Tuning in to Kids (TIK) is a childrearing program that emphasizes on sentiments and is designed to support parents to ascertain healthier connection with their children. The program educates parents unpretentious emotion preparation assistances- that is how to distinguish, apprehend, and administer their own and their children’s emotions (George, 2005). When their children are expressive, parents show compassion and then wait for the motion to diminish before trying to talk about the state of affairs directing to the expressive occurrence or what to do about it. The program intentions to counteract difficulties progressing in children, stimulate emotional capability in parents and children, and when contemporary, condense and treat difficulties with children’s expressive and behavioral performance (George, 2005). This program meets for two hours every week. There are six sessions that are required for this program to work. For more participants, there must be eight sessions for this program to be beneficial for all parties. Two sessions are recommended for all parties two times a month. The sessions can be done at a community agency, hospital, outpatient clinic, and school (George, 2005). This intervention model will help for parents who have children with disruptive behavior between the ages one through eighteen (George, 2005).
Relationship to Course Themes
The Tuning in to Kids related to our course in many ways. A social worker should be the case manager in this situation because he or she is skilled to work with cases similar to Trent’s difficulties inside of the classroom. The social worker is well educated to deal with utilize the Tuning in to Kids intervention. The social worker should be able to meet with Trent, his father, and step mother and make sure that they’re goal is to help Trent with his behavior; I included his stepmother because she is in the same household with Trent. If the teacher was responsible to facilitate Tuning in to Kids intervention, the teacher and the parents will suffer from differences.
The intervention will go through each step of the Generalist Intervention Model. The engagement phase will consist of meeting Trent, his father, his mother, and Trent’s teacher. In the assessment phase, the social worker can observe what triggers Trent to behave the way he does and why Trent behaves that way. Also, goals will be set in this phase. Tuning in to Kids will be used in the Intervention phase where the parents, teacher, and Trent will learn ways to cope with these situations and other ways they can solve Trent’s behavior difficulties. They will continue to reach their goals. After the intervention model, evaluation will occur. The social worker will evaluate if Trent, his parents, and his teacher reached their goal with the case that was presented to them. After evaluation, the social worker will terminate the case; then follow up with Trent to make sure he is progressing everyday.
In our Practice IV (groups class), we are learning how to work with people and different personalities. The social work will have to learn how to work with the group as a whole. His mom may be responsive, but his dad may not be responsive or Trent may not be responsive. The social worker can meet with each individual- Trent, his father, his mother, and his teacher- to talk and receive feedback from each individual about the case and if they feel like everyone is progressing in the situation. In the Tuning in to Kids intervention model, the parents should be learning how to cope and how to not dismiss their emotions. The relationship between parent-child should be improving; the behavioral issues with Trent should be decreased.
In this case study, Trent is a young boy at the age of five. He has behavioral problems in a classroom setting. Trent has difficulties, such as focusing in class, obeying the classroom rules, keeping quiet, or working on classroom assignments. In the Tuning in to Kids intervention model, Trent would learn how to behave in class, minimize the emotional outbursts, and minimize his emotional expression.
In my opinion, this intervention model will help Trent because this program will help Trent and his parents to work with him and improve his emotional, social, and behavioral skills. His mom, dad, stepmother, and grandmother can all benefit from this program. This program can help improve the relationship that Trent has with his mom, dad, stepmother, and grandmother. They can build a strong bond and be more aware of Trent’s emotional and behavioral difficulties. Parents can learn different ways where they can control their anger and reactions to Trent’s difficulties with his behavioral problems in school.
Tuning in to Kids caught my attention because it seemed like a well-rounded intervention model. The program goals were directed towards the parents and child. The parents learn skills, such as emotional coaching, decreased emotional dismissal, and emotional awareness and regulation (George, 2005).
I believe that this intervention model can be successful because the sessions are two hours every week, but with so many people being a role model figure in Trent’s life, they all may not be able to come every week for two hours due to jobs, his mother being in graduate school, and variety of things going on in their life. The strengths of this intervention can improve the relationship between Trent’s parents and Trent. This intervention will help Trent in all aspect of his life- at home and in school. If the teacher and social worker continues to work on the training that he or she was learning in the training Trent’s behavioral issues will decrease. Trent’s father can learn way to discipline Trent at home with the help of his stepmother. Trent will be able to have session in school, so his parents will not have to do anything extra. They will just have to show up to the meetings at school. The downside of the intervention model is that Trent’s father will be able to come to the meetings, but his mother may not because she is in graduate school and it may take up a lot of time. The involvement of Trent’s mother and father is crucial in this situation.
Implementing Tuning in to Kids is slightly more difficult than the intervention that the social worker did in the book. In Tuning in to Kids, training is required for this intervention model. Everyone in Trent’s social aspect needs to go through training in order to
First, the teacher has to be willing to put in a lot of time to help Trent with his behavioral difficulties. The teacher will have focus on Trent slightly more than the other children in the class to solve these problems. Second, the teacher and social worker will have to come up with goals for Trent and classroom behaviors. Third, the social worker will have to talk to Trent and his mother. They will have to be on board with trying to help Trent improve his emotional and behavioral skills in the classroom and at home. Fourth, the social worker, teacher, and parents must meet with Trent during school or they will have to meet at school during operational hours to observe Trent in the classroom so that they will know how to go about helping Trent. Tuning in to Kids intervention will have to be explained to both parents. The social worker must tell them that this is a little guideline for them to help Trent.
Since this intervention model requires a two-hour long meeting, the teacher, Trent’s parents, Trent, and the social must find time that is suitable for everyone. The times can be shortened to one hour a day and another day they can meet for the other hour. Goals must be made during these meetings. These meetings can be seen as therapy sessions with the social workers. The teacher does not have to be a part of these “therapy sessions.” The social worker can meet with each person individually to see what they see improving and what can be done better. The social worker can walk by Trent’s classroom and see if his behavioral issues are improving or failing. The social worker should evaluate the intervention model and figure out what is best to be done with the parents and Trent. The social worker can evaluate why the relationships with the parents. I personally like the intervention model that the social worker did in the book.
George, L. S. (2015, January 25). The California Evidence-Based Clearinghouse for Child
Welfare Information and Resources for Child Welfare Professionals. Retrieved February
23, 2016, from http://www.cebc4cw.org/program/Tuning-in-to-Kids/detailed
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