Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fB74KI027461; Thu, 6 Dec 2001 23:20:18 -0500 (EST) Date: Thu, 6 Dec 2001 23:20:18 -0500 (EST) Message-Id: <10c.9b425f1.29419c33@aol.com> Errors-To: listowner@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: BRmidwest@aol.com To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:446] Re: Barriers to Family Literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 138 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 4948 Lines: 83 In brief, approaches to the obstacles I listed in great detail fall into several categories (NOT in any particular order): 1) GET THE WORD OUT. Figure out how to reach people who may need and be interested in family literacy services. Contact agencies and organizations that deal with the population you are trying to reach; meet with caseworkers or case managers; get on referral lists. Contact schools and libraries. Visit health clinics and make presentations to staff; set up tables in waiting rooms (with permission of course). Plaster flyers at local stores, bus shelters, kiosks--leave flyers at clinics and public aid offices. (Remember: Most people who participate in family literacy programs have some reading skills so they can read a flyer if you make it direct and to the point. If they can't read at all, a friend or loved one may see the flyer and pass on the info). There are many other ways to reach people who may not be aware of family literacy services. You (the provider) need to look at the people you want to reach in your own community and figure out how to reach them through services they use or places they go. 2) Provide counseling services or connect with an agency that provides these services. Connect with local domestic violence and substance abuse programs or government services. Help newly enrolled clients with personal problems through referrals to counselors or programs OR consult with counselors on how to help clients who are struggling with certain types of issues. 3) With permission from the participant, work together with other agencies (or individual caseworkers) that are already serving the individual or family. 4) Help participants come up with their OWN ways of dealing with obstacles. Let them talk about the particular obstacle and then support them as they brainstorm ideas. Help them come up with a doable, step by step plan of action. Sit by their side while they make phone calls to try to arrange day care or negotiate a new appointment time with a caseworker, for example. (All this takes a lot of time, but the more the participant does herself, the more effective the help will be.) IF (and only if) necessary, intervene by talking with a caseworker yourself to convince him/her to let the client participate in the program, provide transportation assistance, etc. Be persuasive and diplomatic. (Do this only if the participant herself is unable to get results!) 5) Help participants find a way to resolve transportation problems. Transportation issues MAY fall into #4 above. It's best if the participant can be helped to work out something herself or himself. If there is no way the participant can get carfare or a ride, then budget money for providing bus cards or schoolbus service. (OK--put it in next year's budget!) 6) If possible, provide family literacy services at different times and places to make it available to people with changing schedules and locations. 7) Meet one on one with prospective participants; help them set realistic expectations for themselves. Let them know "it won't happen overnight," but that each step is worthwhile and important. Keep participants motivated and active through recognition and rewards (eg frequent certificates) and an opportunity to play an ACTIVE role in the program (from major things like determining what will be in a parenting class curriculum and making presentations to other parents to simple things like helping to arrange and serve snacks to other participants or helping to put away chairs at the end of a session.) Provide food--even if it's just cookies and a beverage. 7) Let participants know they are NOT ALONE in what they are feeling or doing. Provide time for participants to socialize informally and discover other people who have the same feelings or experiences. Offer student support group meetings. Have current or former students make presentations to prospective or new participants. 8) Offer home visits to participants who are exhausted or have scheduling problems. 9) Above all, get to know the population you serve, the services they need, and the services they want. Get to know what services already exist in the community--for participants directly and as information for you--and use them. I believe these suggestions cover most of the obstacles I mentioned in the previous posting--obviously some suggestions apply to more than one obstacle. Some of these suggestions can be implemented readily--eg getting information out and helping clients set realistic expectations. Others--eg offering services at different sites and times, doing home visiting, or providing some carfare--may take TIME (months or more) and EFFORT (many staff meetings, discussions, consultations, plans, training sessions, fundraising) to implement. This is not intended to be a complete list--the list is never complete!
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