Super Dads Super Kids · PDF fileSuper Dads Super Kids 5 Facilitator’s Manual...

SuperDadsSuperKidsAnInteractiveActivityProgramforDadsandTheChildrenTheyAreRaising

©2009

TheFatherInvolvementInitiative–OntarioNetwork(FII‐ON)

www.cfii.ca

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Facilitator’sManual

TableofContents

LetterfromtheAuthor 3Introduction 4ResponsibleFatherInvolvement 4FacilitationTips 5

1–TheRoleofaSuperDad 6GoalsoftheSession 6Agenda 6MaterialsNeeded 6DescriptionofActivity 7Discussioncontent 7Descriptionofreconnectactivity 8

2–WatchMeGrow!ChildDevelopment 9Goalsofthesession 9Agenda 9MaterialsNeeded: 9Descriptionofactivity: 10Discussioncontent 10Descriptionofreconnectactivity 14

3–Communication 15Goalsofthesession 15Agenda 15Materialsneeded 15Descriptionofactivity 16Discussioncontent 16Descriptionofreconnectactivity 18

4–EmotionsandEmotionalHealth 19Goalsofthesession 19Agenda 19Materialsneeded 20Descriptionofactivity 20Discussioncontent 20Descriptionofreconnectactivity 22

5–DisciplineandSettingLimits 23Goalsofthesession 23Agenda 23Materialsneeded 23Descriptionofactivity 25Discussioncontent 25Descriptionofreconnectactivity 27

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6–PhysicalHealthActivity&Nutrition 28Goalsofthesession 28Agenda 28Materialsneeded 29Descriptionofactivity 29Discussioncontent 29DescriptionofReconnectActivity 33

7–PhysicalHealth–InjuryPrevention 34Goalsofthesession 34Agenda 34Materialsneeded 35Descriptionofactivity 35Discussioncontent 35DescriptionofReconnectActivity 38

8–Family/Life/WorkBalance 39Goalsofthesession 39Agenda 39Materialsneeded 39Descriptionofactivity 40Discussioncontent 40DescriptionofReconnectActivity 43

Resources 44Handouts 45

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LetterfromtheAuthor

Ihaveacorebeliefthatwhendadsaremoreinvolved,greatthingshappenforkids,forfamilies,andforoursociety.Auniquerolethatfathersplayisinthe“activation”oftheirchildren.Whenmomwalksuptoherbaby,thatchild’sphysiologicalreactionistorelaxandgetreadytobecaredfor.Whendadwalksuptohisbaby,thatchild’sphysiologicalreactionistogetexcitedandreadyforaction.Bothareveryimportant.Anditisthechild’sreactiontothefatherthatSuperDadsSuperKidsisdesignedtobuildon.Fathersactivatetheirchildrenemotionally,physically,andcognitively.Andfathersenjoythis;theyenjoybeingactivewiththeirchildren.Theyenjoybeingpartofdecisionmaking,ofleadingtheirchildren,andofinteractingwiththem.SoasyoujourneythroughSuperDadsSuperKids,payattentiontohowdadsandkidsinteractwitheachother.Usethisasanopportunitytoallowfatherstobeactivewiththeirkidsandtosupportfathersintheirdesirestobemoreactivewiththeirchildren.

Iamdeeplyindebtedtothefollowingfortheiruniquecontributionandsteadfastcommitmenttofathersinourcommunities:

• TheLAMPCommunityHealthCentre/OntarioEarlyYearsCentre(Etobicoke‐Lakeshore)

• ChildDevelopmentResourceConnectionPeel–OntarioEarlyYearsCentre(BramptonWest–MississaugaOntario)

• ThePublicHealthAgencyofCanada

• HenryAlves(www.alvesdesign.ca)andMagnus Hjerpe

• andespeciallythemanydadsandkidswhogaveideasandfeedbackasthisprogramdeveloped

Itistrulyaprivilegetobepartofdevelopingprogramsforfathers.MayfathersandfamiliesbestrengthenedasweallworktogethertoraiseSuperKids.

BrianRussell

Toronto,ON,Canada2009

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Introduction SuperKids...theycomefromSuperDads.Thoughitwouldbeniceifchildrenwereabletogrowontheirownanddevelopintomatureadultswhocontributetothisworld,ittakesalotofsweatandeffortforthistohappen.Goodkidsdon’tjusthappen...theyarenurturedbycaring,involved,andresponsibleadults.Andforthe8sessionsofSuperDadsSuperKids,thefocusisonresponsiblefathers–menwhomakeaconsciouschoicetobethesolidrolemodelskidsarelongingforandneedtoday.

ResponsibleFatherInvolvement Butwhatdowemeanby“responsiblefatherinvolvement”?Itmeansmorethanjusthavingamalepresenceinthefamily.Responsiblefatherinvolvementspeakstoamanwhochoosestoshowhischildcloseness,tosharehisideasinparenting,tobepartofmakingdecisions,toattendactivities,toshowwarmthandinteraction,tousehishumourgraciously,tomodelpurposefulproblemsolving,andtotakepartinroughandtumbleplay.Thesearethekindsofthingsthatmakethebiggestdifferenceforchildren.Whenafathermakestheconsciousefforttodeepenhisrelationshipwithhischildrenlotsofamazingthingshappen.Researchisshowingthatresponsiblefatherinvolvementgiveschildrenmorehopeintheirlives,theyaremorelikelytobeconfidentleaders,theirrisk‐takingandrisk‐managementincreases,theyshowmorepro‐socialbehaviour,anddisplayagreaterabilitytoregulatetheiremotionsandbehaviour(self‐regulation).Further,thesechildrentendtobemoreemotionallystable,experiencedepressionandanxietyless,andtobemoreactive. SuperDadsSuperKids(SDSK)takesapositionthatwhendadsandkidsareputtogether,goodthingshappen.Andinthespiritofmodelinggoodcommunication,interaction,andtrust,SDSKwasdevelopedwithcontinuousinputfromdadsandkids.Throughsurveys,brainstorms,anddiscussions(ingroupsandthroughemail)itwasdadsandkidswhodecidedthetopicsthatareintheprogram,theactivitiestheywoulddotogether,andeventhename.ThemaingoalofSDSKistodeepentheconnectionandattachmentbetweenafatherandhischild(ren).ThestatementthatsummarizeswhatSDSKisaboutis:Deepconnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhos/heis.Astheprocessevolves,somevitalaspectsareaddressed.Communication,childdevelopment,anddisciplineweretheclearfirstchoicesofthedads.Othertopics,likehealthandsafety,familybalance,andunderstandingemotionswerealsodeemedimportantforthedadstolearnmoreabout.Thisisaprogramwecansaywasdesignedbydadsandkidsfordadsandkids.Itdoesn’tmakesensetohaveitanyotherway.

DeepConnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhotheyare.

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FacilitationTipsSoasyoufacilitatedadsandkidsthroughthese8sessions,herearesometips:

1) thebasicflowoftheprogramisasfollows:arrivalandsettlingin ‐15minutesactivity ‐30minutesdiscussion ‐30–45minutesreconnection ‐15minutes

2) feelfreetousedifferentactivitiesfordadsandkidstodotogether.Besensitivetotheneedsofyourfamiliesandprovidethemwithexperiencesthataremeaningful.Thegoaloftheactivitiesistogetdaddoingsomethingwithhischild.Someoftheactivitieshaveintentionalteachingmoments(likeconnectingthedotsinsession1andcelerydrawingupcolouredwaterinsession6).Wheneverpossible,chooseactivitiesthatcanhelpconnectwiththeintentionofthesession.

3) wheneverpossible,havethediscussioncomponentinadifferentroom,awayfromthekids.Havingthekidsrunningaroundwhilethedadsaretryingtotalkisverydistracting.

4) letthedadsspeak.Itmaytakeasessionortwo(ormore),butthemoreweallowthedadstotalkandbeseenastheexperts,themoretheywillgetoutofthis.

