Nursing Child Assessment Satellite Training
Links to research related to NCAST products and programs.
Parent Child Interaction Research
Promoting First Relationships
Keys to Caregiving Research
More coming soon!
MIECHV Grantees and New Nurse Family Partnership Sites
Whether you are a Nurse Family Partnership® site or a program that has chosen to use the NCAST scales as a benchmark for your MIECHV funded program, we are here to ensure that you are able to meet your goals. Find out how to get started!
Seattle 2007 Training Workshops
October 22-27, 2007 (pending) & April 14-19, 2008
PCI Instructor Workshop – Seattle
NCAST Parent-Child Interaction (PCI) Instructor Workshop Since there is a high level of interest in training new instructors, we encourage you to sign up early and secure a space with a $100 deposit. Please call our office at 206-543-8528 to have a registration packet sent to you and to speak with our training coordinator, Denise Findlay.
October 22, 23, 24, 2007 (full) and April 7, 8, 9, 2008 – Promoting First Relationships Workshop – Seattle
Promoting First Relationships Workshop
We are pleased to announce a new training program for service providers to help parents and other caregivers meet the social and emotional needs of young children. Please call our office or send us an email inquiry to have a registration brochure sent to you. 206-543-8528 or email [email protected]
2007 On-Site Promoting Maternal Mental Health During Pregnancy Training Workshops – Promoting Maternal Mental Health During Pregnancy On-Site Training
Call now to schedule a summer or fall workshop at your agency. Contact Denise Findlay at 206-543-8528 for further information about having one of our instructors train your staff in this innovative new program.
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NCAST-AVENUW is a self-sustaining program at the University Mission: To give professionals, parents and other caregivers the knowledge and skills to provide nurturing environments for young children. We disseminate and develop innovative research-based products |
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Announcements:
BabyCues: A Child’s First Language Video Available in VHS or DVD!!
This 18 minute video shows examples of cues, engaging and disengaging, as well as
examples of how cues often “cluster” around hunger or satiation. Shows sleep states and levels of alertness explaining how they impact the caregiving environment.
“I finally have a way to teach parents about cues and states that is fun and engaging. Using the BabyCue cards after showing the BabyCues video further enhances their learning.” – Public Health Nurse
NEW! The Oral History Interview & Coding System A new product from NCAST-AVENUW designed for counselors and therapists working with couples. Developed by Sybil Carrere, PhD at the University of Washington School of Nursing. In a study of married couples with young children, it predicted with 94% accuracy who would be married 2 years later. Follow this link for more information and printable order form.
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2006 NCAST-AVENUW. All Rights Reserved.
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Ideas for Using BabyCue Cards with Families
Parent Group Learning about Cues with the BabyCue Cards
Using BabyCues: A Child?s First Language cards is a fun and informative way to visually convey information to parents and caregivers about the ways in which babies and young children communicate with us nonverbally.
It is also a great way to educate yourself, whether a parent or parent educator, about the amazing non-verbal behavioral cues that babies and young children use. This is especially true for understanding children that are too young to speak. These cards will also help you recognize many of the subtle cues you may have been unaware of before.
All of the below exercises can be adapted to groups, pairs, or one-on-one settings, whether working with parents in their homes, parenting groups, childcare workers, or in college courses. Your imagination is the limit in thinking up new, fun, creative ways to use BabyCues to engage parents and caregivers in learning to read and respond to their child?s nonverbal behavioral language.
Here are some ideas to get you started:
Present parents/caregiver(s) with various scenarios and have the group brainstorm which cues they might observe in each particular situation.
I?m teaching my child how to stack blocks.
What ? Subtle Cues? might I see that tells me my child needs a break or I need to change something I?m doing ?
If I don?t recognize and respond to my child?s ? Subtle? Disengaging? cues, what stronger Potent Disengaging cues might my child start sending me?
Situation:
I?ve been feeding my 11 month old in his high chair, he?s now fussing and doesn?t want to eat.
What ?Subtle Disengaging? cues might I see that tells me my child might need a break, I need to change something I?m doing or maybe he just isn?t hungry?
If I don?t recognize and respond to my child?s ?Subtle Disengaging? cues while feeding him, what stronger ?Potent Disengaging? messages might my child send me?
