Household Organization (1.2)

Provides a consistent and well-coordinated household by establishing house rules and routines and clearly communicating the expectation that everyone in the family will follow them. To organize a household efficiently is to include others in major decisions, establish ground rules with clear consequences and ensure that all the needs of household members are taken into consideration.

Coaching and Counseling (1.3)

Acts in the role of coach and counselor for the household by serving as a role model for healthy family life and creating an environment for the safe discussion of feelings by giving children time, space, and support to work through their problems. Recognizes and promotes the child’s interests and abilities. Provides praise and answers all questions honestly and calmly. Provides a non-judgmental space for discussion and acts when they perceive children need assistance outside of the family to address their needs.

Management of Severe Behavioral Problems (2.2)

Works with caseworkers, therapists and others to develop and implement a plan tailored to the specific needs of the child. Plans will describe which techniques will be used to respond to each behavior and how the safety of other people and pets in the household will be protected. In addition to planning, the parent must assist the child to understand their behavior and attempt to apply self-control techniques. Management of severe behavioral problems requires a calm, well-organized response and an understanding that such problems are not always quickly resolved.

Interpersonal Sensitivity (3.3)

Demonstrates sensitivity to hidden meaning in communication and ability to view situations from others’ perspectives. A parent with strong interpersonal skills applies these to the child through respect for the preferences and uniqueness of each child and listening for the child’s concerns, while remembering what it was like to be a child. The parent applies these skills in other settings by demonstrating empathy with others’ perspectives and closely listening and watching for what is going on beneath the surface.

Perspective (3.6)

Can step back from a situation, keep own emotions in check, and determine what is urgent and what is not. A sense of perspective allows a parent to place the current situation in context of child’s history and future. Perspective allows a parent to seek appropriate support when needed and to assimilate new information.

Equilibrium (3.7)

Knows and understands own feelings and recognizes own limitations. A sense of equilibrium allows the parent to maintain a positive outlook and to know he or she must set aside quiet time for self-regeneration and to nurture adult relationships. To restore a sense of equilibrium, it may be necessary to seek new information.

Self-Development (3.9)

Continually improves parenting skills through training and learning resources and reflection on experience. A commitment to self-development means a parent stays open to new information and actively seeks it.

Human Development (4.1)

Demonstrates familiarity with the principles of developmental process, including sexual development and developmental disabilities. A full, working knowledge of human development includes knowledge of stages and milestones expected for children and, causes and treatment for delays.

Health Issues (4.2)

Demonstrates knowledge of medical/health conditions that can result from abuse/neglect and demonstrates appropriate health practices in the home. A full, working knowledge of health issues would include principles of nutrition and hygiene and basic emergency care.

Working with Adolescents (4.4)

Works with youth on developing the necessary skills for independent living. In order to develop these skills, the parent must have knowledge of the developmental stages and tasks of adolescence and be able to identify indicators of behavioral problems in adolescents. Parents working with adolescents will be most effective when they can demonstrate sensitivity to personal issues common for this age group.

Physical/Sexual Abuse (5.1)

Demonstrates knowledge of the types of family situations that can lead to abuse and the effects of abuse. A full, working knowledge of physical and sexual abuse would include being able to recognize the signs and symptoms of abuse and how to respond.

Substance Abuse (5.2)

Demonstrates knowledge of the signs of substance/alcohol abuse and the effects of abuse on the family system, including substance-exposed infants. A full working knowledge of substance abuse issues would include the ability to identify ways to work with children affected by substance abuse and how the recovery process impacts the family.