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"Go" by Twista with Cued Speech

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    Kiersten Beigel: Good
    afternoon, everybody.
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    This is Kiersten Beigel.
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    I'm with the Office of Head
    Start, and I would love
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    to welcome you this afternoon
    (or midday or morning,
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    as the case may be
    for some of you).
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    I'm going to be your
    moderator for this webinar,
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    "Father Engagement is
    Everybody's Business",
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    and I am absolutely thrilled
    to be able to do that.
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    We have a lot going on this week
    at the Office of Head Start,
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    as you know since you
    registered for this webinar.
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    This is part of a series
    of resources/events
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    that are happening the
    week before Father's Day,
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    and we're really excited to be able
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    to offer the field some new
    resources to support the work
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    that we do in partnering with
    fathers in our programs --
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    Head Start and Early
    Head Start programs.
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    So, before we get
    going I'm going to --
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    let's do a little tech talk here.
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    I wanted to remind you you
    can use your computer speakers
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    to hear the webinar.
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    If you can't hear the presenters
    you can, of course, always attempt
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    to turn on your computer speakers.
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    And if you're having
    problems with your speakers,
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    or they're not working, you can --
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    we've got a phone number here
    in the public chat that Natalie,
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    who's our webinar coordinator,
    put up for everybody.
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    So, you can see that
    in the public chat.
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    It's a number with a
    dial in that you can call
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    in if you're having trouble.
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    I also wanted to direct you to Sam.
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    Sam has his own tab next
    to the public-private tab.
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    There's a Sam tab.
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    And if you are having any trouble,
    any kind of technical issues,
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    you can do some private chatting
    with Sam and he'll help you out.
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    So, that's our tech talk.
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    I wanted to tell you that we
    have a pretty interactive session
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    for you today.
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    We're really excited.
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    We have a pretty laid back group
    of folks, who are very passionate
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    about their work with
    fathers, to say the least.
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    And I think they're going to keep
    it pretty conversational so this --
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    we may be doing a little
    webinar free styling here,
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    a little different than
    the usual style of webinar.
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    And they're also excited to get
    to know a little bit about you.
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    We'll be doing some polling
    questions, asking you to weigh in,
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    and they'll guide you
    when it's time to do that.
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    So, now I would like to give
    you a chance to hear from them.
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    They're going to introduce
    themselves, and we'll start
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    with David who is in the
    upper left hand corner here.
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    And if you guys could just tell
    us who you are and a little bit
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    about your connection
    with this work.
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    David Jones: Okay,
    thank you Kiersten.
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    Welcome everyone.
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    I'm so excited that
    you're all participating
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    with us on this webinar.
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    My name is David Jones.
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    I am the Fatherhood Specialist
    here in the Office of Head Start.
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    I co-lead all of our fatherhood
    efforts with Kiersten Beigel.
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    And I have about 15 to 20 years
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    of experience providing services
    directly, indirectly for fathers,
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    individual work, group work,
    you name it, within the context
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    of Early Head Start, Head Start,
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    and also as a consultant
    to other programs.
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    So welcome.
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    John Hornstein: Okay,
    I'm John Hornstein.
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    I'm on the upper right hand side,
    the one with the glasses up there.
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    I'm delighted to be working with
    David and Ed and Kiersten on this.
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    I work at the National
    Center for Parent, Family,
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    and Community Engagement and
    have been doing fatherhood work
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    for over 30 years.
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    And kind of backed into it
    when -- at a time when --
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    I remember very distinctly the
    first time I said to myself,
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    "I've got to do more about
    this," was at a conference
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    when the keynote speaker
    was asked, well,
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    what do you do with fathers then?
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    And the speaker said, "well,
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    nothing because they
    don't show up."
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    So, that got me not laid back,
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    as Kiersten said,
    but quite passionate.
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    So, I'll move onto Ed.
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    [Foreign Language]
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    Edwin Cheromiah: This is --
    my name is Edwin Cheromiah,
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    and I just greeted you
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    in our Pueblo Laguna
    language, the Keres language.
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    I was just wishing
    everybody a good afternoon.
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    Also again, I've been with the
    Pueblo Laguna Fatherhood Program
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    through the Laguna Head Start
    for the past eight years.
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    Way back in 2004, these men -- a
    few men got together and wanted
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    to have fathers more engaged.
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    So it went through
    PFS first of all,
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    but then finally came
    into Head Start.
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    That's where I've been,
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    that's where I was
    hired for this position.
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    And I continue to offer
    services for dads, you know,
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    resources to different programs
    that we have here in Laguna,
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    and also offering
    them just the support
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    that sometimes fathers
    need to move forward.
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    And it's a pleasure
    to be with you today.
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    Kiersten: So how we're really --
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    you might have heard
    some of our muted voices.
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    We were really excited to see
    folks rolling in, and we have well
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    over 1,000 people register for
    this, which is very telling
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    about how interested people
    are in father engagement.
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    So, today what we're going to
    do is about an hour and a half.
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    And I'm going to monitoring chat.
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    So, as questions come up along the
    way, we might stop and take some
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    of those, or I might
    make some decisions
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    about holding those
    towards the end.
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    But, what we're going to do is
    reflect kind of on where we are now
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    and where we hope to go in
    building supportive partnerships
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    with fathers, think a little bit
    about sort of the movement --
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    of the fatherhood movement and how
    things have evolved in Head Start
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    with regards to father engagement.
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    And we want to renew our enthusiasm
    and commitment to this work.
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    We want to identify some ways
    to build father engagement
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    that is systemic,
    integrated and comprehensive,
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    and we'll talk more
    about what that means.
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    And we hope to share some
    new resources for you.
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    Some of the resources that
    are coming out this week
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    that you may use to improve your
    program practice with fathers.
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    So, without further ado,
    I turn it over to David.
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    David: Hi, so we're going to begin
    with our first polling question,
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    which is a two part question.
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    We want to get a feel for,
    you know, the participants
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    on the call today, so we'd like
    to ask that everyone participate.
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    So, Natalie can you please
    go ahead and launch the poll?
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    [ Background Noise ]
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    David: And the first
    question is, what is your role
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    within the Head Start program?
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    So, we'd like for everyone to
    sort of take a moment and click
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    on the choice that best
    fits the role that you have
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    in the program within
    where you work.
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    If - obviously, if you're not
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    within a Head Start program you can
    choose one of the other options.
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    We'll give you a few
    seconds to do that.
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    [ Background Noise ]
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    David: And Natalie, I'm
    not sure in terms of time,
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    but give them a couple more seconds
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    and then we can take
    a look at the results.
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    [ Background Noise ]
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    David: Okay, can we see
    results from the first question?
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    Wow, so it looks like about
    26 percent of you are family
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    and community partnership staff,
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    11 percent are parent involvement
    staff, and then just sort of mix
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    of sort of directors, sort
    of leadership in the program.
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    We actually have some focused male
    involvement staff, health staff.
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    So, this is great and this
    sort of connects with the title
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    of this webinar, which
    is, you know,
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    "Father Engagement is
    Everybody's Business"
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    so this is really nice to see.
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    So, can we move now to
    the next polling question?
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    [ Background Noise ]
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    David: Okay, it's going
    to come up in a second.
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    [ Background Noise ]
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    David: So, what is your gender?
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    [ Background Noise ]
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    David: Take a few moments,
    make your selection.
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    [ Background Noise ]
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    David: And the one
    thing I want to say
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    about the previous
    polling question is, again,
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    irrespective of your role
    within the program, you know,
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    everyone can make a meaningful
    contribution to working with,
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    supporting and engaging fathers.
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    John: Uh huh.
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    David: That's one of the
    things that we really want
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    to underscore with today's webinar.
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    Okay, can we see the
    results please, Natalie?
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    [ Background Noise ]
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    David: It takes a
    couple of seconds.
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    >> David: Ah.
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    >> John: Wow.
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    >> John: You know that leaves a
    certain percentage unaccounted for.
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    >> David: Yeah.
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    >> John: But still, the proportion
    is pretty interesting isn't it?
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    >> David: It is.
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    It is and I mean this is
    really important for us
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    because again we want to make
    sure that we're being thoughtful
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    in terms of how we respond, how
    we present and what we're saying.
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    We have a sense that you know
    our programs are predominantly
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    populated by female staff,
    but we just want to make sure
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    that we're being thoughtful and
    sensitive to the entire audience.
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    So, thank you so much
    for your participation.
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    Natalie, you can go ahead
    and close that poll.
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    [ Background Noise ]
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    John: What it also says David
    is the majority of conversations
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    with fathers are between
    female staff and fathers.
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    David: That's right.
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    John: Yeah.
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    David: That's right.
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    And so, it speaks to and
    underscores the importance of,
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    sort of, what happens when those
    opportunities present themselves
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    in terms of what we do with them.
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    So, we're waiting
    for the next slide.
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    And while we're waiting,
    basically what we're going
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    to do moving forward is just
    going to be really reflecting
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    on fatherhood and Head Start
    and Early Head Start and sort
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    of talking a little bit about
    the historical evolution
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    of the fatherhood
    movement within Head Start.
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    [ Background Noise ]
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    David: Seems -- we may be having
    a little technical difficulty.
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    John: I've -- David:
    Do you see the slide?
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    John: Yeah, but I
    clicked on the tab
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    at the top that'll put me
    back to father engagement.
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    I did -- David: Okay.
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    So, I just did the same thing.
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    So, I mean there's a lot that we
    can cover to address, you know,
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    why fatherhood evolved
    in the way that it has.
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    You know, we can sort of
    ask ourselves some questions
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    about the role the women played.
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    And let me say that women have been
    exceptional in their understanding
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    and support of the movement
    to support father engagement.
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    And I think were it not for their
    initial insight and their fortitude
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    and support, I'm not
    certain we would have evolved
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    to where we have today.
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    John: Yeah.
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    David: You know, they
    had to allow men in.
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    John: Right.
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    David: And then what about the men?
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    John: Yeah.
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    David: I think they had to
    dare to be different and step
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    out of their comfort zone, but what
    is important is involving fathers.
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    Initially, we got to a place
    where in the awareness stage what
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    that meant was that we were not
    only asking more from fathers,
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    but we were also asking more
    from programs and from staff.
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    So, that means everybody had to
    be a little bit different in terms
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    of the way that they were
    working and what they did.
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    In the second stage, the
    acknowledging stage, you know,
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    programs -- we began to believe
    that programs needed sort
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    of an adjunct or separate services
    for fathers in order for them
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    to be effective, in order
    for them to meaningful.
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    And I think at the
    time, John and Ed
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    if you agree, that was appropriate.
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    John: Sure.
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    David: Until we began
    to see what happened
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    when the father involvement
    staff left the organization.
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    You know sometimes the -- all
    the great effort, the great work
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    that had gone into producing
    this program sort of went
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    out the door with that individual.
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    So, we've evolved now in our
    thinking to not only expect
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    that staff build relationships with
    fathers and that fathers engage.
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    We are suggesting that fully
    integrating services for fathers
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    as a component of overall
    services is not only appropriate,
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    but it can contribute to
    sustainable service provision
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    when we make fatherhood
    everybody's business.
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    John: Uh huh.
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    David: And it's important to note
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    that initially you know
    some fathers were hesitant,
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    almost reluctant, for
    very valid reasons.
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    You know there were some cultural
    reasons for their distance
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    from educational programs as well
    as some of the systemic stuff
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    that we're all aware of.
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    But, in some cases we have fathers
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    who have received incredible
    support and guidance
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    from their own fathers, and
    they drew from that experience,
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    and it was easy to really work
    with them and talk to them
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    about what was important
    for them as fathers.
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    And then we had the other end
    of the spectrum with fathers
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    that did not have that
    experience that were committed
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    to doing something
    different for their children
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    than what they received.
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    John, would you like
    to say -- John: Yeah.
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    David: Anything about the
    connections and opportunities
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    for connections at the
    different developmental stages?
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    John: Yeah sure.
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    I mean I think this is a great
    kind of reflection on the history.
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    And I -- the other day I
    was wondering, you know,
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    what did fathers themselves
    have to do with this change?
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    And I think fathers themselves
    are expecting more of programs
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    because society as
    a whole has changed.
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    But, I think, one of the
    things about expectations is
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    that it may feel really different
    at different ages, what --
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    the kind of connection
    you can make with a father
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    when he brings an
    infant to a program,
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    or when you do a home
    visit, is quite different
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    than that father whose thinking
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    of their four year
    old as a ball player.
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    So, I think there is a lot of
    complexity to this process.
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    But I also think that this
    idea that somehow everybody --
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    that full engagement means really
    thinking about every aspect
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    of the program as being something
    that fathers are involved with
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    and that it's not a
    distinct and separate thing.
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    I think that's an important thing.
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    At the same time there may be
    some things that are distinctly
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    for fathers, and those
    shouldn't end necessarily.
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    David: That's a really good point.
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    >> Yeah. David: So, as we
    consider what we mean or, sort of,
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    what we're thinking about when we
    talk about moving from involvement
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    to engagement, as you
    can see from this slide.
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    You know a lot of times, in
    my experience sort of being
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    in a program, sort of leading
    the evolution of a program
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    that became more father friendly,
    consulting with other programs
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    that were beginning or attempting
    to start fatherhood initiatives.
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    Programs tend to gravitate
    to do what comes easy
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    or what satisfies program's goals
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    of actually having
    a fathers' event.
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    And that's not to say that
    these events are not meaningful
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    and they don't provide
    opportunities for connectedness,
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    but tying the event to a process
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    that facilitates ongoing
    opportunities for connectedness
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    and relationship building is
    the key with the goal in mind
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    of learning about how you
    know fathers think and feel
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    about their role as parents
    and what's important to them
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    in relationship to their
    child's development.
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    You know, we are at a place where
    we want staff to extend themselves
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    and seek opportunities to connect.
