
PARENTING LEARNING EXPERIENCE
USING BEHAVIORAL CONTRACTS
FOR CHILD ADVOCACY

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Learning Experience by Lisa A.
Rauche,
Member of the
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LEARNING CONTEXT:
This learning experience has
been utilized in Health Education and Child Development classes. Acquiring parenting skills is a life long
learning process. Utilizing a behavioral
contract allows students to practice parenting in action from the viewpoint of
the parent as well as the child. It is a
learning agreement that consists of mutual consent, effort and
consequences. Students realize that a
contract provides guidelines for behavior changes and encourages and rewards
responsibility.
Guiding Questions:
·
How do family members support and affirm one another?
·
What are the roles/responsibilities adults assume
when they become parents?
·
How can advocacy be used to enhance child and family
health?
·
Where could/do parents learn what their roles and
responsibilities are in relation to their children?
This project provides
planned opportunities for students to recognize the holistic effect that parents’
actions or non-actions have on their children.
It forces students to look at children’s behaviors, parents’ responses,
consequences and what it teaches and reinforces in children.
It is helpful for students
to have created a graphic organizer to facilitate the process in the computer
lab.
PROCEDURE:
1. Students
will be divided into groups and each group will select a family name. The family brainstorms the definition of
advocacy and enabling. Each family
shares the group’s definition. As a class,
a comprehensive definition is decided upon and written on the Brainstorming
Collection Sheet. Key words for each
definition are discussed. Then, students
identify situations – social and academic – and possible parental responses
that illustrate advocating and enabling behaviors on the part of the parent.
It
is necessary to have this component complete in order to implement the next
component of the assignment.
At
the end of class, students chart in their Reflection Journal their comfort
level and knowledge about the concept of advocacy and enabling.
2. Students
report to the computer lab and class begins with a review of responses and
situations from the Brainstorming Collection Sheet. Individually students draw and create a
graphic organizer which gives the definition of advocacy and enabling, key
words and an example that demonstrates each concept. Students turn in their organizer(s) and then
answer the reflection question in their journal at the end of class.
3. Students
rejoin their family group. Students are
given a Scenario Response Sheet. Each
family discusses the situation and determines how an advocate would respond and
how an enabler would respond. Then,
students identify the effect that the parent’s reaction has on the child and what
it teaches him/her. Discussion to
follow. Students are asked to think
about personal situations in which they would benefit from an advocating
parental response. Class ends with a
reflection in the reflection journal.
4. Students
report to the computer lab. A contract
template is shared. Students
individually identify a personal academic or social situation in which the
student will make a contract to address the need for an advocating response
from his/her parents. Students generate
the contract. Class ends with a
concluding reflection about the learning experience.
Students
are to bring contracts home to discuss, get agreement and signature of
parent(s) indicating a collaborative effort to address need.
INSTRUCTIONAL ENVIRONMENTAL MODIFICATIONS:
All students have been able
to complete this task. Weaker students
were assisted by “family members” and
support staff. All students had the
opportunity to collaborate with parents and teachers. Some students needed additional computer time
which could be accommodated.
TIME REQUIRED:
Planning and Preparation
for the Teacher:
·
Review
definitions and concepts (30 minutes)
·
Create list of
illustrations (30 minutes)
·
Develop
age-appropriate scenarios depicting academic and social situations (solicit
input from
teachers
and counselors) (2 hours)
·
Computer
generated sheets (2 hours)
·
Reserve computer
lab (5 minutes)
Time needs to be planned for discussion among
students, explanations, presentation and understanding of the rubric and
additional instruction time for students who have difficulty with
concept(s). It may also be beneficial
for the instructor to plan to have a parent guest speaker who can address
responsibilities and effective use of contracts within the family.
