Module 8b Engaging Conversation Participant Handout Final.txt

File contents

engaging conversations2
Developer: 
Michelle Dipboye Sames 

 Contributions by Laura Beard 

KY SEED@EKU.EDU 

Presenter: Brenda 
Mullins 

 

Team Building Between Families
and Professionals to Support
Planning for Young Children 
Engaging
Conversations
Participant Handout 

Engagement Text Logo Final with Supporting Transition 2 and Line.tif

SSeeccttiioonn 11:: FFaammiilliieess && PPrrooffeessssiioonnaallss BBuuiilldd SSuucccceessssffuull 
TTeeaammss wwiitthh EEffffeeccttiivvee VVeerrbbaall SSkkiillllss 

Barriers to Productive Conversations 

A _______________ is something that obstructs or separates, often by 
emphasizing differences. 

Barriers to productive conversations include: 

. 
. 
. 
. 


Verbal Communication 

balance scale credit darktaco at sxc
Balance is the key to effective communication. 

Things to consider when communicating verbally include: 

. 
Keep your voice tone and pitch level � not too loud or soft and not too high 
or low. 
. 
Make assertive statements in a situation where necessary. 
. 
Respect the need for privacy. 
. 
Honestly represent your thoughts and feelings without judging others. 


Types of Statements 

. 
_______________ comments: angry, blaming, judgmental, directive 
. 
_______________ comments: sole function is to please the listener or 
express a helplessness to address the situation 
. 
_______________ comments: 
. 
clearly communicates message from the speaker 
. 
speaker takes ownership of the message using I-messages (e.g., I 
think�, I feel�, I believe�, I hear you saying�, So if I am 
understanding you correctly�) 
. 
goal is to speak and listen to each other to promote mutual 
understanding 



SSeeccttiioonn 22:: FFaammiilliieess && PPrrooffeessssiioonnaallss BBuuiilldd SSuucccceessssffuull 
TTeeaammss wwiitthh EEffffeeccttiivvee NNoonn--VVeerrbbaall SSkkiillllss aanndd WWrriittiinngg 
SSkkiillllss 

 

First impressions count! 

. 
Look pleasant. 
. 
Make eye contact. 
. 
Greet the person. 
. 
Be aware of your body language. 


 

 

Non-Verbal Communication 

. 
Turn your face and body, leaning slightly toward the person. 
. 
Make normal gestures if necessary. 
. 
Continue with regular eye contact. 


 

 

 

Handshakes1 

C:\Users\msames\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\7XOKYA9I\MC900058898[1].wmf
1 Adapted from Kentucky Partnership for Families and Children Leadership Academy Materials. For more 
information contact them at Kentucky Partnership for Families and Children, Inc., 207 Holmes Street, First Floor 
Frankfort, KY 40601 or go to www.kypartnership.net . 

The handshake is a vital tool for an encounter and can 
empower or weaken the encounter. A firm handshake is 
always the best. Again, experts say that a man�s 
handshake is typically strong and firm because they 
naturally have a strong grip. When women grip they get noticed! Some examples 
of handshakes and usual outcomes follow: 

. 
Controller: If when you extend your hand to shake and you immediately 
maneuver yours on the top of theirs, you are gesturing that you want to be in 
charge. (Be careful with this one when you are trying to establish an equal 
relationship.) Use this technique wisely as a tool not a weapon. 



. 
Sandwich: This handshake can be invasive and should only be used with 
someone you know. Enveloping another person�s hand can be used to show 
affection or compassion. Beware when people you are a meeting from the 
first time use this handshake. This handshake is called the Politician�s 
handshake! 
. 
Dead Fish: Everyone gets nervous sometimes, but whenever possible do 
not hold out a wet hand to shake. Many times this handshake is viewed as 
anxiety ridden or masking something you are trying to hide. In either event 
it sends a negative message. Go ahead and wipe your hand on the side of 
your pants or you shirt. 
. 
Limp Fingers: OK ladies!! It is said that women have a habit of extending 
their fingers instead of their entire hand. Besides this technique having the 
potential to be painful to the extender when shaking with a party who shakes 
with a strong grip, it gives the impression of submissiveness. Nip that in the 
bud unless it is a tool to appear fragile! 


 

 

Recipe for a Good Handshake 

. 
Hold the person�s hand firmly 
. 
Shake web to web (3 times at a maximum) 
. 
Maintain constant eye contact 
. 
Radiate positive energy 


 

 

 

 

 

 

 

 

 

 

Personal Boundaries 

. 
Respect personal space. 
. 
Respect job descriptions and responsibilities. 
. 
Respect family knowledge. 
. 
Acknowledge challenging issues for children. 


