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  1. Kiersten Beigel: Good
    afternoon, everybody.
  2. This is Kiersten Beigel.
  3. I'm with the Office of Head
    Start, and I would love
  4. to welcome you this afternoon
    (or midday or morning,
  5. as the case may be
    for some of you).
  6. I'm going to be your
    moderator for this webinar,
  7. "Father Engagement is
    Everybody's Business",
  8. and I am absolutely thrilled
    to be able to do that.
  9. We have a lot going on this week
    at the Office of Head Start,
  10. as you know since you
    registered for this webinar.
  11. This is part of a series
    of resources/events
  12. that are happening the
    week before Father's Day,
  13. and we're really excited to be able
  14. to offer the field some new
    resources to support the work
  15. that we do in partnering with
    fathers in our programs --
  16. Head Start and Early
    Head Start programs.
  17. So, before we get
    going I'm going to --
  18. let's do a little tech talk here.
  19. I wanted to remind you you
    can use your computer speakers
  20. to hear the webinar.
  21. If you can't hear the presenters
    you can, of course, always attempt
  22. to turn on your computer speakers.
  23. And if you're having
    problems with your speakers,
  24. or they're not working, you can --
  25. we've got a phone number here
    in the public chat that Natalie,
  26. who's our webinar coordinator,
    put up for everybody.
  27. So, you can see that
    in the public chat.
  28. It's a number with a
    dial in that you can call
  29. in if you're having trouble.
  30. I also wanted to direct you to Sam.
  31. Sam has his own tab next
    to the public-private tab.
  32. There's a Sam tab.
  33. And if you are having any trouble,
    any kind of technical issues,
  34. you can do some private chatting
    with Sam and he'll help you out.
  35. So, that's our tech talk.
  36. I wanted to tell you that we
    have a pretty interactive session
  37. for you today.
  38. We're really excited.
  39. We have a pretty laid back group
    of folks, who are very passionate
  40. about their work with
    fathers, to say the least.
  41. And I think they're going to keep
    it pretty conversational so this --
  42. we may be doing a little
    webinar free styling here,
  43. a little different than
    the usual style of webinar.
  44. And they're also excited to get
    to know a little bit about you.
  45. We'll be doing some polling
    questions, asking you to weigh in,
  46. and they'll guide you
    when it's time to do that.
  47. So, now I would like to give
    you a chance to hear from them.
  48. They're going to introduce
    themselves, and we'll start
  49. with David who is in the
    upper left hand corner here.
  50. And if you guys could just tell
    us who you are and a little bit
  51. about your connection
    with this work.
  52. David Jones: Okay,
    thank you Kiersten.
  53. Welcome everyone.
  54. I'm so excited that
    you're all participating
  55. with us on this webinar.
  56. My name is David Jones.
  57. I am the Fatherhood Specialist
    here in the Office of Head Start.
  58. I co-lead all of our fatherhood
    efforts with Kiersten Beigel.
  59. And I have about 15 to 20 years
  60. of experience providing services
    directly, indirectly for fathers,
  61. individual work, group work,
    you name it, within the context
  62. of Early Head Start, Head Start,
  63. and also as a consultant
    to other programs.
  64. So welcome.
  65. John Hornstein: Okay,
    I'm John Hornstein.
  66. I'm on the upper right hand side,
    the one with the glasses up there.
  67. I'm delighted to be working with
    David and Ed and Kiersten on this.
  68. I work at the National
    Center for Parent, Family,
  69. and Community Engagement and
    have been doing fatherhood work
  70. for over 30 years.
  71. And kind of backed into it
    when -- at a time when --
  72. I remember very distinctly the
    first time I said to myself,
  73. "I've got to do more about
    this," was at a conference
  74. when the keynote speaker
    was asked, well,
  75. what do you do with fathers then?
  76. And the speaker said, "well,
  77. nothing because they
    don't show up."
  78. So, that got me not laid back,
  79. as Kiersten said,
    but quite passionate.
  80. So, I'll move onto Ed.
  81. [Foreign Language]
  82. Edwin Cheromiah: This is --
    my name is Edwin Cheromiah,
  83. and I just greeted you
  84. in our Pueblo Laguna
    language, the Keres language.
  85. I was just wishing
    everybody a good afternoon.
  86. Also again, I've been with the
    Pueblo Laguna Fatherhood Program
  87. through the Laguna Head Start
    for the past eight years.
  88. Way back in 2004, these men -- a
    few men got together and wanted
  89. to have fathers more engaged.
  90. So it went through
    PFS first of all,
  91. but then finally came
    into Head Start.
  92. That's where I've been,
  93. that's where I was
    hired for this position.
  94. And I continue to offer
    services for dads, you know,
  95. resources to different programs
    that we have here in Laguna,
  96. and also offering
    them just the support
  97. that sometimes fathers
    need to move forward.
  98. And it's a pleasure
    to be with you today.
  99. Kiersten: So how we're really --
  100. you might have heard
    some of our muted voices.
  101. We were really excited to see
    folks rolling in, and we have well
  102. over 1,000 people register for
    this, which is very telling
  103. about how interested people
    are in father engagement.
  104. So, today what we're going to
    do is about an hour and a half.
  105. And I'm going to monitoring chat.
  106. So, as questions come up along the
    way, we might stop and take some
  107. of those, or I might
    make some decisions
  108. about holding those
    towards the end.
  109. But, what we're going to do is
    reflect kind of on where we are now
  110. and where we hope to go in
    building supportive partnerships
  111. with fathers, think a little bit
    about sort of the movement --
  112. of the fatherhood movement and how
    things have evolved in Head Start
  113. with regards to father engagement.
  114. And we want to renew our enthusiasm
    and commitment to this work.
  115. We want to identify some ways
    to build father engagement
  116. that is systemic,
    integrated and comprehensive,
  117. and we'll talk more
    about what that means.
  118. And we hope to share some
    new resources for you.
  119. Some of the resources that
    are coming out this week
  120. that you may use to improve your
    program practice with fathers.
  121. So, without further ado,
    I turn it over to David.
  122. David: Hi, so we're going to begin
    with our first polling question,
  123. which is a two part question.
  124. We want to get a feel for,
    you know, the participants
  125. on the call today, so we'd like
    to ask that everyone participate.
  126. So, Natalie can you please
    go ahead and launch the poll?
  127. [ Background Noise ]
  128. David: And the first
    question is, what is your role
  129. within the Head Start program?
  130. So, we'd like for everyone to
    sort of take a moment and click
  131. on the choice that best
    fits the role that you have
  132. in the program within
    where you work.
  133. If - obviously, if you're not
  134. within a Head Start program you can
    choose one of the other options.
  135. We'll give you a few
    seconds to do that.
  136. [ Background Noise ]
  137. David: And Natalie, I'm
    not sure in terms of time,
  138. but give them a couple more seconds
  139. and then we can take
    a look at the results.
  140. [ Background Noise ]
  141. David: Okay, can we see
    results from the first question?
  142. Wow, so it looks like about
    26 percent of you are family
  143. and community partnership staff,
  144. 11 percent are parent involvement
    staff, and then just sort of mix
  145. of sort of directors, sort
    of leadership in the program.
  146. We actually have some focused male
    involvement staff, health staff.
  147. So, this is great and this
    sort of connects with the title
  148. of this webinar, which
    is, you know,
  149. "Father Engagement is
    Everybody's Business"
  150. so this is really nice to see.
  151. So, can we move now to
    the next polling question?
  152. [ Background Noise ]
  153. David: Okay, it's going
    to come up in a second.
  154. [ Background Noise ]
  155. David: So, what is your gender?
  156. [ Background Noise ]
  157. David: Take a few moments,
    make your selection.
  158. [ Background Noise ]
  159. David: And the one
    thing I want to say
  160. about the previous
    polling question is, again,
  161. irrespective of your role
    within the program, you know,
  162. everyone can make a meaningful
    contribution to working with,
  163. supporting and engaging fathers.
  164. John: Uh huh.
  165. David: That's one of the
    things that we really want
  166. to underscore with today's webinar.
  167. Okay, can we see the
    results please, Natalie?
  168. [ Background Noise ]
  169. David: It takes a
    couple of seconds.
  170. >> David: Ah.
  171. >> John: Wow.
  172. >> John: You know that leaves a
    certain percentage unaccounted for.
  173. >> David: Yeah.
  174. >> John: But still, the proportion
    is pretty interesting isn't it?
  175. >> David: It is.
  176. It is and I mean this is
    really important for us
  177. because again we want to make
    sure that we're being thoughtful
  178. in terms of how we respond, how
    we present and what we're saying.
  179. We have a sense that you know
    our programs are predominantly
  180. populated by female staff,
    but we just want to make sure
  181. that we're being thoughtful and
    sensitive to the entire audience.
  182. So, thank you so much
    for your participation.
  183. Natalie, you can go ahead
    and close that poll.
  184. [ Background Noise ]
  185. John: What it also says David
    is the majority of conversations
  186. with fathers are between
    female staff and fathers.
  187. David: That's right.
  188. John: Yeah.
  189. David: That's right.
  190. And so, it speaks to and
    underscores the importance of,
  191. sort of, what happens when those
    opportunities present themselves
  192. in terms of what we do with them.
  193. So, we're waiting
    for the next slide.
  194. And while we're waiting,
    basically what we're going
  195. to do moving forward is just
    going to be really reflecting
  196. on fatherhood and Head Start
    and Early Head Start and sort
  197. of talking a little bit about
    the historical evolution
  198. of the fatherhood
    movement within Head Start.
  199. [ Background Noise ]
  200. David: Seems -- we may be having
    a little technical difficulty.
  201. John: I've -- David:
    Do you see the slide?