Planning and Preparation
for the Student:
·
Previous
lesson(s) and knowledge on how to draw a graphic organizer (1-2 class periods,
46 minutes each)
·
Design and
create individual contract (1 class period, 46 minutes)
·
Complete
reflections in journal (30 minutes)
RESOURCES:
·
Computer
instructor
·
Guidance
counselors/social workers
·
Parents
·
Dictionary
·
Computers
·
Inspiration
computer software
ASSESSMENT
PLAN:
Formative Assessment Strategies
·
Discussion
·
Teacher
anecdotal
·
Brainstorming
Collection Sheet
·
Graphic
Organizer
·
Scenario
Response Sheet
Summative Assessment Strategies
·
Contract
·
Reflection
Journal
·
Rubric
STUDENT
WORK:
·
Graphic
Organizer
·
Contract
·
Reflection
Journal
·
Rubric for
scoring
·
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STUDENT
PACKET
REFLECTION
JOURNAL
Day #1
Identify your placement today
on the Learning Continuum about the concept of advocacy and enabling.
Lost. . . . . . . . . . . . . .
. . . . . . Getting There . . . . . . . . . . .
. . . . . . . .Arrived
Day #2
Identify your placement
today on the Learning Continuum about the concept of advocacy and enabling.
Lost. . . . . . . . . . . . . .
. . . . . . Getting There . . . . . . . . .
. . . . . . . . . .Arrived
What do the past two days
tell you about the roles and responsibilities of parents?
Day #3
Identify your placement
today on the Learning Continuum about the concept of advocacy and enabling.
Lost. . . . . . . . . . . . . .
. . . . . . Getting
There . . . . . . . . . . . . . . . . . . .Arrived
How might this activity
affect your view of parenting in the future?
Day #4
Identify your placement
today on the Learning Continuum about the concept of advocacy and enabling.
Lost. . . . . . . . . . . . . .
. . . . . . . Getting There . . . . . . . . . .
. . . . . . . . .Arrived
If your contract was
published, how would you explain how your plan makes your family a healthier
place to live and love.
How has your idea of
advocacy changed since the first day?
BRAINSTORMING
COLLECTION SHEET


SCENARIO
RESPONSE SHEETS
Scenario 1
A phone
call was made home to
|
HOW
WOULD AN ADVOCATE RESPOND? |
THIS
TEACHES THE CHILD. . . . |
|
HOW
WOULD AN ENABLER RESPOND? |
THIS
TEACHES THE CHILD. . . . |
Scenario 2
Samantha
Brady is an outstanding softball player.
She is well known for her skill on the team. At the season play-offs,
Samantha is called “out” at home base. Her parents, along with others, feel
that she was “safe.”
|
HOW
WOULD AN ADVOCATE RESPOND? |
THIS
TEACHES THE CHILD. . . . |
|
HOW
WOULD AN ENABLER RESPOND? |
THIS
TEACHES THE CHILD. . . . |
Scenario 3
Elisabeth,
a 4th grader, forgot her P.E. clothes again. Mr. Tanner noticed his daughter’s
gym bag and clothes in the kitchen before work. Mr. Tanner knows that if
Elisabeth does not have this for class she will stay in detention.
|
HOW
WOULD AN ADVOCATE RESPOND? |
THIS
TEACHES THE CHILD. . . . |
|
HOW
WOULD AN ENABLER RESPOND? |
THIS
TEACHES THE CHILD. . . . |
Scenario 4
Two
first grade boys, Brandon and Garrett, got into a fight during recess. Garrett
threw the first punch after
|
HOW
WOULD AN ADVOCATE RESPOND? |
THIS
TEACHES THE CHILD. . . . |
|
HOW
WOULD AN ENABLER RESPOND? |
THIS
TEACHES THE CHILD. . . . |
Garrett’s
parents?
|
HOW
WOULD AN ADVOCATE RESPOND? |
THIS
TEACHES THE CHILD. . . . |
|
HOW
WOULD AN ENABLER RESPOND? |
THIS
TEACHES THE CHILD. . . . |
Dear
Mom/Dad/Adult:
I am working
towards becoming a capable and responsible adult.
__________________________________
I need assistance in working on:
In school / Out of school (select one)
This is
important to me academically/socially because:
Could you
please help me by agreeing to do the following:
1.
2.
If after your
assistance I am not able to _____________________________________
then the
following consequences will ensue:
(parent
and student can negotiate the consequence(s) or the consequence(s) can be the
one(s) that will occur at school)
I agree to
the terms of the contract.
