Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost.nifl.gov [127.0.0.1]) by literacy.nifl.gov (8.8.7/8.8.5) with SMTP id JAA18222; Thu, 30 Oct 1997 09:40:55 -0500 (EST) Date: Thu, 30 Oct 1997 09:40:55 -0500 (EST) Message-Id: <971030093344_-1795648839@emout02.mail.aol.com> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: MPottsDT@aol.com To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1244] Father involvement X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Status: RO Greetings family literacy folks, A few weeks ago, there were several inquiries and messages about father involvement in family literacy programs. Yesterday (Wed. 10/29) I attended the Governor's Conference on Fathers and Families in Indianapolis, IN. It was very exciting to see and hear people talking about their programs, their curricula, and their dedication to bringing men into the family-focused program arena. Generally, I heard these suggestions: 1. Create a father-friendly environment. This includes males on staff, pictures of fathers in your brochures, on posters and in pictures throughout the rooms. (No deadbeat dad posters!) Pay attention to the furniture and the kinds of food you serve. 2. Recruitment efforts have to be specifically targeted to men. If you recruit door-to-door, ask the local religious leader, or a former male student, or a man that is recognized in the neighborhood as a positive role model to accompany you. 3. Curriculum must include some of the same components as those we target for women: educational issues, parenting skills, nurturing and protective skills. The message was that we too often consider men as the economic arm of the family, "the provider." He must see himself in a different role. Self-esteem issues loom large for men as well as women. This doesn't mean we should have a "self-esteem class," but we need to do all we can to help men establish identity and a sense of self-worth. Scripted curriculum is OUT! Facilitated groups are IN. This will require very skilled staff, who own information within a very strong and solid knowledge base. 4. Programs must offer a comprehensive menu: educational opportunities, along with family-focused discussion groups (including child-development), personal development and life skills, development of employability skills, including social skills. Short term, quick-fix interventions do NOT work. It is also important to target your program goals, since you cannot address every need of the participants. Tie your recruitment to your program goals. 5. Maintaining the fathers is another thing! Involving the extended family is important to retention. Communication must be open, steady, and direct. Special events must focus on men-as-dads' interests, needs, goals. The "fear-of-success" syndrome is also an issue. 6. Model the Big Brother program by recruiting mentors for men. Model the AA program by encouraging steps toward achievement of goals. Support and promote professionalism and excellence. All in all, fatherhood development means addressing the real experiences and challenges of fathers. Meta Potts, National Center for Family Literacy mpotts@famlit.org
This archive was generated by hypermail 2b29 : Tue Jan 11 2000 - 13:21:05 EST