  202. John: Yeah, but I
    clicked on the tab
  203. at the top that'll put me
    back to father engagement.
  204. I did -- David: Okay.
  205. So, I just did the same thing.
  206. So, I mean there's a lot that we
    can cover to address, you know,
  207. why fatherhood evolved
    in the way that it has.
  208. You know, we can sort of
    ask ourselves some questions
  209. about the role the women played.
  210. And let me say that women have been
    exceptional in their understanding
  211. and support of the movement
    to support father engagement.
  212. And I think were it not for their
    initial insight and their fortitude
  213. and support, I'm not
    certain we would have evolved
  214. to where we have today.
  215. John: Yeah.
  216. David: You know, they
    had to allow men in.
  217. John: Right.
  218. David: And then what about the men?
  219. John: Yeah.
  220. David: I think they had to
    dare to be different and step
  221. out of their comfort zone, but what
    is important is involving fathers.
  222. Initially, we got to a place
    where in the awareness stage what
  223. that meant was that we were not
    only asking more from fathers,
  224. but we were also asking more
    from programs and from staff.
  225. So, that means everybody had to
    be a little bit different in terms
  226. of the way that they were
    working and what they did.
  227. In the second stage, the
    acknowledging stage, you know,
  228. programs -- we began to believe
    that programs needed sort
  229. of an adjunct or separate services
    for fathers in order for them
  230. to be effective, in order
    for them to meaningful.
  231. And I think at the
    time, John and Ed
  232. if you agree, that was appropriate.
  233. John: Sure.
  234. David: Until we began
    to see what happened
  235. when the father involvement
    staff left the organization.
  236. You know sometimes the -- all
    the great effort, the great work
  237. that had gone into producing
    this program sort of went
  238. out the door with that individual.
  239. So, we've evolved now in our
    thinking to not only expect
  240. that staff build relationships with
    fathers and that fathers engage.
  241. We are suggesting that fully
    integrating services for fathers
  242. as a component of overall
    services is not only appropriate,
  243. but it can contribute to
    sustainable service provision
  244. when we make fatherhood
    everybody's business.
  245. John: Uh huh.
  246. David: And it's important to note
  247. that initially you know
    some fathers were hesitant,
  248. almost reluctant, for
    very valid reasons.
  249. You know there were some cultural
    reasons for their distance
  250. from educational programs as well
    as some of the systemic stuff
  251. that we're all aware of.
  252. But, in some cases we have fathers
  253. who have received incredible
    support and guidance
  254. from their own fathers, and
    they drew from that experience,
  255. and it was easy to really work
    with them and talk to them
  256. about what was important
    for them as fathers.
  257. And then we had the other end
    of the spectrum with fathers
  258. that did not have that
    experience that were committed
  259. to doing something
    different for their children
  260. than what they received.
  261. John, would you like
    to say -- John: Yeah.
  262. David: Anything about the
    connections and opportunities
  263. for connections at the
    different developmental stages?
  264. John: Yeah sure.
  265. I mean I think this is a great
    kind of reflection on the history.
  266. And I -- the other day I
    was wondering, you know,
  267. what did fathers themselves
    have to do with this change?
  268. And I think fathers themselves
    are expecting more of programs
  269. because society as
    a whole has changed.
  270. But, I think, one of the
    things about expectations is
  271. that it may feel really different
    at different ages, what --
  272. the kind of connection
    you can make with a father
  273. when he brings an
    infant to a program,
  274. or when you do a home
    visit, is quite different
  275. than that father whose thinking
  276. of their four year
    old as a ball player.
  277. So, I think there is a lot of
    complexity to this process.
  278. But I also think that this
    idea that somehow everybody --
  279. that full engagement means really
    thinking about every aspect
  280. of the program as being something
    that fathers are involved with
  281. and that it's not a
    distinct and separate thing.
  282. I think that's an important thing.
  283. At the same time there may be
    some things that are distinctly
  284. for fathers, and those
    shouldn't end necessarily.
  285. David: That's a really good point.
  286. >> Yeah. David: So, as we
    consider what we mean or, sort of,
  287. what we're thinking about when we
    talk about moving from involvement
  288. to engagement, as you
    can see from this slide.
  289. You know a lot of times, in
    my experience sort of being
  290. in a program, sort of leading
    the evolution of a program
  291. that became more father friendly,
    consulting with other programs
  292. that were beginning or attempting
    to start fatherhood initiatives.
  293. Programs tend to gravitate
    to do what comes easy
  294. or what satisfies program's goals
  295. of actually having
    a fathers' event.
  296. And that's not to say that
    these events are not meaningful
  297. and they don't provide
    opportunities for connectedness,
  298. but tying the event to a process
  299. that facilitates ongoing
    opportunities for connectedness
  300. and relationship building is
    the key with the goal in mind
  301. of learning about how you
    know fathers think and feel
  302. about their role as parents
    and what's important to them
  303. in relationship to their
    child's development.
  304. You know, we are at a place where
    we want staff to extend themselves
  305. and seek opportunities to connect.
  306. There's so many routines
    and complimentary supports
  307. within Head Start that provide
    opportunities to connect
  308. with fathers that can result
    in systemic, integrated
  309. and comprehensive services,
    as shown on this slide.
  310. You know, we encourage you to dig
  311. into the resources that's
    being released this week
  312. and begin assessing your programs'
    current services, the intersections
  313. and or opportunities for
    connections with fathers, you know,
  314. at times of pickup and drop off.
  315. You know, if families transition
  316. and then I know there's
    this process where a lot
  317. of families transition into Head
    Start or Early Head Start initially
  318. in home-based and they move
  319. into a center-based
    option if that available.
  320. There's a significant change in
    the amount of time that you have
  321. to communicate with families when
    they're in home-based juxtaposed
  322. to center-based during
    pickup and drop off.
  323. So, staff have to be really
    crafty about seizing the moments
  324. and taking advantage
    of those opportunities
  325. to communicate with families.
  326. John: Can you go back?
  327. David: Sure.
  328. John: Is it possible to go back?
  329. David: Of course.
  330. John: Because I want to put
    an X right there, alright.
  331. David: Okay.
  332. John: And there's some interesting
    research on mothers and fathers
  333. when they drop off
    kids at childcare.
  334. And one of things they've found is
    that after a problem, I'm sure many
  335. of you have seen situations
    where the child kind
  336. of has a hard time transitioning
    in and cries and both the parent
  337. and the child have difficulty.
  338. So, in this research they called
    up both mothers and fathers
  339. like 10 minutes or so after
    they dropped the child off
  340. and what they found was that
    when it was a problematic one,
  341. when it was a separation
    issue, both mothers
  342. and fathers were still upset.
  343. They were still really concerned.
  344. The difference was, was that the
    mothers typically had somebody
  345. to talk to about it
    and the fathers didn't.
  346. So, you know, what David said
    about these particular times
  347. to make a connection,
    that time when the,
  348. with the difficult drop off,
    that may be a great time
  349. to build a connection
    with a father.
  350. Now, you can move the slide.
  351. David: Make a point.
  352. John: I just wanted to use the
    X. David: This is yours, John.
  353. John: Okay, yeah.
  354. So, and this kind of gets
    to what I was talking about,
  355. is these barriers to involvement
    and engagement are different.
  356. So, involvement is, like,
    what's getting in the way as far
  357. as just a physical thing, you know?
  358. Is it transportation?
  359. Is it ability to make
    it to the program?
  360. It's all kinds of these almost
    physical kind of barriers,
  361. whereas the barriers to true
    engagement, to a true partnership
  362. with fathers is really
    more internal.
  363. It's more, what am I bringing
    to these relationships?
  364. What do I believe that
    the father believes
  365. about the program or
    about child rearing?
  366. So, it's more this internal
    stuff that's in the way
  367. of fully engaging with fathers.
  368. And so, when we get to
    professional development,
  369. that's what we're going
    to want to think about.
  370. So, you know, what is in
    the way of a father walking
  371. across the threshold into a
    program or actually participating
  372. in a meeting when there's an issue?
  373. So, I think that we're moving
    to thinking in a deeper way
  374. about how we form
    these partnerships.
  375. So, yeah, so now we can
    move to the research.
  376. David: Well John, before we move
  377. to the research slide
    -- John: Yeah, yeah.
  378. David: I would just like to
    add a little conversation
  379. about this last bullet.
  380. John: Okay.
  381. Oh, you're using the star.
  382. I see. David: Getting fancy here.
  383. You know this is where a lot of
    the work really happens with staff
  384. as it relates to professional
    development when we start
  385. to think about the barriers.
  386. John: Yeah.
  387. David: I think it's important
    for us to really acknowledge
  388. and accept the fact
    that it is difficult
  389. and that it may take
    time and effort.
  390. You know in the fatherhood
    resource that we're releasing today
  391. on the ECLKC on page 22
    there's really nice quotes
  392. from a staff member that speaks to
    her beliefs about the father's role
  393. and who she felt she should be
    talking to about child development.
  394. And how with good staff
    training, peer support
  395. and supervision she was able to
    change her belief system and begin
  396. to look at other personal
    and professional biases
  397. that were affecting
    her work with fathers.
  398. John: Yeah, yeah.
  399. That's -- David: I think that's
    just a really important point
  400. to make that we know that this
    work there's some complex issues.
  401. And moving from one place
  402. to the next will take some
    time, energy and effort.
  403. John: Yeah.
  404. And David, so much of that
    stuff thus sets the beliefs
  405. about what my role as a parent
    or my role in communicating
  406. to a parent about which
    issues is pretty deep stuff.
  407. We're not necessarily
    conscious of it.
  408. We just do it.
  409. David: Right.
  410. John: It's something that's
    culturally formed in us.