As the facilitator, you can come up with the example situations and then have the parents/caregiver(s) verbally provide answers or pull the cards from the deck that show the appropriate cues.
You could present each situation, and then ask parent(s) to pull some of the ?Subtle Disengagement? cues they?ve seen their child display when feeding him/her. Then ask parent(s) to pull some of the ?Potent Disengagement? cues which they?ve seen their child display when he or she is full and has had enough food.
EXERCISE 2: Acting
Have learners/caregivers break off into pairs. Give each pair a deck of cards. Have one learner read the name of the cue. Have the other learner display or act out that cue and identify it as a ?Subtle? or ?Potent? cue.
Have one learner pull two or three cards from the same category such as ?Potent Disengaging? or ?Subtle Disengaging? or ?Disengaging? and ?Engaging?. The other adult then acts out this ?cluster of cues.?
Pair changes places and repeats above. This could also be done in front of a classroom, in parent circles or small groups.
One adult plays the baby, the other the parent.
The adult role-playing the child displays/acts out cues in relation to a specific situation such as a teaching episode, eating dinner or confronting a new situation.
The purpose of this exercise is to present ways a parent/caregiver can change/modify/repair their behavior in response to the cues the child is sending.
Situation: Parent is teaching the child to squeak a toy. In response, the adult role-playing the child looks away and frowns. Parent then shows an example of how they could modify their behavior, for example take a short break, give the child more time to explore the object, pick a different toy to squeak, or make other changes in their behavior.
Now, baby (learner) shows ?Engagement Cues? in response to the parents change in behavior.
Example, parent takes a brief break, chooses a different toy that doesn?t squeak so loudly and then teaches the task again. Now, the child (learner) raises her head and smiles at the parent.
Other situations you could present to parent(s):
Situation: Parent wants to read to child, child is displaying ?SubtleDisengagement? cues.
Situation: Parent is feeding baby, wonders how she will know the baby is full. Child is displaying a ?clustering of satiation cues.?
Situation: Parent brings baby to Aunt Martha?s to meet a house full of new relatives. With much noise and after passing baby around, baby displays ?Subtle Disengagement? cues ending in ?Potent Disengagement? cues.
Situation: Toddler arrives at a new daycare center. Upon entering the classroom and meeting all the new teachers and children, child begins to display ?Subtle Disengagement? cues.
Situation : Caregiver showing child how to put a puzzle together. Child shows interest by displaying ? Subtle and Potent Engaging? cues.
Learner role-playing child acts out the cues and learner role-playing parent responds to the message the child is sending.
When working one-on-one with a parent or caregiver, try the following exercises.
Sort the deck into what you think might be the most commonly seen cues. Show and explain these cues to the parent. Have parent/caregiver sort cards into the appropriate group, Subtle and Potent Engagement, Subtle and Potent Disengagement.
You could do this together or have parent sort alone. Ask parent if she?s ever seen any of these in her child. Suggest that it might be fun to notice if she starts to see any of these cues in her child. At yournext meeting, have her pull out the cue cards that she?s seen her child display since your last meeting.
After a solid understanding of the cues, it is important to explain that you need to look at the total behavior not just one cue in and of itself. Explain clustering of cues. Explain how recognizing and responding to subtle disengaging cues can help prevent distress and behavior escalating into more potent disengaging behavior such as whining, crying, pushing away, halt hand or walking away. Explain how caregivers can make slight modifications in their behavior that will reengage the child and bring them back into the interaction.
Divide class into small groups (4-6 each). Provide each group with a box of cards. On the table put the Disengaging card and Engaging card. Each group then views cards and sorts into Disengaging and Engaging piles. Give them about 10 minutes to complete task.
Next have groups pull the Potent and Subtle cards and place on table. Each group then sorts cards according to whether it is a Potent or Subtle cue.
You can have the group continue this exercise further by sorting cards into Potent and Subtle Disengaging piles and Potent and Subtle Engaging piles.
Ask parent/caregiver to place My Baby Shows Me These Cues card in front of them. If they have seen the cue on the card, have them place it under that card. If they have never seen their baby display the cue, have them place the card in a separate pile.