5) usethe“takehomediscussions”carefully.Researchisshowingthatthemosteffectiveparentingprogramsareoneswhichallowaparenttopracticewhatistaught.The“takehomediscussions”aresimpleandshouldtakenomorethat5minutesatsomepointbetweensessions.Encouragethedadstocompletetheseexercises.Itisonewaytogetthemostoutofthediscussions.

6) havingqualitychildcareisimportant.Dadswillfeelmorefreetoopenupiftheyknowtheirchildrenarewelllookedafter.However,ifthereisachildwhoisreallystrugglingwithdadnotbeingaround,encouragethedadtogotohischildwhenhethinksnecessary.Andifdadseemstobewaitingtoolong,offersomeguidancebysuggestingthechildhasbeenupsetforalongtimeandprobablyneedsdad.Encouragedadthatyoucancatchhimupontheinformationatsomeothertime.

7) haveenoughhandoutstobeabletogivetodadswhomaybeintheprogrambutwhochoosenottocometothediscussiontime.

8) continuetoremindthedadsoftheintentionoftheprogram:Deepconnectionscomefromenjoyingyourchild,knowingyourchild,andpayingattentiontowhotheyare.

Andfinally,havefunyourself.Enjoythisjourneywiththedadsandthekids.Usethisprogramwithflexibility.Addyourownideas.Makeitfityourfamilies.Youwillfindthatsupportingsuperdadsastheyraisesuperkidswillbeoneofthemostrewardingexperiencesforyou.

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1–TheRoleofaSuperDad Mostdadsdon’tthinkofthemselvesasheroes.Mostdadsjustgoabouttheirbusinessofbeingadadwithoutlookingforrewardsorappreciationoraffirmationthattheyaremakingadifference.Mostdadsaresimplyfocusedontheirchildren–whatisbestforthem,providingthemwithopportunitiestogrowanddevelopintothepeopletheyaremeanttobe.Andwhatcanoftenhappenisthatmanydadsdon’ttaketheopportunity(oraren’tgiventheopportunity)toreflectonthejobtheyaredoing. Thissessionisdesignedtogivedadsachancetoreflectontheuniquevalueoftheirroles.Byhelpingthefathersbecomeintentionalintheirfathering,menoftengainnewunderstandingoftheimportanceoftheirinfluenceinachild’slife.Theycanalsobegivennewwaystoinfluencetheirchildrenmore.

SuperThought:SuperKidscomefromSuperDads.

Webeginwithlookingattheuniquethingsasuperdadbringstohischildren.

GoalsoftheSession• tointroducetheSuperDadsSuperKidsprogram• fordadsandkidstohavefuntogetherwithaconnectthedotactivity• fordadstoconnectwithotherfathers• fordadstodiscussthevalueoftheirroleintheirchildren’slives

Agenda• Arrivalandsettlein• Activity• Snack(optional)• Fathers’Discussion• Reconnectactivity

MaterialsNeeded• connectthedotsactivitysheet• collectionofitemsfordiscussion• handouts

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DescriptionofActivity• CastleConnecttheDots

o printcopiesofthecastleconnectthedotspageo havefatherscompletethesewiththeirchildreno providecrayons,makers,stickers,andothermaterialstodecoratethe

castle

Discussioncontent

1. introductionoftheprogram‐havethedadsintroduceeachothera. namesb. childrenc. onethingthatmakestheirchilda“superkid”

2. giveanoutlineofthe8sessions–writethisonaflipchartorgothroughthetopics

verbally1. TheUniqueRoleoftheSuperDad2. WatchMeGrow–childdevelopment3. ListenUp!–Communication4. UnderstandingourChild’sEmotions5. DisciplineandSettingLimits6. Health&Safety1–PhysicalExerciseandNutrition7. Health&Safety2–InjuryPrevention8. Family&LifeinBalance

3. welcomeactivityandwarmup–10minutes

• putobjectsonatable.Usingtoolsandothereverydayitems,theideaistogetthedadsthinkingabouttheirroleandhowtheyinfluencetheirchildren.Herearesomeideas,butfeelfreetochooseyourownitems:

screwdriver compass pencilstirringspoon hat telephonewirepictureframe liquidpaperoreraser dart

• haveeachdadpickoneandtalkabouthowitrelatestobeingadado whatdoesitsymbolizeo whatdoesitmakeyouthinkabouto whatdoesitsayabouttheroleofthedad

4. whatmychildneeds‐20minutes

a. thisdiscussionisdesignedtogivedadssomeideasaboutoneofthekeystosuccessfulfathering–buildingtrust.Childrenneedsomeonetheycantrust;

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someonewhoisresponsible,consistent,andcaring.

b. usingthehandouttheBuildingBlocksoftrust• Adadwho:

• commits• provides• communicates• cares• guides• inspires

i. revieweachbuildingblockbyhavingadadreadeachdefinition,oneatatime

ii. askforotherthoughtsaboutthemeaningofthesebuildingblocks

iii. havethedadstalkabouthowtheydothesethingswiththeirchildren

iv. askdadswhatotherbuildingblockstheywouldaddtothewall

5. takehomediscussion–5minutes

a. handoutthe“HowamIDoing?”handout‐askthemtocompletethesequestions/statementsbeforenextsession

o onascaleof1–10–howwouldyourchildrateyouonthese?

b. askthedads:

o chooseonethingyouwilldothisweekthatstrengthensoneoftheblockswithyourchild–writeitdown,shareitwiththegroup(ifcomfortabledoingso)

Descriptionofreconnectactivity

1. formacircle

2. chooseastoryforoneofthedadstoreadtothewholegroup

3. taketheSuperDadsSuperKidspledgealtogether:

Iamafather;youaremychild.Thethingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.

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2–WatchMeGrow!‐ChildDevelopment Kidsgothroughannumberofstagesandchangesastheygrow.Thoughwedon’tnecessarilyknowhowthishappens,wedoknowmuchaboutwhatachildneedsinorderfordevelopmenttohappenwell.Dadinfluenceshischild’sdevelopmentinmanywaysanditisvaluableforhimtoexplorethedifferentaspectsofdevelopment–cognitive,emotional,andphysicaldevelopment.Bypayingcloseattention,adadcangivebetterguidance,keepachildhealthier,andofferopportunitiestohischildthatareinlinewiththechild’spreferences,strengths,andabilities.

SuperThought:SuperDadspayattentiontothedevelopmentoftheirkids;theywatchthemgrow.

Goalsofthesession• Fordadsandchildrentohavefuntogethermakingabookmark• Fordadstolearnaboutkeyelementsofchilddevelopment• Fordadstoconsiderhowtheirexpectationsimpacttheirchild(ren)


MaterialsNeeded:• materialstodecorateabookmark• handouts• evaluations• activitysheetswithideasforeachstage• ifpossible,giveeachdadcopyofDaddy,ComePlayWithMe!,availablefromFII‐ONat

www.cfii.ca(pdfversionisavailableontheSKSDCDandonlineatwww.cfii.ca)

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Descriptionofactivity:• MakingaBookmark

o Havethedadsandchildrenworktogethertocreatetheirownuniquebookmark.Encouragethedadstodothiswiththeirchildren.Somefatherswillstandback

o Providedifferentmaterialsforthemtouse.Forexample: constructionpaper piecesofwool stickers quotesaboutreading(Readingiscool;ReadingisFun;Ireadeveryday;

etc.) markers foamshapes,etc. alsoprovidescissorsandholepunch

o Encouragedadsandkidstobedecoratingthebookmarktogether

Discussioncontent

1. welcomeactivityandwarmup–5minutes

a. goaroundtheroomandhavethedadsintroducethemselves,iftherearenewdadsinthegroup

b. checkinonthebuildingblockeachdadcommittedtoattheendoflastsession

2. Initialexercise:Isitappropriate,whatweareexpectingfromourchildren?

o have20itemsonatrayo askthemtomemorizewhatisonthetraythemo takethetrayawayafter30secondso havethemwritedownorrecalleverythingtheycanremember

ThePoint:itcanbefrustratingorembarrassingwhenweareexpectedtodosomethingthatisoutsideofourabilitieschildrencanfeelthiswaywhenweexpecttoomuchfromthem

Sowewanttolookathowwecanexpectappropriatethingsfromourchildren

haveageneralsenseofchilddevelopment‐whatcanbeexpectedatdifferentages

knowyourchild‐learnaboutthem,theirlikes,dislikes,abilities,etc.

3. Overviewofthe5areasofChildDevelopment–20minutes thegoal‐toknowwhattoexpectfromourchildren thebenefits‐health,communication,discipline,gettinghelpweneed



forthingsourchildrenarefacing(specialneeds,etc.)

a. WhatisChildDevelopment?Tellthefatherswhatchilddevelopmentisbysummarizingorreadingthefollowingstatement:

Childdevelopmentisaprocesseverychildgoesthrough.Itincludeslearningandmasteringskillslikesitting,walking,talking,skipping,andtyingshoes.Childrenlearntheseskills(developmentalmilestones)duringpredictabletimeperiods.

b. Aquickoverviewofthe5areas:

• brieflydefinethefollowing5areas: CognitiveDevelopmentisthechild'sabilitytolearnandsolve

problems.Forexample,thisincludesatwo‐month‐oldbabylearningtoexploretheenvironmentwithhandsoreyesorafive‐year‐oldlearninghowtodosimplemathproblems.

SocialandEmotionalDevelopmentThisisthechild'sabilitytointeractwithothers,includinghelpingthemselvesandself‐control.Examplesofthistypeofdevelopmentwouldinclude:asix‐week‐oldbabysmiling,aten‐month‐oldbabywavingbye‐bye,orafive‐year‐oldboyknowinghowtotaketurnsingamesatschool.

o learningtoshareo helpingsomeonewhoishurto waitingpatientlyo followingdirectionso dealingwithconflicto enjoyingotherpeopleo showangerinahealthywayo makingfriends

SpeechandLanguageDevelopmentThisisthechild'sabilitytoboth

understandanduselanguage.Forexample,thisincludesa12‐month‐oldbabysayinghisfirstwords,atwo‐year‐oldnamingpartsofherbody,orafive‐year‐oldlearningtosay"feet"insteadof"foots".

FineMotorSkillDevelopmentThisisthechild'sabilitytousesmallmuscles,specificallytheirhandsandfingers,topickupsmallobjects,holdaspoon,turnpagesinabook,oruseacrayontodraw.

GrossMotorSkillDevelopmentThisisthechild'sabilitytouselargemuscles.Forexample,asix‐month‐oldbabylearnshowtositupwithsomesupport,a12‐month‐oldbabylearnstopulluptoastandholdingontofurniture,andafive‐year‐oldlearnstoskip.

o physicalo coordination



o enduranceo physicalcontrol

c. Activity:5minutes

Usingtheabovedefinitions,havethefathersidentifywhichdevelopmentaltaskthefollowingabilitiesfallunder:(youdon’tneedtodoalloftheseandyoucanaddyourown.Theideaistogetthefatherstoidentifyabilitiesineachcategory.)Fatherscanfillinthesheet“WatchMeGrow”astheseabilitiesarebeingcalledout.

• childcanliftheadandchestwhenlyingonstomach–grossmotor

• achildrecognizesabottleorbreast–cognitive• aninfantimitatesgestures–social/emotional• achildlooksinthedirectionofapersontalking–language• achildtakes2‐3stepswithoutfalling–grossmotor• achildholdsapencil–finemotor• achildcompletesapuzzle–cognitive,finemotor• achildpaysattentiontoaconversation‐language• achildrecognizeshis/herreflectioninamirror–

social/emotional• achildusesaspoonwithoutspilling–finemotor• achildrunsdownthesidewalk–grossmotor• achildchoosesbetweentwoactivities–cognitive• achildlaughsatjokes–cognitive,emotional• achildhumssimplesongs–language• achildcantellyouwhatdaytomorrowis–cognitive• achildexpressesfeelingsverbally–emotional• achildtakescareofhertoys–social/emotional• achildreadssignstoyou–language• achildwalksalongabalancebeam–grossmotor• achildusesaknifeforspreadingbutter• achilduseswordstoexpressneedsandfeelings–language,

emotional

d. Discussion:

howdoweknowourchildmaybetryingsomethingoutsidetheirabilities?

• lookforideassuchas:



o tired,grumpy,whiney,stress,noteating,etc.

Teachingpoint–ourchildrengothroughtransitionsintostagesastheydevelopandgrow.Oftenthesetransitionsbringaboutsomeunrestinthechildastheyaretryingtofigureoutthenewthing.Thiscancomewithanyofthe5categories–childrentransitionphysically,intellectually,emotionally.Childrenmayberestless,sleepless,eatless,beabitmoreirritable.Anditoftenhappensaroundevery6months.Justaheadsup!

• whatmychildcanandcannotdo–

o thisishomework–thinkaboutit–fillin“Thisismychild”.• knowyourchild–becometheirstudent–strengths,

abilities,likes,dislikes

4. Valueofplay–15minutes(takenfromDaddy,ComePlaywithMe!)

a. Brainstorm:

• howdoesplaybenefitachildandafather?

Usethesethoughtsbelowtoguidethediscussion• exploreandunderstandtheirenvironment‐itisimportantfor

childrentolearnabouttheworldaroundthem• developtheirbrains‐achild’sabilitytothinkisdevelopedby

opportunitiestomakedecisions,problemsolve,usetheirsenses,andseetheresultsoftheirchoices

• learnwhattheycandowiththeirbodies‐theylearnabouthand‐eyecoordination,balance,strength,andagility

• learnandpractisenewskills‐playhelpschildrendevelopskillssuchaspayingattentionandplanningahead.

• developsocialskills‐childrenlearntogetalongwithpeoplebyplayingwithsiblings,parents,andotherpeople

• learnaboutlife‐throughplaychildrenexperiencesharing,gettingalongwithothers,planningahead,beingcreative,listeningtoother’sviews.Theseareallskillsthatadultsneedtouseeveryday,too.

• haveagoodtime‐bybeingspontaneousandhavingfun,childrenlearnhowtoenjoylife,evenwhensometaskscanbetediousandtough

b. Discussion:‐5minutes

• Howdoweplaywell?–brainstormwaysweplaywellwithchildren



followthechild’slead keepactive enjoybeingwiththem keepattheirpace giveyourchildtime‐tothink,toplanahead,toact usepraiseandencouragement playwiththem beagoodaudience giveattentiontoquietplay

5. TakeHomeDiscussion:• askthefatherstocomplete“Thisismychild”handout• havedadscommittoonethingtheywillintentionallydoinplaywiththeir

child

Descriptionofreconnectactivity1. formacircle

2. chooseastoryforoneofthedadstoreadtothewholegroup

3. taketheSuperDadsSuperKidspledgealtogether:

Iamafather;youaremychild.Thethingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.



3–Communication We’veallbeenthere–ourchildcomestotellussomethingandbeforeweknowittheyarecrying,frustrated,orlookingatuslikewehavenoideaaboutlife.Westarebackatthemrealizingthatwehavejustmissedwhattheyhavebeentryingtotellus.Toobusy,toodistracted,ortoodisinterested,wegoaboutourownthingandhaveignoredtheirattemptsatcommunication.Childrenareconstantlycommunicatingwithusanduswiththem.Evenwhenthereissilence,wearecommunicating.Evenwhenweignorethem,wearetellingthemsomething. Break‐downsincommunicationwithchildrenareoneofthebiggeststumblingblocksinourrelationshipwiththem.Misunderstandings,assumptions,andmakinghastyjudgmentsgetinthewayofourabilitytounderstandourchildren.Butwhenwelistencarefully,clarifywhatourchildrenhavesaid,andseektounderstandbeforewemakeajudgment,ourchildrenlearntotrustus–thatwehavetheirbestinterestatheart.Andtheylearntocommunicatebecauseoftheinfluenceoftheir“superdad”.

SuperThought:SuperDadscommunicateclearly,listenintently,andseektounderstandtheirchildren.

Goalsofthesession• forfatherstoconnectwiththeirchildrenthroughmakingpaperairplanes,doing

puzzles,andplaying• forfatherstoconnectwithotherfathers• forfatherstolearnaboutcommunicationskillstousewiththeirchildren


Materialsneeded• handouts• flipcharts• blankpaperforairplanes• puzzles• picturesofchildren• handoutsandpens



• FAQsheets

Descriptionofactivity• plansforpaperairplanes‐

http://www.funpaperairplanes.com/Plane%20Downloads.html• instructionsfordifferentairplanes• differentcolouredpapertomaketheairplanes• markers,crayons,stickerstodecorateairplanes• puzzles

Discussioncontent1. welcomeactivityandwarmup–5minutes

a. goaroundtheroomandhavedadsintroducethemselves,iftherearenewdadsintheroom

b. havedadssharehowtheyplayedwiththeirchild(ren)andwhattheylearned

2. communicationbrainstorm–5minutes

o ask:whataresomebarrierstocommunicatingwithchildren?• thingslike:time,whereourattentiongoes,somedistractions

o ask:forsomeexamplesofdistractions

o highlightdevelopmentalissues,too–fromprevioussession• age,languageability,etc.

3. howdochildrencommunicate

a. refertotheSuperDadsFAQssheet–reviewsomeofthewayschildrencommunicateaccordingtoagesandstages–5minutes

4. activity:whentheyare...whataretheytryingtotellyou?–15minutes

a. usethe“HowChildrenCommunicate”worksheet

b. askdadstoidentifydifferentreasonsachildmaybedoingthethingslistedonthehandout.Remembertherecouldbemorethanonereasonforthese.Trytoencouragedadstocomeup4‐5reasonsforeach.Therearesomeideaslistedhere:

i. ignoringdad...(engrossedinatask,notrespectingdad,can’thear,dadsaystoomuch)

ii. hittinghersister...(angry,thinksthisishowshegetsherway,controllingasituation,learneditfromTVorfriends,etc.)

iii. yelling...(notgettingenoughattention,notgettinghisway)



iv. laughing...(somethingisfunny,mockingsomeone)v. thereisablanklineinthetabletoaddotherwaysofcommunicating

thatthedadsmaycomeupwith

c. havethedadscomeupwithhelpfulwaystheycanrespondtotheirchild’scommunication

d. option:thedadscanbesplitintosmallergroupsforthisactivity.Giveeachgrouponeofthescenariostodiscuss.Haveeachgroupreportback.

5. abilitieschildrenneedtolearntocommunicate–5minutes

a. brainstorm‐whathelpsachildlearntocommunicate?i. literacyandreadingii. confidenceandself‐esteem

b. connectthesetolastsession’sdiscussionaboutdevelopmentandbuildingself‐esteem

i. communicatingwellhelpsachilddevelopinmanyways intellectually–theylearntospeak,listen,etc. socially–theylearntoreadcuesfromotherpeople

6. basicstrategies–5minutes

a. askdadsforideasabouthowwecanhelpourchildrencommunicate

o Listencarefullyo Thinkbeforeyouspeako Saveyourraisedvoiceforwhenyoureallyneedito Speakingcalmlyo Speakclearlyo Tellyourchildhowyouarefeelingo Givecleardirectionsandexpectationso Readtoyourchildo Haveyourchildtellyouastory–makeitupo Whenreading,askyourchildtofinishthestoryortoimaginewhat

mighthappennexto Askyourchildtoexplainaboutapicturetheyhavejustdrawno Talktoyourchildaboutthingstheyarelookingato Don’t’jumptoconclusions–findoutwhatmightbegoingon

7. takehomediscussion–5minutes

chooseastrategyandtryit3‐4timesbeforenextsession

wordsofencouragementlist–CharacterBuildingWords–tousetalkingtochildrenthereisspaceforthemtoaddtheirownwords



Descriptionofreconnectactivityo havea“contest”whereeveryonelinesupandthrowstheirairplaneso ifpossible,haveaprizeforthefarthestthrow,bestdesign,etc.o taketheSuperDadsSuperKidspledgetogether:

Iamafather;youaremychild.Thingswedotogethercanbereally,reallywild.Welaugh,wehug,wefly...itstrue.Welistentoeachotheraswesay“Iloveyou”.



4–EmotionsandEmotionalHealth

Baddays.Gooddays.Weallhavethem.Itisanormalpartofbeinganadulttoexperiencejoy,sadness,anger,andotheremotions.Andourchildrengothroughthesesameupsanddowns.Emotionsareanormalpartoftheirlives,too.Afunnylookfromafriend,aheatedargumentwiththeirteacher,agoodjokewiththeirsister,oraquietmomentwiththeirdad–allofthesecanhappeninadayandallofthemstirupdifferentemotionsinthem.

Aschildrengrow,itiskeyforthemtolearnto“regulate”theiremotions.Thismeansidentifyingandactingupontheemotionappropriately.Achildwhoregulateshisemotionswellislesslikelytogothroughanxietyanddepressionashegrowsup.

Superdadsarerolemodelsintheirchild’semotionaldevelopment.Childrenlearnabouttheirownemotionsthroughasuperdadwhoisawareofandisincontrolofhisownemotions.Asuperdadalsoacknowledgeshischildren’semotionsandteachesthemtoexpressthemwell.

SuperThought:SuperDadshelptheirchildrenunderstandtheiremotions.

Goalsofthesession• fordadsandchildrentohavefuntogether• forchildrentoplayagamesupportingliteracy• forfatherstodiscussinformationaboutchildren’semotions• forfatherstodiscusswaystobuildtheirchild’sabilitytocontrolandexpress

emotions




Materialsneeded• A‐Zactivitysheet• handouts

o theemotionsIseeinmychildo Iknowhowyoufeelo emotionfaces

• picturesofchildren’sfacesshowingdifferentemotions

Descriptionofactivity• A‐ZAroundtheRoom

o havedad/childteamsfindthingsaroundtheroombeginningwithAandmovingthroughthealphabettoZ

Discussioncontent1. checkin–5minutes

a. goaroundtheroomandintroduceeachother,iftherearenewdadswhohavejoinedthegroup

b. forthosewhowereatlastsession,askiftheytriedanynewcommunicationstrategiesandwhatcommunicationstrategytheytried

2. handoutemotionfacessheetandaskthefollowingquestions:‐5minutes

a. isthereanemotionthatyourchildshowsmostoften?Itmaybeonthissheetoritmaybeadifferentone

b. isthereanemotionthatcharacterizesyoumostoften?c. doyoufinditeasyorhardtounderstandyourchild’semotions?

i. why?

3. howchildrenexpressemotions–10minutes

a. using“picturesofchildren”(slidesyoucanuseonPowerPointorprintforthemtobeabletosee),havethedadslookatthepictures

b. havethedadstalkaboutwhatemotionsthechildmaybeshowingc. askthedadswhatsomereasonsmaybefordifferentemotions–

i. angershows...ii. sadnessshows...

4. respondingtochildren’semotions–5minutes

a. brainstorm–whataresomewaysdadsrespondtotheirchildren’semotions?i. discipline/punishii. ignoreiii. listen

b. mistakeswecanmake



i. respondtoangerwithangerii. respondtoenthusiasmandexcitementwithdiscipline(Calmdown,its

notappropriatetoactexcited)iii. respondingtofearbyshamingiv. respondingtoshywith“growup”

5. tipsonunderstandingourchild’semotionsandhowtorespondtothem–5minutes

a. referto“Iknowhowyoufeel”handout

b. ask:howdoesthefollowinghelpyoudevelopemotionalhealthinyourchild

(usethenoteswitheachquestiontoguidethediscussion):

(i) payattentiontoyourchild(thishasbeenacommonthemethroughoutSuperDadsSuperKidsdofar)

• itishardtohelpwhatwedon’tknowmuchabout–itisdifficulttohelpourchildifwereallydon’tknowthemtoowell

• attentionshowsachildsheisimportantandvalued• attentionencouragesachildtocommunicatewithyoumore• attentionallowsyoutolearnaboutyourchild

(ii) acknowledgeyourchild’semotions• showsemotionsarevalidandthereforethechildfeelsvalidated• youngchildrenareunabletoseparatetheiremotionfromhow

theyviewthemselves.Theyaretheiremotion.Thisiswhythebehaviourthataccompaniesemotionsissooftenextreme.

