About the Author Kennedy Kincaid is our Talent Training Manager. Prior to joining Great Kids as a Trainer in 2022, she worked as a home visitor using the Growing Great Kids Curriculum. Outside of work, she enjoys visiting local shops, playing board games, and baking!

“Choo! Choo!” my nephew Scotty* called out, “Auntie, come get on the train!” As I made my way into the family room, I saw Scotty instructing my sister where the ticketing line started, eager for us to hop aboard the train. As we each sat in our assigned seats, our train grew longer and longer as we all joined in on the fun! 

The best part of this train adventure was that it was entirely child-led. As Scotty led our imaginative journey, it highlighted the enchanting quality of child-led play: spontaneity. It does not follow any scripts, nor is it pre-determined; instead, it is driven by the child’s imagination. During our train expedition, Scotty took the lead with his enthusiastic invitation, and we found ourselves on a voyage, exploring his creative twists and turns.

What is Child-Led Play?

Child-led play allows kids to explore their interests and make choices. In the case of our train adventure, Scotty wasn’t just playing- he was the conductor and the creative director of our theatrical performance. He decided who got on the train, where it was headed, and even what sound effects accompanied our journey. This empowered him, boosted his confidence, and built stronger relationships with his caregivers!

The beauty of child-led play lies in its ability to foster crucial skills such as problem-solving, decision-making, and creativity.

As we chugged along on our imaginary train, we encountered various scenarios that required Scotty to put on a thinking cap. Should we go through the tunnel made of draped blankets or take the scenic route around the couch? Scotty’s decisions shaped our adventure and encouraged him to think critically and collaboratively.

Child-led play is a powerful tool for social and emotional development. In our train escapade, roles naturally emerged, and cooperation became the key to a successful journey.

Scotty was learning to:

• communicate effectively,
• share his ideas, and
• consider the feelings of his fellow passengers (aka, his aunts and uncles).

These social interactions can greatly benefit him in the future by improving empathy, teamwork, and interpersonal skills.

Benefits of Child-Led Play

Beyond the immediate joy and laughter, child-led play lays the foundation for a love of learning. When we give children the autonomy to explore their interests and express their creativity, we support them to develop a passion for learning that will last a lifetime. Our train adventure was a journey with an unknown destination and endless possibilities, fueled by imagination, cooperation, and problem-solving, all wrapped up in the delightful package of play. In these moments of child-led play, we discover the ticket to a brighter and more imaginative future! All aboard the train to endless possibilities!

Check out our Next Generation Preschool curriculum, with engaging child-led play ideas to inspire and foster a child’s natural curiosity and creativity.

*Name has been changed for privacy purposes

Sources:

https://www.seattlechildrens.org/health-safety/keeping-kids-healthy/development/child-directed-play/

https://www.canr.msu.edu/news/follow_the_leader_child_led_play

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About the Author Michelle Miller is a Product Development Specialist at Great Kids. Prior to joining the Product Development team, Michelle worked for three years as a Great Kids trainer. Before that, she worked as a trainer, supervisor, and home visitor with a Healthy Families program in Middle Tennessee. Outside of work, she enjoys spending time with her three adult children and doing anything outdoors, especially kayaking.

Since I moved into my own home several years ago, the season I look forward to most is Spring. The previous owner left many lovely plants, trees, and bushes, including a coral azalea that brightens the view outside my office window for a few brief weeks each year.

However, this past Spring, just as everything was turning from gray to green, a late burst of winter weather arrived with freezing temperatures. Night after night, for a week, I did my best to cover everything with sheets. Sadly, it wasn’t enough, especially for the azalea. After the trauma of the cold spell, all the green leaves and promising first buds browned and dropped away.

For a while, I thought the whole bush was a goner. I called a gardener friend to see if I should plan to replace it. They told me to give it more time. They said that since this azalea had been here awhile, it was well-established—and should be more resilient, having what it needs to come back.

This idea of being well-established and having what it needs to come back got me thinking about childhood trauma and how not all children have what they need to grow resilient.

Although, in the field of child development, we often talk about the importance of the first three years of life,we don’t often talk about or explain the reasons why. Research tells us, however, that when we understand why something is important, we are much more engaged and motivated in learning and practicing new information.

This understanding of the “why” may be the reason that the Adverse Childhood Experience studies have profoundly impacted our understanding of the importance of protecting children in early childhood.

Additionally, while the Adverse Childhood Experiences studies have shed light on the commonness of childhood trauma and the causal relationships between adversity and negative outcomes, neuroscience has provided us with physical evidence of why this relationship exists.

Advances in neurotechnology have helped us see and understand more clearly how the brain is formed and how experiences, both positive and negative, shape the brain.

Contrary to what we used to believe, we’ve learned brains are not fully developed or “well-established” at birth, and most rapid brain growth happens in the first three years of life.

This is WHY the early weeks, months, and years of life are so very important. When a child experiences severe or ongoing stress as the brain is growing and wiring, they can develop a highly overactive nervous system. We can see the results of this in individuals who seem to have a short fuse or turn to substances as a way of coping.

Trauma in early childhood and its impacts on brain development can also have other devastating results – like failing school performance, mental and physical health challenges, and the inability to form safe relationships.

