning about self-care is the first step in
implementing self-care strategies. Now the
participants know why it is important, they
will pay attention to their own needs and
respond to them.

7
Finishing Up
A2: Self-Care Calendar
Pass out the blank calendars, and make sure each table has a variety of colored pencils.
*I want everyone to fill in each day with a different self-care activity. This can be anything
you enjoy doing, anything that relaxes you, or anything that makes you feel recharged.
However, I want you to write at least three different types of self-care activities per week.
Fill in all of the days, but have at least one mental, one emotional, and one physical self-care
activity per week. You can decide which type to do on the other four days.
Give them about 30 minutes to complete this activity, and you can create one for yourself
while interacting with the participants. Play positive, upbeat music in the background.
Processing
After about 28 minutes, inform them they
have about two minutes to finish up. Ask
if anyone wants to share anything on
their calendar, and allow a few minutes
for this if necessary.
*This might seem tedious, but writing out
a plan is the first step in implementing
new habits. Once you begin regularly
practicing self-care, it will become a
habit that you won't even need to think
about.
*Now that you all have developed a plan,
I will be checking in with you each week
to make sure you are staying on top of
your self-care. Take this with you and
hang this on your fridge or put in a place
where you will regularly be reminded.
*I hope you all learned a lot today.
Write the session's processing questions on the
board as you instruct them to answer them on
their paper before they leave.
*See you all next time!
This activity engages participants in
critically thinking about what they
need during the week. Writing a plan
to engage in self-care will encourage
participants to implement those
practices.
Ask:
What are three different types of self care?
Provide one example for each type for how
you can practice self care.
How do you know you need self-care?
Possible Answers:
Mental - breaking down your thoughts,
Physical - exercise, Spiritual - meditation,
Emotional - journaling (Brzosko, 2018).
Citing any triggers is great; or: sleep-
deprived, very emotional, can't relax, etc

8
S E L F - C A R E
Session Preparation
Session 3:
Overview
Pencils
Crayons
Blank cards with hole punches
Steel loose-leaf rings
Feelings and actions playlist
Materials
Objectives
By the end of the third session, 80% of
child participants will be able to recognize
when they are having negative feelings
and how those feelings are externalized as
exhibited by the program activities.
(Children)
1.5 hours
By the end of the program, 80% of child
participants will be actively engaging in
strategies to deal with their emotions as
exhibited by a parent survey.
After two years, 80% of children of
incarcerated parents will have decreased
internalizing and externalizing behaviors.
Set up enough tables and chairs for
the group. Allow enough room for
them to move around in between the
tables or behind their chairs. Place
enough crayons and pencils at each
table. Set up the playlist before the
session starts so it is ready to play for
the activity.
Read through all of the instructions for
session 3. Read background information
about internalizing and externalizing
behaviors of kids.
Internalizing behaviors:
"characterized by the tendency to
withdraw and take in distress (e.g.
anxiety & depression)"
Externalizing behaviors:
"expelling or acting out distress (e.g.
conduct disorder, substance use
disorder)"
(Hatoum et al, 2018)
Spotify playlist link for this
session:
Definitions:
https://open.spotify.com/user/
ilovepenguins.jls/playlist/
4GxVwWjS2D0YswenA0uCVa?
si=oow--iEMQbeU3cqlxCoZOg

9
A1: The feelings dance
Welcome the kids to the program.
*We will have a snack later on, but right
now we are going to play a game!
Everyone get up and stand in a place
where you can stretch your arms and
legs as far as possible without touching
anything else.
Wait for them to get in position.
*Now, I am going to play a few different
songs. I want you to listen to the song for
a minute and think about how it makes
you feel. Then, I want you to dance or
move to the song based on the way it
makes you feel. For example, if the song
makes you feel sad, you might pretend to
cry or walk slowly. When I stop the
music, I want everyone to stop moving,
like freeze dance. Is everyone ready?
Play each song for about 30-45 seconds.
Allow them a few seconds to recover
between songs. End the activity with the
happiest song (go in order of the playlist).
Observe each kid and take note of
anyone doing a move that isn't consistent
with the mood of the song. Pay special
attention to behaviors and movements
during sad and violent songs.
After all the songs have played, instruct
them all to sit down and pass out mini
bottled waters to each table during this
time.
*Those were some great dance moves
everyone! Now, can anyone tell me which
song they liked the best? The least?
Ideally, they will associate the upbeat songs with
happy, and the slower songs with sadness. Listen
to each response, and take notes.
*Why do you think that song made you
happy/sad/angry? Were there any words that
made you feel that way?
Try to point out any behaviors that were extreme
for the feeling. (e.g. a child hitting something
during a song)
*I noticed some people were hitting during [that]
song. Can anyone explain to me why you might
have done [the behavior] during that song? Is this
something that makes you feel better?
*Sometimes our feelings make us do things that
might not be good for us. Can anyone give me an
example of something they might have done or
seen someone else do that might not be healthy for
them or others?
Wait for someone to respond. If no one responds,
give your own example.
*What do you think that person was feeling when
they [did the behavior]?
Wait for a response, or answer yourself.
*It's important to think about our actions and what
kind of feelings we are having when we do those
things, especially if they are unhealthy things. We
want to understand our feelings and talk to others
about them if we don't. We also want to do things
that help us and not harm us when we have
negative feelings.
We are going to create a craft that will help us
practice healthy actions when we have negative
feelings.
Session 3:

1 0
A2: Strategy Cards
Pass out ten blank hole-punched cards to
each child.
*Don't color on anything yet. Before we
make our book, let's brainstorm things we
can do to help us when we are having
negative emotions. Raise your hand if you
can give me a suggestion.
Allow children to offer suggestions, and
write these down on the board so
everyone can see them. Write only helpful
actions, and try to come up with at least
15 so they can choose 10 out of the 15.
*Thanks for your help everyone! Now, I
want you all to choose ten of these
actions that we brainstormed. Copy them
onto your ten cards and draw a picture to
represent that action.
Show them the example, and turn on some
happy music in the background while they
work.
Allow 30 minutes for this activity.
After 30 minutes, ask them to stack their cards
and clean up. Play some fun music while they are
cleaning. Walk around during this time and
attach the rings to complete their books.
*I want you all to keep these cards with you and
use them whenever you are feeling negative
emotions.
Before we go, I want to ask you all two
questions, and I would like you to raise your
hands to answer them.
[Ask the two process questions below]
Thanks for hanging out with me friends! Have a
great day!
Count to ten
Draw a picture
dance
talk to someone
listen to happy music
take a walk
pet your animal
write about it
Strategy examples
The feelings dance is a fun way to help
children think about the link between
feelings and actions.
Allowing the participants to think of their
own strategies and make their own book will
empower them to follow their own advice
and change the way they react to their
feelings, ultimately decreasing internalizing
and externalizing behaviors.
Ask:
What are three things you can do when you
are feeling angry? Sad?
What do our feelings do to our body?
Possible Answers:
Talk to someone, take a walk, draw a picture,
etc
make them feel (the feeling), sometimes do
things that aren't good for us

1 1
L E G A L E S E
Session Preparation
Session 4:
Overview
"Legalese" handout
Child questions cut-outs
Scissors
Pencils/pens
Reading(s) for homework
Materials
Objectives
By the end of the fourth session, 90% of
participants will be able to identify and
summarize legal terms, visitation rights,
and prisoner & prisoner family rights as
evidenced by the Pictionary activity to be
played in the fourth session.
Make sure there are enough tables and
chairs for participants facing the front
of the room. Set up the food in a
neutral place. Prepare the computer for
the presenter. Print out enough
handouts for each participant. Place
pencils and pens at each table. Cut the
questions into separate pieces to
prepare for activity 2.
1.5 hours
By the end of the program, 90% of
participants will actively exercise their
rights in relation to the parental
incarceration and be able to comfortably
answer any questions their child(ren) may
have about the process.
After two years, the uncertainty and stress
families of an incarcerated parent face will
decrease, which will reduce the likelihood
that caregivers will experience mental
health problems and substance abuse.
Read all instructions for session four.
Read through all handouts, and be sure
you know the definitions of each legal
term and concept to be able to answer
questions later on.
Having another speaker address a
topic allows for a new face and
fresh perspective. Additionally,
participants will be more attentive
and learn more knowing they are
listening to an expert on the
subject.
Overview of Guest Speaker Lecture
The guest speaker from the Department of Corrections will attend this session to speak to
participants about the rights they have. The guest speaker will discuss the policies
surrounding visitation and the amount of hours allowed. The speaker will also discuss
policies surrounding communication with the incarcerated parent in general. Additionally,
the guest speaker will discuss the rights the prisoner has, such as their financial rights
while in prison, any termination of parental rights issues, etc. The speaker will finish by
taking any questions from participants.

A1: Guest Speaker
Welcome the participants back. Allow time
for sign in and for them to get their food
and get settled in. While they are getting
settled in, announce that there will be a
guest speaker today.
*Today we will have a guest speaker from
the Department of Corrections speak to
you all about the justice system, the rights
you and your family have, and answer any
questions you all may have. Please write
down any questions you have during the
presentation and reserve them for
afterward.
When the presenter comes in, introduce
yourself and then introduce the speaker to
the group. Show the presenter their
equipment, and then let them take over.
When the presentation is complete and all
questions have been answered, thank the
speaker as a group.
*Let's thank Mrs./Mr./Miss etc [name] for
visiting with us today!
Follow with clapping, and walk the speaker
to the door.
Session 4:
A2: Terrifying Talks
*Now we're going to practice having those
conversations we talked about that might be
scary or challenging for us. Everyone grab a
partner and choose which one will be the adult
and which one will be the child asking the
question first. You will trade off for the second
question. I am going to pass out two questions
each to you. When I say go, you will have ten
minutes to practice each question. I will say
switch when it is time to switch to the next
question.
*Remember all you have learned, and don't be
afraid to ask me or your partner for help. We will
come together at the end and talk about how it
felt and what kind of responses we could give.
After ten minutes, tell them to switch. Whoever
was the adult is now the child, and whoever was
the child is now the adult.
After the second ten minutes. *Everyone finish up!
I heard some great conversations. Would anyone
like to act their question out in front of the class?
Allow for participants to act their questions out,
and ask for good and bad reviews from the
group.
*what are some things you all think [the
participant] maybe missed in answering the
question? what are some things the participant
did well?
1 2
Ask:
What are two things you learned from
the guest speaker?
What can you say to help a child
understand their parent might be gone
for a while?
Any policies about visitation, the
financial rights of the prisoner
Relate it to a long-term time-out, remove
the crime from the person
Possible Answers:

1 3
F A M I L Y M A T T E R S
Session Preparation
Session 5:
Overview
Online jeopardy game
Blank time log handout
Pens/pencils
Reading(s) from homework
Materials
Objectives
By the end of the fifth session, 80% of
adult family members will be able to
explain the necessity of building and
maintaining communication with the
incarcerated parent and identify a plan to
do so.
Set up the online jeopardy game. Test it
out to be sure all components work
properly. Set up room so two teams can
sit together (i.e. four tables on one side
of room, four tables on another). Place
enough pens and pencils on each table
for participants to use.
1.5 hours
By the end of the program, 85% of
participants will actively maintain
communication with the incarcerated
parent indicated by their time logs.
After two years, 75% of families of an
incarcerated parent will have stronger
relationships between members.
Read all session 5 instructions.
Read through the readings
handed out for homework
during last session.
Jeopardy encourages active
learning and some healthy
competition, which will make
participants think on their feet and
retain the information better (Rivera
& Mathews, 2004).
Creating a log will create some
accountability among participants in
encouraging communication with
the incarcerated parent.
Jeopardy Link:
http://jeopardylabs.com/play/
maintaining-relationships-5