At your next meeting, repeat this exercise to see if the number of cues parent identifies increases.
In the late 1960’s, researchers began to investigate how to identify children at risk for failure to thrive, abuse or neglect. In 1971, Dr. Barnard, scientific consultant to NCAST, initiated research that brought the ecology of early child development closer to the level of clinical practice by developing methods for assessing behaviors of children and parents. She identified environmental factors that are critical to a child’s well-being and demonstrated the importance of parent-child interaction as a predictor of later cognitive and language development.
Methods that Barnard developed, widely known as the Feeding and Teaching Scales, were initially taught in 1979 in a series of eight classes via satellite in the U.S.A. Over 600 nurses received training in the use of a series of tools for assessing parent-child interactions during those sessions. After the satellite experiment ended, NCAST Programs, under the direction of Georgina Sumner, now Director Emeritus, started offering a Certified Instructor Workshop in Seattle for professionals. These individuals gained reliability in the use of the Feeding and Teaching Scales and were certified to teach the scales to learners in their own communities.
NCAST became a self-sustaining, organization that reached beyond traditional academic or continuing education programs to advance knowledge around the world for the benefit of families & children.
The Feeding and Teaching Scale program was updated in 1994 and is currently known as the Parent-Child Interaction (PCI) Program. Since its beginning, NCAST has trained over 800 Certified Instructors representing almost every state in the U.S. and several foreign countries. NCAST’s Certified Instructors have trained more than 20,000 health care professionals in the use of the PCI Feeding and Teaching Scales which have been applied in many settings, including state & county health departments, community outreach programs, hospitals, clinics and universities and in various disciplines such as public health nursing, social work, child care, physical and occupational therapy, psychology, psychiatry, and pediatrics.
The PCI Feeding & Teaching Scales are also widely used in research all over the world. They have been used in major studies including the Administration of Children, Youth and Families’ study, the Memphis New Mother Project, The David Olds Study and the Early Childhood Longitudinal Study, Birth Cohort, Comprehensive Child Care programs and projects promoted by the National Committee to Prevent Child Abuse, to name a few.
In 2001, Dr. Jean Kelly became the new Director of NCAST. NCAST Programs became NCAST-AVENUW Programs and now represents the work of faculty from the Department of Family-Child Nursing and the Center for Human Development and Disability. NCAST-AVENUW Programs continues to develop programs to assist professionals working with infants, young children and families. All NCAST-AVENUW programs are backed by research findings and proven effective.
Other NCAST-AVENUW programs include:
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NCAST is committed to maintaining the privacy of personal information that you provide to us whenusing the NCAST.org Web site. When you register to receive email news updates, we will collect only your name and e-mail address. We will use this information only to send you e-mail notifications about our new or existing programs and services, special offers, or to otherwise contact you. If you want to update or change the e-mail address that you use to receive this e-mail service, you must unsubscribe and then re-subscribe withyour new e-mail address. We do not sell our email lists to outside parties. If you have any questions, comments or concerns, you may contact us at [email protected]. |
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For more information about our programs, please contact:
Jean Kelly, Ph.D., Executive Director
Denise Findlay, RN, BSN, Director of Outreach & Education
Vicki Long, BA, Business & Operations Manager
Telephone
Voice: 206-543-8528
Fax: 206-685-3284
E-mail NCAST-AVENUW
[email protected]
Mail address
NCAST-AVENUW
University of Washington
Box 357920
Seattle, WA 98195-7920
Street address
NCAST-AVENUW
University of Washington
CHDD South Building Suite 110
Seattle, WA 98195-7920
NCAST-AVENUW Bios
Jean Kelly, Ph.D., Executive Director
Dr. Kelly is a Professor in the Department of Family and Child Nursing and Co-Director of the Center on Infant Mental Health and Development at the University of Washington. She is also Director of Promoting First Relationships, a training program for service providers and Director of NCAST-AVENUW Programs. She is an affiliate of the Center for Human Development and Disability, as well as the Chair of its Early Intervention Task Force. She is a past Co-Principal Investigator of the NICHD Study of Early Childcare and Youth Development. Jean is on the governing board of the Washington State Child Care Resource and Referral Network and is past Chair of the Governor-appointed Advisory Council to the Washington State Infant-Toddler Early Intervention Program. She has directed research and training programs focused on young children’s social and emotional health for over two decades, and has published numerous articles and chapters on promoting children’s social and emotional development.