While this can all be hard to think about and a bit overwhelming, there is also good news. With the help of neuroscience, we know that while it’s much easier to build healthy brains early in life, brains have plasticity and can, with effort and support, continue to change and grow across the lifespan.

This knowledge of how experience shapes the developing brain also gives us hope as it provides us with one of our greatest opportunities to impact widespread change for all of us.

Researchers explain that when we become more trauma-informed, understanding ACEs AND their impacts on brain development, health, and life course outcomes, our thinking can shift — from blame and judgment to empathy and curiosity.

This means when we see children and adults struggling, instead of asking what’s wrong with them, we can wonder what may have happened to them and what we can do as individuals, organizations, and communities to help them so all of us have what we need to come back.

Want to learn how to apply a trauma-informed approach?

Take our 2-hour online course, Growing Resilience Through a Trauma-Informed Approach! You will gain a deeper understanding of the prevalence of trauma and its effects and feel more confident in your ability to apply this approach to foster resilience in yourself and others.

References

ACEs Aware. (2018). What is toxic stress? https://www.acesaware.org/wp-content/uploads/2019/12/2-What-is-Toxic-Stress-English.pdf

American Academy of Pediatrics. (2014). Adverse childhood experiences and the lifelong consequences of trauma. https://cdn.ymaws.com/www.ncpeds.org/resource/collection/69DEAA33-A258-493B-A63F-E0BFAB6BD2CB/ttb_aces_consequences.pdf

Center on the Developing Child. (N.D.). Toxic stress. https://developingchild.harvard.edu/science/key-concepts/toxic-stress/

Center on the Developing Child. (N.D.). What are ACEs? And How do they relate to toxic stress? https://developingchild.harvard.edu/resources/aces-and-toxic-stress-frequently-asked-questions/

Center on the Developing Child. (2019, November 8). How toxic stress can affect us, and what we can do about it [Video]. YouTube. https://youtu.be/sutfPqtQFEc

Head Start Early Childhood Learning and Knowledge Center. (2020, December 22). School readiness. U.S. Department of Health & Human Services, Administration for Children and Families. https://eclkc.ohs.acf.hhs.gov/school-readiness/article/child-development-brain-building

Leitch, L. (2017, April 28). Action steps using ACEs and trauma-informed care: A resilience model. Health Justice 5, 5 https://doi.org/10.1186/s40352-017-0050-5

Palis, A. G., & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African journal of ophthalmology, 21(2), 114–122. https://doi.org/10.4103/0974-9233.129748

Perry,  D., & Winfrey, O. (2021). What happened to you?: Conversations on trauma, resilience, and healing. Flatiron Books

Sege, R. D., & Harper Browne, C. (2017). Responding to ACEs with HOPE: Health outcomes from positive experiences. Academic pediatrics, 17(7S), S79–S85. https://doi.org/10.1016/j.acap.2017.03.007

TED. (2015, February 7). How childhood trauma affects health across a lifetime | Nadine Burke Harris [Video]. YouTube. https://youtu.be/95ovIJ3dsNk

The Urban Child Institute. (N.D.) Baby’s brain begins now: Conception to age 3. http://www.urbanchildinstitute.org/why-0-3/baby-and-brain Zero To Three. (2023). Why 0-3?https://www.zerotothree.org/why-0-3/#:~:text=Infants%20and%20toddlers%20are%20ready,world%20for%20babies%20and%20toddlers

The post Becoming Trauma-Informed, Becoming Resilient appeared first on Great Kids, Inc..







About the Author Melissa Weekes is a Product Development Specialist. Prior to joining Great Kids® in 2018, she worked as a home visitor with Public Health Services where she used the Growing Great Kids® Curriculum. Melissa lives in Nova Scotia, Canada, with her husband and enjoys any opportunity to be creative!  

Don’t you love crawling into bed each night? The weariness of the day seems to soak away as you snuggle under the covers and feel the comfort of your bed envelop you.

According to researchers, our bodies and brains need sleep as much as breathing air and drinking water, but the amount of sleep required differs from person to person.² 

How much sleep do you need?

Interestingly, in the animal kingdom, koala bears sleep up to 22 hours a day, while horses nap for only about 3 hours a day, mostly on their feet!⁴

Personally, I fall on the koala bear end of the sleep spectrum. Apparently, if I didn’t get enough sleep as a child, I was NOT a joy to be around – “whiney” was the word used. I don’t think much has changed – I can be cranky when tired. And if I don’t get a good night’s sleep, my brain doesn’t function optimally.

This makes sense, as when we sleep, our brain sorts and stores information, creates new connections, eliminates waste, boosts our immune system, and releases hormones…and that’s just part of the general maintenance list.²

When we get a good night’s sleep, we can focus and be productive. In contrast, a lousy night’s sleep leaves us feeling like we’re in a fog, makes it hard to focus, and causes our productivity to plummet. (Some of you coming off a rough night are nodding your head).