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    There's so many routines
    and complimentary supports
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    within Head Start that provide
    opportunities to connect
  • 16:21 - 16:25
    with fathers that can result
    in systemic, integrated
  • 16:25 - 16:28
    and comprehensive services,
    as shown on this slide.
  • 16:28 - 16:31
    You know, we encourage you to dig
  • 16:31 - 16:33
    into the resources that's
    being released this week
  • 16:33 - 16:38
    and begin assessing your programs'
    current services, the intersections
  • 16:38 - 16:42
    and or opportunities for
    connections with fathers, you know,
  • 16:42 - 16:44
    at times of pickup and drop off.
  • 16:44 - 16:46
    You know, if families transition
  • 16:46 - 16:48
    and then I know there's
    this process where a lot
  • 16:48 - 16:52
    of families transition into Head
    Start or Early Head Start initially
  • 16:52 - 16:54
    in home-based and they move
  • 16:54 - 16:56
    into a center-based
    option if that available.
  • 16:58 - 17:01
    There's a significant change in
    the amount of time that you have
  • 17:01 - 17:04
    to communicate with families when
    they're in home-based juxtaposed
  • 17:04 - 17:06
    to center-based during
    pickup and drop off.
  • 17:06 - 17:09
    So, staff have to be really
    crafty about seizing the moments
  • 17:09 - 17:11
    and taking advantage
    of those opportunities
  • 17:11 - 17:13
    to communicate with families.
  • 17:14 - 17:17
    John: Can you go back?
  • 17:17 - 17:19
    David: Sure.
  • 17:19 - 17:21
    John: Is it possible to go back?
  • 17:21 - 17:23
    David: Of course.
  • 17:23 - 17:25
    John: Because I want to put
    an X right there, alright.
  • 17:25 - 17:27
    David: Okay.
  • 17:27 - 17:29
    John: And there's some interesting
    research on mothers and fathers
  • 17:29 - 17:33
    when they drop off
    kids at childcare.
  • 17:34 - 17:38
    And one of things they've found is
    that after a problem, I'm sure many
  • 17:38 - 17:41
    of you have seen situations
    where the child kind
  • 17:41 - 17:46
    of has a hard time transitioning
    in and cries and both the parent
  • 17:46 - 17:48
    and the child have difficulty.
  • 17:48 - 17:51
    So, in this research they called
    up both mothers and fathers
  • 17:51 - 17:55
    like 10 minutes or so after
    they dropped the child off
  • 17:55 - 17:59
    and what they found was that
    when it was a problematic one,
  • 17:59 - 18:02
    when it was a separation
    issue, both mothers
  • 18:02 - 18:04
    and fathers were still upset.
  • 18:05 - 18:07
    They were still really concerned.
  • 18:07 - 18:11
    The difference was, was that the
    mothers typically had somebody
  • 18:11 - 18:14
    to talk to about it
    and the fathers didn't.
  • 18:14 - 18:18
    So, you know, what David said
    about these particular times
  • 18:18 - 18:21
    to make a connection,
    that time when the,
  • 18:22 - 18:24
    with the difficult drop off,
    that may be a great time
  • 18:24 - 18:28
    to build a connection
    with a father.
  • 18:28 - 18:30
    Now, you can move the slide.
  • 18:30 - 18:32
    David: Make a point.
  • 18:32 - 18:38
    John: I just wanted to use the
    X. David: This is yours, John.
  • 18:38 - 18:40
    John: Okay, yeah.
  • 18:40 - 18:42
    So, and this kind of gets
    to what I was talking about,
  • 18:42 - 18:46
    is these barriers to involvement
    and engagement are different.
  • 18:46 - 18:50
    So, involvement is, like,
    what's getting in the way as far
  • 18:50 - 18:52
    as just a physical thing, you know?
  • 18:52 - 18:54
    Is it transportation?
  • 18:54 - 18:57
    Is it ability to make
    it to the program?
  • 18:57 - 19:02
    It's all kinds of these almost
    physical kind of barriers,
  • 19:02 - 19:06
    whereas the barriers to true
    engagement, to a true partnership
  • 19:06 - 19:10
    with fathers is really
    more internal.
  • 19:10 - 19:14
    It's more, what am I bringing
    to these relationships?
  • 19:14 - 19:17
    What do I believe that
    the father believes
  • 19:17 - 19:20
    about the program or
    about child rearing?
  • 19:21 - 19:24
    So, it's more this internal
    stuff that's in the way
  • 19:24 - 19:26
    of fully engaging with fathers.
  • 19:26 - 19:28
    And so, when we get to
    professional development,
  • 19:29 - 19:32
    that's what we're going
    to want to think about.
  • 19:32 - 19:35
    So, you know, what is in
    the way of a father walking
  • 19:35 - 19:41
    across the threshold into a
    program or actually participating
  • 19:41 - 19:45
    in a meeting when there's an issue?
  • 19:45 - 19:50
    So, I think that we're moving
    to thinking in a deeper way
  • 19:50 - 19:53
    about how we form
    these partnerships.
  • 19:54 - 19:57
    So, yeah, so now we can
    move to the research.
  • 19:57 - 20:01
    David: Well John, before we move
  • 20:01 - 20:03
    to the research slide
    -- John: Yeah, yeah.
  • 20:03 - 20:07
    David: I would just like to
    add a little conversation
  • 20:08 - 20:10
    about this last bullet.
  • 20:11 - 20:13
    John: Okay.
  • 20:13 - 20:15
    Oh, you're using the star.
  • 20:15 - 20:17
    I see. David: Getting fancy here.
  • 20:18 - 20:22
    You know this is where a lot of
    the work really happens with staff
  • 20:22 - 20:25
    as it relates to professional
    development when we start
  • 20:25 - 20:27
    to think about the barriers.
  • 20:27 - 20:29
    John: Yeah.
  • 20:29 - 20:31
    David: I think it's important
    for us to really acknowledge
  • 20:31 - 20:33
    and accept the fact
    that it is difficult
  • 20:33 - 20:37
    and that it may take
    time and effort.
  • 20:37 - 20:40
    You know in the fatherhood
    resource that we're releasing today
  • 20:40 - 20:44
    on the ECLKC on page 22
    there's really nice quotes
  • 20:44 - 20:49
    from a staff member that speaks to
    her beliefs about the father's role
  • 20:49 - 20:53
    and who she felt she should be
    talking to about child development.
  • 20:54 - 20:57
    And how with good staff
    training, peer support
  • 20:58 - 21:02
    and supervision she was able to
    change her belief system and begin
  • 21:02 - 21:05
    to look at other personal
    and professional biases
  • 21:05 - 21:07
    that were affecting
    her work with fathers.
  • 21:07 - 21:09
    John: Yeah, yeah.
  • 21:09 - 21:11
    That's -- David: I think that's
    just a really important point
  • 21:11 - 21:13
    to make that we know that this
    work there's some complex issues.
  • 21:13 - 21:15
    And moving from one place
  • 21:15 - 21:18
    to the next will take some
    time, energy and effort.
  • 21:18 - 21:20
    John: Yeah.
  • 21:20 - 21:24
    And David, so much of that
    stuff thus sets the beliefs
  • 21:24 - 21:28
    about what my role as a parent
    or my role in communicating
  • 21:28 - 21:31
    to a parent about which
    issues is pretty deep stuff.
  • 21:31 - 21:33
    We're not necessarily
    conscious of it.
  • 21:33 - 21:35
    We just do it.
  • 21:35 - 21:37
    David: Right.
  • 21:37 - 21:39
    John: It's something that's
    culturally formed in us.
  • 21:39 - 21:41
    And so, I think some of it
    is just acknowledging that
  • 21:41 - 21:43
    and bringing it to the surface.
  • 21:43 - 21:45
    So, yeah it's a really good point.
  • 21:45 - 21:47
    David: And the trust that
    has to be involved in terms
  • 21:47 - 21:49
    of the relationship with your
    supervisor to get to a place
  • 21:49 - 21:51
    where you're actually beginning to
    wrestle with some of those issues.
  • 21:51 - 21:53
    John: Exactly, yeah.
  • 21:53 - 21:55
    David: Okay.
  • 21:55 - 22:00
    John: Okay, so the research says a
    lot and to try to put the research
  • 22:00 - 22:03
    on fatherhood on one
    slide is very difficult.
  • 22:04 - 22:08
    And before I get into
    this, I'd like to say
  • 22:08 - 22:12
    that this might feel
    a little offensive
  • 22:13 - 22:16
    to some people, and that's okay.
  • 22:16 - 22:22
    But, part of it is that
    this doesn't say anything
  • 22:22 - 22:24
    about women really.
  • 22:24 - 22:28
    And when I say well, fathers
    make important contributions
  • 22:28 - 22:30
    to children's development.
  • 22:30 - 22:33
    Well that doesn't mean that mothers
    don't make the same contributions,
  • 22:33 - 22:36
    or that mothers in some cases
    make the same contributions
  • 22:36 - 22:39
    that fathers do, or some
    fathers that mothers do.
  • 22:39 - 22:42
    So, I think this you know it's
    not as like you know one --
  • 22:43 - 22:45
    two sided as it may seem.
  • 22:45 - 22:48
    So, I just want to you know
    make that disclaimer first
  • 22:48 - 22:51
    because I think this can start
    feeling like oh, dads do this
  • 22:51 - 22:53
    and mothers do this when,
    in fact, it gets mixed
  • 22:53 - 22:55
    up a lot more than we might think.
  • 22:55 - 22:59
    The first bullet is
    men are fully capable
  • 22:59 - 23:01
    of nurturing young children.
  • 23:01 - 23:03
    We know that.
  • 23:03 - 23:05
    We know that throughout history.
  • 23:05 - 23:07
    Men have nurtured young children.
  • 23:07 - 23:10
    In some societies men play a
    larger role in the nurturance.
  • 23:10 - 23:15
    In many societies that's
    changing, but men's brains respond
  • 23:15 - 23:18
    to a babies cry the same
    way women's brains do.
  • 23:18 - 23:21
    The same parts of the brain get
    activated when they hear a cry.
  • 23:22 - 23:26
    Society has helped them figure out
    what to do when they hear that cry,
  • 23:26 - 23:30
    but the neurological
    phenomenon is the same.
  • 23:30 - 23:34
    Men naturally raise their
    voices to a higher pitch
  • 23:34 - 23:36
    when they're talking to infants.
  • 23:36 - 23:39
    Of course, if you ask them
    whether they are they might say
  • 23:39 - 23:41
    "no, I'm not doing that".
  • 23:41 - 23:43
    But, then they go "ooh
    yeah, [inaudible]".
  • 23:43 - 23:47
    So, you know there are things
    that men are very capable
  • 23:47 - 23:49
    of nurturing young children.
  • 23:49 - 23:53
    Another point on this one is that
    men tend to look more nurturant
  • 23:53 - 23:57
    with young children when
    there aren't women there.
  • 23:57 - 24:02
    That when there's not, and I would
    attribute it to well, you know,
  • 24:02 - 24:05
    there's some role definition
    going on here and I'm going
  • 24:05 - 24:07
    to you know play this role.
  • 24:07 - 24:12
    But, we find in general that
    when there aren't women near,
  • 24:12 - 24:14
    men show more nurturance.
  • 24:14 - 24:17
    The second bullet, and this
    could go on and on and on,
  • 24:17 - 24:22
    and some of this material is in
    the guide that David referred to,
  • 24:22 - 24:27
    fathers make important
    varied contributions
  • 24:27 - 24:30
    to children's development,
    regulation and self-control.
  • 24:31 - 24:37
    There -- the way they play with
    young children causes children
  • 24:37 - 24:41
    to actually control their
    impulses a little more
  • 24:41 - 24:43
    or know what the limits
    of that are.
  • 24:43 - 24:46
    We -- you know there's this
    discussion of fathers tend
  • 24:46 - 24:48
    to play more roughly
    with their children,
  • 24:48 - 24:52
    and sometimes mothers get a
    little nervous about that,
  • 24:52 - 24:55
    or even Head Start staff get
    a little nervous about that.
  • 24:55 - 24:59
    And certainly we don't want
    that to go too far and --
  • 25:00 - 25:03
    but at the same time a
    certain amount of that is --
  • 25:03 - 25:05
    helps the child gain
    self-regulation.
  • 25:06 - 25:10
    Language development, well men
    tend to make children work harder
  • 25:11 - 25:13
    when they say something.
  • 25:13 - 25:18
    And the classic example is when the
    toddler goes to the refrigerator
  • 25:18 - 25:22
    and goes "ju", like that, the
    mother opens up the refrigerator,
  • 25:23 - 25:27
    gets a cup and pours juice
    whereas the father goes "what?"
  • 25:28 - 25:30
    And then the child goes "juice".
  • 25:31 - 25:34
    And the father goes "oh,
    you want some juice".
  • 25:34 - 25:38
    And so, like I said
    that's in general.
  • 25:38 - 25:40
    Some mothers are going to be
    more like fathers that way,
  • 25:40 - 25:43
    some fathers more like
    mothers, but in general kids
  • 25:43 - 25:46
    in the toddler period anyway have
    to work harder with their language.
  • 25:47 - 25:50
    Same is true for cognitive
    and emotional development.
  • 25:50 - 25:52
    Fathers have a distinct
    impact on that.
  • 25:52 - 25:55
    That active play with
    fathers, nurturant play,
  • 25:56 - 26:00
    actually supports cognitive
    and emotional development
  • 26:00 - 26:04
    and there's pretty strong
    research evidence to support that.
  • 26:05 - 26:10
    It, the -- in fact, the
    relationship between,
  • 26:10 - 26:13
    this is a different piece of
    research, but the relationship
  • 26:13 - 26:17
    between a father and a child
    is not necessarily measured
  • 26:17 - 26:21
    by whether the child goes
    to the father for security.