  411. And so, I think some of it
    is just acknowledging that
  412. and bringing it to the surface.
  413. So, yeah it's a really good point.
  414. David: And the trust that
    has to be involved in terms
  415. of the relationship with your
    supervisor to get to a place
  416. where you're actually beginning to
    wrestle with some of those issues.
  417. John: Exactly, yeah.
  418. David: Okay.
  419. John: Okay, so the research says a
    lot and to try to put the research
  420. on fatherhood on one
    slide is very difficult.
  421. And before I get into
    this, I'd like to say
  422. that this might feel
    a little offensive
  423. to some people, and that's okay.
  424. But, part of it is that
    this doesn't say anything
  425. about women really.
  426. And when I say well, fathers
    make important contributions
  427. to children's development.
  428. Well that doesn't mean that mothers
    don't make the same contributions,
  429. or that mothers in some cases
    make the same contributions
  430. that fathers do, or some
    fathers that mothers do.
  431. So, I think this you know it's
    not as like you know one --
  432. two sided as it may seem.
  433. So, I just want to you know
    make that disclaimer first
  434. because I think this can start
    feeling like oh, dads do this
  435. and mothers do this when,
    in fact, it gets mixed
  436. up a lot more than we might think.
  437. The first bullet is
    men are fully capable
  438. of nurturing young children.
  439. We know that.
  440. We know that throughout history.
  441. Men have nurtured young children.
  442. In some societies men play a
    larger role in the nurturance.
  443. In many societies that's
    changing, but men's brains respond
  444. to a babies cry the same
    way women's brains do.
  445. The same parts of the brain get
    activated when they hear a cry.
  446. Society has helped them figure out
    what to do when they hear that cry,
  447. but the neurological
    phenomenon is the same.
  448. Men naturally raise their
    voices to a higher pitch
  449. when they're talking to infants.
  450. Of course, if you ask them
    whether they are they might say
  451. "no, I'm not doing that".
  452. But, then they go "ooh
    yeah, [inaudible]".
  453. So, you know there are things
    that men are very capable
  454. of nurturing young children.
  455. Another point on this one is that
    men tend to look more nurturant
  456. with young children when
    there aren't women there.
  457. That when there's not, and I would
    attribute it to well, you know,
  458. there's some role definition
    going on here and I'm going
  459. to you know play this role.
  460. But, we find in general that
    when there aren't women near,
  461. men show more nurturance.
  462. The second bullet, and this
    could go on and on and on,
  463. and some of this material is in
    the guide that David referred to,
  464. fathers make important
    varied contributions
  465. to children's development,
    regulation and self-control.
  466. There -- the way they play with
    young children causes children
  467. to actually control their
    impulses a little more
  468. or know what the limits
    of that are.
  469. We -- you know there's this
    discussion of fathers tend
  470. to play more roughly
    with their children,
  471. and sometimes mothers get a
    little nervous about that,
  472. or even Head Start staff get
    a little nervous about that.
  473. And certainly we don't want
    that to go too far and --
  474. but at the same time a
    certain amount of that is --
  475. helps the child gain
  476. Language development, well men
    tend to make children work harder
  477. when they say something.
  478. And the classic example is when the
    toddler goes to the refrigerator
  479. and goes "ju", like that, the
    mother opens up the refrigerator,
  480. gets a cup and pours juice
    whereas the father goes "what?"
  481. And then the child goes "juice".
  482. And the father goes "oh,
    you want some juice".
  483. And so, like I said
    that's in general.
  484. Some mothers are going to be
    more like fathers that way,
  485. some fathers more like
    mothers, but in general kids
  486. in the toddler period anyway have
    to work harder with their language.
  487. Same is true for cognitive
    and emotional development.
  488. Fathers have a distinct
    impact on that.
  489. That active play with
    fathers, nurturant play,
  490. actually supports cognitive
    and emotional development
  491. and there's pretty strong
    research evidence to support that.
  492. It, the -- in fact, the
    relationship between,
  493. this is a different piece of
    research, but the relationship
  494. between a father and a child
    is not necessarily measured
  495. by whether the child goes
    to the father for security.
  496. Certainly in good
    relationships that happens.
  497. But, a better measure, better
    predictor of the relationship
  498. between a father and a child
    is how they play together.
  499. So, that's something that
    we want to encourage.
  500. And then the final bullet is well,
  501. it's good for a lot
    of other things too.
  502. When fathers are involved, when
    other men are involved in the lives
  503. of mother's children, then
    mothers can be better mothers.
  504. They can mother more
    effectively and some
  505. of that is economic, of course.
  506. Some of it is, as with any of
    us when we've got the support
  507. of another person, we
    can do our jobs better.
  508. Fathers themselves report
    that when they're involved
  509. with their children, when they're
    engaged with their children,
  510. they feel better about themselves.
  511. And that's almost self-explanatory
    and then society as a whole,
  512. people that are engaged in
    fathering and men who are engaged
  513. in fathering engage in less crime.
  514. They're more productive
    members of society
  515. and there's a number of outcomes.
  516. So, that's a lot of the research
    in a nutshell and I don't think
  517. that most people on this call need
    to be convinced of this in any way.
  518. But, it's nice to have some of
    these ideas so that we can kind
  519. of deepen our understanding of
    what the effect of fathers is
  520. and what the effect of being
    involved in children's lives
  521. and their programs is on fathers.
  522. [ Background Noise ]
  523. John: Oh. Yeah go
    ahead David, yeah.
  524. David: So, with this particular
    slide what we kind of wanted
  525. to do was to have our participants
    that have engaged in a little bit
  526. of interactive exercise.
  527. Sort of, if you can,
    if you're willing,
  528. take a look at this picture and
    then just type into the chat sort
  529. of what you see in this picture.
  530. We just kind of want to get a
    feel for sort of is there anything
  531. that strikes you as you're looking
    at this father and this child?
  532. So, if you could take a
    moment to type into it.
  533. I think we're going to
    use the public chat.
  534. So, type into the chat
    your sort of reactions
  535. when you see this picture.
  536. So, we'll take a few
    minutes to have you do that.
  537. [ Background Noise ]
  538. David: John, is there anything else
    you wanted to say while they're --
  539. while we're waiting for
    someone maybe to type a --
  540. John: Well, the picture
    is so compelling.
  541. I hate to distract people.
  542. But, I would -- if anything I've
    said about the research was --
  543. struck you as gee I don't really --
    I'd like to hear more about that,
  544. I would direct people to the
    guide because there's a section
  545. of the guide that kind of
    summarizes the research on fathers,
  546. in particular the contribution they
    make to children's development.
  547. David: Okay, well it doesn't look
    like we have any brave souls.
  548. Oh, whoa here we go.
  549. John: Okay.
  550. David: There is -- thank you
    so much Lada, a dear friend
  551. of mine, former colleague.
  552. Well, hopefully she still
    considers herself a colleague.
  553. John: She's -- she felt sorry felt
    for you and had to write something.
  554. David: I know, right.
  555. She sees a picture of the
    loving father with his child.
  556. John: Uh huh.
  557. David: Very interesting.
  558. Now, is there anyone else out
    there that sees something similar
  559. or something different
    that would be willing
  560. to share it with the group?
  561. We need one brave soul.
  562. Sam Gourlay: Actually this is
    Sam Gourlay [assumed spelling].
  563. Unfortunately, we're having
    a little bit of an issue
  564. with public chat right now.
  565. So, there are a lot of people that
    are airing wonderful comments,
  566. but they're unable to get them
    into the public chat area.
  567. I apologize for this.
  568. John: Okay.
  569. David: Can you see them, Sam?
  570. Can you see them?
  571. Sam: Yeah.
  572. I'm going to try to relate
    them through the private chat.
  573. Thanking everyone for
    directing them to me.
  574. I'll try to push them in.
  575. David: Awesome, thank you.
  576. John: Great, great.
  577. Well maybe we can come back to
    that and move on with the slides.
  578. You want to do that David or?
  579. David: Yeah, that works.
  580. John: Yeah.
  581. David: So, in this slide it's
    going to be an opportunity for Ed,
  582. John and myself to kind
    of weigh in a little bit.
  583. John: Yeah.
  584. David: I particularly like this
    slide because it is illustrative
  585. of our expanding definition
    of the father's role.
  586. We've completely moved away
    from men thinking of themselves
  587. as solely financial providers.
  588. Each of these roles
    have specific meanings
  589. to fathers given their past
    experiences, where they are
  590. in their current lives,
    where they are going
  591. and of course their maturity level.
  592. And I'll just start with
    one of them and give John
  593. and Ed an opportunity to chime in.
  594. Advocating, you know, to me,
    advocating is what should you learn
  595. that you're an advocate
    for your child.
  596. It's one of those now and
    forever roles, so John.
  597. John: Yeah, you know it's
    funny, David, when you picked
  598. on the advocate role because
    you immediately brought me back
  599. to when my daughter
    was born and she was
  600. in the neonatal intensive
    care unit.
  601. And my job as a father at
    that time was to advocate
  602. for the wellbeing of my child.
  603. You know it was to deal
    with this healthcare system
  604. that I didn't understand
    and was really angry at.
  605. And so, you know there's that,
    there was the nurturer part
  606. of that, the protector part
    of that, but there was also,
  607. like I had to advocate
    for my child.
  608. I had to know something, and
    so I appreciate you starting
  609. with that one.
  610. The one that I pick up on
    is this friend-playmate
  611. because that's a very complex one.
  612. You know we tell fathers "well,
  613. if you want to be the
    disciplinarian you can't be your
  614. child's friend.
  615. You got to be the father.
  616. You got to be the discipline, the
    person that provides discipline."
  617. At the same time, you know, there's
    a slash playmate and we know
  618. that in the relationships
    between fathers
  619. and their children is often
    a very playful relationship
  620. in that the child, as early
    childhood people we know,
  621. the child learns through
    the process of play.
  622. So, I think that that one is,
    that one's got a lot of complexity
  623. to it, but it's one that we know
    kind of fathers connect with.
  624. So, that's my two
    cents on that one.
  625. David: Awesome, Ed.
  626. Edwin: Yeah I'm here.
  627. I would -- we had just
    talked about this earlier,
  628. and I was just talking to
    one of the fathers here that,
  629. or actually a grandfather,
    about some of these things.
  630. And we -- you know, a lot of
    it has to deal with for us,
  631. from a native side,
    is our core values.
  632. You know, again, you know,
    building strength on the --
  633. where we incorporate culture,
    ceremony, traditions and healing
  634. and of course humor is a big
    part of you know native men
  635. and of course all men in general.
  636. And that -- we are
    hoping that was going --
  637. some of the teaching that we do
    through spiritual guidance is
  638. that it help us, you know, increase
    and strengthen family preservation.
  639. And that's what we're all kind
    of looking for is offering
  640. that family preservation and
    for our children to continue
  641. to offer those teachings as
    they become parents later on,
  642. role modeling some of
    those things especially.
  643. Again, you know a lot of
    it is creating a safe place
  644. for men you know to come and
    talk about these types of things.
  645. And a lot of it sometimes
    doesn't always take place
  646. in a [Inaudible] setting, but
    a lot of it also takes part
  647. at our fatherhood
    program here at Laguna.
  648. Again, it's again all about
    strengthening, you know,
  649. family relationships,
    family involvement
  650. and just being a responsible father
  651. that again goes back
    to the preservation.
  652. David: Okay.
  653. Edwin: You know those are just some
    of the things that we had talked
  654. about earlier, so -- John: Yeah.
  655. The other day, Ed, you also said
    something about how in Laguna
  656. that the -- that men transmit
    certain things culturally
  657. to the kids as the
    educator in a sense.
  658. Edwin: Right, right and that's -- a
    lot of the cultural teachings come
  659. in from the [inaudible] side.
  660. It also includes planting because
    the planting doesn't only include
  661. just planting of a seed in
    the ground, but it also --
  662. there's a cultural teaching behind
  663. that where you're planting
    other knowledge into a child
  664. and you know planting
    those important roles
  665. that they will be facing
    as they become adults.
  666. So, those are some of the things
    that growing and nurturing
  667. of those particular things.
  668. John: Wow, right.
  669. David: You know, and John I
    was thinking a little bit too
  670. about what you said you
    know with your daughter.
  671. And I think one of the things
    that we don't always acknowledge
  672. or allow ourselves
    to sort of appreciate
  673. in men is they are afraid,
    that they're scared.
  674. They're scared of embracing
    the fatherhood role.
  675. John: Yeah.
  676. David: Embracing sort of the
    expanding definition of their role,
  677. and also afraid of
    negotiating systems.
  678. I can't even imagine what it must
    be, feel like to have a daughter
  679. in a neonatal intensive
    care unit and have
  680. to negotiate you know
    all these professionals.
  681. And we, you know, as humans we
    tend to rely on professionals
  682. to make important decisions
    that impact our lives for us
  683. because we trust that they
    have a particular expertise.
  684. So, I think that as we continue
    to expand our understanding
  685. of how we need to be thinking about
    working with fathers it's okay,
  686. it's important for us to realize
    rather that they do become afraid.
  687. They are challenged by
    fulfilling all the multiple roles
  688. that we're asking them to fulfill
    and that these fears are very real
  689. for them, and they have to
    acknowledged and supported.
  690. John: Yeah that's great David.
  691. I mean you're right on.
  692. And I think that of course when
    you're talking about fear in men
  693. and society you know we
    don't like to show it.
  694. David: Right.
  695. John: Right, we don't
    necessarily like to show our fears,
  696. but probably if you
    ask most men who happen
  697. to be fathers too what their
    greatest fear is they're not going
  698. to say their own safety.
  699. They're going to say
    fear for their child.
  700. David: Right.
  701. John: Which is probably
    very in common with women.
  702. But, its -- and, but do men
    actually reveal their fears
  703. in the same way?
  704. Do they talk about them?
  705. And I think that's real
    [Inaudible] when you --
  706. when a father actually will
    say, you know, that I'm afraid
  707. that my child isn't going
    to succeed in school,
  708. or my child isn't going
    to be accepted by peers,
  709. or whatever the issue is, then
    you're dealing with a passion
  710. that makes him a father.
  711. Then you're nurturing the
    nurturer when you can listen
  712. to that and support that man.
  713. But, if you're at the place
    where a father is sharing some
  714. of those fears with you in a way
    that's comfortable then I think
  715. you've made real progress
    in your relationship
  716. with that father, for sure.
  717. David: That is a really
    important point.
  718. Alright, so I think
    we had a few comments.
  719. We're going to move back
    really quickly -- John: Okay.
  720. David: To the previous slide.
  721. And I just want to share
    what's interesting --
  722. Lada sort of kicked this off
    and she's obviously female.
  723. But, then we had three men
    comment and the comments were:
  724. wanting to stay connected; a
    father wanting to stay connected
  725. to his child; the importance of the
    skin to skin contact between father
  726. and child; and a man
    showing gentle love and care.
  727. John: Yeah.
  728. David: All very positive,
    which is great.
  729. John: Yeah.
  730. David: So, I think we've
    done a good job of sort
  731. of getting people
    excited and getting them
  732. to celebrate what we're doing
  733. and having them feel really
    positively about fatherhood.
  734. When Kiersten and I recently showed
    this slide and sort of used it
  735. as part of our presentation
  736. in the Leadership Institute there
    was some different perceptions
  737. that came from a predominately
    female audience,
  738. which was really interesting.
  739. For the most part participants
    were supportive and they were able
  740. to actually look at the
    strength in the picture.
  741. But, then some of the participants
    seemed like the father looked
  742. like he was uncomfortable.
  743. He didn't really know
    what he was doing.
  744. The baby's face looks like
    it's a little crunched
  745. up in between his shoulder.
  746. The baby looked uncomfortable.
  747. I mean they took it to some
    really interesting places
  748. and it was almost as if they
    wanted to take the baby out of
  749. that father's hands, which
    was really interesting to us.
  750. And a question for -- from
    us to the group would be,
  751. how would you help this
    father build upon what we see
  752. in the photo that is a strength?
  753. And if there are some things that
    now that you're looking at it
  754. from a different lens that you
    would want to sort of change
  755. or provide some support
    and guidance around.
  756. What might be the first thing
    that you would say to this guy?
  757. That's rhetorical.
  758. I'm not expecting you to answer.
  759. But, John you want to weigh in?
  760. John: Yeah, I think -- I
    mean any picture of a man
  761. or a woman holding a child
    evokes a pretty strong kind
  762. of just below the
    surface responses.
  763. And I mean you see a baby and
    you want to hold the baby.
  764. I see babies in supermarkets, and
    I try to steal them all the time.
  765. I mean it's like it's
    -- there is a response.
  766. There's a very -- and I
    guess if you had a response
  767. and you didn't even put it down on
    paper, or the computer I guess now,
  768. is oh -- I would try to understand
  769. that response before
    doing anything, you know,
  770. or as you're doing something.
  771. But, certainly I like,
    David, what you're saying,
  772. so yea there's plenty that you can
    see in this picture to work from.
  773. And yeah, I -- actually
    I immediately go
  774. to what you're asking.
  775. It's like well, how would you
    start making a relationship
  776. with his father based on
    what you see right here?
  777. >> Uh huh.
  778. >> Yeah. David: And, you know,
  779. I mean it's like just really
    simple basic questions that's going
  780. to give you some insight
    into where this father is at.
  781. What's important to him?
  782. How he might be thinking
    in that moment?
  783. You know, how does
    this feel for you?
  784. What are you thinking when you hold
    your child so close in this way?
  785. Is there a particular reason
    why you hold him that way
  786. because it could be cultural?
  787. But, those are points,
    questions that will then begin
  788. to generate some really significant
    conversations with that father.
  789. John: Yeah, yeah, great.
  790. David: So, we're going
    to move and John
  791. as you -- John: Oh, look at this.
  792. Look at this.
  793. That's good.
  794. I've seen this before.
  795. This is the Parent, Family, and
    Community Engagement Framework,
  796. and I assume that many of you
  797. on the webinar have seen
    this very colorful graphic.
  798. I think it's -- I actually
    really like this Framework.
  799. I think it puts together
    exactly what it says that parent
  800. and family engagement,
    and you could --
  801. instead of parent and
    family, you could put father
  802. in there, not without family.
  803. Not without the parent,
    but you could put father
  804. and it would all still apply.
  805. So, when father engagements
    are systematic and integrated
  806. across program foundations
    and impact areas,
  807. family outcomes are achieved.
  808. So, and then hence you're
    working on child outcomes.
  809. But, this progression
    is interesting.
  810. And I almost like
    to think of this as,
  811. so the program foundations
    they're like the nervous system.
  812. They're the brain.
  813. They're the thing that sends
    messages to the whole body, right?
  814. So, the program leadership is
    like yes, we believe in it.
  815. My brain believes in
    father engagement.
  816. I actually reflect on my own
    relationship with my father,
  817. and I want to make it a
    priority for this program
  818. and these are the ways I'm
    going to support everybody.
  819. And that -- part of the
    point here is that everybody
  820. in the system is engaging
    with fathers,
  821. the same for continuous improvement
    and professional development.
  822. They're kind of like --
    these are the things,
  823. these are the foundations.
  824. These are what makes
    a whole system work.
  825. Kind of see the program
    environment that --
  826. the impact areas as
    kind of the muscles
  827. and the organs of
    the organism, right?
  828. You know, these are things
    that get things done.
  829. The partnerships with
    families, with fathers are
  830. where we get things done.
  831. The teaching and learning, the
    partnerships with other agencies
  832. and certainly creating
    a welcoming environment
  833. for fathers is a large
    piece of what we need
  834. to do to send that message.
  835. But, if you notice along
    the top, the arrow, positive
  836. and goal oriented relationships.
  837. Well, I see that as the
    blood in the system.
  838. That's the circulatory system.
  839. That's what keeps everything
    refreshed and going.
  840. Maybe the metaphor
    doesn't work that well.
  841. I don't know.
  842. But, the -- I don't want to
    neglect that arrow at the top
  843. because for all these pieces
    to work together, for this body
  844. to work together, we've got to
    reflect on our relationships
  845. with men who have their
    children in our program.
  846. That we have to keep
    that blood flowing
  847. by constantly giving it
    oxygen, by refreshing it,
  848. and that is through
    our relationships
  849. with these fathers whether
    it's at the drop off,
  850. whether it's in -- at a picnic.
  851. Whether it's sending a
    document home or calling home.
  852. Whether -- you know
    in so many ways --
  853. Ed did you want to say something?
  854. Was that -- I just
    heard somebody's voice.
  855. Okay, so-- Edwin: No John
    I was muted there, sorry.
  856. John: Okay.
  857. So, in any case, I think in
    every one of these elements
  858. and the outcomes you can
    see specific kind of things
  859. that we can do with fathers, family
    wellbeing as an outcome area.
  860. Well, one of the things that
    I think I've seen in programs
  861. that do very well with fathers
    is that they acknowledge
  862. that these men also need to
    feel good as men in our society
  863. if they're going to do
    a good job as fathers.
  864. So, and we talked about this the
    other day when we were planning
  865. that this is an important
    piece too.
  866. It doesn't just mean that we
    scrutinize fathers and expect them
  867. to be nurturant and play
    with their children.
  868. But, we also want
    them to be supported
  869. in who they are themselves and
    how they feel about themselves
  870. as competent human
    beings in this society.
  871. So -- Edwin: So -- John:
    Yeah, go ahead Ed, yeah.
  872. Edwin: Yeah, again just talking
    about the program leadership,
  873. the continuous program improve --
  874. all the things that
    you have up there.
  875. I think that's where we're at right
    now with supporting the fathers
  876. in those things because, you
    know, again, the more you're --
  877. again it goes back into our core
    values of what we just talked
  878. about the strengths, to build
    upon those strengths too
  879. for family preservation.
  880. Right now within our
    process, again,
  881. since we've had this
    fatherhood initiative,
  882. but we've had some challenges,
    but still yet we're --
  883. I think the most important
    thing is to try to make sure
  884. that we encourage fathers to
    come in and be a part of their --
  885. the whole cycle for the educational
    piece, school readiness.
  886. John: Uh huh.
  887. Edwin: You know, again,
    we do that through --
  888. we have a lot of dads now
    that are coming to program,
  889. I don't know what they have to
    do with the fatherhood program,
  890. but I think it's just making
    more making the men feel more
  891. comfortable and setting -- by
    setting goals that they're able
  892. to you know come up with the
    family priority goal worksheet
  893. screening tools.
  894. And again, very involved
    in ISSP or IEPs, you know?
  895. Involving parents in those
    things make them comfortable
  896. and help them engage, I guess,
  897. more so in their child's
    readiness for school.
  898. So, I just wanted
    to interject that.
  899. John: Yeah, that's great Ed.
  900. When I was out in Laguna this
    last year we were looking
  901. at the transition
    to school and you --
  902. there was an event in which
    the kindergarten teachers came
  903. to the program and each was
    in a different classroom
  904. because there's a number
    of elementary schools.
  905. And what was -- one of the
    things that was really striking
  906. about that was I think there were
    just as many men there as women.
  907. I could be wrong.
  908. You know, I could be
    primed to look for that,
  909. but I felt that there were a lot
    of men engaged, just as engaged,
  910. having just as many conversations
    with these kindergarten teachers.
  911. And it was great to
    see, but it was --
  912. I mean you didn't
    have to look for it.
  913. It was there.
  914. It seemed very equitable.
  915. David: Okay.
  916. So, John we need to move on to the
    -- John: Okay, sorry, yeah, yeah.
  917. David: That's okay.
  918. John: So, a polling question.
  919. David: Uh huh.
  920. John: Okay.
  921. I need to see it.
  922. Let's see.
  923. David Jones: And yeah,
    Natalie's going to load it.
  924. John: Okay.
  925. [ Background Noise ]
  926. John: Right.
  927. When thinking about
    -- David: Hey John --
  928. John: Do you want me to read it?
  929. David: Yes, yes.
  930. John: Yeah, yeah.
  931. When thinking about father
    engagement that is systemic,
  932. integrated and comprehensive I
    would say our program is beginning,
  933. progressing, thriving
    and innovating, or stuck.
  934. And go ahead and answer
    the question.
  935. [ Background Noise ]
  936. David: So, can we see the results?
  937. John: Oh, there they
    are just as you asked.
  938. Isn't that interesting?
  939. David: Um hmm hmm.
  940. John: What's that mean
    David, that umm hmm hmm?
  941. But, 29 percent progressing,
    that's great.
  942. David: That is really great.
  943. John: Yeah, yeah.
  944. David: And we have five percent
    that are thriving and innovating.
  945. John: Yeah, yeah, yeah.
  946. David: What's going to be really
    important post this webinar is
  947. that any of you out there who feel
  948. that you are stuck please do
    not hesitate to reach out to us.
  949. If there's any way that we're going
    to be able to provide some support
  950. and guidance for you that is one
  951. of the main reasons why
    we're doing this webinar.
  952. For those of you that
    are beginning, kudos.
  953. We hope that you're moving forward
    in a really nice way and, you know,
  954. you move onto a place
    where you're progressing
  955. and you're thriving and innovating.
  956. But again, for all of you at
    any stage of your evolution,
  957. if there's some way in which we can
    be supportive once you've looked
  958. in at the resources that
    we're launching this week
  959. and you have questions about
    them please reach out to us.
  960. That's why we're here.
  961. Natalie, thank you.
  962. John. John: Yeah, I
    actually mentioned some
  963. of these things earlier that the
    foundations are essential here,
  964. and I think the question that
    we just looked at is basically
  965. about continuous improvement.
  966. So, where are you in
    relation to engaging fathers?
  967. I mentioned that there's a lot
    that can be done in the leadership
  968. of a program to support.
  969. I mean, if we go back to the
    framework, we're thinking
  970. of a systemic and integrated thing.
  971. Well, that whole idea of a
    dynamic system, an organization
  972. as a system, the leadership within
    the system needs to be fully behind
  973. that and engage with that.
  974. So, that's an important
    component of it.
  975. My experience with this
    is that often the programs
  976. that are thriving in relation
    to this -- well first of all,
  977. they almost always say --
  978. the leadership almost always
    says we still have a ways to go.
  979. But then, I also find that there
    really is a personal commitment
  980. on the part of the director or the
    manager toward work with fathers.
  981. And I'm not saying everybody
    has to make that their sole
  982. and primary mission,
    but I think that when --
  983. what I found is that there's
    often for the programs
  984. that are thriving a real passion
    in the leadership for this.
  985. The continuous improvement,
    going back to that, is --
  986. this is part of this whole
    idea of having a framework
  987. and having a webinar like
    this and having the guide is
  988. that we can be intentional
    about what we do.
  989. We may feel that we're doing
    very good work with fathers,
  990. but when you're doing it in a
    systemic way and an integrated
  991. and comprehensive way that means
    you're doing it intentionally
  992. as well.
  993. And so, that's when -- so yeah,
    where were we five years ago?
  994. Where are we now?
  995. And where are we going?
  996. What steps do we need
    to take to get there?
  997. David: Awesome.
  998. John: Yeah.
  999. David: So, this next
    slide sort of builds upon
  1000. and expands upon the last
    part of that previous slide,
  1001. the sort of professional
    development piece.
  1002. Not to negate, sort of, the men
    in the audience or in the rooms,
  1003. but I want to speak sort of
    directly to the women in the room.
  1004. And then, before I continue,
    remember I was the one
  1005. who said how instrumental
    women have been in contributing
  1006. to the success of the
    fatherhood movement.
  1007. So, now you know I'm getting
    ready to be a little --
  1008. John: Yeah, but --
  1009. David: Professional
    development is so tricky.
  1010. I can't tell you.
  1011. I've spent so much time, energy
    and effort as a director,
  1012. supporting directors,
    supporting programs around getting
  1013. to this piece of, if you're
    really going to do this work
  1014. in a way that's systemic,
    integrated and comprehensive,
  1015. it begins with the leadership
    understanding that there has
  1016. to be this continuous
    improvement process.
  1017. But it is grounded and it begins
    with professional development.
  1018. So, this can be a really hard
    conversation to have in programs
  1019. because I've never met a successful
    fatherhood program that had a one
  1020. and done staff development
    that prepared the staff
  1021. to adequately work with fathers.
  1022. John: Yeah.
  1023. David: In my experience when
    staff have been trained and are
  1024. on board it is synonymous
    with being involved
  1025. in the process of
    supporting fathers.
  1026. Very basic, show up
    and we can dance.
  1027. But, when they are on board
    or willing to grow to do
  1028. that self-assessment
    and wrestle with some
  1029. of their own more deep seeded
    issues and/or challenges,
  1030. they are now engaged in the
    process of engaging fathers.
  1031. You know, just like we have
    to help men get to a place
  1032. where they were healthy enough
    to confront their challenges,
  1033. we have to also help female
    staff be healthy enough to know
  1034. when they require
    additional supports.
  1035. And this slide sort of speaks to
    my belief based upon my experience,
  1036. there's no research connected to
    this, that when staff have sort
  1037. of said, "okay we're on board with
    working with expanding services
  1038. for fathers and supporting
    and engaging fathers,"
  1039. that they will engage in
    conversations with them
  1040. that takes them a little bit
    outside of their comfort zone.
  1041. Those conversations are going
    to be extremely child-focused.
  1042. They'll be very specific.
  1043. They're going to be so self-aware
    of how they're communicating
  1044. and what they're communicating.
  1045. So they're clinging to those
    boundaries at an optimal distance.
  1046. Those anchors are really, really
    important, but once they move
  1047. to a place where they're a little
    bit more engaged and again,
  1048. they're doing the self-assessment,
    they're wrestling with some
  1049. of their own deep seeded issues
    and supervision or in therapy
  1050. if necessary, whatever
    the case may be,
  1051. then they're a lot more comfortable
    in terms of how they sort
  1052. of approach these
    conversations with fathers.
  1053. John. John: Okay.
  1054. David: Was that you who put the X?
  1055. John: You bet.
  1056. David: Oh, okay.
  1057. John: But, I'll wait till
    the elephant slide comes up.
  1058. David: Okay.
  1059. John: So, let's -- do
    you want to move to?
  1060. -- yeah David: Yeah.
  1061. John: So we've got
    a polling question.
  1062. David: We have another polling
    question for you, because we want
  1063. to try to keep this interactive.
  1064. And I know that once we do
    something that's a little bit
  1065. provocative we might
    get more responses.
  1066. So, Natalie, please
    launch the first question.
  1067. I'll go ahead and read it
    as she -- oh there it is.
  1068. How comfortable are you in
    building partnerships with fathers?
  1069. I am very comfortable.
  1070. I am mostly comfortable.
  1071. I am somewhat comfortable.
  1072. I am uncomfortable.
  1073. I am very uncomfortable.
  1074. So, this is sort of a way that
    you can sort of privately weigh in
  1075. and chime in now on where you're
    at with respect to this question.
  1076. We'll give you a couple
    seconds for you to do that.
  1077. [ Background Noise ]
  1078. John: Somebody's whispering.
  1079. [ Background Noise ]
  1080. David: We have a lot of
    people, so we're going
  1081. to give you guys a
    little bit more time.
  1082. John: Ah, there it is.
  1083. David: Thank you so
    much for calling in.
  1084. We have results?
  1085. John: Yeah.
  1086. David: So, it's taking my system a
    little bit longer for them to show.
  1087. John, can you speak to them?
  1088. John: Yeah, yeah.
  1089. 23 percent of the people
  1090. on the call are saying
    they're very comfortable,
  1091. 20 percent I am mostly
    comfortable, 10 percent somewhat,
  1092. 1 percent I am uncomfortable, and
    zero said I'm very uncomfortable.
  1093. So, what this is that people
    seem to be in a pretty good place
  1094. with building partnerships
    with fathers for the most part.
  1095. I think that, yeah, really the
    large majority are going I am
  1096. mostly comfortable or above.
  1097. And I think that's great.
  1098. That's great.
  1099. Now, being comfortable
    and engaging --
  1100. certainly the comfort level is
    important to genuine engagement.
  1101. But, as I said before,
    it's not just comfort,
  1102. its intentional things
    that we do to do that.
  1103. But -- David: Exactly.
  1104. And so, let's move to the second
    part of that polling question,
  1105. which actually speaks to competence
    and the way you get to a place --
  1106. I think increasing competence goes
    back to professional development.
  1107. So, this question says, have you
    received professional development
  1108. around building supportive
    partnerships with fathers?
  1109. So again, we ask you
    to please weigh in.
  1110. Give you a few minutes to do that.
  1111. I have received extensive training.
  1112. I have received some training.
  1113. I have received a little training.
  1114. I have received no training.
  1115. [ Background Noise ]
  1116. David: Okay, Natalie can
    you do the honors please.
  1117. Oh, I think you're right on time.
  1118. Wow, so look at this John.
  1119. John: Yeah.
  1120. David: A little bit different.
  1121. John: Yeah, yeah.
  1122. No, like eight percent - so, of
    the respondents says this isn't --
  1123. this doesn't add up to 100 percent.
  1124. So, if this were 100
    percent of the people
  1125. on the call these numbers
    would actually be higher.
  1126. So, if you -- like so 16, so 24
    percent are saying "received little
  1127. or no training" and that actually
    probably would need to be increased
  1128. if we were looking at 100
    percent because we're only talking
  1129. about maybe less than
    50 percent here.
  1130. So, that's a pretty large portion
    that haven't had specific training.
  1131. David: And again, what
    that could result in is,
  1132. once we have a better
    understanding about what some
  1133. of the limitations are for
    programs around getting
  1134. that professional development,
  1135. is ways in which we
    may be instrumental
  1136. in providing some support
    and guidance around that.
  1137. That sounds like we should
    be getting some inquiries
  1138. and some questions around
    how programs might be able
  1139. to build their capacity to do this.
  1140. John: Yeah, I think that
    both parts of this question,
  1141. it's also a reflection
    of who called in.
  1142. David: Yes, oh go ahead.
  1143. John: So, we've got people on
    the webinar that have an interest
  1144. and perhaps even a comfort
    with working with fathers.
  1145. And not surprising that they would
    want or expect a little bit more
  1146. in professional development.
  1147. David: Exactly.
  1148. John: Yeah.
  1149. David: Okay, so the
    social worker in me,
  1150. or I would not actually be
    true to the social worker
  1151. within me -- John: Yeah.
  1152. David: If I didn't ask you
    to dig a little bit deeper
  1153. with a few rhetorical questions.
  1154. And they're up on the screen.
  1155. So, when we talk about what
    does it mean to really connect
  1156. with fathers, some questions
    that come to mind is,
  1157. what are the potential benefits?
  1158. What, if any, are the costs?
  1159. What might be some
    unintended consequences?
  1160. And are there any other
    potential concerns?
  1161. John: Uh huh.
  1162. David: So, for me, just
    to prompt some discussion,
  1163. I think benefits are --
    you have the opportunity
  1164. to receive another parent's
    perspective on child development
  1165. and what's important to them
    as it relates to their child.
  1166. You have opportunities to increase
    staff competency and capacity
  1167. to communicate with
    and support fathers.
  1168. And then you're also
    increasing fathers comfort being
  1169. in the program environment.
  1170. The more comfortable they
    are in the environment,
  1171. the more willing they are to engage
  1172. in the various activities
    that are offered.
  1173. What are some of the costs?
  1174. Well again, we sometimes
    push and encourage staff
  1175. to work outside of
    their comfort zone.
  1176. We want them to be
    intentionally different,
  1177. which is not necessarily
    always easy to do.
  1178. We want them to be okay
    with the time that it takes
  1179. for programs to transition.
  1180. And we don't talk
    enough about this.
  1181. You know, you go from starting
    to progressing to innovating.
  1182. Those are sort of three
    different points of intersection,
  1183. but there could huge chasms between
    what it means to go from starting
  1184. to progressing, from
    progressing to innovating.
  1185. And few programs I've seen
    are at that innovative place.
  1186. And some aspects of what
    they do may be innovating,
  1187. but not as an entire program.
  1188. Ed, you had talked as we
    were preparing for this
  1189. about some unintended consequences.
  1190. You want to speak to
    that a little bit?
  1191. Edwin: The intended
    consequences, oh God.
  1192. I can't remember where
    I was at with that.
  1193. We were just sitting there
    talking about different things.
  1194. But, I think -- David: You were --
    I can just prompt you a little bit.
  1195. You were talking about some of the
    reaction of some of the mothers
  1196. and -- Edwin: Oh yeah, exactly.
  1197. You know, I know that
    when I first came
  1198. into the program there was
    really nothing geared to fathers,
  1199. and that was the whole
    initiative behind this.
  1200. But, now that the strength of the
    fathers has started to come in,
  1201. I think the women were feeling
    a little bit left out and again,
  1202. that's where the consequences were.
  1203. Again, you know it's hard to
    just, you know, really, you know,
  1204. to focus on just 100
    percent of either or.
  1205. So, you know, that was kind of
    a challenge that we're facing.
  1206. And so, the women started their
    group up again, and again,
  1207. you know, it's good and
    it's all well and good.
  1208. We all work together as a team,
    but again, you know, it was like --
  1209. I think the women were feeling
    a little left out of the loop
  1210. because more dads -- we were
    actually having a lot more dads
  1211. coming into program and, you know,
    before when it used to be kind
  1212. of pretty much women-based.
  1213. And even going on further out of
    the Head Start program, you know,
  1214. we see a lot more fathers now at
    WIC, Child Find, all those things.
  1215. And, I don't -- I'm not
    going to say it's entirely
  1216. because of our fatherhood program,
  1217. but I think that men are feeling
    more comfortable and in coming
  1218. into these types of environments.
  1219. John: Yeah, it's -- yeah I
    think that it's a challenge
  1220. because it takes some skill
    on the part of a staff person
  1221. when both the parents are there.
  1222. Who do you talk to?
  1223. And if you're talking
    to the father --
  1224. I actually know a mother
    who told me this is --
  1225. why are you talking to him?
  1226. I know the answers
    to your questions.
  1227. He doesn't.
  1228. And so, you get into those
    kind of gate keeping kind
  1229. of issues around the child.
  1230. So, it's harder to talk to two
    people at once then to one.