Well, apparently, having “baby brain,” “pregnancy brain,” or “parent brain” can be a similar experience. Yes, “baby brain” for expectant and new parents is a real thing!^1,2  Intelligent, sharp-minded adults report having difficulty focusing or concentrating, experiencing brain fog, or forgetting something they should have easily remembered, like where they put their keys.²  And we can all relate to the experience of fishing in a mirky mind swamp for a simple word or name that’s eluding us!

Parents, the science is in! You are not losing your mind! Instead, your brain is putting all its energy into wiring new, complex circuits to help you care for and bond with your baby.^1,2,3 

Expecting and having a new baby is an incredible time when the parent brain takes shape.^1,2   According to researchers, there’s no other time like it in adulthood where the brain is as flexible and undergoes as much change.^1,2  This timeframe has been compared to the brain changes that happen during adolescence. (And, like the teenage years, it can feel a bit awkward at first).^1,2

The reason for all these changes is that the new circuits being wired in expectant and new parents’ brains support them to be better able to pay attention to and tune into their infant’s cues and signals.^1,2

We’ve all witnessed that parent with supersonic hearing who can pick out their child’s cries over a room full of toddlers in melt-down mode. That’s the parent brain in action.²  Or we’ve listened to primary caregivers lament that they’re instantly awake the moment their child stirs while their partner sleeps through everything. Yep, blame it on the parent brain.²

If you’re a parent, your brain not only supports you in tuning into your child but also sets you up for success by releasing feel-good hormones every time you respond to your kiddo with warmth.^1,2,3  This pattern of experiencing rewarding feelings each time you nurture your child can motivate you to interact with them more.^1,2,3  In other words, the parent brain is wired to support attachment and bonding!²

And, if you’re a parent, the same emotional areas of the brain that change in the process of becoming a parent are the same brain circuits built in your own childhood.²  This means that, even if you didn’t have nurturing experiences as a child, you can rewire your own brain and improve your emotional health each time you respond to your baby with loving care.²

As if that isn’t incredible enough, according to the research, ANY adult who consistently nurtures children can grow a parenting brain.^1,2  The amount of time an adult spends connecting with and caring for a child, especially in the first few weeks and months after birth, directly impacts the amount their brain changes and fine-tunes to that baby’s unique cues and needs.^1,2  This is one reason why it’s so important for ALL parents to have the opportunity to grow their confidence in connecting with and caring for their children.^1,2  Hands-on care where parents change dirty diapers, look in their baby’s eyes, and soothe their infant helps build their parenting brain and skills.² 

This reminds me of part of the mission of Great Kids, which is to provide products and services that shape a world where all parents and caregivers become competent in their ability to nurture children. With that in mind, (drum roll) our much-anticipated Growing Great Kids Next Generation Prenatal manual is currently under development, and we can’t wait to share the latest early bonding and attachment research with you! So please stay tuned and follow us on social media for updates and an anticipated release date.

And talking of anticipated release dates, when it comes to expecting a baby, the good news is that experiencing “baby brain” is usually short-lived.¹  Most parents find that as their child grows and they get more sleep, their mental capacity returns. But the super parent brain? Well, that’s here to stay!^1,2  

References

1. Conaboy, C. (2022). Mother brain: How neuroscience is rewriting the story of parenthood. Henry Holt and Company.

2. Kirshenbaum, G. (2023). The nurture revolution: Grow your baby’s brain and transform their mental health through the art of nurtured parenting. Grand Central Publishing.

3. Martínez-García, M., Paternina-Die, M., Barba-Müller, E., Martín de Blas, D., Beumala, L., Cortizo, R., Pozzobon, C., Marcos-Vidal, L., Fernández-Pena, A., Picado, M., Belmonte-Padilla, E., Massó-Rodriguez, A., Ballesteros, A., Desco, M., Vilarroya, Ó., Hoekzema, E., & Carmona, S. (2021). Do pregnancy-induced brain changes reverse? The brain of a mother six years after parturition. Brain Sciences, 11(2), 168. https://doi.org/10.3390/brainsci11020168

4. Oakes, E. (2022, March 10). How the wild things sleep. CBC. https://www.cbc.ca/documentaries/the-nature-of-things/a-not-at-all-exhaustive-list-of-how-and-how-much-animals-sleep-1.6367772

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About the Author Kennedy Kincaid is our Talent Training Manager. Prior to joining Great Kids as a Trainer in 2022, she worked as a home visitor using the Growing Great Kids Curriculum. Outside of work, she enjoys visiting local shops, playing board games, and baking!

Upon opening the door to my grandmother’s house on a Sunday afternoon, you are delighted with the sweet aroma of buttery biscuits and the sound of joyful family laughter greeting you. As you enter the kitchen, you will find us all working together to prepare the Sunday Dinner, a treasured tradition that has been passed down from my grandmother’s generation. Childhood memories often play a profound role in shaping our adult lives. These moments have taught me more than culinary skills. They have passed down values, cultural connections, and a sense of togetherness that will last a lifetime.

In the heart of my grandmother’s kitchen, the true magic unfolds as we gather to prepare one of our favorite recipes. Granny becomes the storyteller, sharing memories of family and the history intertwined with the dish. Sharing recipes and stories serves as a bridge between generations and an opportunity to celebrate cultural heritage.