1 4
A1: Jeopardy
*Welcome back! Today we are going to
play Jeopardy, with questions based on
the readings you were assigned. I will
divide you into teams, and then we will
get started!
-These questions will be about why it is
important to maintain a relationship with
the incarcerated parent.
Divide into two teams, or allow them to
divide themselves.
Allow 45 minutes for the game, and
actively participate.
*That was a great game, everyone! Do
you all think that helped in understanding
the readings better?
Now we are going to fill out our own
communication log.
Session 5:
A2: Plan it Out!
*I am passing out a blank time log sheet.
I would like you all to go ahead and write
down any type of communication you have
recently had with your [incarcerated family
member], the amount of time it took to
complete it, and a short overview of the
communication. Be sure to write what went
well about it, how it made you feel, and
what could have been better.
*After you all write this down, I would like
you to think about what a typical week
looks like for you, and identify spots in your
week and in your child's week where there
would be time to do any type of
communication with [incarcerated family
member]. Write these down on this weekly
calendar I am passing out.
Give them 20-30 minutes to complete these
activities.
Processing Ask
*I hope you all can see there is
more time than you think in your
busy schedules! As we have
learned today, it is so important
to take this time to spend with
[the incarcerated family member].
As always, please answer these
two questions on a sheet of
paper and hand it to me before
you leave. Have a great day and
see you next time!
Give two reasons it is important to stay in
contact with [the incarcerated family
member].
What are two ways you can improve the
communication between you, the child, and
your incarcerated family member?
Possible Answers:
It helps them integrate back into society, it
helps the child not feel guilty
Maintain a log of communication, ask the child
about their feelings

1 5
G O O D B Y E
Session Preparation
Session 6:
Overview
Computers
Final program survey
Scissors
Glue
Scrapbook paper
Printed collage pictures
Magazines/newspapers
Retaining knowledge handout
Materials
Objectives
By the end of the last session, 90% of
participants will leave with knowledge of
resources in the community and how to
maintain the skills and information gained
from the program.
Make sure there are enough tables and
chairs set out for all guest speaker to
set up their tables. Place them in a
circular fashion around the room, if
possible. Set food in a neutral place, but
wait until after the resource fair to take
out food.
2 hours
Six months after the program, 75% of
participants will actively employ strategies
to ensure legal knowledge, self-care
strategies, and family relationship
knowledge gained from the program are
retained and implemented in their lives
through the strategies they learned within
the program.
After five years, 85% of families of an
incarcerated parent will have improved
overall functioning and decreased risks
associated with the incarceration of a
parent as indicated by surveys.
Read through session 6
materials. Read information about
each agency that will be
represented. Call with any specific
questions related to participants.
Allowing participants to
physically walk around and
choose which tables they want
to visit in their preferred order
empowers them to learn
without forcing information on
them.
A reading followed by a
discussion will engage the
participants in critical thinking,
compelling them to retain the
knowledge.

1 6
A2: Taking what you
learned with you
Session 6:
A1: Guest Speaker Stations
Allow all representatives time to come in and set up. Offer help if necessary, but do
not crowd them. When participants enter, welcome them to the last session. Introduce
each representative.
*Well, let's get started! Try to visit each table and learn about what kind of resources
you have available to you and your family. Don't be afraid to ask questions!
Allow 30 minutes for this activity, and give a five minute warning to let people finish
up their conversations.
After the resource fair representatives
leave, bring out the food and let
participants have a moment to get food.
Pass out the retaining knowledge
handout.
*Now we are going to learn about how
you all can keep the skills and knowledge
you have learned from this program.
Read through this handout, and let me
know if you have any questions.
Discuss a little more about how to retain
the knowledge, and ask if anyone has
suggestions for this.
2 hours
Pull up "Wordle" example.
*Now, we are going to create a wordle
to reflect what you have learned. Just
put any words or phrases you think of
into this box, and then click generate to
turn it into a shape!
Allow ten minutes for this activity.
A3: Wordle
A4: Collage
The last activity we will do today (before
the survey) is create a collage. I have
plenty of materials for you to use, and I
want you all to create a collage that
represents:
-How this program has made you feel
-What parts of the program you have
found most and least helpful
-What you learned from the program
Allow 30 minutes for this activity, and
play music while doing so.
After the thirty minutes is up, allow time
for cleanup.
*Does anyone want to talk about their
collage?
A4: Final evaluation
*Thanks for sharing your collage(s) with us!
Before you all leave, please fill out this survey
about the program. It will only take 5-10
minutes, and everyone will receive a gift bag on
their way out for completing the survey.
Thanks for your participation!

1 7
R E F E R E N C E S
Abdelbary, M. (2017). Learning in Motion: Bring Movement Back to the Classroom. Retrieved
from https://www.edweek.org/tm/articles/2017/08/08/learning-in-motion-bring-
movement-back-to.html
Armstrong, E., Eggins, E., Reid, N., Harnett, P., & Dawe, S. (2018). Parenting interventions for
incarcerated parents to improve parenting knowledge and skills, parent-well-being, and
quality of the parent-child relationship: A systematic review and meta-analysis. Journal of
Experimental Criminology, 14, 279-317.
Axner, M. (2018). Developing facilitation skills. Community Toolbox. Retrieved from
https://ctb.ku.edu/en/table-of-contents/leadership/group-facilitation/facilitation-
skills/main
Benek-Rivera, J. & Mathews, V.E. (2004). Active learning with jeopardy: Students ask the
questions. Journal of Management Education, 28(1), 104-118.
Bocknek, E., Sanderson, J., & Britner, P. (2009). Ambiguous loss and posttraumatic stress in
school-age children of prisoners. Journal of Child and Family Studies, 18(3), 323-333.
Brzosko, M. (2018). How to practice physical, mental, and emotional self-care. Retrieved
from https://advice.shinetext.com/articles/how-to-practice-physical-mental-and-emotional-
self-care/
Emory, A.D. (2018). Explaining the consequences of paternal incarceration for children’s
behavioral problems. Family Relations, 67(2), 302-319.
Hatoum, A.S., Rhee, S.H., Corley, R.P., Hewitt, J.K., Friedman, N.P. (2018). Etiology and
growth of internalizing and externalizing behavior problems across childhood and
adolescence. Behavior Genetics, 48, 298-314.

Evaluation
For the following questions, please choose one answer.
1. How comfortable was the location of the program?
a. Very comfortable (ideal answer)
b. Comfortable
c. Neither
d. Uncomfortable
e. Very uncomfortable
2. How confident are you in your ability to talk to your child about parental incarceration?
a. Extremely confident (ideal answer)
b. Very confident
c. Moderately confident
d. Somewhat confident
e. Not at all confident
3. Please rate the quality of communication between your family and the incarcerated parent
as of now.
a. Excellent (ideal answer)
b. Above average
c. Average
d. Below average
e. Very poor
4. How likely are you to continue engaging in self-care strategies?
a. Extremely likely (ideal answer)
b. Very likely
c. Somewhat likely
d. Not at all likely
For the following statements, please circle whether you strongly agree, agree, disagree, or
strongly disagree.
5. The program activities helped me learn the information in the program.
a. Strongly agree (ideal answer)
b. Agree
c. Disagree
d. Strongly disagree
6. I understand the risks associated with parental incarceration.
b. Agree
c. Disagree
7. I understand the importance of self-care.
b. Agree
c. Disagree
8. I know how to identify my triggers.

b. Agree
c. Disagree
9. I know how to practice self-care.
b. Agree
c. Disagree
10. My child recognizes their negative feelings.
b. Agree
c. Disagree
11. My child talks about their feelings more than they did before the program.
b. Agree
c. Disagree
12. My child engages in positive coping strategies learned from the program.
b. Agree
c. Disagree
13. I understand my rights as a family of an incarcerated parent.
b. Agree
c. Disagree
14. I feel more comfortable visiting my incarcerated family member as a result of the
program.
b. Agree
c. Disagree
15. I understand legal terms related to parental incarceration.
b. Agree
c. Disagree
16. I understand the importance of maintaining contact with the incarcerated parent.
b. Agree
c. Disagree
For the following questions, please write out an honest answer.

1. What skills have you gained from this program?
Possible answers: communication skills, self-care strategies, answering questions about legal
concepts/process
2. How will you be sure to retain the knowledge gained from the program?
Possible answers: teach someone else, write about it
3. Has anything in your life improved as a result of this program?
Possible answers: communication in family/incarcerated parent, mental health, child behaviors
4. What types of self-care strategies will you engage in from now on?
Possible answers: exercise, journal-writing, meditation
5. Why is it important to be honest with your child(ren) about the incarceration?
Possible answers: what they make up in their head is worse, they have a right to know
6. Please note any improvements you feel could be made to this program.
Open-ended

FREEING FAMILIES 8
References
Aaron, L., & Dallaire, D.H. (2010). Parental incarceration and multiple risk experiences: Effects
on family processes and children’s delinquency. Journal of Youth and Adolescence, 39,
1471-1484.
Armstrong, E., Eggins, E., Reid, N., Harnett, P., & Dawe, S. (2018). Parenting interventions for
incarcerated parents to improve parenting knowledge and skills, parent-well-being, and
quality of the parent-child relationship: A systematic review and meta-analysis. Journal
of Experimental Criminology, 14, 279-317.
Bocknek, E., Sanderson, J., & Britner, P. (2009). Ambiguous loss and posttraumatic stress in
school-age children of prisoners. Journal of Child and Family Studies, 18(3), 323-333.
Bogenschneider, K. (1996). An ecological risk/protective theory for building prevention
programs, policies, and community capacity to support youth. Family Relations, 45(2),
127–138.
Bureau of Justice. (n.d.). Terms & Definitions: State And Federal Prisoners And Prison
Facilities. Retrieved from https://www.bjs.gov/index.cfm?ty=tdtp&tid=13
Emory, A.D. (2018). Explaining the consequences of paternal incarceration for children’s
behavioral problems. Family Relations, 67(2), 302-319.
Estrin, A.A. (2014). Why maintain relationships? Children of Incarcerated Parents Library.
Retrieved from https://nrccfi.camden.rutgers.edu/files/cipl102-
whymaintainrelationships.pdf

FREEING FAMILIES 9
Herman-Stahl, M., Kan, M.L., McKay, T. U.S. Department of Health and Human Services.
(2008). Incarceration and the family: A review of research and promising approaches for
serving fathers and families.
Johnson, E.I., Arditti, J.A., McGregor, C.M. (2018). Risk, protection, and adjustment among
youth with incarcerated and non-resident parents: A mixed-methods study. Journal of
Child and Family Studies, 27, 1914-1928.
Kjellstrand, J., Yu, G., Eddy, J.M., & Martinez, C.R. (2018). Children of incarcerated parents:
Developmental trajectories of externalizing behavior across adolescence. Criminal
Justice and Behavior, 45(11), 1742-1761.
Luther, K. (2015). Examining social support among adult children of incarcerated parents. Family
Relations, 64(4), 505-518.
Morgan-Mullane, A. (2018). Trauma focused cognitive behavioral therapy with children of
incarcerated parents. Clinical Social Work Journal, 46(3), 200-209.
Phillips, S. D., Burns, B. J., Wagner, H. R., & Barth, R. P. (2004). Parental arrest and children
involved with child welfare services agencies. American Journal of Orthopsychiatry, 74,
174 –186.
Smyke, A. T., Bailey, L. O., & Zeanah, C. H. (2017). Mental health implications for children of
incarcerated parents. Loyola Law Review, 63(3), 405-433.
Song, H., Woo, Y., Lee, H. D., & Cochran, J. K. (n.d). The dynamics of intra-family
relationships during incarceration and the implications for children of incarcerated
parents. International Journal Of Offender Therapy And Comparative
Criminology, 62(12), 3775-3796.
Turney, K., & Goodsell, R. (2018). Parental incarceration and children's wellbeing. Future Of
Children, 28(1), 147-164.

FREEING FAMILIES 11
References
Aaron, L., & Dallaire, D.H. (2010). Parental incarceration and multiple risk experiences: Effects
on family processes and children’s delinquency. Journal of Youth and Adolescence,
1471-1484.
Axner, M. (2018). Developing facilitation skills. Community Toolbox. Retrieved from
https://ctb.ku.edu/en/table-of-contents/leadership/group-facilitation/facilitation-
skills/main
Dykeman, M., MacIntosh, J., Seaman, P., & Davidson, P. (2003). Development of a program
logic model to measure the processes and outcomes of a nurse-managed community
health clinic. Journal of Professional Nursing, 19(4), 197-203. Retrieved from
https://goo.gl/vyiiVZ
Hayes, H., Parchman, M. L., & Howard, R. (2011). A logic model framework for evaluation and
planning in a primary care practice-based research network (PBRN). The Journal of the
American Board of Family Medicine, 24(5), 576-582. Retrieved from
https://goo.gl/x4anC7
Nagy, J. & Fawcett, S.B. (2018). Creating objectives. Community Toolbox. Retrieved from
https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/create-objectives/main
Newby, G. (2005). Children of incarcerated parents: A bill of rights. San Francisco Children of
Incarcerated Parents Partnership. Retrieved from:
https://docs.wixstatic.com/ugd/73a5ec_83e372f34c154ffb99d9725a95ec1918.pdf

Appendix A
1. Welcome Session Materials
a. “Program Activities” Homework
2. Session 2: Self Care Materials
a. Self-Care Powerpoint
b. Blank Self-Care Calendar
c. Trigger worksheet
d. Homework for Session 4: Legal terms reading
3. Session 3: Self-Care (Child) Materials
a. Spotify Playlist link
b. Thoughts, feelings, behaviors, worksheet
4. Session 4: Legalese Materials
a. Pictionary Word Bank
b. Pictionary cut-outs
c. Role Play Conversation Card cut-outs
d. Homework For session 5: “Why Maintain Relationships?” Reading
5. Session 5: Family Matters Materials
a. Jeopardy link
b. Bill of Rights
c. Visitation/Communication Log
6. Goodbye Session Materials
a. Retaining Knowledge handout
Appendix B
1. Freeing Families Promotional Flyer
2. Freeing Families Participant Welcome Guide
3. Freeing Families Facilitator Welcome Guide
4. Notes

Homework!
The following is a list of activities which will be accomplished throughout the program.
Please read, make any suggestions/edits to the activities you feel necessary, and add 1-2
activities you think would be beneficial in helping you learn the information, bond with
your program peers, or feel more comfortable.
1. The first activity will begin with the participants writing out a definition of self-care on
their own paper. The facilitator will then ask if anyone wants to say their definition out
loud and use this as a gateway into a presentation & discussion about what self-care
means and why it is important. During the presentation, the facilitator will ask the
participants why they think self-care is especially important in relation to their
circumstances and the presentation will provide information around this.
2. For this activity, participants will have to identify different types of triggers using affinity
mapping. In order to do this, the facilitator will provide them with the definition of a
trigger by placing it on a board in the front of the room. Facilitator will then have them
write 5-10 things that could/does trigger them on separate sticky notes. After this,
facilitator will discuss how different triggers can be placed in different categories and
have them place their sticky notes under each category around the room (which will
already be placed).
3. For this activity, participants will be given the “trigger” worksheet. Participants will have
to develop a plan for dealing with their triggers, describing their three biggest triggers,
strategies for avoiding or reducing exposure to their triggers, and strategies for dealing
with each trigger when it happens. Participants will then be guided into a discussion
about how these triggers can be dealt with using the self-care strategies previously
discussed, which will lead into the fourth activity.
4. For this second activity, participants will be given the outline of a blank calendar for the
following month and be encouraged to fill in every day with a different self-care activity.
Participants will be encouraged to do at least one type of self-care activity a week
(mental, physical, and emotional).
5. For this activity, a guest speaker from the Department of Corrections will attend the
session to speak to the family members. The guest speaker will discuss the rights the
family has in relation to the parent’s incarceration, talk about visitation, and answer any
questions from the participants.
6. For this activity, participants will be divided into teams and a word bank will be on the
wall, taped as separate pieces that they can remove. Participants will play a version of
Pictionary, in which each team will have to take turns choosing the definition of a term
from a hat and then drawing the definition to have their team guess which term from the
word bank matches the drawing. Points will be kept, and then each team will keep the
definitions and terms they got correct. At the end of the game, each team will have to
say their definitions out loud. Facilitator will also provide a sheet with all of the legal
terms and definitions on them to be given to them in the previous session to prepare for
this activity. The Pictionary game will lead into a discussion of how the legal terms
relate to them.

7. For this activity, participants will be instructed to think about a time in which they didn’t
know what was going on or they were lost. They will then be told to think about how that
felt and shout out and/or write down those emotions, which someone will write down in
the front in a word-splash style, meaning the words will be written randomly across the
board. This will lead into a discussion of how that translates to what the child(ren) may
feel when kept out of the loop, and why it is important to also keep the child informed of
what is happening with the incarcerated parent. Facilitator will then move into a
discussion about how participants can talk to their children about the incarcerated parent,
which will lead into activity 4.
8. For this activity, the facilitator will lead conversational role-play in order for the family
members to practice answering any questions their child may have. There will be guiding
questions on the board at the front of the room, and each person will be partnered with
someone else and assigned two questions to role-play with. The questions will be
challenging questions that a child might ask in relation to the parent’s incarceration. The
pairs will then have a few minutes to talk about and act out what they might say with
each other, and then each pair will have the option to act out their responses in front of
the class.
9. For this activity, participants will play jeopardy. Participants will have already been
given the “Why Maintain Relationships?” assigned reading as homework in which the
jeopardy questions will be based off of. The reading given is about why it is important
for the child to maintain contact with the incarcerated parent and why other social
support, especially from the non-incarcerated member, is also necessary and important.
10. For this activity, participants will be given the Bill of Rights for children of incarcerated
parents. Participants will be instructed to read the Bill of Rights, then discuss with each
other what they think about the Bill of Rights, any challenges they may face in reference
to upholding the bill of rights for their child(ren), and anything they disagree with. Then,
each of the rights will be written in the front of the room separately, and participants
will be instructed to write the challenges they discussed underneath each right. The
group will then come together and discuss those challenges and how they could
overcome them or how other people or agencies could help overcome them.
11. For this activity, participants will be on a video-call with their incarcerated family
member. Arrangements will be made ahead of time, but if the facility does not allow for
video, the participants will be on a regular phone call with the incarcerated parent. They
will be given a worksheet with questions to ask the incarcerated parent about their
visitation and calling availability and identify specific times in which the incarcerated
parent could and would prefer to talk. The participants will fill this sheet out during the
call, and they will have about 20 minutes to do so.
12. For this activity, participants will be given a sheet that outlines a log of their visitation,
calls, and letters sent. Participants will first be instructed to write out what a typical week
looks like for them. Then, they will be instructed to identify spots in their week in which
they and their child could take time to visit, call, or write a letter to the incarcerated
parent. Participants will be instructed to fill in their log with any visitation they have
already had, how much time they spent, and a short reflection on the visit, phone call, or
letter writing (was it good, awkward, fun, etc, and why). They will keep this log with
them and maintain it throughout the program.

Objectives
´ By the end of the second session, 85%
of participants will comprehend
physical, mental, and emotional
aspects of self-care as indicated by
their own identification of self-care
needs through the self-care calendar
activity and trigger worksheet.
´ After two years, 75% of participants will
be actively engaging in positive self-
care and coping strategies.
´ By the time the program has been
implemented at least twice,
psychological, mental, and emotional
risk factors in 70% of families of
incarcerated parents will have
decreased.

What is self-care?
´ “The practice of taking action to preserve or improve one's own
health.”
´ https://en.oxforddictionaries.com/definition/self-care
´ “any activity that we do deliberately in order to take care of our
mental, emotional, and physical health”
´ https://psychcentral.com/blog/what-self-care-is-and-what-it-isnt-2/
´ “a broad term that encompasses just about anything you to do be
good to yourself”
´ http://www.thelawofattraction.com/self-care-tips/
´ “the action individuals take for themselves and their families to stay
healthy and take care of minor and long term conditions, based on
their knowledge and the information available”
´ http://www.wsmi.org//what-is-self-care/about-self-care-and-self-medication

Why is self-care important?
´ It improves your physical, mental, and
emotional health
´ It makes you able to care for others better
´ It makes you more energetic
´ It makes you happier
´ It builds your confidence
´ It allows you to take a break from the daily
stress you experience
´ It prevents unhealthy relationships and
promotes healthy boundaries
´ It teaches those around you the
importance of taking time for themselves as
well

Types of Self-Care
´ Emotional
´ Letting yourself feel and not hiding your
emotions
´ Validating and embracing any
emotions you are having
´ Journaling, talking to a friend, therapy
´ Physical
´ Making sure your body is well-nourished
and physically taken care of
´ Exercise, eating healthy, dancing, etc
´ Spiritual
´ Any practice that you do to further
your connection with your higher self
´ Meditation, removing negative energy,
cleansing physical and mental space
´ Mental
´ Noticing the thoughts in your head
´ Taking time to break the thoughts
down
´ Not allowing the negative thoughts to
take over
´ Practicing gratitude, focusing on the
present moment

References
´ https://www.verywellmind.com/importance-of-self-care-for-health-stress-
management-3144704
´ https://advice.shinetext.com/articles/how-to-practice-physical-mental-
and-emotional-self-care/
´ https://carleyschweet.com/spiritual-self-care/

Triggers
© 2017 Therapist Aid LLC 1 Provided by TherapistAid.com
Trigger: A stimulus—such as a person, place, situation, or thing—that contributes
to an unwanted emotional or behavioral response.
The Problem
Describe the problem your triggers are contributing to. What’s the worst-case scenario, if you are
exposed to your triggers?
Trigger Categories
Just about anything can be a trigger. To begin exploring your own triggers, think about each of
the categories listed below. Is there a specific emotion that acts as a trigger for you? How about
a person or place? List your responses in the provided spaces.
Emotional State
People
Places
Things
Thoughts
Activities / Situations
Tips for Dealing with Triggers
• Oftentimes, the best way to deal with a trigger is to avoid it. This might mean making
changes to your lifestyle, relationships, or daily routine.
• Create a strategy to deal with your triggers head on, just in case. Your strategy might
include coping skills, a list of trusted people you can talk to, or rehearsed phrases to
help you get out of a troublesome situation.
• Don’t wait until the heat of the moment to test your coping strategy. Practice!

