LET & ABLE News

Licensure Education Training & Adolescents for Better Learning Endeavors Programs

A publication of Recco S. Richardson Consulting, Inc. • Recco Santee Richardson, Ph.D., LPC

Issue 26 … January 2017

Dr. Recco’s Corner

      There are positives and negatives associated with living in America’s capitalist society. As a positive, we have the opportunity to excel, venture out and pursue dreams. This is a God send concept. Likewise, as a negative, we must deal with the presence of competitiveness, policies and social status that is annoying and evil.

    It is capitalism that creates and gives rise to various isms and stereotypes. This leads me to wonder why children from single parent homes are often stereotyped and perceived in some circles, to be a step-down from other homes.  

   Countless single parent home children have recounted to me horror stories about how their friends treat them because of their home life. It is concerning to me how single parent home children (which accounts for upwards of 60 percent of children in some communities and school districts) are subject to negative stereotypes. Any time the majority of a sect of people is stereotyped, eventually types of legalized oppression follows and further suffocates the victims.  

    As health and human services working professionals, it is our responsibility to cry loud against any form of oppression and stereotypes. Are you ready to cry and battle?

Recco

“Two Parents and Single Parent Homes, Life Outcomes of Their Children” 

Recco Santee Richardson, Ph.D., LPC (2016)

Part IV “Building Resiliency in Children Reared In Single Parent Home II

Resilience Frameworks

    Over the past 40 years, resilience research has gone through several stages. From an initial focus on the invulnerable or invincible child, psychologists began to recognize that much of what seems to promote resilience originates outside of the individual. This led to a search for resilience factors at the individual, family, community and cultural levels (Lee, Cheng & Kwong, 2012).

    Contemporary researchers have found that resilience factors vary in different risk contexts and have contributed to the notion that resilience is a process. Research on resilience has been a major theme in developmental psychopathology focusing on the question why some children and adolescents maintain positive adaptation  despite experiences of “distressing life conditions and demanding societal conditions”  such as violence, poverty, stress, trauma, deprivation, and oppression (Lee, Cheng & Kwong, 2012).

    Children from single parent homes experience the stated and are more at-risk than other children to school dropout, illness, lower standardized test scores, substance abuse, shorter life span and incarceration.

    Three waves of research on resilience have been identified and have set the path for the fourth wave which focuses on multilevel analysis and the dynamics of adaptation and change. There is a wide range of theories about the relationships between resilience and positive youth development. 

    There are models and frameworks that help to better understand resilience. As such, it is held that there are three general classes of resilience models/frameworks (compensatory, protective, and challenge) that explain how resilience factors operate to alter the trajectory from risk exposure to negative outcome (Fergus &Zimmerman, 2005).

Compensatory: The compensatory model best explains a situation where a resilience factor counteracts or operates in an opposite direction to a risk factor. The resilience factor has a direct effect on the outcome, one that is independent of the effect of the risk factor. In CIET’s ACYRN-East study, for example, alcohol abstinence or moderation is compensatory in the sense that it is directly and independently associated with lower risk for youth suicide (Anderson & Ledogar, 2008).

Protective: In the protective model, assets or resources moderate or reduce the effects of a risk on a negative outcome. Protective factors may operate in several ways to influence outcomes. They may help to neutralize the effects of risks; they may weaken, but not completely remove them; or they may enhance the positive effect of another protective factor in producing an outcome.

    In the ACYRN-East study (Anderson & Ledogar, 2008), being drug-free, though not directly associated with lower suicide risk, is associated with lower alcohol use and thus is protective in the sense that it enhances the latter’s anti-suicide potential.

Challenge: A third model of resilience is the challenge model. In this model, the association between a risk factor and an outcome is “curvilinear”: exposures to both low and high levels of a risk factor are associated with negative outcomes, but moderate levels of the risk are related to less negative (or positive) outcomes.

    Altering the trajectory and impact of risk and negative outcomes is just what the doctor ordered for children reared in single parent homes. To strengthen children, we must consistently redirect and change the trajectory and bloodline issues that target them.     

    Adolescents exposed to moderate levels of risk, for example, may be confronted with enough of the risk factor to learn how to overcome it but are not exposed to so much of it that overcoming it is impossible.

Risk, Vulnerability & Protective Factors

    With the help of resilience, the majority of children can overcome their initial traumatic life experiences. Types of traumatic experiences include growing up in the home with a mentally ill family member, residing in a divorced or blended family home, being emotionally, physically or sexually abused or having criminally involved parents.

    Not many children escape life without experiencing some type of trauma. It behooves us to ensure that through resilience, quality parenting and proper guidance, a faulty bond with their trauma does not take place

    As stated previously in this four part research writing, the common qualifying condition for resilience, as viewed by most researchers, is the presence of demonstrable, substantial risk facing the individual. Many define risk in terms of statistical probabilities: a high-risk condition being one that carries high odds for maladjustment (Luthar, 2006; Masten, 2001).

    Substantial risk is closely related to vulnerability. Vulnerability can be defined as how prepared a person is for a presented task. Vulnerability can interact with a risk factor so as to intensify one’s reaction to risk (Rutter, 1990; Luthar, 1991, 2006).

    There are many kinds of vulnerabilities including economic, social, environmental and psychological. Indigenous, rural and urban communities often have to deal with their own particular set of vulnerabilities.

    The identification of risk, vulnerability and protective factors is important because risk factors can have a greater effect when occurring together with other risk factors than they do when occurring in isolation (Rutter, 1990; 1999; 2000; Sameroff et al., 1987; Sameroff & Rosenblum, 2006). Protective factors will be discussed later in this writing.

    The identification of vulnerability factors helps to understand, find processes, view causes and identify solutions.

Protective Factors & Children

    The main difference between individuals who adapt very well despite facing risks and individuals who end up in mal-adaptation is the existence of protective factors. In summary, protective factors are internal and external ideas and concepts that can help  individuals negotiate live experiences that have the ability to stymie development, offset growth and deter success.

    Regardless of what type of home they reside in, protective factors are critical and play a major role in the overall development of children. Why? Because protective factors can help children develop, adapt to stressful situations and side-step risk taking behaviors.

    In general, internal protective factors have the ability to promote optimism, perceptions of control, self-efficacy, and active coping skills that are associated with better health. External protective factors help individual’s function socially and maximize their participation in their environment.

     Protective factors can be grouped into four main components (bonding, competence, optimism and environment).

Bonding: Bonding explains a child’s emotional attachment and commitment to parents or caregivers. Healthy and unhealthy bonding can be found in all relationships including peer, coach, love interests and community groups. To promote bonding and attachment with and within children, simply spend quality time with them, explain universal truths to them, practice acceptance and mercy with them, communicate with them about relevant age appropriate topics and give them opportunities to explore and express themselves to and with you. The stated is “Parenting 101” in a nutshell.

Competence: In general competence can be viewed as the by-product of knowledge and intelligence. It is a must for children to have. Specifically, emotional, cognitive, moral, behavioral and social competencies help all children (especially those raised in a single parent home) secure the ability to make good decisions, regulate their emotions, have a proper view of themselves, and get along with others. When the throws of life come, children must have access to reservoirs of competencies so as to overcome and keep moving forward.

Optimism: A jewel in its own right, optimism is the ability to hope against hope. It is the presence of a resilient mindset that embraces the belief that one way or another, things will work out. Optimism has been known to have solid roots in spiritual truths, understanding the meaning of life and possessing a positive sense of self. It has the ability to promote a “future orientation” approach to life that helps children stay focused on a desired goal. Cultural enrichment and exposure to other’s ways of life can help all children experience optimism and future orientations.

Environment: Of all the protective factors, environment tends to have the largest impact on children. It takes dedication, unrelenting effort, a strong sense of self and acceptance to break negative bands created by unhealthy environments. The most common environments that effect children to the positive and negative are home, school and community.

    In closing, in case you missed it, the treatment plan or actions steps necessary for helping children raised in single parent homes achieve and close life outcomes gaps is a process.

    The process includes ensuring that each child secures and maximizes protective factors, bonds with healthy experiences and develops a resilient mindset.

 

RSRC 2nd Annual Recharge Self Care Conference

     Our 2nd Annual Recharge Service Providers Self Care Conference will be held Saturday April 29, 2017 at Covenant Hills Retreat & Camp, Otisville, MI.