  • 26:22 - 26:25
    Certainly in good
    relationships that happens.
  • 26:25 - 26:28
    But, a better measure, better
    predictor of the relationship
  • 26:28 - 26:32
    between a father and a child
    is how they play together.
  • 26:32 - 26:35
    So, that's something that
    we want to encourage.
  • 26:35 - 26:37
    And then the final bullet is well,
  • 26:37 - 26:39
    it's good for a lot
    of other things too.
  • 26:39 - 26:45
    When fathers are involved, when
    other men are involved in the lives
  • 26:45 - 26:49
    of mother's children, then
    mothers can be better mothers.
  • 26:50 - 26:54
    They can mother more
    effectively and some
  • 26:54 - 26:57
    of that is economic, of course.
  • 26:57 - 27:00
    Some of it is, as with any of
    us when we've got the support
  • 27:00 - 27:03
    of another person, we
    can do our jobs better.
  • 27:04 - 27:07
    Fathers themselves report
    that when they're involved
  • 27:07 - 27:10
    with their children, when they're
    engaged with their children,
  • 27:10 - 27:12
    they feel better about themselves.
  • 27:12 - 27:17
    And that's almost self-explanatory
    and then society as a whole,
  • 27:17 - 27:20
    people that are engaged in
    fathering and men who are engaged
  • 27:20 - 27:22
    in fathering engage in less crime.
  • 27:23 - 27:25
    They're more productive
    members of society
  • 27:26 - 27:29
    and there's a number of outcomes.
  • 27:30 - 27:36
    So, that's a lot of the research
    in a nutshell and I don't think
  • 27:36 - 27:40
    that most people on this call need
    to be convinced of this in any way.
  • 27:40 - 27:43
    But, it's nice to have some of
    these ideas so that we can kind
  • 27:43 - 27:46
    of deepen our understanding of
    what the effect of fathers is
  • 27:46 - 27:49
    and what the effect of being
    involved in children's lives
  • 27:49 - 27:51
    and their programs is on fathers.
  • 27:52 - 27:57
    [ Background Noise ]
  • 27:57 - 27:59
    John: Oh. Yeah go
    ahead David, yeah.
  • 28:00 - 28:06
    David: So, with this particular
    slide what we kind of wanted
  • 28:06 - 28:11
    to do was to have our participants
    that have engaged in a little bit
  • 28:11 - 28:13
    of interactive exercise.
  • 28:13 - 28:15
    Sort of, if you can,
    if you're willing,
  • 28:16 - 28:20
    take a look at this picture and
    then just type into the chat sort
  • 28:20 - 28:23
    of what you see in this picture.
  • 28:23 - 28:28
    We just kind of want to get a
    feel for sort of is there anything
  • 28:28 - 28:33
    that strikes you as you're looking
    at this father and this child?
  • 28:34 - 28:37
    So, if you could take a
    moment to type into it.
  • 28:37 - 28:39
    I think we're going to
    use the public chat.
  • 28:40 - 28:44
    So, type into the chat
    your sort of reactions
  • 28:44 - 28:46
    when you see this picture.
  • 28:46 - 28:49
    So, we'll take a few
    minutes to have you do that.
  • 28:50 - 29:05
    [ Background Noise ]
  • 29:05 - 29:08
    David: John, is there anything else
    you wanted to say while they're --
  • 29:08 - 29:10
    while we're waiting for
    someone maybe to type a --
  • 29:10 - 29:13
    John: Well, the picture
    is so compelling.
  • 29:13 - 29:17
    I hate to distract people.
  • 29:17 - 29:21
    But, I would -- if anything I've
    said about the research was --
  • 29:21 - 29:27
    struck you as gee I don't really --
    I'd like to hear more about that,
  • 29:27 - 29:30
    I would direct people to the
    guide because there's a section
  • 29:30 - 29:36
    of the guide that kind of
    summarizes the research on fathers,
  • 29:36 - 29:40
    in particular the contribution they
    make to children's development.
  • 29:41 - 29:48
    David: Okay, well it doesn't look
    like we have any brave souls.
  • 29:48 - 29:50
    Oh, whoa here we go.
  • 29:50 - 29:52
    John: Okay.
  • 29:52 - 29:56
    David: There is -- thank you
    so much Lada, a dear friend
  • 29:56 - 29:58
    of mine, former colleague.
  • 29:58 - 30:00
    Well, hopefully she still
    considers herself a colleague.
  • 30:00 - 30:04
    John: She's -- she felt sorry felt
    for you and had to write something.
  • 30:04 - 30:06
    David: I know, right.
  • 30:06 - 30:09
    She sees a picture of the
    loving father with his child.
  • 30:09 - 30:11
    John: Uh huh.
  • 30:11 - 30:13
    David: Very interesting.
  • 30:13 - 30:16
    Now, is there anyone else out
    there that sees something similar
  • 30:16 - 30:18
    or something different
    that would be willing
  • 30:18 - 30:20
    to share it with the group?
  • 30:21 - 30:23
    We need one brave soul.
  • 30:23 - 30:26
    Sam Gourlay: Actually this is
    Sam Gourlay [assumed spelling].
  • 30:26 - 30:29
    Unfortunately, we're having
    a little bit of an issue
  • 30:29 - 30:31
    with public chat right now.
  • 30:31 - 30:34
    So, there are a lot of people that
    are airing wonderful comments,
  • 30:34 - 30:36
    but they're unable to get them
    into the public chat area.
  • 30:36 - 30:38
    I apologize for this.
  • 30:38 - 30:40
    John: Okay.
  • 30:40 - 30:42
    David: Can you see them, Sam?
  • 30:42 - 30:44
    Can you see them?
  • 30:44 - 30:46
    Sam: Yeah.
  • 30:46 - 30:48
    I'm going to try to relate
    them through the private chat.
  • 30:48 - 30:50
    Thanking everyone for
    directing them to me.
  • 30:50 - 30:52
    I'll try to push them in.
  • 30:52 - 30:54
    David: Awesome, thank you.
  • 30:54 - 30:56
    John: Great, great.
  • 30:56 - 30:58
    Well maybe we can come back to
    that and move on with the slides.
  • 30:58 - 31:00
    You want to do that David or?
  • 31:00 - 31:02
    David: Yeah, that works.
  • 31:02 - 30:58
    John: Yeah.
  • 31:04 - 31:11
    David: So, in this slide it's
    going to be an opportunity for Ed,
  • 31:11 - 31:14
    John and myself to kind
    of weigh in a little bit.
  • 31:15 - 31:17
    John: Yeah.
  • 31:17 - 31:19
    David: I particularly like this
    slide because it is illustrative
  • 31:20 - 31:23
    of our expanding definition
    of the father's role.
  • 31:24 - 31:27
    We've completely moved away
    from men thinking of themselves
  • 31:27 - 31:29
    as solely financial providers.
  • 31:30 - 31:33
    Each of these roles
    have specific meanings
  • 31:33 - 31:38
    to fathers given their past
    experiences, where they are
  • 31:38 - 31:42
    in their current lives,
    where they are going
  • 31:42 - 31:44
    and of course their maturity level.
  • 31:44 - 31:47
    And I'll just start with
    one of them and give John
  • 31:47 - 31:49
    and Ed an opportunity to chime in.
  • 31:49 - 31:53
    Advocating, you know, to me,
    advocating is what should you learn
  • 31:53 - 31:55
    that you're an advocate
    for your child.
  • 31:55 - 32:01
    It's one of those now and
    forever roles, so John.
  • 32:02 - 32:07
    John: Yeah, you know it's
    funny, David, when you picked
  • 32:07 - 32:10
    on the advocate role because
    you immediately brought me back
  • 32:10 - 32:12
    to when my daughter
    was born and she was
  • 32:13 - 32:15
    in the neonatal intensive
    care unit.
  • 32:16 - 32:20
    And my job as a father at
    that time was to advocate
  • 32:20 - 32:22
    for the wellbeing of my child.
  • 32:22 - 32:26
    You know it was to deal
    with this healthcare system
  • 32:26 - 32:29
    that I didn't understand
    and was really angry at.
  • 32:30 - 32:34
    And so, you know there's that,
    there was the nurturer part
  • 32:34 - 32:37
    of that, the protector part
    of that, but there was also,
  • 32:37 - 32:39
    like I had to advocate
    for my child.
  • 32:39 - 32:43
    I had to know something, and
    so I appreciate you starting
  • 32:43 - 32:45
    with that one.
  • 32:45 - 32:47
    The one that I pick up on
    is this friend-playmate
  • 32:47 - 32:51
    because that's a very complex one.
  • 32:52 - 32:57
    You know we tell fathers "well,
  • 32:57 - 33:00
    if you want to be the
    disciplinarian you can't be your
  • 33:00 - 33:02
    child's friend.
  • 33:02 - 33:04
    You got to be the father.
  • 33:04 - 33:06
    You got to be the discipline, the
    person that provides discipline."
  • 33:06 - 33:11
    At the same time, you know, there's
    a slash playmate and we know
  • 33:11 - 33:14
    that in the relationships
    between fathers
  • 33:15 - 33:18
    and their children is often
    a very playful relationship
  • 33:18 - 33:21
    in that the child, as early
    childhood people we know,
  • 33:22 - 33:25
    the child learns through
    the process of play.
  • 33:25 - 33:30
    So, I think that that one is,
    that one's got a lot of complexity
  • 33:30 - 33:36
    to it, but it's one that we know
    kind of fathers connect with.
  • 33:37 - 33:39
    So, that's my two
    cents on that one.
  • 33:40 - 33:42
    David: Awesome, Ed.
  • 33:42 - 33:44
    Edwin: Yeah I'm here.
  • 33:44 - 33:46
    I would -- we had just
    talked about this earlier,
  • 33:46 - 33:48
    and I was just talking to
    one of the fathers here that,
  • 33:48 - 33:50
    or actually a grandfather,
    about some of these things.
  • 33:50 - 33:53
    And we -- you know, a lot of
    it has to deal with for us,
  • 33:53 - 33:56
    from a native side,
    is our core values.
  • 33:56 - 33:59
    You know, again, you know,
    building strength on the --
  • 34:00 - 34:04
    where we incorporate culture,
    ceremony, traditions and healing
  • 34:04 - 34:08
    and of course humor is a big
    part of you know native men
  • 34:08 - 34:10
    and of course all men in general.
  • 34:10 - 34:12
    And that -- we are
    hoping that was going --
  • 34:12 - 34:15
    some of the teaching that we do
    through spiritual guidance is
  • 34:15 - 34:20
    that it help us, you know, increase
    and strengthen family preservation.
  • 34:20 - 34:23
    And that's what we're all kind
    of looking for is offering
  • 34:23 - 34:26
    that family preservation and
    for our children to continue
  • 34:26 - 34:29
    to offer those teachings as
    they become parents later on,
  • 34:29 - 34:31
    role modeling some of
    those things especially.
  • 34:32 - 34:35
    Again, you know a lot of
    it is creating a safe place
  • 34:35 - 34:40
    for men you know to come and
    talk about these types of things.
  • 34:40 - 34:42
    And a lot of it sometimes
    doesn't always take place
  • 34:42 - 34:45
    in a [Inaudible] setting, but
    a lot of it also takes part
  • 34:45 - 34:47
    at our fatherhood
    program here at Laguna.
  • 34:47 - 34:51
    Again, it's again all about
    strengthening, you know,
  • 34:51 - 34:53
    family relationships,
    family involvement
  • 34:53 - 34:56
    and just being a responsible father
  • 34:56 - 34:58
    that again goes back
    to the preservation.
  • 34:59 - 35:01
    David: Okay.
  • 35:01 - 35:03
    Edwin: You know those are just some
    of the things that we had talked
  • 35:03 - 35:05
    about earlier, so -- John: Yeah.
  • 35:05 - 35:10
    The other day, Ed, you also said
    something about how in Laguna
  • 35:10 - 35:15
    that the -- that men transmit
    certain things culturally
  • 35:15 - 35:17
    to the kids as the
    educator in a sense.
  • 35:18 - 35:22
    Edwin: Right, right and that's -- a
    lot of the cultural teachings come
  • 35:22 - 35:24
    in from the [inaudible] side.
  • 35:24 - 35:28
    It also includes planting because
    the planting doesn't only include
  • 35:28 - 35:30
    just planting of a seed in
    the ground, but it also --
  • 35:31 - 35:33
    there's a cultural teaching behind
  • 35:33 - 35:36
    that where you're planting
    other knowledge into a child
  • 35:36 - 35:38
    and you know planting
    those important roles
  • 35:38 - 35:40
    that they will be facing
    as they become adults.
  • 35:40 - 35:42
    So, those are some of the things
    that growing and nurturing
  • 35:42 - 35:44
    of those particular things.
  • 35:44 - 35:46
    John: Wow, right.
  • 35:46 - 35:48
    David: You know, and John I
    was thinking a little bit too
  • 35:48 - 35:51
    about what you said you
    know with your daughter.
  • 35:51 - 35:55
    And I think one of the things
    that we don't always acknowledge
  • 35:55 - 35:57
    or allow ourselves
    to sort of appreciate
  • 35:57 - 36:02
    in men is they are afraid,
    that they're scared.
  • 36:03 - 36:05
    They're scared of embracing
    the fatherhood role.
  • 36:06 - 36:08
    John: Yeah.
  • 36:08 - 36:11
    David: Embracing sort of the
    expanding definition of their role,
  • 36:11 - 36:13
    and also afraid of
    negotiating systems.
  • 36:13 - 36:17
    I can't even imagine what it must
    be, feel like to have a daughter
  • 36:17 - 36:19
    in a neonatal intensive
    care unit and have
  • 36:19 - 36:21
    to negotiate you know
    all these professionals.