  1231. So, I think the consequences
    are kind
  1232. of professional development
  1233. and skill consequences
    on top of it, yeah.
  1234. David: Any other potential
    concerns, John, that you would --
  1235. John: Well, it may actually, and
    that brings up the next slide.
  1236. You know, in dealing with men
    who are nurturing young children,
  1237. there may be some
    elephants in the room.
  1238. And, maybe I just stop
    for a moment and --
  1239. this is an awful cute
    elephant though David.
  1240. It's -- David: It is.
  1241. Edwin: It is Dave.
  1242. John: But, this, you know, what
    is the elephant in the room?
  1243. What is there between women who
    care for young children and men,
  1244. who come into the program, who
    are the fathers of those children,
  1245. or the men in the mothers
    of those children's lives?
  1246. And the larger kind of elephant
    in the room, in my opinion,
  1247. in having done a lot of this work
    over the years, is that all of us,
  1248. men and women, have, kind of,
  1249. previous relationships
    with men in our lives.
  1250. You know, whether it's our
    fathers, or whether it's that game
  1251. that so many people play from early
    adolescence on, and in high school
  1252. about relations between the
    sexes, in that those dynamics
  1253. of how you talk to men period can
    enter into a conversation about --
  1254. that have kind of under the
    surface when you're talking
  1255. about the care of a child.
  1256. And so, I think it's raising that
    elephant in the room, kind of,
  1257. as David has portrayed it, as not
    necessarily operating all the time
  1258. or preventing good
    communications from happening.
  1259. But, I think we do have to
    acknowledge that the game,
  1260. the various kind of communications
    that go on between men and women
  1261. in our society often involve the --
  1262. you know, other things than
    caring for young children.
  1263. And again, to bring that to
    awareness is probably an important
  1264. part of a professional
    development program.
  1265. David: It really is.
  1266. And just I think really a few
    other important things to add
  1267. to it you've already said.
  1268. You know this brings
    up sort of implications
  1269. for how you support families,
    particularly fathers,
  1270. around substance abuse issues
    and domestic violence issues
  1271. and even just fear issues
    of what it means to connect
  1272. and build a relationship
    given the sexual tension
  1273. that takes place between
    men and women.
  1274. John: Yeah.
  1275. Edwin: David.
  1276. David: Yes.
  1277. Edwin: This is Ed.
  1278. Again, just talking
    about the elephant,
  1279. I think from the native perspective
    also again, a lot of it has to do
  1280. with our historical traumas.
  1281. You know again, you're looking
    back at what men versus women,
  1282. what their -- what we're --
    what is culturally appropriate
  1283. at that time.
  1284. David: Right.
  1285. Edwin: That's some
    of the major impacts
  1286. of some of our programs here.
  1287. You know [inaudible] that you
    know the elephant is right there
  1288. on your back, you know.
  1289. Again, that's where we're --
  1290. you know, we have a lot of
    these social emotional issues.
  1291. And, all the economic health and
    wellbeing of our children are kind
  1292. of compromised because of sometimes
    those cultural -- I'm not --
  1293. in a sense inadequacies, or I don't
    know if that's the right term,
  1294. but that's something
    that sometimes we kind
  1295. of have to face here in Laguna.
  1296. >> Oh.
  1297. >> Yeah. David: Okay, thank you.
  1298. So, we will move along.
  1299. John, this is you.
  1300. John: Yeah, yeah.
  1301. I think that this area -- and I
    love these pictures by the way.
  1302. The -- look at the engagement.
  1303. Look at like the man, the woman
  1304. and the kids all paying
    attention to the same thing.
  1305. So much learning is
    happening when you see that.
  1306. And I just love the
    picture down below.
  1307. You can see how the kids just --
  1308. this child that's on
    the carpet is just
  1309. like loving looking up at this guy.
  1310. I don't know what he's
    saying, but it's --
  1311. he certainly has engagement
    from the children right there.
  1312. The program environment, I think,
    you might ask the fathers what it's
  1313. like to walk into your program.
  1314. The experience of a father
    walking into a program
  1315. with young children
    that's designed by women,
  1316. and I've got numerous slides
    of program environments,
  1317. and I can put them up there and
    say, you know, "is this comfortable
  1318. for most men to walk into".
  1319. The step across the threshold
  1320. into the program may feel
    very different -- David: Yeah.
  1321. John: -- for a man.
  1322. So, I think it's very
    valuable to think
  1323. about you know is this a
    welcoming environment for a man?
  1324. That doesn't mean you have
    to have like deer heads
  1325. on the wall or anything.
  1326. What it means is you know
    having pictures of men,
  1327. having the size seats
    somewhere that they can fit in.
  1328. And really, I think, you
    can probably go to men
  1329. and have them walk in and see.
  1330. But, it's almost less a physical
    environment than it's the, kind of,
  1331. interpersonal environment.
  1332. And, that goes back
  1333. to the relationships
    on the framework slide.
  1334. Is -- is it a welcoming
    place when a man walks
  1335. into the door with a child.
  1336. Since most of you said you were
    comfortable you probably have those
  1337. places, but it's something again to
    be -- to think intentionally about.
  1338. I -- the other one that's circled
    here is teaching and learning
  1339. and I already addressed
    the pictures.
  1340. But, when men come into
    volunteer the classroom,
  1341. their interactions may
    look a little different
  1342. than you would expect
    when a mother comes in.
  1343. The instruction may
    not be quite as direct.
  1344. It might a little bit wilder.
  1345. That's not to say that some women
    won't come in and be quite loud
  1346. when they come into the classroom.
  1347. I certainly have seen that.
  1348. But, the frame is different.
  1349. The interactions may look a
    little different and they,
  1350. as I pointed out in
    the research slide,
  1351. those kind of interactions
    have benefits for kids as well.
  1352. David: Awesome.
  1353. And so now we have the distinct
    pleasure of having Edwin Cheromiah,
  1354. Sr. talk specifically
    about what all this looks
  1355. like within the context
    of a program.
  1356. So, Ed I'm going to
    turn it over to you.
  1357. Edwin Cheromiah, Sr.:
    Alright, thank you very much,
  1358. and thank you for having me.
  1359. I do appreciate it.
  1360. Again, this is just, kind
    of, a picture of, you know,
  1361. really good feelings at the Head
    Start with the rainbow showing,
  1362. depicting you know that
    children are very important,
  1363. sacred in our lives here
    at the Head Start program.
  1364. I just have a few
    slides here just too kind
  1365. of depict some of those things.
  1366. [inaudible] okay.
  1367. We were talking about all the
    things that we have just talked
  1368. about coming from the
    beginning of the slides.
  1369. Here are things that we're
    attempting to do here
  1370. at the program is to
    make sure that we ensure
  1371. that we support fathers
    in every way.
  1372. And, a lot of that has
    to deal with, you know,
  1373. making them feel comfortable.
  1374. The picture on the upper left
    hand corner there is a picture
  1375. of just some dads who were
    helping with an activity,
  1376. and I believe it was
    our Easter activity.
  1377. And, you know, the dads are
    coming in doing that more because,
  1378. I think, the teachers are more
    engaging with their fathers
  1379. as they're coming and they're
    making them feel comfortable,
  1380. knowing that they
    are important part
  1381. of their child's upbringing
    and wellbeing.
  1382. Again, we always encourage
    parents, dads, to come in
  1383. and show their talents and that was
    just a picture they had taken of me
  1384. as I was talking to
    the kids about music.
  1385. And there's other things that
    we do in the culturally --
  1386. the cultural way of
    things, you know,
  1387. our cultural traditional dances.
  1388. We encourage dads to come in and
    sing songs for their parents.
  1389. I'm sorry, sing songs
    for their kids.
  1390. They are helping making the --
  1391. our traditional costumes
    for the dances.
  1392. They're making -- the teachers
    are absolutely making them,
  1393. you know, feel comfortable here.
  1394. And, of course we always have the
    challenges all the time still yet,
  1395. but I think that's
    also helping them
  1396. with helping the men set
    goals, set priorities.
  1397. And also again, you know if
    a child comes in with an IEP
  1398. or [inaudible] you know the dads
    are more comfortable knowing
  1399. that they can do these
    things for their kids.
  1400. Like I said, we include
    fathers in classroom activities.
  1401. We have literacy programs to --
  1402. where dads are coming in
    and reading to the children.
  1403. There's also programs to where
    we're teaching Keres language
  1404. to the kids and we have actually
    in our program one, two -
  1405. two teachers that actually speak
    -- teach the Keres language.
  1406. And we also have two
    custodians and a male cook.
  1407. So we're starting to get
    more male involvement
  1408. because of just the comfort
    level that they feel right now.
  1409. And again, all of it is just to
    ensure that the kids are ready
  1410. for the next level of education.
  1411. Again, on the -- we --
  1412. I also coordinate a
    monthly fatherhood night.
  1413. And that's what we call them, just
    simply as that, fatherhood nights.
  1414. And I have a grandparent here, if
    you don't mind, I'd like for him
  1415. to kind of give an idea
    of you know is perspective
  1416. on our fatherhood nights.
  1417. Wilbur Lockwood: Yeah, I'm Wilbur
    Lockwood, and I'm a grandparent
  1418. to the fatherhood
    organization here in Laguna.
  1419. And they been very instrumental
    to spelling out different things
  1420. that need to be possibly addressed,
    not only traditionally wise,
  1421. but how we can go ahead and
    be a better parent, I guess,
  1422. is what it is, you know.
  1423. Nowadays we've got a lot of young
    parents out there with kids that,
  1424. really, they don't know how
    to run or raise as a family.
