The Research Model

1
The Research Model

• Developed by the
• Center for the Study of Social Policy
• Funded by the
• Doris Duke Charitable Foundation

2
In the beginning, we were seeking a strategic,
feasible approach to child abuse prevention that
was

• systematic,
• national,
• reached large numbers of
  very young children, and
• would have impact long before abuse or neglect
  occurred

3
Our hypothesis was that early care and education
programs could be central because they offer

• Daily contact with parents
  and children
• Uniquely intimate relationship
  with families
• A universal approach of positive encouragement
  and education for families
• An early warning and response system at the first
  sign of trouble

4
The CSSP ProcessStep 1 Search the evidence to
find out what factors really reduce child abuse
and neglectStep 2 Explore the connection
between factors that prevent child abuse and
neglect and what quality early childhood programs
do to build themStep 3 Identify programs that
build the factors and learn how they do it
5
Protective Factors
Quality Early Care Education
Parental Resilience
Program Strategies That ????
Social Connections
Knowledge of Parenting Child Development
CAN Prevention
Concrete supports in times of need
Social and Emotional Competence of Children
6
Protective Factors

• Parental Resilience
• Social Connections
• Knowledge of Parenting and Child Development
• Concrete Support in Times of Need
• Social and Emotional Competence of Children

7
Consultation Process

• CBFRS
• Child Trends
• CWLA
• Family Support America
• Free to Grow
• Natl.Alliance of Childrens Trust Funds

• NAEYC
• NCCAN
• NACCRRA
• Natl. Child Care Assn
• Prevent Child Abuse America
• USA Child Care
• Zero to Three

8
Data Collection Process
Expert Nomination
Program Info Collection
Site Visit

• Survey
• Program summaries
• Brochures
• Calendars
• Evaluations
• Replication

• Director Interview
• Key Informant Interviews
• Parent Focus Group
• Staff Focus Groups
• Program Observation

• Advisory Committee
• Head Start Collaboration
• Early Childhood Specialist
• Child Care Administrator
• Childrens Trust Fund lead
• CBFRS lead
• Other key informants

Program Write-ups
Implementation Tools
9
Nominations Process

• 100 programs were nominated
• 10 were self-nominated
• 25 were selected for site visits
• Both nominated programs and selected programs
  reflected diversity in region of country,
  program model auspices, budget size, and target
  population.

10
(No Transcript)
11
How Early Childhood programs contribute to
prevention of child abuse and neglect
Protective Factors
Quality Early Care Education
Parental Resilience
Program Strategies That

• Facilitate friendships and mutual support
• Strengthen parenting
• Respond to family crises
• Link families to services and opportunities
• Value and support parents
• Facilitate childrens social and emotional
  development
• Observe and respond to early warning signs of
  child abuse or neglect

Social Connections
Knowledge of Parenting Child Development
CAN Prevention
Concrete supports in times of need
Social and Emotional Competence of Children
12
The Bottom Line

• Using early childhood education to prevent child
  abuse is
• A bold and promising departure from conventional
  prevention strategies
• Supported by both early childhood professionals
  and child abuse prevention advocates
• More than a collection of good program
  components. Success hinges on the quality of
  relationships

13
Early care and education programs can serve
several critical roles for young parents 

• as a primary source of information and support
  for young families
• as a gateway to outside services or supports such
  as health or mental health services,
  transportation, and even education, housing and
  jobs. 
• as the key early warning system.