  • 36:21 - 36:27
    And we, you know, as humans we
    tend to rely on professionals
  • 36:27 - 36:30
    to make important decisions
    that impact our lives for us
  • 36:30 - 36:32
    because we trust that they
    have a particular expertise.
  • 36:33 - 36:36
    So, I think that as we continue
    to expand our understanding
  • 36:36 - 36:40
    of how we need to be thinking about
    working with fathers it's okay,
  • 36:40 - 36:43
    it's important for us to realize
    rather that they do become afraid.
  • 36:43 - 36:47
    They are challenged by
    fulfilling all the multiple roles
  • 36:47 - 36:50
    that we're asking them to fulfill
    and that these fears are very real
  • 36:50 - 36:52
    for them, and they have to
    acknowledged and supported.
  • 36:52 - 36:54
    John: Yeah that's great David.
  • 36:54 - 36:57
    I mean you're right on.
  • 36:57 - 37:01
    And I think that of course when
    you're talking about fear in men
  • 37:02 - 37:06
    and society you know we
    don't like to show it.
  • 37:06 - 37:08
    David: Right.
  • 37:08 - 37:10
    John: Right, we don't
    necessarily like to show our fears,
  • 37:10 - 37:13
    but probably if you
    ask most men who happen
  • 37:13 - 37:17
    to be fathers too what their
    greatest fear is they're not going
  • 37:17 - 37:19
    to say their own safety.
  • 37:19 - 37:21
    They're going to say
    fear for their child.
  • 37:21 - 37:23
    David: Right.
  • 37:23 - 37:25
    John: Which is probably
    very in common with women.
  • 37:25 - 37:31
    But, its -- and, but do men
    actually reveal their fears
  • 37:31 - 37:33
    in the same way?
  • 37:33 - 37:35
    Do they talk about them?
  • 37:35 - 37:39
    And I think that's real
    [Inaudible] when you --
  • 37:39 - 37:45
    when a father actually will
    say, you know, that I'm afraid
  • 37:45 - 37:48
    that my child isn't going
    to succeed in school,
  • 37:48 - 37:52
    or my child isn't going
    to be accepted by peers,
  • 37:52 - 37:57
    or whatever the issue is, then
    you're dealing with a passion
  • 37:57 - 37:59
    that makes him a father.
  • 37:59 - 38:01
    Then you're nurturing the
    nurturer when you can listen
  • 38:01 - 38:03
    to that and support that man.
  • 38:03 - 38:07
    But, if you're at the place
    where a father is sharing some
  • 38:07 - 38:13
    of those fears with you in a way
    that's comfortable then I think
  • 38:13 - 38:16
    you've made real progress
    in your relationship
  • 38:16 - 38:18
    with that father, for sure.
  • 38:18 - 38:20
    David: That is a really
    important point.
  • 38:20 - 38:22
    Alright, so I think
    we had a few comments.
  • 38:22 - 38:24
    We're going to move back
    really quickly -- John: Okay.
  • 38:24 - 38:26
    David: To the previous slide.
  • 38:26 - 38:29
    And I just want to share
    what's interesting --
  • 38:29 - 38:33
    Lada sort of kicked this off
    and she's obviously female.
  • 38:33 - 38:38
    But, then we had three men
    comment and the comments were:
  • 38:39 - 38:42
    wanting to stay connected; a
    father wanting to stay connected
  • 38:42 - 38:47
    to his child; the importance of the
    skin to skin contact between father
  • 38:47 - 38:51
    and child; and a man
    showing gentle love and care.
  • 38:51 - 38:53
    John: Yeah.
  • 38:53 - 38:55
    David: All very positive,
    which is great.
  • 38:55 - 38:57
    John: Yeah.
  • 38:57 - 38:59
    David: So, I think we've
    done a good job of sort
  • 38:59 - 39:01
    of getting people
    excited and getting them
  • 39:01 - 39:03
    to celebrate what we're doing
  • 39:03 - 39:05
    and having them feel really
    positively about fatherhood.
  • 39:05 - 39:09
    When Kiersten and I recently showed
    this slide and sort of used it
  • 39:10 - 39:12
    as part of our presentation
  • 39:12 - 39:17
    in the Leadership Institute there
    was some different perceptions
  • 39:17 - 39:19
    that came from a predominately
    female audience,
  • 39:19 - 39:21
    which was really interesting.
  • 39:21 - 39:26
    For the most part participants
    were supportive and they were able
  • 39:26 - 39:28
    to actually look at the
    strength in the picture.
  • 39:29 - 39:34
    But, then some of the participants
    seemed like the father looked
  • 39:34 - 39:36
    like he was uncomfortable.
  • 39:37 - 39:39
    He didn't really know
    what he was doing.
  • 39:39 - 39:42
    The baby's face looks like
    it's a little crunched
  • 39:42 - 39:44
    up in between his shoulder.
  • 39:44 - 39:46
    The baby looked uncomfortable.
  • 39:46 - 39:48
    I mean they took it to some
    really interesting places
  • 39:48 - 39:51
    and it was almost as if they
    wanted to take the baby out of
  • 39:51 - 39:55
    that father's hands, which
    was really interesting to us.
  • 39:56 - 40:00
    And a question for -- from
    us to the group would be,
  • 40:00 - 40:03
    how would you help this
    father build upon what we see
  • 40:03 - 40:06
    in the photo that is a strength?
  • 40:06 - 40:08
    And if there are some things that
    now that you're looking at it
  • 40:08 - 40:12
    from a different lens that you
    would want to sort of change
  • 40:12 - 40:14
    or provide some support
    and guidance around.
  • 40:14 - 40:17
    What might be the first thing
    that you would say to this guy?
  • 40:18 - 40:20
    That's rhetorical.
  • 40:20 - 40:22
    I'm not expecting you to answer.
  • 40:22 - 40:24
    But, John you want to weigh in?
  • 40:24 - 40:27
    John: Yeah, I think -- I
    mean any picture of a man
  • 40:27 - 40:32
    or a woman holding a child
    evokes a pretty strong kind
  • 40:32 - 40:34
    of just below the
    surface responses.
  • 40:35 - 40:41
    And I mean you see a baby and
    you want to hold the baby.
  • 40:41 - 40:45
    I see babies in supermarkets, and
    I try to steal them all the time.
  • 40:45 - 40:47
    I mean it's like it's
    -- there is a response.
  • 40:47 - 40:51
    There's a very -- and I
    guess if you had a response
  • 40:51 - 40:55
    and you didn't even put it down on
    paper, or the computer I guess now,
  • 40:56 - 40:59
    is oh -- I would try to understand
  • 40:59 - 41:02
    that response before
    doing anything, you know,
  • 41:02 - 41:04
    or as you're doing something.
  • 41:04 - 41:07
    But, certainly I like,
    David, what you're saying,
  • 41:07 - 41:12
    so yea there's plenty that you can
    see in this picture to work from.
  • 41:13 - 41:17
    And yeah, I -- actually
    I immediately go
  • 41:17 - 41:19
    to what you're asking.
  • 41:19 - 41:22
    It's like well, how would you
    start making a relationship
  • 41:22 - 41:24
    with his father based on
    what you see right here?
  • 41:25 - 41:27
    >> Uh huh.
  • 41:27 - 41:29
    >> Yeah. David: And, you know,
  • 41:29 - 41:31
    I mean it's like just really
    simple basic questions that's going
  • 41:31 - 41:34
    to give you some insight
    into where this father is at.
  • 41:35 - 41:37
    What's important to him?
  • 41:37 - 41:39
    How he might be thinking
    in that moment?
  • 41:39 - 41:41
    You know, how does
    this feel for you?
  • 41:41 - 41:44
    What are you thinking when you hold
    your child so close in this way?
  • 41:44 - 41:47
    Is there a particular reason
    why you hold him that way
  • 41:47 - 41:49
    because it could be cultural?
  • 41:49 - 41:52
    But, those are points,
    questions that will then begin
  • 41:52 - 41:55
    to generate some really significant
    conversations with that father.
  • 41:56 - 41:58
    John: Yeah, yeah, great.
  • 41:58 - 42:01
    David: So, we're going
    to move and John
  • 42:01 - 42:03
    as you -- John: Oh, look at this.
  • 42:03 - 42:05
    Look at this.
  • 42:05 - 42:07
    That's good.
  • 42:07 - 42:09
    I've seen this before.
  • 42:09 - 42:11
    This is the Parent, Family, and
    Community Engagement Framework,
  • 42:11 - 42:13
    and I assume that many of you
  • 42:13 - 42:16
    on the webinar have seen
    this very colorful graphic.
  • 42:17 - 42:22
    I think it's -- I actually
    really like this Framework.
  • 42:22 - 42:26
    I think it puts together
    exactly what it says that parent
  • 42:26 - 42:28
    and family engagement,
    and you could --
  • 42:28 - 42:31
    instead of parent and
    family, you could put father
  • 42:31 - 42:33
    in there, not without family.
  • 42:33 - 42:36
    Not without the parent,
    but you could put father
  • 42:37 - 42:40
    and it would all still apply.
  • 42:40 - 42:44
    So, when father engagements
    are systematic and integrated
  • 42:44 - 42:47
    across program foundations
    and impact areas,
  • 42:47 - 42:49
    family outcomes are achieved.
  • 42:49 - 42:53
    So, and then hence you're
    working on child outcomes.
  • 42:53 - 42:55
    But, this progression
    is interesting.
  • 42:55 - 42:57
    And I almost like
    to think of this as,
  • 42:57 - 43:01
    so the program foundations
    they're like the nervous system.
  • 43:01 - 43:03
    They're the brain.
  • 43:03 - 43:07
    They're the thing that sends
    messages to the whole body, right?
  • 43:07 - 43:11
    So, the program leadership is
    like yes, we believe in it.
  • 43:11 - 43:16
    My brain believes in
    father engagement.
  • 43:16 - 43:20
    I actually reflect on my own
    relationship with my father,
  • 43:20 - 43:22
    and I want to make it a
    priority for this program
  • 43:22 - 43:25
    and these are the ways I'm
    going to support everybody.
  • 43:25 - 43:28
    And that -- part of the
    point here is that everybody
  • 43:28 - 43:32
    in the system is engaging
    with fathers,
  • 43:32 - 43:35
    the same for continuous improvement
    and professional development.
  • 43:35 - 43:37
    They're kind of like --
    these are the things,
  • 43:37 - 43:39
    these are the foundations.
  • 43:39 - 43:41
    These are what makes
    a whole system work.
  • 43:41 - 43:44
    Kind of see the program
    environment that --
  • 43:44 - 43:46
    the impact areas as
    kind of the muscles
  • 43:46 - 43:49
    and the organs of
    the organism, right?
  • 43:49 - 43:52
    You know, these are things
    that get things done.
  • 43:52 - 43:58
    The partnerships with
    families, with fathers are
  • 43:58 - 44:00
    where we get things done.
  • 44:00 - 44:04
    The teaching and learning, the
    partnerships with other agencies
  • 44:04 - 44:07
    and certainly creating
    a welcoming environment
  • 44:07 - 44:10
    for fathers is a large
    piece of what we need
  • 44:10 - 44:13
    to do to send that message.
  • 44:13 - 44:18
    But, if you notice along
    the top, the arrow, positive
  • 44:18 - 44:20
    and goal oriented relationships.
  • 44:20 - 44:23
    Well, I see that as the
    blood in the system.
  • 44:23 - 44:25
    That's the circulatory system.
  • 44:25 - 44:27
    That's what keeps everything
    refreshed and going.
  • 44:28 - 44:30
    Maybe the metaphor
    doesn't work that well.
  • 44:30 - 44:32
    I don't know.
  • 44:32 - 44:35
    But, the -- I don't want to
    neglect that arrow at the top
  • 44:35 - 44:39
    because for all these pieces
    to work together, for this body
  • 44:40 - 44:44
    to work together, we've got to
    reflect on our relationships
  • 44:44 - 44:47
    with men who have their
    children in our program.
  • 44:49 - 44:52
    That we have to keep
    that blood flowing
  • 44:52 - 44:57
    by constantly giving it
    oxygen, by refreshing it,
  • 44:57 - 45:00
    and that is through
    our relationships
  • 45:00 - 45:03
    with these fathers whether
    it's at the drop off,
  • 45:03 - 45:07
    whether it's in -- at a picnic.
  • 45:07 - 45:13
    Whether it's sending a
    document home or calling home.
  • 45:13 - 45:16
    Whether -- you know
    in so many ways --
  • 45:16 - 45:18
    Ed did you want to say something?
  • 45:18 - 45:20
    Was that -- I just
    heard somebody's voice.
  • 45:20 - 45:25
    Okay, so-- Edwin: No John
    I was muted there, sorry.
  • 45:25 - 45:27
    John: Okay.
  • 45:27 - 45:30
    So, in any case, I think in
    every one of these elements
  • 45:30 - 45:35
    and the outcomes you can
    see specific kind of things
  • 45:35 - 45:42
    that we can do with fathers, family
    wellbeing as an outcome area.
  • 45:42 - 45:47
    Well, one of the things that
    I think I've seen in programs
  • 45:47 - 45:51
    that do very well with fathers
    is that they acknowledge
  • 45:51 - 45:56
    that these men also need to
    feel good as men in our society
  • 45:56 - 45:58
    if they're going to do
    a good job as fathers.
  • 45:59 - 46:03
    So, and we talked about this the
    other day when we were planning
  • 46:03 - 46:05
    that this is an important
    piece too.
  • 46:05 - 46:10
    It doesn't just mean that we
    scrutinize fathers and expect them
  • 46:10 - 46:12
    to be nurturant and play
    with their children.
  • 46:13 - 46:15
    But, we also want
    them to be supported
  • 46:15 - 46:20
    in who they are themselves and
    how they feel about themselves
  • 46:21 - 46:24
    as competent human
    beings in this society.
  • 46:25 - 46:27
    So -- Edwin: So -- John:
    Yeah, go ahead Ed, yeah.
  • 46:28 - 46:31
    Edwin: Yeah, again just talking
    about the program leadership,
  • 46:31 - 46:33
    the continuous program improve --
  • 46:33 - 46:35
    all the things that
    you have up there.
  • 46:35 - 46:38
    I think that's where we're at right
    now with supporting the fathers
  • 46:38 - 46:42
    in those things because, you
    know, again, the more you're --
  • 46:42 - 46:45
    again it goes back into our core
    values of what we just talked
  • 46:45 - 46:48
    about the strengths, to build
    upon those strengths too
  • 46:48 - 46:50
    for family preservation.
  • 46:50 - 46:53
    Right now within our
    process, again,
  • 46:53 - 46:55
    since we've had this
    fatherhood initiative,
  • 46:55 - 46:58
    but we've had some challenges,
    but still yet we're --
  • 46:58 - 47:01
    I think the most important
    thing is to try to make sure
  • 47:01 - 47:07
    that we encourage fathers to
    come in and be a part of their --
  • 47:07 - 47:11
    the whole cycle for the educational
    piece, school readiness.
  • 47:11 - 47:13
    John: Uh huh.
  • 47:13 - 47:15
    Edwin: You know, again,
    we do that through --
  • 47:15 - 47:18
    we have a lot of dads now
    that are coming to program,
  • 47:18 - 47:20
    I don't know what they have to
    do with the fatherhood program,
  • 47:20 - 47:24
    but I think it's just making
    more making the men feel more
  • 47:24 - 47:27
    comfortable and setting -- by
    setting goals that they're able
  • 47:27 - 47:31
    to you know come up with the
    family priority goal worksheet
  • 47:31 - 47:33
    screening tools.
  • 47:33 - 47:36
    And again, very involved
    in ISSP or IEPs, you know?
  • 47:36 - 47:39
    Involving parents in those
    things make them comfortable
  • 47:39 - 47:41
    and help them engage, I guess,
  • 47:41 - 47:44
    more so in their child's
    readiness for school.
  • 47:44 - 47:46
    So, I just wanted
    to interject that.
  • 47:46 - 47:48
    John: Yeah, that's great Ed.
  • 47:48 - 47:54
    When I was out in Laguna this
    last year we were looking
  • 47:54 - 47:56
    at the transition
    to school and you --
  • 47:56 - 48:00
    there was an event in which
    the kindergarten teachers came
  • 48:00 - 48:03
    to the program and each was
    in a different classroom
  • 48:03 - 48:05
    because there's a number
    of elementary schools.
  • 48:06 - 48:10
    And what was -- one of the
    things that was really striking
  • 48:11 - 48:16
    about that was I think there were
    just as many men there as women.
  • 48:16 - 48:19
    I could be wrong.
  • 48:19 - 48:21
    You know, I could be
    primed to look for that,
  • 48:21 - 48:26
    but I felt that there were a lot
    of men engaged, just as engaged,
  • 48:26 - 48:30
    having just as many conversations
    with these kindergarten teachers.
  • 48:31 - 48:35
    And it was great to
    see, but it was --
  • 48:35 - 48:39
    I mean you didn't
    have to look for it.
  • 48:39 - 48:41
    It was there.
  • 48:41 - 48:43
    It seemed very equitable.
  • 48:43 - 48:45
    David: Okay.
  • 48:45 - 48:47
    So, John we need to move on to the
    -- John: Okay, sorry, yeah, yeah.
  • 48:47 - 48:49
    David: That's okay.
  • 48:49 - 48:51
    John: So, a polling question.
  • 48:52 - 48:54
    David: Uh huh.
  • 48:54 - 48:56
    John: Okay.
  • 48:56 - 48:58
    I need to see it.
  • 48:58 - 49:00
    Let's see.
  • 49:00 - 49:02
    David Jones: And yeah,
    Natalie's going to load it.
  • 49:02 - 49:02
    John: Okay.
  • 49:04 - 49:07
    [ Background Noise ]
  • 49:08 - 49:10
    John: Right.
  • 49:11 - 49:13
    When thinking about
    -- David: Hey John --
  • 49:13 - 49:15
    John: Do you want me to read it?
  • 49:15 - 49:17
    David: Yes, yes.
  • 49:17 - 49:19
    John: Yeah, yeah.
  • 49:19 - 49:21
    When thinking about father
    engagement that is systemic,
  • 49:21 - 49:26
    integrated and comprehensive I
    would say our program is beginning,
  • 49:26 - 49:30
    progressing, thriving
    and innovating, or stuck.
  • 49:31 - 49:34
    And go ahead and answer
    the question.
  • 49:35 - 50:36
    [ Background Noise ]
  • 50:36 - 50:42
    David: So, can we see the results?
  • 50:42 - 50:46
    John: Oh, there they
    are just as you asked.
  • 50:46 - 50:48
    Isn't that interesting?
  • 50:48 - 50:50
    David: Um hmm hmm.
  • 50:50 - 50:54
    John: What's that mean
    David, that umm hmm hmm?
  • 50:54 - 50:57
    But, 29 percent progressing,
    that's great.
  • 50:58 - 51:00
    David: That is really great.
  • 51:00 - 51:02
    John: Yeah, yeah.
  • 51:02 - 51:04
    David: And we have five percent
    that are thriving and innovating.
  • 51:04 - 51:06
    John: Yeah, yeah, yeah.
  • 51:07 - 51:12
    David: What's going to be really
    important post this webinar is
  • 51:12 - 51:14
    that any of you out there who feel
  • 51:14 - 51:20
    that you are stuck please do
    not hesitate to reach out to us.
  • 51:20 - 51:23
    If there's any way that we're going
    to be able to provide some support
  • 51:23 - 51:25
    and guidance for you that is one
  • 51:25 - 51:27
    of the main reasons why
    we're doing this webinar.
  • 51:27 - 51:30
    For those of you that
    are beginning, kudos.
  • 51:30 - 51:34
    We hope that you're moving forward
    in a really nice way and, you know,
  • 51:34 - 51:38
    you move onto a place
    where you're progressing
  • 51:38 - 51:40
    and you're thriving and innovating.
  • 51:40 - 51:43
    But again, for all of you at
    any stage of your evolution,
  • 51:43 - 51:47
    if there's some way in which we can
    be supportive once you've looked
  • 51:47 - 51:50
    in at the resources that
    we're launching this week
  • 51:50 - 51:55
    and you have questions about
    them please reach out to us.
  • 51:56 - 51:58
    That's why we're here.
  • 51:58 - 52:00
    Natalie, thank you.
  • 52:00 - 52:05
    John. John: Yeah, I
    actually mentioned some
  • 52:05 - 52:11
    of these things earlier that the
    foundations are essential here,
  • 52:11 - 52:15
    and I think the question that
    we just looked at is basically
  • 52:15 - 52:17
    about continuous improvement.
  • 52:17 - 52:22
    So, where are you in
    relation to engaging fathers?
  • 52:22 - 52:29
    I mentioned that there's a lot
    that can be done in the leadership
  • 52:29 - 52:31
    of a program to support.
  • 52:31 - 52:34
    I mean, if we go back to the
    framework, we're thinking
  • 52:34 - 52:36
    of a systemic and integrated thing.
  • 52:36 - 52:42
    Well, that whole idea of a
    dynamic system, an organization
  • 52:42 - 52:47
    as a system, the leadership within
    the system needs to be fully behind
  • 52:47 - 52:50
    that and engage with that.
  • 52:50 - 52:55
    So, that's an important
    component of it.
  • 52:55 - 52:59
    My experience with this
    is that often the programs
  • 52:59 - 53:03
    that are thriving in relation
    to this -- well first of all,
  • 53:04 - 53:06
    they almost always say --
  • 53:06 - 53:09
    the leadership almost always
    says we still have a ways to go.
  • 53:09 - 53:14
    But then, I also find that there
    really is a personal commitment
  • 53:14 - 53:21
    on the part of the director or the
    manager toward work with fathers.
  • 53:21 - 53:26
    And I'm not saying everybody
    has to make that their sole
  • 53:26 - 53:30
    and primary mission,
    but I think that when --
  • 53:30 - 53:33
    what I found is that there's
    often for the programs
  • 53:33 - 53:37
    that are thriving a real passion
    in the leadership for this.
  • 53:37 - 53:41
    The continuous improvement,
    going back to that, is --
  • 53:41 - 53:45
    this is part of this whole
    idea of having a framework
  • 53:45 - 53:49
    and having a webinar like
    this and having the guide is
  • 53:49 - 53:52
    that we can be intentional
    about what we do.
  • 53:52 - 53:56
    We may feel that we're doing
    very good work with fathers,
  • 53:56 - 54:00
    but when you're doing it in a
    systemic way and an integrated
  • 54:00 - 54:03
    and comprehensive way that means
    you're doing it intentionally
  • 54:03 - 54:05
    as well.
  • 54:05 - 54:09
    And so, that's when -- so yeah,
    where were we five years ago?
  • 54:09 - 54:11
    Where are we now?
  • 54:11 - 54:13
    And where are we going?
  • 54:13 - 54:15
    What steps do we need
    to take to get there?
  • 54:15 - 54:17
    David: Awesome.
  • 54:17 - 54:19
    John: Yeah.
  • 54:19 - 54:21
    David: So, this next
    slide sort of builds upon
  • 54:21 - 54:23
    and expands upon the last
    part of that previous slide,
  • 54:23 - 54:25
    the sort of professional
    development piece.
  • 54:25 - 54:28
    Not to negate, sort of, the men
    in the audience or in the rooms,
  • 54:28 - 54:32
    but I want to speak sort of
    directly to the women in the room.
  • 54:33 - 54:36
    And then, before I continue,
    remember I was the one
  • 54:36 - 54:40
    who said how instrumental
    women have been in contributing
  • 54:40 - 54:42
    to the success of the
    fatherhood movement.
  • 54:43 - 54:45
    So, now you know I'm getting
    ready to be a little --
  • 54:45 - 54:47
    John: Yeah, but --
  • 54:47 - 54:50
    David: Professional
    development is so tricky.
  • 54:50 - 54:52
    I can't tell you.
  • 54:52 - 54:54
    I've spent so much time, energy
    and effort as a director,
  • 54:55 - 54:59
    supporting directors,
    supporting programs around getting
  • 54:59 - 55:02
    to this piece of, if you're
    really going to do this work
  • 55:02 - 55:04
    in a way that's systemic,
    integrated and comprehensive,
  • 55:04 - 55:08
    it begins with the leadership
    understanding that there has
  • 55:08 - 55:10
    to be this continuous
    improvement process.
  • 55:10 - 55:13
    But it is grounded and it begins
    with professional development.
  • 55:14 - 55:18
    So, this can be a really hard
    conversation to have in programs
  • 55:18 - 55:22
    because I've never met a successful
    fatherhood program that had a one
  • 55:22 - 55:26
    and done staff development
    that prepared the staff
  • 55:26 - 55:28
    to adequately work with fathers.
  • 55:28 - 55:30
    John: Yeah.
  • 55:30 - 55:32
    David: In my experience when
    staff have been trained and are
  • 55:32 - 55:36
    on board it is synonymous
    with being involved
  • 55:36 - 55:38
    in the process of
    supporting fathers.
  • 55:38 - 55:41
    Very basic, show up
    and we can dance.
  • 55:41 - 55:46
    But, when they are on board
    or willing to grow to do
  • 55:46 - 55:48
    that self-assessment
    and wrestle with some
  • 55:48 - 55:52
    of their own more deep seeded
    issues and/or challenges,
  • 55:52 - 55:56
    they are now engaged in the
    process of engaging fathers.
  • 55:57 - 55:59
    You know, just like we have
    to help men get to a place
  • 55:59 - 56:02
    where they were healthy enough
    to confront their challenges,
  • 56:02 - 56:05
    we have to also help female
    staff be healthy enough to know
  • 56:05 - 56:07
    when they require
    additional supports.
  • 56:08 - 56:13
    And this slide sort of speaks to
    my belief based upon my experience,
  • 56:13 - 56:18
    there's no research connected to
    this, that when staff have sort
  • 56:18 - 56:21
    of said, "okay we're on board with
    working with expanding services
  • 56:21 - 56:23
    for fathers and supporting
    and engaging fathers,"
  • 56:24 - 56:26
    that they will engage in
    conversations with them
  • 56:26 - 56:28
    that takes them a little bit
    outside of their comfort zone.
  • 56:29 - 56:31
    Those conversations are going
    to be extremely child-focused.
  • 56:32 - 56:34
    They'll be very specific.
  • 56:34 - 56:36
    They're going to be so self-aware
    of how they're communicating
  • 56:37 - 56:39
    and what they're communicating.
  • 56:39 - 56:41
    So they're clinging to those
    boundaries at an optimal distance.
  • 56:43 - 56:47
    Those anchors are really, really
    important, but once they move
  • 56:47 - 56:50
    to a place where they're a little
    bit more engaged and again,
  • 56:50 - 56:52
    they're doing the self-assessment,
    they're wrestling with some
  • 56:52 - 56:56
    of their own deep seeded issues
    and supervision or in therapy
  • 56:56 - 56:58
    if necessary, whatever
    the case may be,
  • 56:58 - 57:02
    then they're a lot more comfortable
    in terms of how they sort
  • 57:03 - 57:05
    of approach these
    conversations with fathers.
  • 57:06 - 57:08
    John. John: Okay.
  • 57:08 - 57:10
    David: Was that you who put the X?
  • 57:10 - 57:12
    John: You bet.
  • 57:12 - 57:14
    David: Oh, okay.
  • 57:14 - 57:16
    John: But, I'll wait till
    the elephant slide comes up.
  • 57:16 - 57:18
    David: Okay.
  • 57:18 - 57:22
    John: So, let's -- do
    you want to move to?
  • 57:22 - 57:24
    -- yeah David: Yeah.
  • 57:24 - 57:26
    John: So we've got
    a polling question.
  • 57:26 - 57:28
    David: We have another polling
    question for you, because we want
  • 57:28 - 57:30
    to try to keep this interactive.
  • 57:30 - 57:32
    And I know that once we do
    something that's a little bit
  • 57:32 - 57:34
    provocative we might
    get more responses.
  • 57:34 - 57:36
    So, Natalie, please
    launch the first question.
  • 57:36 - 57:38
    I'll go ahead and read it
    as she -- oh there it is.
  • 57:38 - 57:42
    How comfortable are you in
    building partnerships with fathers?
  • 57:43 - 57:45
    I am very comfortable.
  • 57:45 - 57:47
    I am mostly comfortable.
  • 57:48 - 57:50
    I am somewhat comfortable.
  • 57:51 - 57:53
    I am uncomfortable.
  • 57:53 - 57:55
    I am very uncomfortable.
  • 57:55 - 57:58
    So, this is sort of a way that
    you can sort of privately weigh in
  • 57:58 - 58:03
    and chime in now on where you're
    at with respect to this question.
  • 58:03 - 58:04
    We'll give you a couple
    seconds for you to do that.
  • 58:05 - 58:16
    [ Background Noise ]
  • 58:16 - 58:17
    John: Somebody's whispering.
  • 58:19 - 58:22
    [ Background Noise ]
  • 58:22 - 58:24
    David: We have a lot of
    people, so we're going
  • 58:24 - 58:26
    to give you guys a
    little bit more time.
  • 58:26 - 58:29
    John: Ah, there it is.
  • 58:29 - 58:31
    David: Thank you so
    much for calling in.
  • 58:31 - 58:33
    We have results?
  • 58:33 - 58:35
    John: Yeah.
  • 58:35 - 58:37
    David: So, it's taking my system a
    little bit longer for them to show.
  • 58:37 - 58:39
    John, can you speak to them?
  • 58:39 - 58:41
    John: Yeah, yeah.
  • 58:41 - 58:43
    23 percent of the people
  • 58:43 - 58:45
    on the call are saying
    they're very comfortable,
  • 58:45 - 58:48
    20 percent I am mostly
    comfortable, 10 percent somewhat,
  • 58:48 - 58:53
    1 percent I am uncomfortable, and
    zero said I'm very uncomfortable.
  • 58:53 - 58:59
    So, what this is that people
    seem to be in a pretty good place
  • 58:59 - 59:03
    with building partnerships
    with fathers for the most part.
  • 59:03 - 59:11
    I think that, yeah, really the
    large majority are going I am
  • 59:11 - 59:14
    mostly comfortable or above.
  • 59:14 - 59:18
    And I think that's great.
  • 59:19 - 59:21
    That's great.
  • 59:21 - 59:23
    Now, being comfortable
    and engaging --
  • 59:23 - 59:27
    certainly the comfort level is
    important to genuine engagement.
  • 59:27 - 59:30
    But, as I said before,
    it's not just comfort,
  • 59:30 - 59:33
    its intentional things
    that we do to do that.
  • 59:33 - 59:35
    But -- David: Exactly.
  • 59:35 - 59:37
    And so, let's move to the second
    part of that polling question,
  • 59:37 - 59:41
    which actually speaks to competence
    and the way you get to a place --
  • 59:41 - 59:44
    I think increasing competence goes
    back to professional development.
  • 59:44 - 59:48
    So, this question says, have you
    received professional development
  • 59:48 - 59:51
    around building supportive
    partnerships with fathers?
  • 59:51 - 59:55
    So again, we ask you
    to please weigh in.
  • 59:56 - 59:59
    Give you a few minutes to do that.
  • 59:59 - 60:01
    I have received extensive training.
  • 60:02 - 60:04
    I have received some training.
  • 60:05 - 60:08
    I have received a little training.
  • 60:09 - 60:10
    I have received no training.
  • 60:11 - 60:28
    [ Background Noise ]
  • 60:28 - 60:31
    David: Okay, Natalie can
    you do the honors please.
  • 60:31 - 60:33
    Oh, I think you're right on time.
  • 60:34 - 60:36
    Wow, so look at this John.
  • 60:36 - 60:38
    John: Yeah.
  • 60:38 - 60:40
    David: A little bit different.
  • 60:40 - 60:42
    John: Yeah, yeah.
  • 60:42 - 60:45
    No, like eight percent - so, of
    the respondents says this isn't --
  • 60:45 - 60:47
    this doesn't add up to 100 percent.
  • 60:47 - 60:50
    So, if this were 100
    percent of the people
  • 60:50 - 60:53
    on the call these numbers
    would actually be higher.
  • 60:53 - 61:01
    So, if you -- like so 16, so 24
    percent are saying "received little
  • 61:01 - 61:07
    or no training" and that actually
    probably would need to be increased
  • 61:07 - 61:10
    if we were looking at 100
    percent because we're only talking
  • 61:10 - 61:13
    about maybe less than
    50 percent here.
  • 61:13 - 61:22
    So, that's a pretty large portion
    that haven't had specific training.
  • 61:23 - 61:27
    David: And again, what
    that could result in is,
  • 61:27 - 61:29
    once we have a better
    understanding about what some
  • 61:29 - 61:33
    of the limitations are for
    programs around getting
  • 61:33 - 61:35
    that professional development,
  • 61:35 - 61:37
    is ways in which we
    may be instrumental
  • 61:37 - 61:39
    in providing some support
    and guidance around that.
  • 61:39 - 61:42
    That sounds like we should
    be getting some inquiries
  • 61:42 - 61:44
    and some questions around
    how programs might be able
  • 61:44 - 61:46
    to build their capacity to do this.
  • 61:46 - 61:49
    John: Yeah, I think that
    both parts of this question,
  • 61:50 - 61:53
    it's also a reflection
    of who called in.
  • 61:53 - 61:55
    David: Yes, oh go ahead.
  • 61:55 - 61:58
    John: So, we've got people on
    the webinar that have an interest
  • 61:58 - 62:03
    and perhaps even a comfort
    with working with fathers.
  • 62:03 - 62:08
    And not surprising that they would
    want or expect a little bit more
  • 62:08 - 62:10
    in professional development.
  • 62:10 - 62:12
    David: Exactly.
  • 62:12 - 62:14
    John: Yeah.
  • 62:14 - 62:16
    David: Okay, so the
    social worker in me,
  • 62:16 - 62:18
    or I would not actually be
    true to the social worker
  • 62:18 - 62:20
    within me -- John: Yeah.
  • 62:20 - 62:22
    David: If I didn't ask you
    to dig a little bit deeper
  • 62:22 - 62:24
    with a few rhetorical questions.
  • 62:25 - 62:27
    And they're up on the screen.
  • 62:27 - 62:30
    So, when we talk about what
    does it mean to really connect
  • 62:30 - 62:33
    with fathers, some questions
    that come to mind is,
  • 62:33 - 62:35
    what are the potential benefits?
  • 62:35 - 62:37
    What, if any, are the costs?
  • 62:38 - 62:40
    What might be some
    unintended consequences?
  • 62:40 - 62:42
    And are there any other
    potential concerns?
  • 62:43 - 62:45
    John: Uh huh.
  • 62:45 - 62:47
    David: So, for me, just
    to prompt some discussion,
  • 62:47 - 62:51
    I think benefits are --
    you have the opportunity
  • 62:51 - 62:54
    to receive another parent's
    perspective on child development
  • 62:54 - 62:59
    and what's important to them
    as it relates to their child.
  • 62:59 - 63:03
    You have opportunities to increase
    staff competency and capacity
  • 63:03 - 63:06
    to communicate with
    and support fathers.
  • 63:06 - 63:11
    And then you're also
    increasing fathers comfort being
  • 63:11 - 63:13
    in the program environment.
  • 63:14 - 63:17
    The more comfortable they
    are in the environment,
  • 63:17 - 63:19
    the more willing they are to engage
  • 63:19 - 63:21
    in the various activities
    that are offered.
  • 63:21 - 63:23
    What are some of the costs?
  • 63:24 - 63:28
    Well again, we sometimes
    push and encourage staff
  • 63:29 - 63:31
    to work outside of
    their comfort zone.
  • 63:31 - 63:33
    We want them to be
    intentionally different,
  • 63:34 - 63:36
    which is not necessarily
    always easy to do.
  • 63:36 - 63:40
    We want them to be okay
    with the time that it takes
  • 63:40 - 63:42
    for programs to transition.
  • 63:42 - 63:44
    And we don't talk
    enough about this.
  • 63:44 - 63:47
    You know, you go from starting
    to progressing to innovating.
  • 63:48 - 63:50
    Those are sort of three
    different points of intersection,
  • 63:50 - 63:55
    but there could huge chasms between
    what it means to go from starting
  • 63:55 - 63:59
    to progressing, from
    progressing to innovating.
  • 63:59 - 64:01
    And few programs I've seen
    are at that innovative place.
  • 64:02 - 64:04
    And some aspects of what
    they do may be innovating,
  • 64:04 - 64:06
    but not as an entire program.
  • 64:06 - 64:09
    Ed, you had talked as we
    were preparing for this
  • 64:09 - 64:11
    about some unintended consequences.
  • 64:11 - 64:14
    You want to speak to
    that a little bit?
  • 64:14 - 64:17
    Edwin: The intended
    consequences, oh God.
  • 64:18 - 64:20
    I can't remember where
    I was at with that.
  • 64:20 - 64:22
    We were just sitting there
    talking about different things.
  • 64:22 - 64:24
    But, I think -- David: You were --
    I can just prompt you a little bit.
  • 64:24 - 64:29
    You were talking about some of the
    reaction of some of the mothers
  • 64:29 - 64:31
    and -- Edwin: Oh yeah, exactly.
  • 64:31 - 64:34
    You know, I know that
    when I first came
  • 64:34 - 64:36
    into the program there was
    really nothing geared to fathers,
  • 64:36 - 64:38
    and that was the whole
    initiative behind this.
  • 64:38 - 64:41
    But, now that the strength of the
    fathers has started to come in,
  • 64:41 - 64:45
    I think the women were feeling
    a little bit left out and again,
  • 64:45 - 64:47
    that's where the consequences were.
  • 64:47 - 64:50
    Again, you know it's hard to
    just, you know, really, you know,
  • 64:50 - 64:53
    to focus on just 100
    percent of either or.
  • 64:53 - 64:57
    So, you know, that was kind of
    a challenge that we're facing.
  • 64:57 - 65:02
    And so, the women started their
    group up again, and again,
  • 65:02 - 65:04
    you know, it's good and
    it's all well and good.
  • 65:04 - 65:08
    We all work together as a team,
    but again, you know, it was like --
  • 65:08 - 65:11
    I think the women were feeling
    a little left out of the loop
  • 65:11 - 65:14
    because more dads -- we were
    actually having a lot more dads
  • 65:14 - 65:18
    coming into program and, you know,
    before when it used to be kind
  • 65:18 - 65:20
    of pretty much women-based.
  • 65:20 - 65:24
    And even going on further out of
    the Head Start program, you know,
  • 65:24 - 65:28
    we see a lot more fathers now at
    WIC, Child Find, all those things.
  • 65:28 - 65:31
    And, I don't -- I'm not
    going to say it's entirely
  • 65:31 - 65:33
    because of our fatherhood program,
  • 65:33 - 65:36
    but I think that men are feeling
    more comfortable and in coming
  • 65:36 - 65:38
    into these types of environments.
  • 65:38 - 65:42
    John: Yeah, it's -- yeah I
    think that it's a challenge
  • 65:42 - 65:47
    because it takes some skill
    on the part of a staff person
  • 65:47 - 65:49
    when both the parents are there.
  • 65:49 - 65:51
    Who do you talk to?
  • 65:51 - 65:53
    And if you're talking
    to the father --
  • 65:53 - 65:55
    I actually know a mother
    who told me this is --
  • 65:55 - 65:57
    why are you talking to him?
  • 65:57 - 66:00
    I know the answers
    to your questions.
  • 66:00 - 66:02
    He doesn't.
  • 66:02 - 66:05
    And so, you get into those
    kind of gate keeping kind
  • 66:05 - 66:07
    of issues around the child.
  • 66:07 - 66:11
    So, it's harder to talk to two
    people at once then to one.
  • 66:11 - 66:14
    So, I think the consequences
    are kind
  • 66:14 - 66:16
    of professional development
    consequences
  • 66:16 - 66:19
    and skill consequences
    on top of it, yeah.
  • 66:19 - 66:22
    David: Any other potential
    concerns, John, that you would --
  • 66:23 - 66:28
    John: Well, it may actually, and
    that brings up the next slide.
  • 66:28 - 66:34
    You know, in dealing with men
    who are nurturing young children,
  • 66:35 - 66:37
    there may be some
    elephants in the room.
  • 66:37 - 66:40
    And, maybe I just stop
    for a moment and --
  • 66:40 - 66:42
    this is an awful cute
    elephant though David.
  • 66:42 - 66:45
    It's -- David: It is.
  • 66:45 - 66:47
    Edwin: It is Dave.
  • 66:47 - 66:51
    John: But, this, you know, what
    is the elephant in the room?
  • 66:51 - 66:58
    What is there between women who
    care for young children and men,
  • 66:58 - 67:02
    who come into the program, who
    are the fathers of those children,
  • 67:02 - 67:06
    or the men in the mothers
    of those children's lives?
  • 67:07 - 67:13
    And the larger kind of elephant
    in the room, in my opinion,
  • 67:13 - 67:20
    in having done a lot of this work
    over the years, is that all of us,
  • 67:20 - 67:24
    men and women, have, kind of,
  • 67:24 - 67:27
    previous relationships
    with men in our lives.
  • 67:27 - 67:30
    You know, whether it's our
    fathers, or whether it's that game
  • 67:30 - 67:37
    that so many people play from early
    adolescence on, and in high school
  • 67:37 - 67:41
    about relations between the
    sexes, in that those dynamics
  • 67:41 - 67:50
    of how you talk to men period can
    enter into a conversation about --
  • 67:51 - 67:53
    that have kind of under the
    surface when you're talking
  • 67:53 - 67:55
    about the care of a child.
  • 67:55 - 68:00
    And so, I think it's raising that
    elephant in the room, kind of,
  • 68:00 - 68:05
    as David has portrayed it, as not
    necessarily operating all the time
  • 68:05 - 68:08
    or preventing good
    communications from happening.
  • 68:09 - 68:13
    But, I think we do have to
    acknowledge that the game,
  • 68:13 - 68:17
    the various kind of communications
    that go on between men and women
  • 68:17 - 68:21
    in our society often involve the --
  • 68:21 - 68:24
    you know, other things than
    caring for young children.
  • 68:24 - 68:28
    And again, to bring that to
    awareness is probably an important
  • 68:28 - 68:31
    part of a professional
    development program.
  • 68:32 - 68:34
    David: It really is.
  • 68:34 - 68:38
    And just I think really a few
    other important things to add
  • 68:38 - 68:40
    to it you've already said.
  • 68:40 - 68:42
    You know this brings
    up sort of implications
  • 68:42 - 68:47
    for how you support families,
    particularly fathers,
  • 68:47 - 68:51
    around substance abuse issues
    and domestic violence issues
  • 68:51 - 68:54
    and even just fear issues
    of what it means to connect
  • 68:54 - 68:58
    and build a relationship
    given the sexual tension
  • 68:58 - 69:00
    that takes place between
    men and women.
  • 69:00 - 69:02
    John: Yeah.
  • 69:02 - 69:04
    Edwin: David.
  • 69:04 - 69:06
    David: Yes.
  • 69:06 - 69:08
    Edwin: This is Ed.
  • 69:08 - 69:10
    Again, just talking
    about the elephant,
  • 69:10 - 69:12
    I think from the native perspective
    also again, a lot of it has to do
  • 69:12 - 69:14
    with our historical traumas.
  • 69:14 - 69:16
    You know again, you're looking
    back at what men versus women,
  • 69:16 - 69:19
    what their -- what we're --
    what is culturally appropriate
  • 69:19 - 69:21
    at that time.
  • 69:21 - 69:23
    David: Right.
  • 69:23 - 69:25
    Edwin: That's some
    of the major impacts
  • 69:25 - 69:27
    of some of our programs here.
  • 69:27 - 69:29
    You know [inaudible] that you
    know the elephant is right there
  • 69:29 - 69:31
    on your back, you know.
  • 69:31 - 69:33
    Again, that's where we're --
  • 69:33 - 69:35
    you know, we have a lot of
    these social emotional issues.
  • 69:35 - 69:37
    And, all the economic health and
    wellbeing of our children are kind
  • 69:37 - 69:41
    of compromised because of sometimes
    those cultural -- I'm not --
  • 69:41 - 69:45
    in a sense inadequacies, or I don't
    know if that's the right term,
  • 69:45 - 69:48
    but that's something
    that sometimes we kind
  • 69:48 - 69:50
    of have to face here in Laguna.
  • 69:51 - 69:53
    >> Oh.
  • 69:53 - 69:55
    >> Yeah. David: Okay, thank you.
  • 69:55 - 69:58
    So, we will move along.
  • 69:58 - 70:02
    John, this is you.
  • 70:02 - 70:04
    John: Yeah, yeah.
  • 70:04 - 70:09
    I think that this area -- and I
    love these pictures by the way.
  • 70:09 - 70:12
    The -- look at the engagement.
  • 70:12 - 70:15
    Look at like the man, the woman
  • 70:15 - 70:18
    and the kids all paying
    attention to the same thing.
  • 70:18 - 70:21
    So much learning is
    happening when you see that.
  • 70:21 - 70:24
    And I just love the
    picture down below.
  • 70:24 - 70:26
    You can see how the kids just --
  • 70:26 - 70:28
    this child that's on
    the carpet is just
  • 70:28 - 70:30
    like loving looking up at this guy.
  • 70:30 - 70:33
    I don't know what he's
    saying, but it's --
  • 70:33 - 70:37
    he certainly has engagement
    from the children right there.
  • 70:37 - 70:43
    The program environment, I think,
    you might ask the fathers what it's
  • 70:43 - 70:45
    like to walk into your program.
  • 70:45 - 70:48
    The experience of a father
    walking into a program
  • 70:48 - 70:50
    with young children
    that's designed by women,
  • 70:50 - 70:55
    and I've got numerous slides
    of program environments,
  • 70:55 - 70:58
    and I can put them up there and
    say, you know, "is this comfortable
  • 70:58 - 71:00
    for most men to walk into".
  • 71:00 - 71:02
    The step across the threshold
  • 71:02 - 71:05
    into the program may feel
    very different -- David: Yeah.
  • 71:05 - 71:07
    John: -- for a man.
  • 71:07 - 71:09
    So, I think it's very
    valuable to think
  • 71:09 - 71:12
    about you know is this a
    welcoming environment for a man?
  • 71:12 - 71:14
    That doesn't mean you have
    to have like deer heads
  • 71:14 - 71:16
    on the wall or anything.
  • 71:16 - 71:19
    What it means is you know
    having pictures of men,
  • 71:20 - 71:24
    having the size seats
    somewhere that they can fit in.
  • 71:24 - 71:27
    And really, I think, you
    can probably go to men
  • 71:27 - 71:29
    and have them walk in and see.
  • 71:29 - 71:34
    But, it's almost less a physical
    environment than it's the, kind of,
  • 71:34 - 71:36
    interpersonal environment.
  • 71:36 - 71:38
    And, that goes back
  • 71:38 - 71:40
    to the relationships
    on the framework slide.
  • 71:40 - 71:44
    Is -- is it a welcoming
    place when a man walks
  • 71:44 - 71:47
    into the door with a child.
  • 71:48 - 71:53
    Since most of you said you were
    comfortable you probably have those
  • 71:53 - 71:58
    places, but it's something again to
    be -- to think intentionally about.
  • 71:58 - 72:05
    I -- the other one that's circled
    here is teaching and learning
  • 72:05 - 72:08
    and I already addressed
    the pictures.
  • 72:08 - 72:11
    But, when men come into
    volunteer the classroom,
  • 72:11 - 72:13
    their interactions may
    look a little different
  • 72:13 - 72:16
    than you would expect
    when a mother comes in.
  • 72:16 - 72:19
    The instruction may
    not be quite as direct.
  • 72:19 - 72:22
    It might a little bit wilder.
  • 72:22 - 72:28
    That's not to say that some women
    won't come in and be quite loud
  • 72:28 - 72:30
    when they come into the classroom.
  • 72:30 - 72:32
    I certainly have seen that.
  • 72:32 - 72:34
    But, the frame is different.
  • 72:34 - 72:38
    The interactions may look a
    little different and they,
  • 72:38 - 72:40
    as I pointed out in
    the research slide,
  • 72:40 - 72:42
    those kind of interactions
    have benefits for kids as well.
  • 72:43 - 72:45
    David: Awesome.
  • 72:45 - 72:53
    And so now we have the distinct
    pleasure of having Edwin Cheromiah,
  • 72:53 - 72:57
    Sr. talk specifically
    about what all this looks
  • 72:57 - 72:59
    like within the context
    of a program.
  • 72:59 - 73:01
    So, Ed I'm going to
    turn it over to you.
  • 73:02 - 73:04
    Edwin Cheromiah, Sr.:
    Alright, thank you very much,
  • 73:04 - 73:06
    and thank you for having me.
  • 73:06 - 73:08
    I do appreciate it.
  • 73:08 - 73:10
    Again, this is just, kind
    of, a picture of, you know,
  • 73:10 - 73:15
    really good feelings at the Head
    Start with the rainbow showing,
  • 73:15 - 73:19
    depicting you know that
    children are very important,
  • 73:19 - 73:22
    sacred in our lives here
    at the Head Start program.
  • 73:22 - 73:24
    I just have a few
    slides here just too kind
  • 73:24 - 73:28
    of depict some of those things.
  • 73:28 - 73:30
    [inaudible] okay.
  • 73:30 - 73:32
    We were talking about all the
    things that we have just talked
  • 73:32 - 73:34
    about coming from the
    beginning of the slides.
  • 73:35 - 73:37
    Here are things that we're
    attempting to do here
  • 73:37 - 73:40
    at the program is to
    make sure that we ensure
  • 73:40 - 73:42
    that we support fathers
    in every way.
  • 73:42 - 73:45
    And, a lot of that has
    to deal with, you know,
  • 73:45 - 73:47
    making them feel comfortable.
  • 73:47 - 73:52
    The picture on the upper left
    hand corner there is a picture
  • 73:52 - 73:57
    of just some dads who were
    helping with an activity,
  • 73:57 - 73:59
    and I believe it was
    our Easter activity.
  • 74:00 - 74:03
    And, you know, the dads are
    coming in doing that more because,
  • 74:03 - 74:08
    I think, the teachers are more
    engaging with their fathers
  • 74:08 - 74:10
    as they're coming and they're
    making them feel comfortable,
  • 74:11 - 74:13
    knowing that they
    are important part
  • 74:13 - 74:16
    of their child's upbringing
    and wellbeing.
  • 74:17 - 74:21
    Again, we always encourage
    parents, dads, to come in
  • 74:21 - 74:27
    and show their talents and that was
    just a picture they had taken of me
  • 74:27 - 74:30
    as I was talking to
    the kids about music.
  • 74:30 - 74:32
    And there's other things that
    we do in the culturally --
  • 74:33 - 74:35
    the cultural way of
    things, you know,
  • 74:35 - 74:37
    our cultural traditional dances.
  • 74:37 - 74:41
    We encourage dads to come in and
    sing songs for their parents.
  • 74:41 - 74:43
    I'm sorry, sing songs
    for their kids.
  • 74:44 - 74:46
    They are helping making the --
  • 74:46 - 74:50
    our traditional costumes
    for the dances.
  • 74:50 - 74:52
    They're making -- the teachers
    are absolutely making them,
  • 74:53 - 74:55
    you know, feel comfortable here.
  • 74:55 - 74:59
    And, of course we always have the
    challenges all the time still yet,
  • 74:59 - 75:01
    but I think that's
    also helping them
  • 75:01 - 75:07
    with helping the men set
    goals, set priorities.
  • 75:07 - 75:13
    And also again, you know if
    a child comes in with an IEP
  • 75:13 - 75:16
    or [inaudible] you know the dads
    are more comfortable knowing
  • 75:16 - 75:19
    that they can do these
    things for their kids.
  • 75:19 - 75:24
    Like I said, we include
    fathers in classroom activities.
  • 75:24 - 75:26
    We have literacy programs to --
  • 75:26 - 75:28
    where dads are coming in
    and reading to the children.
  • 75:28 - 75:33
    There's also programs to where
    we're teaching Keres language
  • 75:33 - 75:38
    to the kids and we have actually
    in our program one, two -
  • 75:38 - 75:42
    two teachers that actually speak
    -- teach the Keres language.
  • 75:42 - 75:45
    And we also have two
    custodians and a male cook.
  • 75:45 - 75:48
    So we're starting to get
    more male involvement
  • 75:48 - 75:52
    because of just the comfort
    level that they feel right now.
  • 75:52 - 75:57
    And again, all of it is just to
    ensure that the kids are ready
  • 75:57 - 75:59
    for the next level of education.
  • 76:00 - 76:02
    Again, on the -- we --
  • 76:02 - 76:06
    I also coordinate a
    monthly fatherhood night.
  • 76:06 - 76:09
    And that's what we call them, just
    simply as that, fatherhood nights.
  • 76:09 - 76:13
    And I have a grandparent here, if
    you don't mind, I'd like for him
  • 76:13 - 76:15
    to kind of give an idea
    of you know is perspective
  • 76:15 - 76:17
    on our fatherhood nights.
  • 76:17 - 76:22
    Wilbur Lockwood: Yeah, I'm Wilbur
    Lockwood, and I'm a grandparent
  • 76:22 - 76:25
    to the fatherhood
    organization here in Laguna.
  • 76:25 - 76:31
    And they been very instrumental
    to spelling out different things
  • 76:31 - 76:37
    that need to be possibly addressed,
    not only traditionally wise,
  • 76:37 - 76:42
    but how we can go ahead and
    be a better parent, I guess,
  • 76:42 - 76:44
    is what it is, you know.
  • 76:44 - 76:50
    Nowadays we've got a lot of young
    parents out there with kids that,
  • 76:50 - 76:55
    really, they don't know how
    to run or raise as a family.
  • 76:55 - 77:02
    And, in order to do that then we,
    you know, we all sit down together
  • 77:02 - 77:08
    and offer suggestions of what
    we need to do, maybe possibly
  • 77:08 - 77:13
    to better each other in raising
    our kids or grandfathering,
  • 77:13 - 77:16
    grandmothering our kids and also
  • 77:16 - 77:19
    that they can have a
    productive life when --
  • 77:19 - 77:25
    whether they leave the reservation
    or not, and go out into the world,
  • 77:26 - 77:28
    which is like when Ed
    mentioned about seed planting.
  • 77:28 - 77:33
    You know, that's one of the things
    that we try to stress that life is
  • 77:33 - 77:35
    like a seed, you put
    it in the ground
  • 77:35 - 77:37
    and it grows and spreads out.
  • 77:38 - 77:47
    Well, that's basically how our life
    is, is you know we put ourselves
  • 77:47 - 77:52
    on the pedestal and let our
    parents teach us different things.