Denise Findlay, RN, BSN, Director of Outreach & Education
Denise came to NCAST-AVENUW in February of 2001 to mentor with Anita Spietz for the role of training our PCI Instructors and developing and promoting our programs and products. She brought with her twenty years of Public Health Nursing experience in Washington state in a variety of roles. She received her BSN from Seattle University in 1978. Denise is a skilled clinician as well as an enthusiastic and responsive instructor.
Being involved in the greater community is important to Denise. She has served as a March of Dimes board member, a National SIDS Foundation Board of Trustees member, an Early Head Start Advisory board member to name a few. Field testing the Promoting Maternal Mental Health During Pregnancy program was very rewarding and cemented the belief in the need for intervention before birth.
Denise is a Northwest native and enjoys the outdoors of the beautiful Northwest by kayaking, hiking, and skiing. She treasures time with her children, family, and friends.
Vicki Long, BA, Business & Operations Manager
Vicki has worked in the education field for over 20 years, most of that time in continuing education programs for infant/early childhood development and assessment. For the last 15 years she has worked with numerous early childhood development professionals and faculty here at the University of Washington and throughout the United States and Canada while promoting NCAST-AVENUW Programs.
Vicki attended Washington State University and obtained her Bachelor of Arts in Psychology/Education at the University of Washington. Vicki handles program operations including publications production, promotional projects and student/client liaison.
In addition to her work with NCAST-AVENUW Programs, she has mentored single welfare mothers in the community returning to the workforce, served as an educational tutor for students at Jackson Park Housing Project, volunteered at Children’s Regional Medical Center and is currently working on her certification as an ESL instructor. Vicki also enjoys hiking, cross-country skiing and adventurous travels throughout the world.
Vicki feels fortunate to be working with such a great team in developing and disseminating so many innovative programs that are making a difference in the lives of young children and their families.
Monica L. Oxford, MSW, Ph.D., Director of Development
Jennifer J. Duval, BA, Development Coordinator
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…Methods that Barnard developed, widely known as the Feeding and Teaching Scales, were initially taught in 1979 in a series of eight classes via satellite in the U.S.A. Over 600 nurses received training in the use of a series of tools for assessing parent-child interactions during those sessions. After the satellite experiment ended, NCAST Programs, under the direction of Georgina Sumner, now Director Emeritus, started offering a Certified Instructor Workshop in Seattle for professionals. These individuals gained reliability in the use of the Feeding and Teaching Scales and were certified to teach the scales to learners in their own communities.
NCAST became a self-sustaining, organization that reached beyond traditional academic or continuing education programs to advance knowledge around the world for the benefit of families & children.
The Feeding and Teaching Scale program was updated in 1994 and is currently known as the Parent-Child Interaction (PCI) Program. Since its beginning, NCAST has trained over 800 Certified Instructors representing almost every state in the U.S. and several foreign countries. NCAST’s Certified Instructors have trained more than 20,000 health care professionals in the use of the PCI Feeding and Teaching Scales which have been applied in many settings, including state & county health departments, community outreach programs, hospitals, clinics and universities and in various disciplines such as public health nursing, social work, child care, physical and occupational therapy, psychology, psychiatry, and pediatrics.
The PCI Feeding & Teaching Scales are also widely used in research all over the world. They have been used in major studies including the Administration of Children, Youth and Families’ study, the Memphis New Mother Project, The David Olds Study and the Early Childhood Longitudinal Study, Birth Cohort, Comprehensive Child Care programs and projects promoted by the National Committee to Prevent Child Abuse, to name a few.
In 2001, Dr. Jean Kelly became the new Director of NCAST. NCAST Programs became NCAST-AVENUW Programs and now represents the work of faculty from the Department of Family-Child Nursing and the Center for Human Development and Disability. NCAST-AVENUW Programs continues to develop programs to assist professionals working with infants, young children and families. All NCAST-AVENUW programs are backed by research findings and proven effective.
Other NCAST-AVENUW programs include:
