Children at Risk: Unit 2

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Children at Risk: Unit 2

  1. 1. CHILDREN AT RISK ECE 255 UNIT 2: VALUES CLARIFICATION Michelle Meyer, MA Walla Walla Community College
  2. 2. Welcome! We believe: <ul><li>Teachers are professionals. </li></ul><ul><li>Sometimes trainings are mirrors that can raise difficult or uncomfortable personal issues. </li></ul><ul><li>Self-care is a survival skill. </li></ul><ul><li>As humans, we aren’t perfect. </li></ul><ul><li>Teachers and parents are partners. </li></ul><ul><li>A stable early education environment helps families. </li></ul><ul><li>Nearly all parents truly want to be good parents. </li></ul><ul><li>Communication builds bridges. </li></ul><ul><li>Facts are not enough. </li></ul>
  3. 3. This class does not: <ul><li>Prepare you to be a diagnostician. </li></ul><ul><li>Provide you with skills to act as a chemical dependency counselor. </li></ul><ul><li>Encourage you to take the place of parents or assume total responsibility for the well-being of the children in your care. </li></ul>
  4. 4. Situational Ethics <ul><li>Values: </li></ul><ul><li>basic assumptions and beliefs that influence our judgments and actions. </li></ul><ul><li>Set at an early age. </li></ul><ul><li>Remain relatively stable over lifespan unless we experience a significant emotional event. </li></ul>
  5. 5. Boundaries <ul><li>A limit that is set to define a role, help establish rules, and define property. </li></ul><ul><li>Clear </li></ul><ul><li>Consistent </li></ul><ul><li>Empathy vs. sympathy </li></ul>
  6. 6. Confidentiality <ul><li>Based on trust. </li></ul><ul><li>Relationships can be close. </li></ul><ul><li>Essential part of professionalism. </li></ul><ul><li>Verbal boundary. </li></ul><ul><li>Venting to appropriate confidential resources, ie. therapist. </li></ul><ul><li>Release of information. </li></ul><ul><li>MAINTAIN IN THIS CLASS! </li></ul>
  7. 7. Mandated Reporting <ul><li>Required if abuse or neglect is suspected. </li></ul><ul><li>Report to CPS or law enforcement. </li></ul><ul><li>Document. </li></ul><ul><li>Can not be anonymous. </li></ul><ul><li>CPS response. </li></ul><ul><li>Family response. </li></ul>
  8. 8. Climbing the Inference Ladder TAKE ACTIONS ADOPT BELIEFS DRAW CONCLUSIONS MAKE ASSUMPTIONS ADD MEANINGS SELECT “DATA” OBSERVABLE EVENTS
  9. 9. Inference Ladder Assumptions <ul><li>What we believe represents the truth. </li></ul><ul><li>The truth is obvious. </li></ul><ul><li>Our beliefs are based on real information. </li></ul><ul><li>Any information we are conscious of is real information </li></ul>
  10. 10. Attitudes about Alcohol and Other Drugs <ul><li>Discuss with a partner. </li></ul><ul><li>Bring one idea or discovery back to the large group. </li></ul><ul><li>“ We do not really see through our eyes or hear through our ears, but through our beliefs. To put our beliefs on hold is to cease to exist as ourselves for a moment.” </li></ul><ul><li>– Lisa Delpit </li></ul>
  11. 11. Culture <ul><li>Characteristics that a group of people hold in common </li></ul><ul><li>Explicit Culture </li></ul><ul><ul><li>Observable elements </li></ul></ul><ul><ul><li>Dress, speech, use of tools, type of house, concrete behavior </li></ul></ul><ul><li>Implicit Culture </li></ul><ul><ul><li>Hidden or unconscious elements of a people’s culture </li></ul></ul><ul><ul><li>Values, attitudes, fears, religious, spiritual beliefs </li></ul></ul><ul><ul><li>Under the surface or taken for granted </li></ul></ul>
  12. 12. Issues about Cultural Bias <ul><li>We must prepare children for a real and diverse world. </li></ul><ul><li>We must recognize and role-model respect for the diversity among the children and families in your care. </li></ul><ul><li>All groups share some aspects in common. </li></ul><ul><li>Avoid grouping all people from one culture together. </li></ul><ul><li>Beware of stereotypes. </li></ul>
  13. 13. Reducing Cultural Bias <ul><li>It may take time for folks with different backgrounds to learn to trust one another. </li></ul><ul><li>Be clear about your own values. </li></ul><ul><li>Communicate honestly from your own experience and intentions. </li></ul><ul><li>Identify and modify your own stereotypes. </li></ul><ul><li>Respect the reality that families may do things very differently than you do. </li></ul><ul><li>Be sensitive in activities, responses and policies. </li></ul><ul><li>Be aware of community resources. </li></ul>
  14. 14. Media Influences <ul><li>Everywhere! </li></ul><ul><li>How does it affect us? </li></ul><ul><ul><li>Normalizing </li></ul></ul><ul><ul><li>Habituating </li></ul></ul><ul><ul><li>Desensitizing </li></ul></ul><ul><ul><li>Values distorted </li></ul></ul><ul><ul><li>Stereotyping </li></ul></ul><ul><li>Complete exercise with partner </li></ul>
  15. 15. Next week: <ul><li>Read: </li></ul><ul><ul><li>Hand-in-Hand </li></ul></ul><ul><ul><ul><li>Unit 2, Level I & Level 2 </li></ul></ul></ul><ul><ul><ul><li>Unit 3, Level 1 & Level 2 </li></ul></ul></ul><ul><ul><li>Frieman </li></ul></ul><ul><ul><ul><li>Chapter 1 </li></ul></ul></ul><ul><li>Activate your student e-mail </li></ul><ul><li>Log into the ANGEL classroom </li></ul><ul><li>Complete online Discussion Board #1 </li></ul>

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