  1425. And, in order to do that then we,
    you know, we all sit down together
  1426. and offer suggestions of what
    we need to do, maybe possibly
  1427. to better each other in raising
    our kids or grandfathering,
  1428. grandmothering our kids and also
  1429. that they can have a
    productive life when --
  1430. whether they leave the reservation
    or not, and go out into the world,
  1431. which is like when Ed
    mentioned about seed planting.
  1432. You know, that's one of the things
    that we try to stress that life is
  1433. like a seed, you put
    it in the ground
  1434. and it grows and spreads out.
  1435. Well, that's basically how our life
    is, is you know we put ourselves
  1436. on the pedestal and let our
    parents teach us different things.
  1437. And not necessarily we try to
    avoid all the bad stuff, but still
  1438. yet you know somehow, somewhere
    they get in there and all.
  1439. But, we try to tell the fathers,
    you know, try to live as an example
  1440. for your own kids
    and love your kids.
  1441. You know it's not, not to
    a point to where you --
  1442. it's embarrassing when you go
    up to your child and hug them
  1443. or give them a kiss on
    the cheek or whatever
  1444. and say, you know, "I love you".
  1445. And all the sudden we see
    that on the reservation
  1446. because that's not part
    of us really and all.
  1447. But, you know Ed has gone out
    of his way, I think anyway,
  1448. to really try to stress that
    to us fathers out there;
  1449. his nightly meetings that
    he has every month and all.
  1450. If we could get more
    fathers in there,
  1451. I think basically we can have a
    better working relationship among
  1452. each other and among
    their own families
  1453. out there in the community.
  1454. Edwin Cheromiah, Sr.: Right,
    just some of the things
  1455. that we've been doing along
    them with our father program.
  1456. And again, the expected
    outcomes, of course,
  1457. is to overcome some
    of the barriers.
  1458. And this, kind of, picture
    depicts some of those things,
  1459. overcoming barriers to
    improve positive involvement
  1460. in our children.
  1461. This is something just called a
    jackrabbit shuffle that, you know,
  1462. that was created by Dr.
    Clayton Small in the Road
  1463. of Life curriculum,
    which we also use here.
  1464. And also it's culturally
  1465. It's educational, especially,
    you know, again, it helps.
  1466. You know, it helps,
    especially if it's --
  1467. and that's the parent coming in for
    the first time seeing these things,
  1468. how important it is to drop
    some of those barriers.
  1469. So again, that's all
    to increase, you know,
  1470. just fatherhood involvement.
  1471. We are also developing
    fathers and cultural fathers
  1472. and children's cultural
  1473. This particular slide
    here is a father.
  1474. This father is teaching
    these children our annual --
  1475. it's called a -- it's
    called the Corn Dance.
  1476. And it's, again, going back into
    preservation of our livelihood
  1477. and hoping and praying for
    rain so that we can plant --
  1478. the seed has been planted
    will continue to grow
  1479. and also flourishes
    back into the children.
  1480. So, those are some of the things
    that we've been really working
  1481. at here at the Laguna
    Head Start Program.
  1482. And again, this is just a group
    picture of some of the guys
  1483. that have been here
    throughout the years.
  1484. This guy in the center holding
    the ribbon has been a very
  1485. instrumental part.
  1486. He no longer has children
    here at Head Start
  1487. but continues to come back.
  1488. And he was one of the guys back in
    '04 that started the whole program.
  1489. And the guy off to the
    left-hand side behind him
  1490. on the back row there with the cap,
  1491. the big guy with the big
    cheesy smile, he's also.
  1492. And the guy also, kind of, with
    his hand over his shoulder is a --
  1493. oh wow, what's happening?
  1494. Did something there.
  1495. How I'd get out of that?
  1496. David: That's alright
    just go ahead.
  1497. Edwin Cheromiah, Sr.:
    He's one of the guys --
  1498. those are the men that have really
    pushed this program along before he
  1499. came to Head Start.
  1500. It was first done under the,
    the -- what was it called now?
  1501. The oh, PFS, Partners
    For Success Program,
  1502. and they eventually
    came here to Laguna.
  1503. But right now this -- our mission
    statement kind of says that all --
  1504. summarizes everything
    that we're trying
  1505. to do here at Laguna Head Start.
  1506. And our mission is just this,
  1507. the mission at Laguna
    Fatherhood Group is
  1508. to support fathers interested
    in contributing their skills
  1509. and resources for the development
    of their children at home,
  1510. in the community and school
    settings, all the things
  1511. that we've been just, kind of,
  1512. talking about all
    throughout the whole slides.
  1513. So, again that's kind of
    what we do here at Laguna.
  1514. And if there's any, you know --
  1515. I would encourage
    anyone to give us a call
  1516. and we can always talk a
    little bit more about this.
  1517. So again, that's kind of
    my presentation there.
  1518. Thank you.
  1519. David: Yep, one more.
  1520. >> Okay, oh this is the
    Father Engagement Resources?
  1521. Kiersten: Yep.
  1522. I think -- this is Kiersten,
    and I know we're wrapping up.
  1523. We're probably going to go a couple
    minutes over for those of us --
  1524. for those of you who want to stick
    around for another five minutes.
  1525. We -- I want to just let you know
    a little bit about the resources
  1526. that we keep referring to.
  1527. The Head Start Father
    Engagement Birth
  1528. to Five Programming
    Guide just came out today
  1529. with an information
    memorandum to all programs.
  1530. Las Manos de Apรก is a set of
    resources for programs for working
  1531. with Latino fathers around
    supporting their relationships
  1532. with their young children,
    particularly around literacy.
  1533. There's support group
    curriculum and training material.
  1534. We also have a couple of
    videos that we're sharing.
  1535. The Best Practices Series that
    the National Center is doing.
  1536. This is the first in the
    series that we're putting
  1537. out called Engaging Fathers
  1538. and Engaging Young Fathers
    Through Support Groups.
  1539. These are basically -- they'll
    be some facilitation guides
  1540. to support training conversations
    and group interactions
  1541. with staff around, kind of, what
    your takeaways from the videos are.
  1542. So, these are, kind of --
  1543. can function like exercises
    in your program for thinking
  1544. about father engagement.
  1545. There was a -- I'm sorry that our
    public chat wasn't working so well.
  1546. I appreciated some of the comments.
  1547. Janus McBride had
    talked about, you know,
  1548. just really reiterating the point
    that you really need staff buy-in
  1549. in terms of, you know,
    getting father engagement,
  1550. involvement going.
  1551. Otherwise, it's a real struggle.
  1552. And there was a question
    about the PowerPoint.
  1553. This PowerPoint won't be
    shared, but the resources --
  1554. there are a lot of training
    material in the resources
  1555. that we've talked about.
  1556. And you can contact us for
    specific things that you're looking
  1557. for from the PowerPoint
    if you're wanting
  1558. to support a particular
    exercise, that kind of thing.
  1559. We'd be happy to share it.
  1560. So, David, I think,
    if you want to take us
  1561. out with some summarizing points
  1562. about what we've talked
    about today.
  1563. David: Sure, so our last slide
    just really underscores everything
  1564. that we discussed, basically
    saying that fathers are important
  1565. to their children,
    which all of you know,
  1566. their families and
    their communities.
  1567. You know, the relationship
    building with fathers is key,
  1568. looking at the program leadership,
  1569. the continuous improvement
  1570. professional development, all of
    those things that we discussed.
  1571. Utilize these resources
    that we're providing to you
  1572. to really assess your family
    and your father engagement.
  1573. Hold thoughtful conversations,
  1574. even some of the challenging
  1575. that you may need to have.
  1576. When we say let's have
    a real conversation
  1577. and you know what that means.
  1578. You know, conduct some real
    program planning on how to do this.
  1579. Make this integrated
    throughout your entire program.
  1580. Engage in staff development.
  1581. Implement and evaluate and review.
  1582. And, celebrate fathers
    and families.
  1583. This is our time to not only
    do it just because it's June
  1584. and it's Father's Day approaching,
    but fathers are so instrumental
  1585. to their families and their
    communities and we want
  1586. to make sure that you're thinking
    about that throughout the year.
  1587. I want to take this time
    to really thank first
  1588. and foremost Yvette Sanchez
    Fuentes, our fearless leader,
  1589. the Director of the Office of
    Head Start, for just supporting
  1590. such important work; Edwin
    and John for co-facilitating;
  1591. Kiersten Biegel, who
    is an absolute gem,
  1592. and without whom I'm not
    sure we would have been able
  1593. to pull all of this off this week.
  1594. Thank you so much.
  1595. The National Center on Parent,
    Family and Community Engagement,
  1596. our technical support team at
    I-Link, Natalie and Sam and all
  1597. of the participants who
    joined us for this webinar.
  1598. It is extremely important
    to note that we are aware
  1599. of the great work that's
    taking place in programs
  1600. across the country and through
    some collaborative partnerships
  1601. that you've established.
  1602. Our only goal is to
    provide tangible resources
  1603. that can increase the likelihood
  1604. that your father engagement efforts
    are not tied to an individual
  1605. or external consultant, but are
    connected to an integrated system
  1606. of meaningful services
    with fathers, children
  1607. and families, and we thank you.
  1608. Kiersten. Kiersten:
    Thanks everybody.
  1609. John: That was awesome, David.
  1610. David: That was a wonderful
    job all the way around guys.
  1611. Thank you so, so much.
  1612. Thank you all the participants.
  1613. I think people are
    starting to sign out.
  1614. So, we don't have
    time for questions
  1615. but I guess people will email us.
  1616. >> Okay, that sounds great.
  1617. >> Alright, thank you very much.
  1618. >> Thank you.
  1619. >> Thanks everyone.
  1620. >> Thank you.
  1621. >> Goodbye we'll see you all.
  1622. >> We'll talk to you soon.
  1623. >> Very soon.