• whentheiremotionisvalidated(evenifitistooextremeorevenwrong),thechildisvalidatedandaffirmed

• dad’sroleistoguideinhealthyexpressionoftheemotionandtoteachthe“right”emotionforthemoment

(iii) nametheemotionforthem• thishelpschildrenlearnabouttheirfeelings• thishelpschildrenlearntoidentifytheirfeelings

o totellthedifferencebetweenangerandsadness,betweenhappyandexcited,etc.

• theylearntocommunicatetheiremotionsbetter(iv) redirecttheemotion–ifnecessary

• “IseeyouarereallyexcitedaboutbeingatGrandma’shouse.Whydon’tyougogiveherabighug.”

• “YoumustbereallyangrythatTeddybrokeyourtower.Youneedtotellhimyouareangryinsteadofthrowingtheblocksbackathim.”

(v) showemotionourselvesappropriately–givessomethingforachildtomodel



6. keythoughts:c. payingattentiontoourchildhelpsusknowourchild’semotionsd. becomfortablewithourownemotionse. respondingtoachild’semotionswellhelpsthembemoreemotionallyhealthy

i. resourceforemotionalhealth–tips,impact1. depression2. anxiety3. self‐esteem

7. takehomediscussion:a. emotionfaceshandout–putitupsomewhere(fridge,bedroom,etc)b. use“TheEmotionsISeeInMyChild”topayattentiontoemotionsyourchild

showsi. whatyourchildshowii. whattheymighthavebeentryingtotellyouiii. howdidyoufindout?

Descriptionofreconnectactivityo haveadadreadastorytothewholegroupo taketheSuperDadsSuperKidspledgetogether:




5–DisciplineandSettingLimits

Nowwecomethetopicthatismosttroublesomeformostparents–discipline.Wehavespenttimediscussingchilddevelopment,strategiestocommunicatewithyourchildren,andsomeideasforhelpingchildrenunderstandandexpresstheiremotions.Eachoftheseiskeyindiscipliningwell.Weneedtoknowwhatwecanreasonablyexpectfromourchildren(development),howtocommunicateourthoughtswiththem,andhowemotionscansoeasilycontrolourchild’sbehaviour.

Disciplinedoneinacaring,lovingmannerismorelikelytogetthedesiredresponse.Therefore,disciplineneedstobedoneinthecontextofthelargerrelationship.Thestrongerdad’sattachmentandbondiswithhischild,themorehischildwillrespecthisdecisionsandwishes.Disciplinemustthereforealwaysbedonewitharespectfulattitude.Thisrespectwilldeepenachild’strustinhisfather’swordsandexpectations.

SuperThought:SuperDadssetclearlimitsanddisciplinecarefully.

Goalsofthesession• fordadsandchildrentohavefuntogethermakingandplayingwithplaydough• fordadstoconnectwitheachother• fordadstodiscussdisciplinestrategies


Materialsneeded• playdoughrecipe(makecopiesoftherecipeonthenextpageforeachdad)• handouts



SuperPlaydough

Youwillneed:

abigbowlsalt

creamoftarteroil

differentflavoursofKoolaidcrystalsboilingwater

aflatsurface(tableorcuttingboard)Ziplocbags

Directions:

Inabigbowl,firstputin

¼cupsalt2teaspoonsoftartar2teaspoonsofoil

Inameasuringcup,

dissolve1packofKoolaidcrystalsinto1cupofboilingwater

Add:

dissolvecrystalstothebigbowlandstir

Graduallyadd1‐2cupsofflour

MixuntilthereisadoughmixtureKneadthedoughonthetabletorightconsistency

Keep

inanairtightbagandinthefridgewhennotusing

Havefun!!



Descriptionofactivity

• (makingplaydoughisanoptionalidea–ifmakingplaydoughisnotpossibleinyoursetting,putoutplaydoughwithcutters,shapes,etc.fordadsandkidstoplaywith)

• provideallingredientsformakingplaydough• playdoughrecipe:

• encouragedadstotalkwiththeirkidsabouttexture,smell,colour,etc.ofthe

playdough• provideshapes,cutters,etc.fordadsandkidstousewhileplayingwithplaydough• provideZiplocbagsorotherbaggiesfordadstotaketheplaydoughhomein

Discussioncontent1. checkingin–5minutes

a. iftherearenewdadsinthediscussiongroup,haveeveryoneintroducethemselves

b. forthedadswhowereinthelastsession,ask:i. whatemotionsdidyounoticeinyourchildrensincethelastsession?

2. settinglimits–10minutes

a. brainstorm:i. whatarethebenefitstochildrenwhenwesetlimitswiththem?

• learnpatience• safety,etc.

b. outlinethefollowingmistakeswemakewhensettinglimits:

ii. toomuchstructure–reducesspaceforcreativity• sometimesstructureisnecessary–likewhenmaking

playdough,orplayingsoccer,orwhenaballbouncesintothestreet

• butwegettoomuchstructurewhenwetellthemhowtoplaywiththeLegoblocks,or

iii. rapid‐firecommands–toomanystrungtogether• youngchildrencan’tremembertoomanycommandsatonce• leadsthemtogiveup,notlistentodad’scommands• “Takeyourclothesupstairs,getyourpjson,brushyourteeth,

andfindabookformetoreadtoyou.”iv. intoomuchofarush

• putsstressonchildren• lesslikelytocomplyoutofchoice–itwillrequiresomekindof

verbalorphysicalforcev. beingvagueorunclear

• discussion–makealistofclearandunclearcommands



vi. usingcriticismtomotivate• Don’tbelazy,don’tbecareless,etc.

vii. usingquestions• alwaysopenuptoaresponsewemaynotwanttohear• “Don’tyouwanttogetyourshoesonsowecangoto

Grandma’shouse?”–thisleavesitopenforachildtorespondyesorno

c. usingthehandout“SettingLimits”,discussthefollowingstrategiesforsetting

limits:• keepyourcommands/limitstoonethingatatime• keepcommandsandexpectationage‐appropriate• beasspecificaspossible• focusonwhatyouwant–notwhatyoudon’twant• use“when...then...”• praiseobedience• useenforceablestatements

3. disciplinestrategies–whenthelimitiscrossed–15minutes

a. discussthesepoints:i. beforedaddoesanythinginresponsetohischildcrossingtheline,ask

yourself:• whatishappeninghere?• whyisithappening?• whatcanIdoaboutit?

logicalconsequencesi. givingachildaconsequencethatfitsthe

situationii. childrenlearnbestwhentheopportunityto

learnisascloselyrelatedaspossibletothesituation

• cleaningupspilledmilk,notlosingTVbecauseofthespilledmilk

iii. askforotherexamplesfromthedads naturalconsequences

i. allowingthesituationtorunitscoursesothatachildlearnsthroughexperience

ii. thisoftenallowsfordeeperlearningforachildbecausetheyexperiencetheconsequencewithoutsomeonetellingthemaboutit

notfinishinghomework,theteacherwillgivealowmark



notcomingwhencalledthefirsttimemeansyoumissedoutonthepopsicleseveryoneelsereceived

iii. askforotherexamplesfromthedads ignoringbehaviour

i. somebehaviourswillgoawayiftheyareignoredii. carefultomentionthatnoteverythingcanbeor

shouldbeignorediii. brainstorm–whatbehaviourscanbeignored?

• yelling,whining,tempertantrums,etc.iv. reminddads–theystillneedtokeeptheirchild

safe–wecannotignoreourchildiftheirbehaviourisputtingtheirsafetyatrisk

brokenrecordi. repeatingthecommand,limit,expectationii. holdingtotheboundarydespitewhining,anger,

callingyounames,etc.• Youmaynotgooutsideuntilyourpiano

practiseiscomplete.