You may not have experienced exactly this scene, but as you read this, it’s likely that your mind conjures images of your own cherished traditions. Perhaps it’s the aroma of a signature dish or the laughter of friends and family echoing through the house. These are moments that shape our stories, and they shape us in ways we might not even realize.

Like many traditions, Sunday dinner is a multi-dimensional experience that extends far beyond the kitchen. It ingrains essential life skills, preserves cultural heritage, and builds a sense of belonging. The next time you find yourself celebrating a tradition, be sure to remember you’re nurturing lifelong connections and creating cherished memories that will last for generations to come.

What is a tradition that you hold dear? How have they impacted your life and your sense of connection with your loved ones?

References:

https://www.healthychildren.org/English/family-life/family-dynamics/Pages/Your-Family-Rituals.aspx

https://www.healthychildren.org/English/healthy-living/nutrition/Pages/Cooking-With-Your-Children.aspx

https://www.zerotothree.org/resource/that-was-then-sharing-family-traditions-with-your-grandchildren/

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About the Author Nancy Joerger is a Product Development Specialist. Prior to joining Great Kids®, she worked as the Assistant Program Manager of the Early Head Start Program in Madison County. She lives in Hamilton, NY, with her husband and two daughters. She enjoys spending time with her family, boating, and being creative in her free time.

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The other day, I was walking by a local playground.

I stopped for a minute to notice all the happy children running around and playing with each other. It brought back such sweet memories of when my own kids were little and played on this playground with my community’s playgroup. Seeing how much the kids loved playing together and their parents bonding was such a heartwarming experience. Playgroups had a significant role in my parenting journey, and I’m so grateful for the memories they helped create.

While I started thinking about the benefits of playgroups for our family, I realized the significance of play in a child’s life.

Earlier in my parenting journey, I didn’t recognize the importance of play for my children… I just thought they were having fun. Play is such an important part of childhood that the United Nations High Commission for Human Rights recognizes play as a basic human right for every child to encourage optimal growth and development.¹

Over the years, researchers have studied the importance of play in the lives of children.¹  When children have opportunities to explore their curiosity and interact with the world around them, they grow and develop in all areas of learning.¹  At Great Kids, we have utilized this research to create a parenting group curriculum that emphasizes the innate ability of children to play while also focusing on how parents can BEST support their child’s growth and development. Our GK Together curriculum encourages parents to follow their child’s lead, creating an environment of nurturing and joyful connections that will pave the way for lifelong learning. ¹  Child-led play can also strengthen the parent-child relationship, as it encourages positive and back-and-forth communication, thereby enhancing the child’s cognitive and thinking skills.⁴ 

The GK Together curriculum is designed to support parents in engaging and learning with their children through all the stages of play.

• Prenatal parents have opportunities to reflect and imagine how their growing baby will react and respond during the group sessions, fostering prenatal bonding and attachment.^2,5  They also have the experience of creating a family scrapbook or toys for their growing baby to share once they arrive.
• Infants use touch and exploration to learn about their world.^1,2  During the playgroup sessions, parents support them in expanding their natural curiosity and learning more about their environment by using the materials and supplies in a way that most interests them.^1,2
• Toddlers often play beside each other instead of with one another, a typical behavior called parallel play.^2,5  They enjoy playing near other kids without sharing toys or engaging in interactions.^2,5  Parents can support their children as they learn new skills and words through play.^2,5
• Preschoolers begin to seek out their peers to play together, called social play.⁵ Experts remind us that it’s still common for children to need nurturing support and guidance to manage conflicts and practice sharing as they play with others.⁵
• Older children enjoy playing with peers and their parents for many years. When parents play with their older children, they have opportunities to connect with their children and learn more about their interests and strengths.⁴  Playing together also builds a sense of self-direction and confidence in children.⁴

At Great Kids, we believe play is crucial to a child’s development. That’s why we’ve created the GK Together program, a curriculum that emphasizes the natural inclination of children to play and grow. Our program is designed to provide parents with the tools to support their child’s growth and development through play experiences. It also encourages families to make social connections while learning from each other.

Playgroups have a special place in my heart, and I’m happy they are still bringing families together. I know how important those childhood moments are, and I’m grateful they created such wonderful memories in our family.

References:

1. Ginsburg, K.D. MD, MSEd.,and the Committee on Communications, and the Committee on Psychosocial Aspects of Child and Family Health. (2007, January). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics 119 (1): 182–191. https://doi.org/10.1542/peds.2006-2697

• HealthLinkBC. (2021, November 1). Your child and play from birth to 3 years. https://www. healthlinkbc.ca/healthlinkbc-files/your-child-and-play-birth-3-years

• Raising Children Network. (2018, June 4). Stepping back from your child’s play: Why it’s good [Video]. YouTube. https://www.youtube.com/watch?v=PxHFRFM7EsE

• Seattle Children’s Hospital. (2017). Child-directed play. Seattle Children’s® Hospital Research Foundation. https://www.seattlechildrens. org/health-safety/keeping-kids-healthy/ development/child-directed-play

• Smith, P. K., & Pellergrini, S. (2013). Learning through play. Encyclopedia of Early Childhood Development. https://www.child-encyclopedia.com/play/according-experts/ learning-through-play

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About the Author Toree Peters is a Trainer with Great Kids. Prior to joining the team, she was a home visitor and supervisor with Healthy Families Indiana where she used the Growing Great Kids curriculum to support families around Indianapolis. Toree starts every day with cold-brewed coffee and is always thrilled to recommend a new podcast or two when not sharing anecdotes about her two best friends – who happen to be her cats.