Triggers
© 2017 Therapist Aid LLC 2 Provided by TherapistAid.com
In this section, you will develop a plan for dealing with your three biggest
triggers. Review your plan regularly, and practice each of the strategies.
Describe your three biggest triggers, in detail.
Trigger
#1
#2
#3
Describe your strategy for avoiding or reducing exposure to each trigger.
Trigger
#1
#2
#3
Describe your strategy for dealing with each trigger head on, when they cannot be avoided.
Trigger
#1
#2
#3

Let’s learn some legal terms!
1. Incarceration
a. “to keep someone in a closed place and prevent them from leaving it”
OR “the state of being confined in a prison or something similar to a prison”
i. https://dictionary.cambridge.org/us/
2. Parole
a. the early and “conditional release of prisoners before they complete their sentence under
supervision by a parole officer. If paroled prisoners violate the conditions of their release, they
may be returned to prison.”
3. Designated beneficiary
a. “The person designated, by the offender, to receive the offender’s personal property and funds
which are left under the custody and control of the Department in the event of the offender’s
death.”
4. Reentry
a. The transition of offenders from prison or jail back into the community
5. Recidivism
a. “refers to a person's relapse into criminal behavior, often after the person receives sanctions or
undergoes intervention for a previous crime.” (GA DOC website)
6. Corrections/correctional staff
a. “the network of agencies that supervise individuals in a state of incarceration, rehabilitation,
parole or probation”
7. Contraband
a. “as any item or article in the possession of an inmate/probationer, or found within the
facility/center, that has not been officially issued, purchased in the commissary, or approved by
an appropriate staff member”
i. https://www.law.umich.edu/special/policyclearinghouse/Documents/Georgia%20DOC%
20Mail%20Policy%20(IIB0401.SOP).pdf
8. Sentence
a. The punishment given to a person convicted of a crime
i. dictionary.law.com
9. Prison commissary
a. A place prisoners can go to purchase items such as toiletries and food
i. https://www.prisonfellowship.org/resources/training-resources/in-prison/faq-prison-
commissary/
10. Diagnostic process
a. “Identifies all pertinent needs of an inmate entering the prison system to hopefully meet those
needs to prevent the inmate from returning to prison”
b. All diagnostic inmates are considered to be close security until they complete the diagnostic
process, at which time they will be assigned a classification level
i. http://www.dcor.state.ga.us/sites/all/files/pdf/Research/Fact_Sheets/Info_Sheets_MaleDC
.pdf
11. Jail
a. A short-term facility for those awaiting trial or conviction or those sentenced to serve a small
amount of time
i. https://www.prisonfellowship.org/resources/training-resources/in-prison/faq-jail-prison/
12. Prison
a. A long-term facility where those convicted are sentenced to serve for a longer amount of time
i. https://www.prisonfellowship.org/resources/training-resources/in-prison/faq-jail-prison/
13. Prisoner trust fund

a. the bank account of an offender while they’re incarcerated. Family members can deposit money
in the account.
14. Warden
a. the person who oversees the activities of the correctional facility and staff to ensure safety and
security of the facility as well as the proper treatment of inmates
i. Wikipedia.com
15. Classification/Security Level
a. Offenders are assigned and classified by security level in prisons based on the offender's
sentence, nature of the crime, criminal history, history of violence, medical and treatment risks
and needs.
b. The three levels are: close, medium, minimum
i. http://www.dcor.state.ga.us/Divisions/Facilities/StatePrisons
16. Crime severity level
a. The seriousness of the crime committed; helps determine level of security and length of sentence;
there are 8 levels
17. Transitional center
a. A center that serves as a place for an offender to get help reintegrating back into society with a
job and greater sense of stability
18. Jurisdiction
a. the legal authority to exercise governmental power over a particular case
19. Felony
a. “any offense punishable by imprisonment for a term of one year or more and includes conviction
by a court-martial under the Uniform Code of Military Justice for an offense which would
constitute a felony under the laws of the United States”
20. Misdemeanor
a. A “smaller” criminal act in the legal system; punishable by less than a year in jail
i. Law.cornell.edu
21. Indictment
a. A formal charge that a person has committed a crime
22. Tentative parole month
a. The planned date the inmate would be placed on parole which is determined by the parole board
23. Compassionate reprieve
a. “a release from prison for a few hours or a few days to allow an inmate to visit a critically or
terminally ill member of his immediate family, to visit an immediate family member undergoing
a critical operation, to attend the funeral of a member of his immediate family, or for other
reasons deemed appropriate”
b. https://pap.georgia.gov/reprieves-commutations
24. Grievance
a. A grievance is a complaint submitted by an inmate through an inmate grievance form which is
used when an inmate has a question or concern about treatment, jail policies and procedures, or
“other related matter”
i. https://www.law.umich.edu/facultyhome/margoschlanger/Documents/Resources/Prison_
and_Jail_Grievance_Policies/California_Glenn_County_Policy_Section%202.pdf
25. Restitution
a. payment by an offender to the victim for the harm caused by the offender's wrongful acts. Courts
have the authority to order convicted offenders to pay restitution to victims as part of their
sentences.
i. http://victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-
victims/restitution

“The Feelings Dance” Playlist
https://open.spotify.com/user/ilovepenguins.jls/playlist/
4GxVwWjS2D0YswenA0uCVa?
si=e0KxWxY6Sqa2lPSQtstWEQ

© Sheryl A. Isaacs www.therapyforyourchild.com
I think
_______________________
____________________________
____________________________
____________________________
____________________________
When I am ________________________...
Directions:
1. Insert an emotion into the following sentence. Think of a specific situation in which you feel this emotion.
2.Fill in the left side of the worksheet noting how you’re your body feels when you have this emotion in the
situation you are thinking of, what thoughts you have in this situation and how you react in this situation.
3. Imagine your thought in the same situation changes. Fill in the right side of the worksheet.
What happens to your feelings and behaviors? Is there a change?
I feel like this in my body…
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
I behave this way…
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
I think
_______________________
____________________________
____________________________
____________________________
____________________________
I feel like this in my body…
___________________________
___________________________
___________________________
___________________________
___________________________
I behave this way…
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
1.
3.
2.