4. activity:a. usingthe2scenariosonthe“Discipline”handout,discussthesequestionsfor

each:(youcancomeupwithyourownscenarios,too,thatfityourgroupofdadsbetter)

i. ask“whatmightbehappeninghere?”ii. ask“whymightitbehappening?”iii. ask“whatcanIdoaboutit?”

5. takehomediscussion–5minuteso beforenextsession,tryoneortwoofthedisciplinestrategiesdiscussedin

thesession

Descriptionofreconnectactivityo haveadadreadastorytothewholegroupo taketheSuperDadsSuperKidspledgetogether:




6–PhysicalHealth‐‐Activity&Nutrition

Howmanytimesdidwehearthisgrowingup–“getoutside,getsomefreshair,moveyourmuscles!”Ourparentshadtherightidea.Thebodyislikeamachine.thepartsneedtobekeptactiveinordertokeepfunctioning.Andweneedtoaddtherightelementsinordertokeepitworkingproperly.Partofahealthylifestyleiskeepingabodyactive(exercise)andwatchingwhatweputintoit(nutrition).

ASuperDadteacheshischildtolookafterhis/herbodybystayingactiveandeatingwell.Thissessionisdesignedtogivedadssomeideasabouthowtodothis.

SuperThought:SuperDadsteachtheirchildrentolookaftertheirbodiesbystayingactiveandeatingwell.

Goalsofthesession• fordadsandchildrentohavefuntogetherwithasimplescienceexperiment• fordadstoconnectwitheachother• fordadstodiscussthevalueofphysicaleducation&nutrition• fordadstodiscoverasimplewaytoteachtheirchildrentobeactiveandhealthy




Materialsneeded• stalksofcelery• foodcolouring• cupsandwater• handouts(oneperdad):

o physicalactivitybookletfromthePublicHealthAgencyofCanada ThePublicHealthAgencyofCanadahassetupatoll‐freetelephone

serviceat1‐888‐334‐9769forpeopletoordertheGuidesfreeofcharge.Aswell,theGuidescanbeorderedatwww.phac‐aspc.gc.ca/pau‐uap/fitness/order.html.

o CanadaFoodGuide–thisisavailableinmanylanguagesandcanbeorderedanddownloadedfrom:http://www.hc‐sc.gc.ca/fn‐an/food‐guide‐aliment/index‐eng.php

Descriptionofactivity• asimplescienceexperiment:turntheceleryblueorred• youmaywanttostartoneofyourownthenightbefore,becauseitmaytakemore

timethanyouhaveforyourprogramfortheexperimenttoworko separatetheceleryintoindividualstalksandcutthemshort(about20

cmlong).Youwillbeusingtheendwiththeleaves–itlooksthebest

o putwaterincupso havekidsaddtheirchoiceoffoodcolouring–redorblueworkbesto puteachstalkinitsowncupofcolouredwatero attheendoftheprogram,checktoseewhathashappenedtothecolourof

thecelery–itwill(hopefully)haveabsorbedthecolourofthewatero thepoint–whatgoesintotheceleryaffectswhatitlookslike

whatgoesintoourbodiesaffectsourbody–putgoodstuffinandwegetmoreenergyandfeelbetter;putbadstuffinandweloseenergyandfeelworse



b. forthedadswhowereinthelastsession,ask: whatdisciplinestrategiesdidyoutrysincethelastsession? howdidthingsworkout?



2. SomeFacts–5minutesa. sharesomefactsaboutchildren’shealthwiththedads.Herearesome,

butyoucanaddoruseyourown:• about1/3ofboysand¼ofgirlsareoverweight.Thisisa

significantincreaseinthepast30years• 45%ofchildrendon’tgetenoughcalciumfortheirbonesto

developproperly• childrenspendanaverageof6hoursperdayinfrontofa

computer,TV,orvideogame

3. Barrierstochildren’sactivity–5minutesa. brainstorm:askthedads“Whataresomethingsthatkeepchildren

frombeingasactiveastheyneedtobe?”b. herearesomeideas

videogames,computertime amountofhomeworkandschoolrequirements influenceoffriends rolemodelingofparents self‐esteem obesity lackofopportunityorencouragementtogetactive snacksandmeals(qualityandquantity)

• Themosthighlyratedbarrierstochildren’sactivityasreportedbytheirparentsare:

o highcosts,accessibility,peerinfluence,skill,toomuchhomework,videogamesandcomputers

4. CauseorEffect–10minutesa. thisactivityisdesignedtogivedadsachancetodiscoverthethings

thatleadtopoorandhealthyphysicalhealth(causes)andthethingsthataretheresultofpoorandhealthyphysicalhealth(effects)

b. divideaflipchartpaperinto4quadrantswiththefollowingheadings:

causesofpoorhealth

causesofsuperhealth

effectsofpoorhealth

effectsofsuperhealth

c. putthefollowingstatementson3x5cardsorslipsofpaper

portionstoobig 60‐90minutesofphysicalactivity/day

possibilityofdiabetes



sugarysnacks processedfood eatinginfrontoftheTV

morethan1hourof“screentime”perday

wholegraincerealsandbreads

lotsoffruitsandvegetable

reducenon‐activetime

walkingtoschool drinking3‐4classesofwaterperday

childreninvolvedingroceryshopping

balancedhealthybreakfast

feelinglazy

isolation moretenseanduptight

lessenergy

obesity morelikelytohaveaninjury

strongbones

lessstress moreflexibility higherendurance

betterconcentrationandfocus

meetsnewfriends strengthensheart

feelfreetoaddyourownideastothislist–especiallyones

thatmayfityourdadswhoyouareworkingwith

d. havedadspickthemoneatatime(eitherhavethemupsidedownonatable,inabowlorhat,orsomeotherwayforthesetobechosen)

• havesometapepreparedtousetostickeachontheflipcharte. foreachcard,askthedadwhochoosesittoattachittothe

appropriatequadrantofthetablef. asdadsaredoingthis,havethemwriteinthestatementsintheir

handouttitled:“ASuperKidisaHealthyKid”

5. HelpingChildrenLeadHealthierLifestyles–10minutes

a. thekeystepistohelpchildrenbeawareoftheissues.Thentheywillbemorelikelytochoosetobehealthythemselves.Followingare5waysdadscanencourageahealthylifestyle.

b. Activity:• dividethegroupinto5smallgroups(ifthegroupissmall,youcan

gothrougheachofthese“ideas”together).

• giveeachgrouponeofthefollowingwaystoencourageahealthylifestyle

1. Involvechildrenintheprocessofdecidinghowtolivehealthily



2. Setgoalswithyourchild3. Givefeedbackandpraise4. Getchildrentoagreetotheplan5. Rewardandrecognizechange

• haveeachgroupdiscuss

1) howthisideacanhelp2) oneortwowaystheycanapplythiswiththeir

child(ren)

• haveeachgroupreportbackwhattheydiscusses

• dadscanwritedownthoughtsandideasonthehandout“BuildingaSuperHealthyLifestyle”

• 5Ideastodiscuss:

1. Involvechildrenintheprocess.

• Thoughtstoguidethelargegroupdiscussion:Theywillbefarmoremotivatediftheyplayapartinthedecision‐makingprocess.Helpthembecomeawareofhowmuchactivitytheydonowandhowinactivetheymaybe.Thisisessentialtothenextstep.

2. Setgoalswithyourchild.

• Thoughtstoguidethediscussion:Goal‐settinghelpschildrenchecktheirownprogress.Ifyouhavemorethanonechild,itmightbehelpfultosetagoaltowhichtheyallcancontribute.Encouragesmallsteps.Striveforthegoal,checktheresultstofindoutwhatisworkingandwhatisnotworking,revisethegoalandtryagain.

3. GiveFeedbackandPraise.

• Thoughtstoguidethediscussion:Talkaboutwhatthechilddidtobeactiveeverydayandpraiseandrewardsmallsteps.