What’s the first thing that comes to mind when you picture “playing pretend”?

Maybe you conjure up the image of a toddler using a recycled cardboard box as a racecar, or perhaps a preschooler mixing up a questionable potion from rarely used kitchen spices and tap water. I must admit, I have quite a bit of personal experience with the latter. For many adults, I think, we can quickly put together a colorful picture of a young child tapping into their imagination and transforming the world around them into one of their own designs. It’s more difficult, though, to find a similar picture for ourselves as grown-ups. When was the last time you activated that creativity?

This question has been plaguing me for a while, if I’m being honest. It feels like my ability to simply imagine has dulled as I’ve gotten older, focused as I am on the reality of the day-to-day. That’s normal, though, right? It’s generally accepted that, as we age, we just become less imaginative. Who has the time to daydream and play pretend? Imagination is the work of children; work is the work of adults.

But what if I told you that this generally accepted idea isn’t correct?

As I asked myself, “Where did my imagination go?” I was led to a recently published article from the University of Kent. In this article, the author shares the results of a study conducted by Kent’s School of Psychology regarding the impact of aging on imagination, which surprised – and delighted – me.

In the study, participants ranging from preschoolers to octogenarians were asked to describe the potential purpose of unfamiliar historical objects. As you might guess, the younger participants imagined a wide range of uses and possibilities unencumbered by the constraints of knowledge, while adults were more likely to describe a function closer to reality. What you might not have predicted, though, is that the adult participants created more detailed and vivid descriptions, and the older the participants were, the more original their imagined uses became.

I also learned that Albert Einstein, arguably the most famous scientific mind in current memory, put a higher value on imagination than knowledge. In an interview from 1929, he said,

“I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”

I was relieved to learn my imagination didn’t go anywhere – it just imagines differently! The knowledge we gain as we grow doesn’t necessarily discourage a vivid imagination. It enhances our ability to create.

At Great Kids, we highly encourage the use of imagination! Most recently, we’ve developed GK Together activities with the benefits of imagination in mind. GK Together is a group-based curriculum for parents and children of all ages. Comprehensive lesson plans include research-based information on relevant parenting topics, activities for all ages that require minimal cost and preparation, and support for facilitators to create engaging, collaborative, and effective parenting groups.

Sources

“What Life Means to Einstein: An Interview by George Sylvester Viereck”; The Saturday Evening Post (26 October 1929), p. 17.

https://www.kent.ac.uk/news/creativity-culture-and-heritage/33747/research-shows-the-human-imagination-becomes-more-active-with-age

https://advisor.museumsandheritage.com/news/research-into-imagination-leads-english-heritage-to-introduce-adult-dress-up/

Product Connection

• GGK Preschool
• Play with Me’s
• GK Together activities!

The post Imagination in Adults appeared first on Great Kids, Inc..







About the Author Melissa Weekes is a Product Development Specialist. Prior to joining Great Kids® in 2018, she worked as a home visitor with Public Health Services where she used the Growing Great Kids® Curriculum. Melissa lives in Nova Scotia, Canada, with her husband and enjoys any opportunity to be creative!  

“What is addiction, really? It is a sign, a signal, a symptom of distress. It is a language that tells us about a plight that must be understood.” Alice Miller⁶

I think it’s fair to say that, just like other illnesses, no one wakes up and decides to have a substance use disorder. For many, a childhood history, a painful experience, or an unmet need for acceptance and belonging initially leads to substance use.

Often, that story begins early in life through stressful or Adverse Childhood Experiences, known as ACEs. ACEs can include things like abuse, neglect, and challenges in the household or community.^1,2

Research tells us that the more ACEs a person experiences, the greater the chance of developing a substance use disorder later in life.² In the general population, ACEs are common, so it shouldn’t come as a surprise that substance use disorder is also common.

Consider the following statistics:

• in 2021, 1 in 17 people worldwide misused controlled substances,⁹ 
• in 2019, over 20 million people in the US were diagnosed with substance use disorder,⁷ and
• it’s estimated that around 21% of the population of Canada will experience a substance use disorder in their lifetime.³

As overwhelming as these statistics may be, these numbers only partially represent the impact of substance use on populations – the tip of the iceberg. That’s because we know that substance use impacts not just individuals but entire families and that the impacts can be magnified for young children who are forming attachment relationships with their parents, which in turn can perpetuate the cycle of adversity.^4,8 

Truly, the need is great, but thankfully, there is HOPE.

Great Kids® is passionate about supporting parents and families to be their best despite the challenging circumstances they may be facing. For a long time, the unique needs of families recovering from substance use disorders have been on our hearts and minds, and now we’re thrilled to share a curriculum manual tailored to these needs.

Hope at Home can be used with any parent who has made a decision to begin recovery.