  • 77:52 - 77:57
    And not necessarily we try to
    avoid all the bad stuff, but still
  • 77:57 - 78:01
    yet you know somehow, somewhere
    they get in there and all.
  • 78:02 - 78:06
    But, we try to tell the fathers,
    you know, try to live as an example
  • 78:08 - 78:10
    for your own kids
    and love your kids.
  • 78:10 - 78:13
    You know it's not, not to
    a point to where you --
  • 78:14 - 78:17
    it's embarrassing when you go
    up to your child and hug them
  • 78:17 - 78:20
    or give them a kiss on
    the cheek or whatever
  • 78:20 - 78:22
    and say, you know, "I love you".
  • 78:22 - 78:26
    And all the sudden we see
    that on the reservation
  • 78:26 - 78:29
    because that's not part
    of us really and all.
  • 78:29 - 78:34
    But, you know Ed has gone out
    of his way, I think anyway,
  • 78:34 - 78:38
    to really try to stress that
    to us fathers out there;
  • 78:38 - 78:43
    his nightly meetings that
    he has every month and all.
  • 78:43 - 78:47
    If we could get more
    fathers in there,
  • 78:47 - 78:52
    I think basically we can have a
    better working relationship among
  • 78:52 - 78:55
    each other and among
    their own families
  • 78:55 - 78:57
    out there in the community.
  • 78:57 - 78:59
    Edwin Cheromiah, Sr.: Right,
    just some of the things
  • 78:59 - 79:01
    that we've been doing along
    them with our father program.
  • 79:01 - 79:03
    And again, the expected
    outcomes, of course,
  • 79:03 - 79:05
    is to overcome some
    of the barriers.
  • 79:05 - 79:07
    And this, kind of, picture
    depicts some of those things,
  • 79:07 - 79:10
    overcoming barriers to
    improve positive involvement
  • 79:10 - 79:12
    in our children.
  • 79:12 - 79:15
    This is something just called a
    jackrabbit shuffle that, you know,
  • 79:15 - 79:18
    that was created by Dr.
    Clayton Small in the Road
  • 79:18 - 79:20
    of Life curriculum,
    which we also use here.
  • 79:20 - 79:24
    And also it's culturally
    appropriate.
  • 79:24 - 79:28
    It's educational, especially,
    you know, again, it helps.
  • 79:28 - 79:30
    You know, it helps,
    especially if it's --
  • 79:30 - 79:34
    and that's the parent coming in for
    the first time seeing these things,
  • 79:34 - 79:36
    how important it is to drop
    some of those barriers.
  • 79:36 - 79:39
    So again, that's all
    to increase, you know,
  • 79:39 - 79:42
    just fatherhood involvement.
  • 79:42 - 79:47
    We are also developing
    fathers and cultural fathers
  • 79:47 - 79:50
    and children's cultural
    development.
  • 79:50 - 79:52
    This particular slide
    here is a father.
  • 79:52 - 79:57
    This father is teaching
    these children our annual --
  • 79:57 - 80:00
    it's called a -- it's
    called the Corn Dance.
  • 80:00 - 80:05
    And it's, again, going back into
    preservation of our livelihood
  • 80:05 - 80:09
    and hoping and praying for
    rain so that we can plant --
  • 80:09 - 80:12
    the seed has been planted
    will continue to grow
  • 80:12 - 80:14
    and also flourishes
    back into the children.
  • 80:14 - 80:17
    So, those are some of the things
    that we've been really working
  • 80:17 - 80:20
    at here at the Laguna
    Head Start Program.
  • 80:20 - 80:23
    And again, this is just a group
    picture of some of the guys
  • 80:23 - 80:26
    that have been here
    throughout the years.
  • 80:27 - 80:30
    This guy in the center holding
    the ribbon has been a very
  • 80:30 - 80:32
    instrumental part.
  • 80:32 - 80:34
    He no longer has children
    here at Head Start
  • 80:34 - 80:36
    but continues to come back.
  • 80:36 - 80:38
    And he was one of the guys back in
    '04 that started the whole program.
  • 80:38 - 80:41
    And the guy off to the
    left-hand side behind him
  • 80:41 - 80:43
    on the back row there with the cap,
  • 80:43 - 80:45
    the big guy with the big
    cheesy smile, he's also.
  • 80:46 - 80:51
    And the guy also, kind of, with
    his hand over his shoulder is a --
  • 80:51 - 80:53
    oh wow, what's happening?
  • 80:53 - 80:55
    Did something there.
  • 80:55 - 80:57
    How I'd get out of that?
  • 80:57 - 80:59
    David: That's alright
    just go ahead.
  • 80:59 - 81:01
    Edwin Cheromiah, Sr.:
    He's one of the guys --
  • 81:01 - 81:04
    those are the men that have really
    pushed this program along before he
  • 81:04 - 81:06
    came to Head Start.
  • 81:06 - 81:09
    It was first done under the,
    the -- what was it called now?
  • 81:09 - 81:13
    The oh, PFS, Partners
    For Success Program,
  • 81:13 - 81:15
    and they eventually
    came here to Laguna.
  • 81:15 - 81:18
    But right now this -- our mission
    statement kind of says that all --
  • 81:18 - 81:20
    summarizes everything
    that we're trying
  • 81:20 - 81:22
    to do here at Laguna Head Start.
  • 81:22 - 81:24
    And our mission is just this,
  • 81:25 - 81:27
    the mission at Laguna
    Fatherhood Group is
  • 81:27 - 81:31
    to support fathers interested
    in contributing their skills
  • 81:32 - 81:35
    and resources for the development
    of their children at home,
  • 81:35 - 81:38
    in the community and school
    settings, all the things
  • 81:38 - 81:40
    that we've been just, kind of,
  • 81:40 - 81:42
    talking about all
    throughout the whole slides.
  • 81:42 - 81:44
    So, again that's kind of
    what we do here at Laguna.
  • 81:45 - 81:47
    And if there's any, you know --
  • 81:47 - 81:49
    I would encourage
    anyone to give us a call
  • 81:49 - 81:51
    and we can always talk a
    little bit more about this.
  • 81:51 - 81:54
    So again, that's kind of
    my presentation there.
  • 81:54 - 81:56
    Thank you.
  • 81:56 - 81:58
    David: Yep, one more.
  • 81:58 - 82:02
    >> Okay, oh this is the
    Father Engagement Resources?
  • 82:03 - 82:05
    Kiersten: Yep.
  • 82:05 - 82:08
    I think -- this is Kiersten,
    and I know we're wrapping up.
  • 82:08 - 82:11
    We're probably going to go a couple
    minutes over for those of us --
  • 82:11 - 82:15
    for those of you who want to stick
    around for another five minutes.
  • 82:16 - 82:19
    We -- I want to just let you know
    a little bit about the resources
  • 82:19 - 82:21
    that we keep referring to.
  • 82:22 - 82:24
    The Head Start Father
    Engagement Birth
  • 82:24 - 82:26
    to Five Programming
    Guide just came out today
  • 82:26 - 82:29
    with an information
    memorandum to all programs.
  • 82:29 - 82:34
    Las Manos de Apรก is a set of
    resources for programs for working
  • 82:34 - 82:37
    with Latino fathers around
    supporting their relationships
  • 82:37 - 82:40
    with their young children,
    particularly around literacy.
  • 82:40 - 82:43
    There's support group
    curriculum and training material.
  • 82:44 - 82:48
    We also have a couple of
    videos that we're sharing.
  • 82:48 - 82:53
    The Best Practices Series that
    the National Center is doing.
  • 82:53 - 82:55
    This is the first in the
    series that we're putting
  • 82:55 - 82:57
    out called Engaging Fathers
  • 82:57 - 82:59
    and Engaging Young Fathers
    Through Support Groups.
  • 82:59 - 83:05
    These are basically -- they'll
    be some facilitation guides
  • 83:05 - 83:09
    to support training conversations
    and group interactions
  • 83:09 - 83:13
    with staff around, kind of, what
    your takeaways from the videos are.
  • 83:13 - 83:15
    So, these are, kind of --
  • 83:15 - 83:17
    can function like exercises
    in your program for thinking
  • 83:17 - 83:19
    about father engagement.
  • 83:19 - 83:23
    There was a -- I'm sorry that our
    public chat wasn't working so well.
  • 83:24 - 83:26
    I appreciated some of the comments.
  • 83:26 - 83:28
    Janus McBride had
    talked about, you know,
  • 83:29 - 83:32
    just really reiterating the point
    that you really need staff buy-in
  • 83:33 - 83:36
    in terms of, you know,
    getting father engagement,
  • 83:36 - 83:38
    involvement going.
  • 83:38 - 83:40
    Otherwise, it's a real struggle.
  • 83:40 - 83:42
    And there was a question
    about the PowerPoint.
  • 83:42 - 83:44
    This PowerPoint won't be
    shared, but the resources --
  • 83:44 - 83:47
    there are a lot of training
    material in the resources
  • 83:47 - 83:49
    that we've talked about.
  • 83:49 - 83:52
    And you can contact us for
    specific things that you're looking
  • 83:52 - 83:56
    for from the PowerPoint
    if you're wanting
  • 83:56 - 83:58
    to support a particular
    exercise, that kind of thing.
  • 83:58 - 84:01
    We'd be happy to share it.
  • 84:01 - 84:03
    So, David, I think,
    if you want to take us
  • 84:03 - 84:05
    out with some summarizing points
  • 84:05 - 84:07
    about what we've talked
    about today.
  • 84:07 - 84:14
    David: Sure, so our last slide
    just really underscores everything
  • 84:14 - 84:17
    that we discussed, basically
    saying that fathers are important
  • 84:17 - 84:19
    to their children,
    which all of you know,
  • 84:19 - 84:22
    their families and
    their communities.
  • 84:22 - 84:25
    You know, the relationship
    building with fathers is key,
  • 84:26 - 84:28
    looking at the program leadership,
  • 84:28 - 84:30
    the continuous improvement
    processes,
  • 84:30 - 84:32
    professional development, all of
    those things that we discussed.
  • 84:33 - 84:35
    Utilize these resources
    that we're providing to you
  • 84:35 - 84:39
    to really assess your family
    and your father engagement.
  • 84:40 - 84:42
    Hold thoughtful conversations,
  • 84:42 - 84:44
    even some of the challenging
    conversations
  • 84:44 - 84:46
    that you may need to have.
  • 84:46 - 84:48
    When we say let's have
    a real conversation
  • 84:48 - 84:50
    and you know what that means.
  • 84:50 - 84:52
    You know, conduct some real
    program planning on how to do this.
  • 84:52 - 84:54
    Make this integrated
    throughout your entire program.
  • 84:55 - 84:57
    Engage in staff development.
  • 84:57 - 84:59
    Implement and evaluate and review.
  • 84:59 - 85:01
    And, celebrate fathers
    and families.
  • 85:01 - 85:04
    This is our time to not only
    do it just because it's June
  • 85:04 - 85:08
    and it's Father's Day approaching,
    but fathers are so instrumental
  • 85:08 - 85:10
    to their families and their
    communities and we want
  • 85:10 - 85:13
    to make sure that you're thinking
    about that throughout the year.
  • 85:13 - 85:17
    I want to take this time
    to really thank first
  • 85:17 - 85:20
    and foremost Yvette Sanchez
    Fuentes, our fearless leader,
  • 85:20 - 85:23
    the Director of the Office of
    Head Start, for just supporting
  • 85:23 - 85:27
    such important work; Edwin
    and John for co-facilitating;
  • 85:28 - 85:31
    Kiersten Biegel, who
    is an absolute gem,
  • 85:31 - 85:33
    and without whom I'm not
    sure we would have been able
  • 85:33 - 85:35
    to pull all of this off this week.
  • 85:35 - 85:37
    Thank you so much.
  • 85:37 - 85:40
    The National Center on Parent,
    Family and Community Engagement,
  • 85:40 - 85:44
    our technical support team at
    I-Link, Natalie and Sam and all
  • 85:44 - 85:46
    of the participants who
    joined us for this webinar.
  • 85:47 - 85:50
    It is extremely important
    to note that we are aware
  • 85:51 - 85:54
    of the great work that's
    taking place in programs
  • 85:54 - 85:56
    across the country and through
    some collaborative partnerships
  • 85:56 - 85:58
    that you've established.
  • 85:58 - 86:01
    Our only goal is to
    provide tangible resources
  • 86:01 - 86:03
    that can increase the likelihood
  • 86:03 - 86:07
    that your father engagement efforts
    are not tied to an individual
  • 86:07 - 86:12
    or external consultant, but are
    connected to an integrated system
  • 86:12 - 86:14
    of meaningful services
    with fathers, children
  • 86:15 - 86:22
    and families, and we thank you.
  • 86:23 - 86:26
    Kiersten. Kiersten:
    Thanks everybody.
  • 86:27 - 86:29
    John: That was awesome, David.
  • 86:30 - 86:34
    David: That was a wonderful
    job all the way around guys.
  • 86:34 - 86:36
    Thank you so, so much.
  • 86:36 - 86:38
    Thank you all the participants.
  • 86:38 - 86:40
    I think people are
    starting to sign out.
  • 86:40 - 86:42
    So, we don't have
    time for questions
  • 86:42 - 86:44
    but I guess people will email us.
  • 86:44 - 86:46
    >> Okay, that sounds great.
  • 86:46 - 86:48
    >> Alright, thank you very much.
  • 86:48 - 86:50
    >> Thank you.
  • 86:50 - 86:52
    >> Thanks everyone.
  • 86:52 - 86:54
    >> Thank you.
  • 86:54 - 86:56
    >> Goodbye we'll see you all.
  • 86:56 - 86:58
    >> We'll talk to you soon.
  • 86:58 - 87:00
    >> Very soon.
Titolo:
"Go" by Twista with Cued Speech
Descrizione:

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Video Language:
English
Duration:
06:04

English subtitles

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