4. Getchildrentoagreetotheplan:

• Thoughtstoguidethediscussion:Talkoften



aboutphysicalactivitygoalswiththewholefamilytoencouragethechildrentodowhattheysaidtheywoulddo.

5. RewardandRecognizeChange.

• Thoughtstoguidethediscussion:Reinforcenewbehaviourandcelebratesuccessesthroughrewardsandrecognition.

c. wrapup

o reviewthe“tips”atthebottomofthe“BuildingaSuperHealthyLifestyle”handout

6. takehomediscussion

a. beforenextsession,tryoneortwoofthephysicalactivitieslistedinthebooklet

DescriptionofReconnectActivityo checkouttheprogressofthewaterintheceleryo taketheopportunitytoremindkidsthatwhatweputinourbodieschanges

howwefeelandwhatwecando(energy)o taketheSuperDadsSuperKidspledgetogether:




7–PhysicalHealth–InjuryPrevention

Unintentionalaccidentsandinjuriesaretheprimaryreasonforchildrentovisitahospitalemergencyroom.Theseaccidentsincludeautomobileaccidents,pedestrianaccidents,falls,burns,andmore.Allchildrenarepronetohurtingthemselves.Thoughmanyaccidentsarepreventablethroughcarefulattentiontotheenvironmentandtothechild’sbehaviour.

Thethingaboutdadsandinjuriesisthatdadstendtobemoreriskyinthetheirplaywithandattentiontochildren.Thishastremendousbenefits:increasedcoordinationandconfidence,adifferentleveloffunandenjoyment,opportunitytotesttheirlimits,tonameafew.However,moreriskalsoopensthedoortothepotentialformoreinjury.Itisveryimportantthatafatherallowshischildtotakerisks,butalsobeattentive,careful,andawareoftheenvironmenthischildlivesin.

SuperThought:ASuperDadteacheshischildtobesafeinplayandtopayattentiontotheenvironment.

Thissessionisdesignedtogivedadssomeideasabouttherisksaroundhomeandthe

environmentsthatchildrenliveinandhowtopreventinjurythroughpreventionandsupervision.

Goalsofthesession• fordadsandchildrentohavefuntogethermakingupastoryand/orreadingtogether• fordadstoconnectwitheachother• fordadstodiscussthepossibleinjuriesthatcanhappentochildren• fordadstolearnaboutpreventionandsupervisionaskeyelementsthatcanhelp

avertaccidents




Materialsneeded• questionstoguidestorytelling• handouts• picturesofpotentialhazards

Descriptionofactivityo usingthe“Let’sMakeaSuperStory”handout,havedadssitwiththeirchildren

andmakeupastorytogether.Encouragedadstoletthechildguidethestory.Theycanusethequestionsandideasonthehandoutforsomeideas.

o Fordadswithyoungerchildren(babiesandtoddlers),youcanhavethemreadastorytotheirchild.Encouragethemtobeanimatedandusetheirimaginations,too,astheyarereading.

animatecharacters changeyourvoicetone askyouchildwhattheythinkwillhappennext



b. forthedadswhowereinthelastsession,ask: whatactivitiesornutritionideasdidyoutrysincethelastsession? howdidthingsworkout?

2. InjuryQuiz–5minutesa. askthefollowingquestionstogetdadsthinkingaboutchildrenandinjuries

Question Answer Comments

Childrenarerarelyinjuredfromhomeproducts.TrueorFalse

False Onaverageof18,000emergencyroomvisitsareasaresultofinjuriestochildrenrelatedtohomeproducts.

Whattypeoffurniturecausesthegreatestnumberofinjurieswhenittipsover?A.TelevisionsB.BookcasesC.DressersD.Wardrobes

Televisions TheanswerisTelevisions.Televisionsetsareheavyandhardandiftheyfallonchildrenitcanresultinheadinjuries,brokenbones,crushednerves,andinternalinjuries.Anchors,angle‐bracesorfurniturestrapscanbeusedtosecure



televisionstothewall.Whenmountingaflatscreentelevisiontothewall,ensurethatyoufollowthemanufacturer’sinstructionsandusethebracketsrecommendedbythemanufacturer.Manytelevisionsfallasaresultofusingthewrongbracket.

Bathseatskeepchildrensafeinthebathtub.TrueorFalse

False Bathseatsandbathringsaredangerous.Theygiveparentsandcaregiversafalsesenseofsecurity.Parentsareoftenmorecomfortableleavingtheirbabyaloneinthebathtubforafewmomentsifthebabywasinabathseat.Ifyourbabyslipsunderthebathring,thebathringcantrapyourbabyunderthewater.Nochildunderfiveshouldbeleftaloneinthebath,notevenwithasibling.

Howoldshouldachildbebeforeshecansleeponthetopbunk?A.5yearsoldB.6yearsoldC.7yearsoldD.8yearsold

6yearsold Themajoritiesofinjuriesrelatedtobunkbeduseareasaresultofafallfromthetopbunk.Childrenfiveandunderareatgreatestriskofbeinginjuredwhileonthetopbunk.

Theonlywaytofindoutaboutaproductrecallisifyouhappentohearaboutitonthenews.Trueorfalse

False HealthCanadawebsitehasalltheinformationaboutrecalleditems.Thatisthemostreliableplaceforthisinformation.

Whichtypeofwindowcoveringshavebeenlinkedwithchildhoodstrangulation?A.RomanshadesB.WindowblindsC.CurtainsD.Alloftheabove

Alloftheabove

Childrenhavebeeninjuredbybecomingentangledinwindowcoveringcords.Differentwindowcoverings,suchasdrapeswithoutcordsorrollerblinds,aresaferforchildren.



3. SomeFacts–2minutesa. sharesomefactsaboutchildren’sinjurieswiththedads.Herearesome,

butyoucanaddoruseyourown:i. mostcommoninjuries:

i. unintentionalinjuriesii. caraccidentsiii. fallsiv. burnsandcutsv. aspedestriansvi. drowning

4. IdentifyingPossibleInjuries–10minutesa. thisactivityisdesignedtogivedadsachancetodiscoveranddiscusssome

ofthethingsthatcanleadtoinjuryinchildrenb. usingthepicturesonthePowerPointslides,facilitateadiscussionofthe

potentialinjuriesthatcancomefromeach.i. youcanusePowerPointORprintthepicturesii. askthedadstobrainstormhowkidscanhurtthemselves.Encourage

themtobeasspecificaspossiblewiththeirexamples.

Item PossibleInjuriesbike

fallsheadinjuries

scrapesfireplace

burns

fallsoffmantlewindow

falls

curtains/blindselectricalplug

electricshock

bathtub

drowningburnsfromhotwater

bleach

poisoning

door

pinchedfingerstriponthreshold

playground

falls

iron

burns

stairs

falls



dog

bites

stovewithpots

burns

scooter fallscar carseat

accidentsshelves fallingoveronthechild

childclimbingandfalling

5. KeepingKidsSafe–3minutes• therearemanywaystokeepchildrensafefrominjury.• twokeythingsfordadstokeepinmind:

o preventiono supervision

• thoughnotfool‐proof,childrenarelesslikelytogetinjuredwhenaparent:

o isproactiveinlookingaroundtheenvironmentforunsafeitems,situations,etc

o ispayingcloseattentiontowhattheyaredoingandwheretheyaredoingit

6. homework‐5minutes

a. beforenextsession,completethe“HomeSafetyChecklist”b. askdadstowalkaroundtheirhome/apartmentandlookforsafetyissues

theysee.Encouragethemtogetdownontheirhandsandkneesandcrawlarounda“kidlevel”(especiallyiftheyhaveinfantsortoddlers).

DescriptionofReconnectActivityo taketheSuperDadsSuperKidspledgetogether:




8–Family/Life/WorkBalance

Doesallthisfatheringstuffsoundtough?Well,that’sbecauseitis.Beingadadisthetoughest,thoughthebest,jobontheplanet.Therewardsaremany,thoughthesweatisreal.Aswehavediscusseddiscipline,thephysicalcareofourchildren,howtheydevelop,howtocommunicatewiththem,andhowtheydevelop,onethingisclear–ittakesalotoftime,commitment,andwisdom.