For some families, this manual will be the very start of their recovery journey, while for others who are further along in their recovery, Hope at Home can be used alongside their treatment and services plan or other professional supports. And because setbacks or reoccurrences of substance use are part of the recovery process for many people, the conversations in this manual support parents to continue looking ahead despite the obstacles they may face.

Hope at Home harnesses the power of parents telling their stories, building healthy relationships, practicing self-care, and taking steps to strengthen their families. It takes into account the brain changes that happen during substance use and supports parents to make sense of their own journey while reflecting on their child’s world, bolstering critical parent-child attachment relationships.⁵

Finally, the best part about Hope at Home is that YOU can be the link that encourages parents and families on their journey toward recovery. Your involvement can motivate individuals to begin or continue treatment, foster family healing, and spark HOPE for the future.⁸

If you’re interested in learning more about Hope at Home or our RISE course, click here.

Hope at Home can be purchased alone or as part of a Family Strengthening Package, which includes Growing Great Families® Next Generation, a more generalized family-strengthening curriculum that can be used with any family or in conjunction with Hope at Home. If you’d like to learn more about our Family Strengthening Packages, click here.

For a limited time, you can get Hope at Home for $50 off to honor September as National Recovery Month.

References:

1. ACE Resource Network. (2021). The story of your number is the story of your ACE history. https://numberstory.org/

2. Canadian Centre on Substance Use and Addiction. (n.d.). Adverse childhood experiences. https://www.ccsa.ca/adverse-childhood-experiences

3. Canadian Mental Health Association. (n.d.). Substance use and addiction. https://ontario.cmha.ca/addiction-and-substance-use-and-addiction/

4. Lander, L., Howsare, J., & Byrne, M. (2013). The impact of substance use disorders on families and children: From theory to practice. Social Work in Public Health, 28(3-4), 194-205. https://doi.org/10.1080/19371918.2013.759005

5. Lowell, A. F., Peacock-Chambers, E., Zayde, A., DeCoste, C. L., McMahon, T. J., & Suchman, N. E. (2021). Mothering from the inside out: Addressing the intersection of addiction, adversity, and attachment with evidence-based parenting intervention. Current Addiction Reports, 8(4), 605–615. https://doi.org/10.1007/s40429-021-00389-1

6. Miller, A. (1993). Breaking down the wall of silence: The liberating experience of facing painful truth. Plume.

7. National Institute on Drug Abuse. (2022, March 28). NIDA IC fact sheet 2023. https://nida.nih.gov/about-nida/legislative-activities/budget-information/fiscal-year-2023-budget-information-congressional-justification-national-institute-drug-abuse/ic-fact-sheet-2023

8. Substance Abuse and Mental Health Services Administration. (2020). Substance use disorder treatment and family therapy: Treatment improvement protocol (TIP) series no. 39. SAMHSA publication no. PEP20-02-02-012. https://store.samhsa.gov/sites/default/files/SAMHSA_Digital_Download/PEP20-02-02-012-508%20PDF.pdf 9. United Nations Office on Drugs and Crime. (2023, June). World drug report.https://www.unodc.org/unodc/en/data-and-analysis/world-drug-report-2023.html

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About the Author Melissa Weekes is a Product Development Specialist. Prior to joining Great Kids® in 2018, she worked as a home visitor with Public Health Services where she used the Growing Great Kids® Curriculum. Melissa lives in Nova Scotia, Canada, with her husband and enjoys any opportunity to be creative!  

So much for lazy summer days! If your family is like mine, the hustle and bustle of summer is in full swing. There are activities to go to, yardwork to keep up with, and general maintenance tasks to get done. In these busy days, family dynamics ebb and flow with the push and pull of trying to get things done and be in other places. Family roles shift and adapt to the tasks at hand, and often communication falls into bulleted-list type information exchanges on the fly rather than in-depth dialogues!

While not all families change with the physical seasons, most families experience shifts in dynamics during the different seasons of life. Whether it’s caring for a newborn, running kids to sports practices and games, nurturing aging parents, or focusing on school or a career, family members shift and adjust to keep the family functioning.

Interestingly, researchers describe the family unit as a SYSTEM, where individual members depend on and respond to one another.^2,4 

Like a hanging mobile, when one part moves, it affects the other mobile pieces.²  While all families can likely relate to this analogy, it’s especially relevant for families experiencing a substance use disorder.

When a family member has a substance use disorder, it causes a shift in the family system that requires the other family members to adjust to keep the family stable.^2,4  For example, a partner might work extra hours to cover the bills, or an older child might take on more of a parenting role with younger siblings or even “parent their parent.”²

Each family unit also has unique dynamics around communicating and maintaining boundaries.^2,4  When a family member experiences a substance use disorder, unhealthy communication patterns or unspoken rules can develop, and boundaries can break down in some areas or become rigid in others.^2,4  Despite all this, family members try to function and keep the family balanced as best they can.⁴

But what happens when an individual with substance use disorder enters recovery?