     The morning workshop sessions will be held 8 am – 12 noon and the afternoon workshop sessions will be held 2 pm – 5 pm. The cost is $100 for each session.

     A total of four to six interactive and rejuvenating workshops will be offered along with a private practice panel.

ABLE Program

    The Adolescents for Better Learning Endeavors (ABLE) Program is designed to help school age youth move forward as a result of gaining new skills and competency.

The goal is for participants to be able to successfully participate within the school setting.

    The program helps participants improve their academics, social life, emotional maturity and decision making skills.

 

ABLE Program Components:

 

• Individual Counseling
• Family Counseling
• Home Visits
• Crisis Management
• Parenting Workshops
• Incentives & Awards
• Support Groups
• Exciting Fieldtrips

 

Coming RSRC Trainings/Workshops

 

Saturday, February 4, 2017

Topic: “Sweet Lips” Communication Workshop

Time: 11am – 2 pm

Location: Harris Memorial C.O.G.I. C, Flint, MI

Cost: $10 (ages 12 and under) $20 (Adults)

Status: Open to general public

Presenter: Recco Santee Richardson, Ph.D., LPC

 

Wednesday February 8, 2017

Topic: Them, They & Us: Staff Diversity and Unity

Time: 6 pm – 8 pm

Location: Uniquely Created Children’s Center

Cost: None

Status: Open to general public

Presenter: Recco Santee Richardson, Ph.D., LPC

 

Sunday, February 19, 2017

Topic: Emotional Development of Teens & Young Adults

Time: 7 am – 10 am

Location: Genesee Valley Regional Center

Cost: None

Status: Closed to general public

Presenter: Recco Santee Richardson, Ph.D., LPC

 

Tuesday, February 21, 2017

Topic: Emotional Development of Teens & Young Adults

Time: 6 pm – 9 pm

Location: Genesee Valley Regional Center

Cost: None

Status: Closed to general public

Presenter: Recco Santee Richardson, Ph.D., LPC

 

Note: The target audience for the workshops are all parents, day care workers, case managers, counselors, social workers, family advocates, coaches, educators, court family workers, grant writers, youth specialist, interns, volunteers and residential staff.

 

LET Program

    Offered by Recco S. Richardson Consulting, Inc., the Licensure Educational Training (LET) Program is an effective supervisory program that targets Limited Licensed Professional Counselors (LLPCs) who need supervision.

    Currently, LET programming is offered in three cities and has regular participants from 10 different counties

LET Services:

Group Supervision: Monthly gatherings that review caseloads, offer Q/A sessions, discusses trends in the field, secures guest speakers and much more.

Individual Supervision: As requested, informal one-on-one sessions that provide personal attention, intentional brainstorming and insightful strategies.

Communication: Unlimited monthly communication via phone, email and text.

Other: NCE workshops, counseling residencies, business services support, book club and scholarly writing/research.

 

Coming LLPC Group Supervision

 

February 2017

Bay City: Saturday, February 18, 2017 (9 am – 1 pm)

Lansing: Saturday, February 18, 2017 (4 pm – 8 pm)

Flint: Sunday, February 19, 2017 (1 pm – 5 pm)

 

March 2017

Bay City: Saturday, March 18, 2017 (9 am – 1 pm)

Lansing: Saturday, March 18, 2017 (4 pm – 8 pm)

Flint: Sunday, March 19, 2017 (1 pm – 5 pm)

 

Services Offered By RSRC

 

Afterschool Programming • Treatment/Support Groups • Staff Trainings                        Book Writing/Publishing • Entrepreneur Support • Educational Services • Family Counseling • Compliance/Regulation • Post-Adoption Services • Youth Programming School-Based Initiatives • Grant/Proposal Writing • NCE Test Workshops • Educational Fieldtrips • Program Development • Motivational Speaking • Conferences/Retreats        501c(3) Application • LLPC Licensure Supervision

 

Contact Us

                                         

Recco S. Richardson Consulting, Inc.      

Recco Santee Richardson, Ph.D., LPC                                           

2500 S Linden Road, P.O Box 321252 .. Flint, MI 48532                                

(810) 394-7815 (Office)  (810) 732-6657 (Fax)                                  

website: reccorichardsonconsulting.com                                 

email:reccorichardsonphd@gmail.com