For each person to share any depth of need, there must be a relationship of trust. True trust takes time to develop and, as our family time is limited, it is essential that we have the skills to facilitate this process. The “skills” required include: (4) assigning staff and resources based on the urgency and intensity of the identified family needs and objectives. Immediateness – active hearing abilities, non-threatening questions to clarify and focus on the task. (The task is to have a complete overview of the family`s needs, not to “do it with it.”) (2) help families achieve individual engagement outcomes; The Family Partnership Agreement is a document that can give us an eye on the sky or a complete overview of the family`s needs. However, this document is not a “panacea” or a healing potion. It is only a resource that can give us an introduction to the dynamics of a real family within a real community. This instrument cannot work better than the employee who uses it. These are just words on paper or on a computer screen.
This is a good and complete list of possible needs, but to be effective, it must be accompanied by a caring and sensitive person. The real strength of our assessment of family needs must lie in the people who interact with the family. We help focus our efforts on the main priorities of family needs; The Partnerships Act is fundamental and more than 100 years old. It does not reflect the way modern businesses operate. A good agreement should not only improve standard rules, but also contain paragraphs that explain in more detail how your business will work. For our agency to meet the needs of the family, it is clear that we need to have a complete overview of the strengths and needs of families. To be effective, it is also important that we develop this “vision” of the family as quickly as possible after a child enters our program, because our window of opportunity to help the family is limited. If we add to this responsibility the factor that our own resources (time, resources, etc.) are limited, it becomes very clear that we must have a system that: b) identify the strengths and needs of the family.
A program must implement family assessment and reception procedures to identify the strengths and family needs associated with the outcome of family engagement, as described in the Head Start Parent Family and Community Engagement Framework, including family well-being, parent-child relationships, families as lifelong educators, families as learners , family involvement in transitions, family ties with peers and the local community, as well as families as advocates and leaders. where existing family partners wish to formalize their partnership agreement (1) cooperate with families to identify the interests, needs and aspirations associated with the outcomes of family engagement described in paragraph (b) of this section; It is of course important for the family to determine the goals, and it is also clear that our role in this process is to facilitate this development process. Much of the facilitation process with some families involves supporting or considering key family issues and solutions. As professionals, we are aware that some effects of poverty, and in particular poverty, compounded by cultural differences, include distorted perceptions of social roles and individual abilities, in addition to a lack of awareness of personal potential. What is perhaps an obvious “problem” for us should not be seen as a problem for a family. If that happens, we cannot force a family or family member to accept a problem because we think it is important. The family or family member must perceive the problem.