A common misconception is that everything in the family will automatically improve. However, I was surprised to learn from the experts that when an individual is in recovery, their family is ALSO in recovery.¹  For many, this can be a difficult adjustment. Suddenly, the way the family was functioning before doesn’t work anymore. Like the hanging mobile, the family must shift to find a NEW balance again.⁴  Often, this involves establishing new routines, finding ways to share responsibilities, and learning different ways to communicate so the family can function more healthily.^1,4

It’s important for each family member to feel supported as they make these shifts and adjustments. This is one reason accredited substance use disorder treatment programs now include some level of family involvement. The whole family system needs to be supported to experience healing and recovery. Unfortunately, statistics tell us that only about 10% of people with substance use disorder access treatment, leaving many families without any support.³

However, knowledge is power, and when families learn more about substance use disorder and recovery, they can be empowered to connect with support and strengthen their families.

As many of you know, supporting families is what Great Kids® is all about. We have just released TWO new FAMILY-STREGTHENING curriculums that professionals can use to support families.

Hope at Home is a family-strengthening curriculum specific to parents in recovery from substance use disorder. This manual supports you in addressing the challenges families in recovery face through open, nonjudgmental, and authentic conversations that normalize and give parents HOPE. Some of the topics in this manual include:

• Attachment,
• Learning Healthy Ways of Coping,
• The Connection Between Substance Use and Mental Health,
• Recognizing and Reducing Unhealthy Stress, and
• Self-regulation.

You can learn more about Hope at Home here.

Growing Great Families® Next Generation is a curriculum that can be used with ANY family to strengthen family relationships, manage stress, and grow parenting skills. Some of the topics in this manual include:

• Shaping Your Child’s Future,
• Defining and Living Your Family Values,
• Celebrating Family Traditions and Culture,
• Protecting Your Child From Toxic Stress, and
• Parenting Partnerships.

You can learn more about Growing Great Families® Next Generation here.

The great thing about these family-strengthening curriculums is that there are no prerequisites for using these manuals. If you are someone that supports families in any way, these manuals have the potential to become your new best friend. And in the hustle and bustle of busy summer life, you may just find some handy tips for strengthening your own family, too.

References:

1. Center for Substance Abuse Treatment. (2004). What is substance abuse treatment? A booklet for families: HHS publication no. (SMA) 14-4126. SAMHSA. https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4126.pdf

2. Lander, L., Howsare, J., & Byrne, M. (2013). The impact of substance use disorders on families and children: From theory to practice. Social Work in Public Health, 28(3-4), 194-205. https://doi.org/10.1080/19371918.2013.759005

3. National Institute on Drug Abuse. (2022, March 28). NIDA IC fact sheet 2023. https://nida.nih.gov/about-nida/legislative-activities/budget-information/fiscal-year-2023-budget-information-congressional-justification-national-institute-drug-abuse/ic-fact-sheet-2023

4. Substance Abuse and Mental Health Services Administration. (2020). Substance use disorder treatment and family therapy: Treatment improvement protocol (TIP) series no. 39. SAMHSA publication no. PEP20-02-02-012. https://store.samhsa.gov/sites/default/files/SAMHSA_Digital_Download/PEP20-02-02-012-508%20PDF.pdf

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About the Author Zoe Lemme is a Success Consultant and Trainer at Great Kids. Zoe has been a Growing Great Kids supporter for over 20 years, beginning her love for the curriculum at a Healthy Families Arizona program in Tucson, Arizona. In the heat of an Arizona summer, Zoe loves all things inside, reading, going to the movies, having meals with her family, and when she can wrangle them, hanging out with her three adult children.

My trip of a lifetime was in a small town on the coast of Croatia that was once a part of the Venetian trade route. It has a beautiful coast for summer visitors and ancient buildings for tourists.

The city of Split was where I spent my 50th birthday with a group of friends. We had a tour guide to take our group through Diocletian’s Palace. Tour guides in Europe often have to be trained and licensed. They must prove their knowledge, and they have to be certified.

But as I learned through my travels that week, knowledge isn’t everything.

Split was the only stop where my entire group wanted to stay with the guide instead of going off to explore at the end of the tour. What made it stand out? Looking back, I can sift through the experience and identify it was the skills our guide had to bring us into the story of the city and communicate the interesting facts in a way that kept us interested.

They were engaging and knowledgeable and used a variety of communication and relationship skills.

• They shared personal stories that were relevant to the location,
• talked about challenging subjects in a way that was inclusive,
• gave multiple perspectives,
• partnered with us for a shared experience,
• created space for conversation,
• and followed our lead by moving on when we weren’t as interested and lingering when we were excited.

From a tour guide’s perspective, employing these effective communication and engagement skills equals good reviews, more tours, and better tips.

This made me think about the importance of communication and relationship-building in my job and how to enhance my skills. I imagine the benefits of employing these skills in any job would produce positive outcomes. Effective communication skills build relationships in which people return because they felt the same way I did that day, valued, connected, wanting more, and most importantly, with memories I treasure. As I continue to grow my own skills, I hope the people I connect with feel like I did that day.

How would enhanced communication and relationship-building skills change your interactions with each other, partners, clients, and customers?

To help people become better communicators and develop deeper connections Great Kids has created a NEW training opportunity – ENGAGE. The even better news is that anyone can take this course, not just home visitors or GGK curriculum users. To see if ENGAGE is a fit for you or your program, visit https://www.greatkidsinc.org/engage-responsive-partnership-training/.