___________________________ _________________________
Student
signature Parent
Signature
_____________ ______________
Date Date
One week after
signing this contract please comment on progress and amend the contract as
necessary.
Parent comment:
Student comment:
USING BEHAVIORAL CONTRACTS FOR CHILD ADVOCACY
Dimension
|
4 Champion Advocate
|
3
Advocate
|
2
Starting to Enable
|
1 Enabler
|
Information
Gathering
The extent to which the student utilizes a variety of
strategies to visually demonstrate comprehension of key concepts. H 1A, 1D, 2C, 3B ELA 1.2C CDOS 3a.2A, 3a.6A NH 1.4, 3.1, 3.4, 5.4, 7.2 |
·
Definition, key words, examples and specific responses demonstrate
comprehension of advocacy and enabling. ·
Webs demonstrate an understanding of a parent’s
role in teaching children self-discipline and supporting the child’s
acceptance of responsibility. ·
Complete and developed, showing skillful
organization of thoughts. |
·
Defines advocacy and enabling accurately with key
words, examples and responses. ·
Webs demonstrate an understanding of a parent’s
role in teaching children self-discipline and supporting the child’s
acceptance of responsibility. ·
Complete and developed, showing organization of
thoughts. |
·
Definition and examples demonstrate confusion in
defining advocacy and enabling. ·
Webs demonstrate an understanding of a parent’s
role but do not relate to teaching children self-discipline or supporting the
child’s acceptance of responsibility. ·
Provides some detail but lacks organization. |
·
Definition and examples are inaccurate or
incomplete. ·
Webs do not relate to parent’s role, teaching
self-discipline or responsibility. ·
Lacks detail and organization. |
Parenting
Knowledge
The extent to which student demonstrates parenting
education knowledge and NYS performance indicators for health education
standards. H 1A, 1D, 2C, 3B |
·
Scenarios and contract demonstrate insightful
understanding that the consequences of behavior influence family health. ·
Advocacy responses demonstrate insightful
understanding of human growth and development and show care, consideration
and respect for self and others within cultural norms. |
·
Scenarios and contract demonstrate an understanding
that the consequences of behavior influence family health. ·
Advocacy responses demonstrate an understanding of
human growth and development and show care, consideration and respect for
self and others within cultural norms. |
·
Scenarios and contract do not relate consequences
of behavior to family health. or ·
Advocacy responses are not appropriately matched to
growth and development of the child and/or show lack of care, disrespect,
insensitivity to cultural norms. |
·
Scenarios and contract do not relate consequences
of behavior to family health and ·
Advocacy responses are not appropriately matched to
growth and development of the child and/or show lack of care, disrespect,
insensitivity to cultural norms. |
Behavior
Contract
The extent to which the student can execute a
collaborative response with parents to address responsibility and growth. H 1A, 1B, 1D, 2C, 2B ELA 4.2B CDOS 3a.2A NH 3.4, 5.4, 7.2 |
·
Demonstrates the use of personal and social skills
in collaborating with a parent to identify strategies to reach possible
solutions in promoting his/her healthy development. ·
States specific, realistic behavior. ·
Commitment to personal growth is evident and
challenging. ·
Determines appropriate consequence(s) for
behavioral goal. ·
Uses correct conventions of language. |
·
Demonstrates the use of personal and social skills
in collaborating with a parent to identify strategies to reach possible
solutions in promoting his/her healthy development. ·
States specific behavior, appears realistic. ·
Behavior listed appears personal and challenging. ·
Determines appropriate consequence(s) for
behavioral goal. ·
Uses correct conventions of language. |
·
Appears to have identified personal strategies
independently of collaborative conversations with parent. or ·
Behavior listed is very general, appears unrealistic. or ·
Behavior listed can be accomplished without
challenge. or ·
Consequence is inappropriate for behavior goal. or ·
Uses conventions of language inaccurately. |
·
Contract is not valid because it lacks the majority
of the following: parental
participation, specific behavior, personal connection, appropriate
consequences, correct conventions of language. |