 


SSeeccttiioonn 22:: WWrriittiinngg TTeecchhnniiqquueess ttoo FFaacciilliittaattee 
PPoossiittiivvee CCoonnnneeccttiioonnss aanndd IInntteerrvveennttiioonnss ffoorr 
CChhiillddrreenn 

3078259.jpg
Audience: Write a letter to the person with the authority to respond to your issue. 
The address should include the person�s name, job title and work address. 

Presentation: You should utilize a business format and have the letter computer 
processed on business paper. In your letter include your name, address, phone 
number and e-mail. 

Content: Explain why you are writing and what you want from the reader in the 
first paragraph. Use facts to support your request. It is best to keep the letter 
concise, preferably no longer than one page. 

Tone: You choice of words should reflect a polite and respectful attitude. It is 
important NOT to vent emotions nor apologize for writing. Thank the person for 
their assistance and attention to your request. 

Request a Response: Offer to meet at a convenient time and politely request a 
return contact in the next two weeks. Two weeks is a standard time to request a 
response. If you do not receive a response, write a second letter or go higher up 
the chain of command for a contact person. 

 


SSeeccttiioonn 33:: FFaammiilliieess && PPrrooffeessssiioonnaallss PPaarrttnneerr ttoo 
DDeevveelloopp SSuucccceessssffuull AAccttiioonn PPllaannss 

 

Action Plans 

Action plans can address a variety of child issues: 

. 
Learning and development 
. 
Social functioning with others 
. 
Emotional coping and expression 
. 
Behavioral self regulation 
. 
Adjustment to life changes 




 

FUN action plans are: 

Family driven & youth guided 

. 
Expertise of family is recognized 
. 
Family members partner in the development of action plans 
. 
Child�s expertise is recognized 




 

Understandable for the child 

. 
Clear 
. 
Described with simple words 
. 
Include child appealing content and graphics 


 

Needs based 

. 
The child�s need should be the driving force of the action plan, NOT the 
needs of the organization, the professional, nor the needs of adult family 
members. 


 

 

 

Continued on next page


SMART action plans: 

Specific goals that are clearly defined. 

Measurable 

. 
Must be able to document and measure change 
. 
Use charts, graphs, and assessments 


Action oriented 

Realistic 

. 
Set small short term goals 
. 
Encourages change with frequent success 


Time line 

. 
Time line determined in plan 


 


SSeeccttiioonn 44:: FFaammiilliieess && PPrrooffeessssiioonnaallss DDooccuummeenntt aanndd 
FFoollllooww--UUpp AAccttiioonn PPllaannss ffoorr SSuucccceessssffuull RReessuullttss 

 

Documentation 

Documentation is an organized __________ of child behaviors in the context of 
initiated support. 

Documentation provides a __________ record that: 

. 
Captures child�s growth 
. 
Assists in assessment 
. 
Guides future goals 
. 
Helps child qualify for needed services 




 

Documentation for the child should be: 

. 
Visual 
. 
Interesting 
. 
Understandable 




 

Documentation for the family and professional: 

. 
Includes data and nature of the child�s response 
. 
Clearly recorded 
. 
Data should be easily accessible 




 

C:\Users\msames\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\D229YK9X\MC900438012[1].wmf
Seek referrals when: 

. 
There are identified issues outside area of professional training 
. 
Action plans are solid & well implemented but have poor results 
. 
More extensive assessment is needed 
. 
There is disagreement among adult team members 





 

NNOOTTEESS�� 

 

22187974 


 

 

 

 

 

 

 

 

This module is the second in the 8th set of modules in The ENGAGEMENT Training Series for Kentucky Families 
& Professionals: Supporting Transition and School Readiness. The modules in this training series were developed 
by content experts across the Commonwealth. The series is a collaborative effort among the developers, reviewers, 
Kentucky Department of Education (KDE), Kentucky Regional Training Centers (RTC), and the Kentucky Early 
Childhood Transition Project (KECTP). Replication of materials was paid for with State Personnel Development 
Grant (SPDG) funds. 

 

 

 

This training module was developed by Kentucky�s System to Enhance Early 
Development (KY SEED). KY SEED is an initiative to help Kentucky further 
development of its system of care for children age birth to 5 who have social, emotional, 
and behavioral needs and their families. The KY SEED state implementation team is 
housed at 229 Mattox, Eastern Kentucky University, 521 Lancaster Ave, Richmond, KY 
40475. For further information contact Michelle Sames, Early Empowerment Specialist 
for KY SEED. Email contact:KYSEED@EKU.EDU