References:

1. Adler, R. B., Rodman, G., & du Pré, A. (2020). Understanding human communication (14th ed.). Oxford University Press. 

2. Brown, B. (2021). Atlas of the heart: Mapping meaningful connections and the language of the human experience. Harper Collins Publishers.

3. Korfmacher, J., Duggan, A., O’Neill, K., Filene, J., Sparr, M., Frese, M., & Sexton, E. (2019). Promoting effective communication to broaden and strengthen the effectiveness of early home visiting [Abstract]. APHA 2019 Annual Meeting and Expo. https://apha. confex.com/apha/2019/meetingapp.cgi/ Paper/442850

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About the Author Michelle Miller is a Product Development Specialist at Great Kids. Prior to joining the Product Development team, Michelle worked for three years as a Great Kids trainer. Before that, she worked as a trainer, supervisor, and home visitor with a Healthy Families program in Middle Tennessee. Outside of work, she enjoys spending time with her three adult children and doing anything outdoors, especially kayaking.

“We cannot direct the wind, but we can adjust the sails” – Dolly Parton 

I love this Dolly Parton quote because, over the years, I’ve most definitely learned that while I can’t control the weather, I can do my best to make choices about how to adjust my sails.  

I’ve learned that in order to not just survive but thrive, I have to stay in a continuous state of learning. A state where I am present to observe and listen to what is needed. And when necessary, partner with others to figure out the best ways to adapt and adjust.  

At Great Kids®, you will often hear us say that the Growing Great Kids® Curriculum is not a cookie-cutter curriculum. This means the curriculum is designed to be dynamic and flexible, empowering you to individualize and adapt curriculum materials to support optimal development based on a child’s or family’s unique needs. 

A unique need can be defined as a one-of-a-kind need that is specific to a person or family.^1,2 

Unique needs can refer to a child’s strengths, interests, stage of development, medical or health conditions, advances or delays in age-specific milestones, suspected disorders, or diagnosed disabilities. 

Unique needs may also include a family’s strengths, interests, and challenges, such as literacy levels, mental health diagnoses, trauma, homelessness, family crises, etc.  

At Great Kids, we provide products in addition to GGK® that meet various unique needs. For example, our Growing Great Families® Next Generation curriculum helps families discover their own strengths and values to foster healthy growth and development in their children. Our new Hope at Home curriculum includes tailored conversation guides to be used with families or parents in recovery. 

At one time or another, professionals will likely need to individualize services for almost ALL families. Although there are many ways that you can individualize curriculum content using our products, some common ways to do so may include: 

• slowing down in specific modules and conversations – choosing quality over quantity based on the family’s needs,  
• allowing space for parents to practice the steps of a single Daily Do over multiple visits, and 
• partnering with parents to select activities from development-based manuals based on their child’s stage of development rather than their chronological age.  

While individualizing services may sometimes happen “in the moment,” most individualizing will take intentional planning. This is because individualizing does not mean changing information but rather partnering with parents to adapt content like activities or Key Ingredients.  

Although the Great Kids® materials are designed to be individualized to the needs of each family, gaining the skills to do this effectively can take knowledge, practice, feedback, and time.  

And, no matter where you are on the spectrum of experience, you may benefit from extending your learning through the curriculum materials and trainings Great Kids® has created to support you with these vital skills:  

• ENGAGE: Effective Communication Training to learn more about responsive partnerships and effective engagement. 
• RISE: Recovery-Impact-Support-Empower to gain an enhanced understanding of Substance Use Disorder and explore how to use that information to enhance, adapt, and integrate your home visiting skills.  

• The Science of Attachment course to better understand the deep emotional bond between an infant and their primary caregiver. 
• A Strengths-Based Approach course to learn how to use the strengths of others to help them overcome challenges and reach their goals.   
• Growing Great Kids® Next Generation Tier II Training, and  
• The Growing Great Kids® Next Generation Fidelity Guides, specifically 
• Core Competency 4: Cultivating the Growth of Secure Attachment Relationships, 

• Core Competency 5: Optimizing Family Growth and Development and The Individualization Planning Process, and 
• Core Competency 7: Encourage Integrated Family Wellness. 

One last thing. At Great Kids, relationships are at the core of everything we do. When supporting optimal development for children and families, the most important thing you can do is create safe, trusting, respectful, and relationship-based partnerships. 

When you listen to families and center parents as the experts on their child and family, parents can apply information in ways that best fit their unique strengths, needs, and circumstances.³ 

References:  

1. Abercrombie, J., Wiggins, L., & Green, K. (2022). CDC’s “Learn the Signs. Act Early.”: Developmental milestone resources to improve early identification of children with developmental delays, disorders, and disabilities. ZERO TO THREE Journal, 43(1), 5–12. 

2. Merriam-Webster. (n.d.). Unique. In Merriam- Websterdictionary.com. https://www. merriam-webster.com/dictionary/unique 

3. Roggman, L., Boyce, L., & Innocenti, M. S. (2008, August 8). Developmental Parenting: A guide for early childhood practitioners. Brookes Publishing.  

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