Thissession,ourfinaloneintheSuperDadsSuperKidsprogram,isdesignedtodiscusssomewaysofmanagingthestressthatcancomewithbeingadad.Wearealltryingtobalancetheresponsibilitiesofourlives,regardlessoffamilystructure,employmentstatus,andageofourchildren.Sojoininaswediscusssomewaystomanageourpriorities,values,andtime.Superdadsdon’thaveeverythingtogetherintheirlives,buttheyareopenabouttheirsituationsanddowhattheycantobethereasacredibleinfluenceintheirchildren’slives.

SuperThought:ASuperDadrealizesitsnottheamountoftimehehaswithhisfamily,butratherwhathedoeswiththetimeheisgiven.

Goalsofthesession• fordadsandkidstohavefuntogetherbuildingabirdfeeder• fordadstodiscusstheimportanceofbalancingtheirprioritiesbetweentheirfamily,

theirwork,andtherestoftheirlives• forfatherstoconnectwitheachother• towrapuptheSuperKids/SuperDadsprogram


Materialsneeded• plasticwaterbottleswithlids,sticks,birdseed,wire• rocks,pebbles,sand,largeglassjar• handouts



Descriptionofactivity• youwillneedtocollectemptywaterbottlesforthisactivity• havedadsandkidsworktogethertobuildbirdfeedersfromplasticwaterbottles• pokeholesinthebottletoholdthesticks• attachawiretothroughthetopofthebottlelid



b. forthedadswhowereinthelastsession,ask: whatsafetyissuesdidyoufindwhenyoudidthesafetycheckup?

2. SomeFacts–2minutes

a. sharesomefactsabouthowstressandbusynessimpactsfamilies

o stresscosts$1.7billioninlostworktimeinCanada

3. Whataddsstresstoadad’slife–5minutes

a. brainstormsourcesofstresswiththedads

o lackoftimeo gettingchoresdoneo demandsfromchildreno relationshipwithmom/partnero work,etc.

Inordertodealwithstress,twothingsneedtohappen:

anassessmentofadad’svalues–whatisimportanttohim.Stresscancomefromputtingenergyintothingsthatreallydon’tmatter.

anassessmentofadad’spriorities–howhechooseswhattodowithhistimeandresources.Stresscancomefromdoingthingsthatconflictwithwhatisimportant.

4. Values–discussion–5minutes

Thisdiscussionisintendedtoguideadadindeterminingwhatismostimportanttohim.Bytakinghischild’sperspective,dadcanthinkabouthowothersmaybeperceivingwhatisimportanttohim.Theremaybeadifferencebetweenwhatisimportanttohimandwhatotherpeople(hischild)wouldsayareimportanttohim.



Askthedadsthefollowing(usethehandout“What’sOneWord”toguidethis,too):

a. whatisonewordourphraseyouwantyourchildtousetodescribeyou?–havethedadsputthiswordintheboxunderneaththefunnel

b. whatwillyoudotoshowthiswordorphrasetoyourchild?howwillyouprovetoyourchildyouareandwillbethisway?–havethedadsthinkofthingstheymaydoorattitudestheywillshowtheirchild

o forexample,ifyouwantyourchildtodescribeyouasadadwhoiscompassionate,howwillyoushowcompassion?Ifyouwantyourchildtodescribeyouasadadwhohasintegrity,whatwillshowyourchildthatyouhaveintegrity?

5. Priorities–10minutes

a. Rocks,Pebbles,Sandinthejar

b. Youwillneed:o alargeglasscanningjaro 3‐4rocksthatwillfitinthejaro ahandfulofpebbleso somesand

c. talkwiththedadsaboutprioritieso askadadtodothiswithyouasyoutalko pourinthesand–ourlifeisoftenfilledfirstwiththesmall

stuff–thosethingswethinkwecangetdonequicklyorareurgent

o pourinthepebbles–thenwetrytogetthethingsdonethatwethinkwecancheckoffourlistagainquickly

o trytoputintherocks–thebiggest,moreimportantthingsarethenoftenleftundoneorignored

o dumpouteverythingandstartagaino putintherocksfirst,thenthepebbles,thenthesand–when

westartwiththethingsthataremostimportant,weoftenfindtheotherthingsfitinmucheasier

o theprinciple–keepthemainthingthemainthingo whatisyourmainthing?

Animportantpartofthisdiscussionistorememberthatformostdads,spendingtimewiththeirchildrenisthepriority.However,therealityisthatnon‐custodialfatherswillhavelimitedchoiceintermsofamountoftimewiththeirchildren;over‐employeddads(needingtowork2‐3jobsORlonghoursatonejob)willnothavemuchchoiceintermsofamountoftimewiththeirfamily;dadswithbusykidsmaynotfeeltheyhavemuchtosayabouttheamountoftimetheyspendtogether.The



pointistohelpdadsthinkaboutwaystobecreativewiththetimeandhowtomakethetimetheyhaveworthwhile.Itsnottheamountoftimewehave,butwhatwedowiththetimewearegiven.

6. PlanningtoBringBalance–refertothe“Family&Life:InBalance”handout

a. setyourpriorities

o youcanhavethedadsdothisonthehandouto lookatthedifferentthingsthatfillyourtime–family,work,

freetime,etc.o ranktheseinorderofpriority

b. planyourfamilytime–maketimeforyourchildren

o proclaimit–tellyourfamilyaboutito protectit–doyourbesttonotletotherprioritiessneakino preserveit–keepitgoing–makeitahabit

c. say“no”tothenon‐essentialthings

o thesearedifferentforeveryone,butitsimportantthatdadsconsiderwhataresomeoftheiruniquenon‐essentialthingsthattakeuptheirtime

d. takeregularbreaks–weworkbetterwhenwebreakregularly

e. limitdistractions–especiallywhendoingthethingsthataremostimportanttoyou

o brainstormwiththedadssomedistractionstheyhave

f. becreativewithdowntime–

o brainstormwiththedadssomeideasforusing“downtime”• commutehomefromworktogetreadyforthekidsat

home;getenoughsleep;getupabitearlierinthemorning,etc.

g. letyourfamilyknowyouarethinkingaboutthem

o brainstormwiththedadssomewaystoincreasetheir“familyfocus”• bookintimetothinkaboutyourfamily• callthemonceaday• writethemlettersoremails



• putpicturesintheplacesyouspendmostofyourtime(car,office,desk,etc.)

7. SuperDadsSuperKidsprogramwrapup

a. withthedads–doacheckinaboutthethingstheyappreciated,learned,orwouldliketoseedifferentintheSKSDprogram,

b. handoutcertificates

c. withthedadsandkids–haveaspecialcakeorsnacktocelebratethespecialrelationshipkidsanddadshave

DescriptionofReconnectActivityo taketheSuperDadsSuperKidspledgetogether:




ResourcesSuperDadsSuperKidsisalwayslookingfornewideasforactivitiesandresourcesthatcanenhancethisprogram.Ifyouhave:

• ideasforactivities• resourcesrelatedtothetopics• commentsabouttheflowanduseoftheprogram• suggestionsandfeedbackasafacilitatororfromthedadsandkids

pleasepassthemalongto:

[email protected]

Herearesomeideasofresourcesforsomeofthetopics:Communication:http://www.partnershipforchildren.org.uk/resources/children‐s‐communication.htmlPhysicalActivityhttp://www.region.peel.on.ca/health/baew/resources/InjuryandSafety–http://www.caringforkids.cps.ca/wellbeings/index.htmhttp://www.safekidscanada.ca/safekidsCanada/

HelpfulSiteswww.cfii.cawww.fira.cahttp://raisingchildren.net.au/



Handouts

Super Dads Super Kids · PDF fileSuper Dads Super Kids 5 Facilitator’s Manual...

Documents

Transcript of Super Dads Super Kids · PDF fileSuper Dads Super Kids 5 Facilitator’s Manual...