(continued)
In 2005, The Future of Children, a research and analysis collaboration of Princeton University and the Brookings Institution, estimated that as many as 400,000 children and families were being reached by home visiting programs. This is good news considering that home visiting programs have been found to increase children’s school readiness, health and development, reduce child abuse and neglect, and advance parents' abilities to support their children’s educational, emotional, and physical development.
However, not all home visiting programs are equal. Research and examination of existing models has identified elements which contribute to successful outcomes. Some of those key elements are:
- Homes are natural, nonrestrictive learning environments where families spend a significant amount of their time. Home visiting programs take the services directly to the family ensuring consistency while diminishing the barriers that often limit participation.
- Family-centered programs cultivate confidence and hope in parents. They recognize the good efforts caregivers are making and serve as conduits to other supports and resources parents need. Family-centered programming reflects goals parents have identified as important and can accommodate varying levels of involvement a parent is able to give.
- Rapport between parent and professional is essential. Interactions that are mutual, respectful, and empowering create the trust and partnership needed to make positive change.
- Expertise of the professional should be evident to the parent. Working with a credentialed professional, such as a nurse, teacher, social worker, or nutritionist may be more expensive, but will motivate actions that a paraprofessional many times cannot.
- Early outreach and relationship building to targeted populations, before a crisis or heightened state of stress (first time mothers after delivery of child) is an important part of program planning.
- Intensive, long-term involvement with families yield better results. Home visits that are frequent and sustained over several years produce lasting improvements.
- A well-developed curriculum should present key information, guide skill training, and give opportunities for practice and reflection in a sequential, developmentally appropriate manner that is also flexible enough to incorporate parent feedback and a child’s special needs.
- Data should drive decision-making. Monitoring progress through objective activities and personal observations should be a part of every home visit. Frequent review of data should be used to make adjustments in individual cases and improvements in overall program delivery.
Health Care Reform Includes Historic Investment in Prevention Services
http://www.clasp.org/issues/in_focus?type=child_welfare&id=0015
The Story of David Olds and the Nurse Home Visiting Program
http://www.rwjf.org/files/publications/other/DavidOldsSpecialReport0606.pdf
The Portage Home Based Model of Early Intervention
http://www.portageproject.org/model.HTM
Minnesota Department of Health: Home Visiting Best Practices Guide
http://www.health.state.mn.us/divs/fh/mch/fhv/strategies/bstprct02.html
UNICEF Child Well-Being in Rich Countries 2007 Report Card
http://www.childwellbeing.org.uk/pages.asp?page=14
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