Prison
Jail
Incarceration
Parole Grievance Custody
Felony
Crime severity level
RestitutionCompassionate reprieve
Sentence
Designated beneficiary
Contraband Corrections
Jurisdiction
Warden
Reentry
Diagnostic
Process
Recidivism
Prisoner trust
fund
Misdemeanor
Tentative
parole month
Prison
commissary
Classification level

a complaint submitted by an inmate through an inmate grievance form which is used when an inmate has a
question or concern about treatment, jail policies and procedures, or “other related matter”
payment by an offender to the victim for the harm caused by the offender's wrongful acts. Courts have the
authority to order convicted offenders to pay restitution to victims as part of their sentences.
“a release from prison for a few hours or a few days to allow an inmate to visit a critically or terminally ill
member of his immediate family, to visit an immediate family member undergoing a critical operation, to attend
the funeral of a member of his immediate family, or for other reasons deemed appropriate”
The planned date the inmate would be placed on parole which is determined by the parole board
A formal charge that a person has committed a crime
A “smaller” criminal act in the legal system; punishable by less than a year in jail
“any offense punishable by imprisonment for a term of one year or more and includes conviction by a court-
martial under the Uniform Code of Military Justice for an offense which would constitute a felony under the laws
of the United States”
the legal authority to exercise governmental power over a particular case
A center that serves as a place for an offender to get help reintegrating back into society with a job and greater
sense of stability
The seriousness of the crime committed; helps determine level of security and length of sentence; there are 8
levels
offenders are assigned and classified by security level in prisons based on the offender's sentence, nature of the
crime, criminal history, history of violence, medical and treatment risks and needs.
the person who oversees the activities of the correctional facility and staff to ensure safety and security of the
facility as well as the proper treatment of inmates
the bank account of an offender while they’re incarcerated. Family members can deposit money in the account.

A long-term facility where those convicted are sentenced to serve for a longer amount of time
A short-term facility for those awaiting trial or conviction or those sentenced to serve a small amount of time
“Identifies all pertinent needs of an inmate entering the prison system to hopefully meet those needs to prevent
the inmate from returning to prison”
A place prisoners can go to purchase items such as toiletries and food
The punishment given to a person convicted of a crime
any item or article in the possession of an inmate/probationer, or found within the facility/center, that has not
been officially issued, purchased in the commissary, or approved by an appropriate staff member”
“the network of agencies that supervise individuals in a state of incarceration, rehabilitation, parole or probation”
“refers to a person's relapse into criminal behavior, often after the person receives sanctions or undergoes
intervention for a previous crime”
The transition of offenders from prison or jail back into the community
“The person designated, by the offender, to receive the offender’s personal property and funds which are left
under the custody and control of the Department in the event of the offender’s death.”
the early and “conditional release of prisoners before they complete their sentence under supervision by a parole
officer. If paroled prisoners violate the conditions of their release, they may be returned to prison.”
“the state of being confined in a prison or something similar to a prison”

Terrifying Talks Practice Cards (Cutouts)
Why did mom/dad go to jail/prison? Is it my fault?
Why did they do that bad thing? What will happen to me?
Where do people in jail/prison live?
What do people in jail/prison
wear?
Where do people in jail/prison eat?
What food do they eat in
jail/prison?
What do people have to do when they go
to jail/prison?
When will mom/dad be home?
Is mom/dad going to be okay/safe in
prison?
Does mom/dad still love me?
Can I see/talk to them when they are in
jail or prison?
What do people in jail/prison
wear?
Do I have to see mom/dad or talk to
them?
Can people in jail/prison go
outside?

Potential Benefits to Children
• Correcting frightening
and idealized images
circumstances is likely to be much
worse and more frightening than the
reality. As depressing as a prison
visiting room may be, it is far better
that what many children imagine.
Sometimes a way of coping with
the parents absence is to put the
parent on a pedestal, thinking they
can do no wrong. That is really hard
on parents who are, of course,
human. Visiting the parents help
children to see that parents make
mistakes and are not perfect. This is
a good thing for everyone.
• Talking face to face
Children cope best when they are
told the truth about their parents
incarceration. It is much easier for
incarcerated parents to talk honestly
with their children about their
feelings of the crime and life
behind bars when they are together
even if they were initially told on
the phone or in a letter. This can
decrease the child's guilt and
feelings of responsibility which
research says can lessen trauma and
loss symptoms.
• Learning you are not
alone
Seeing other children and families
at prison visits helps families know
their situation is not unique. There
are people who understand.
• Preparing for release
Maintaining contact through visits,
phone and mail is also important to
prepare the incarcerated parent to
be re-united with the family upon
release. Without contact, the child
may experience the parent's return
as an intrusion. The child may be
confused when the newly released
parent brings a change in parenting
style and rules to an established
routine in the family. This can be
true whether or not the parent will
live with the child.
• Preventing termination
of parental rights
For children placed in foster care
because of parental incarceration,
visits are important to avoid
permanent placement. These visits
which are typically a part of a
parents' reunification plan, also
assure children that their parents
have not voluntarily abandoned
them to strangers. In the lives of
foster children, ongoing visiting
creates continuity. And, courts may
be less inclined to terminate the
rights of a parent who, followed
their plan and even though
incarcerated, worked to provide
parental support.
Why Maintain Relationships?
By Ann Adalist-Estrin
Adapted from How Can I Help?,
published by the Osborne
Association, Long Island, New
York, used with permission.
Is prison visiting good for the child
of an incarcerated parent? Is it
good for the incarcerated parent? Is
it good for the family?
There is no one right answer for
every situation or family. But there
are many families and children that
can benefit from maintaining
family ties through the crises of
incarceration.
Can contact with an
incarcerated parent benefit
children?
Each family situation is different.
The potential benefit to children
depends greatly on how much
support they receive. There are
many adults who are important in
the lives of children of
incarcerated parents. Children can
benefit when adults help with
letter writing and phone calls.
They can also benefit when these
adults participate in preparing for
and conducting visits.
www.nrccfi.camden.rutgers.edu Facts and Issues: CIPL 102

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