Nurturing Families
FCS - Nurturing Families
Rex, Thompson
Nurturing Parenting
Keys to Great Parenting
Blue To You
Nurturing Fathers
Healthy couple and parenting relationships and resulting family stability benefit the well-being of adults and children. Co-habiting, same-sex, divorced, widowed and single households are the new majority. Stresses on military families are more difficult and prolonged because of the demands on military personnel to serve multiple deployments, frequently in combat zones. Children who live absent from their biological fathers are two to three times more likely to be poor, to experience educational, health, emotional and behavioral problems than their peers who live with their married, biological (or adoptive) parents. In 2009, 26 percent of Kentucky children lived in poverty, ranking Kentucky 48th in the nation. Children who start kindergarten with delayed development and fewer assets are by far more likely to repeat grades, get tracked into lower-tier classes and drop out of high school than more advantaged children. More than half of Kentucky’s 56 judicial circuits have some form of mandated divorce education; more such education is needed.
Kentucky families are able to:
Care for the physical and mental health and well-being of each individual over the long term
Foster the optimal development of children and youth
Practice parental leadership skills
Build personal strengths and self-control, interpersonal communication, life skills including wise decision-making
Embrace people from diverse cultural and ethnic backgrounds
Reach out with empathy to people dealing with severe stress
Access community resources when needed
Become volunteers to make their community a better place to live for everyone
The number of people who:
Set and used family rules, routines and limited screen time
Ate family meals four or more times a week
Reduced stress levels, made time for selves, and/or made wise decisions about money, time, etc.
Played and spent quality time with child daily
Reported child’s developmental progress over time
Identified realistic expectations for child’s tasks
Reported using preventive and positive discipline techniques in response to misbehavior and setting and enforcing logical consequences
Practice skills to strengthen and sustain relationships
Accessed community agencies and resources when needed
Engaged in community outreach activities
Commits to set family rules regarding eating together, limiting screen time, active play and exercise, set routines
Intends to manage stress; make time for self; listen, talk, bond with family members; read with child daily; teach responsibility in use of money, time, etc.
Describes child’s developmental levels relative to averages
Verbalizes realistic behavior expectations
Lists developmentally appropriate playthings
Discusses discipline vs. punishment, and preventive and positive discipline techniques Commits to using logical consequences for misbehavior
Intends to contact community agencies for assistance
Intends to participate in volunteer activities
Long-term Outcome: Follow-up evaluations will be mailed to past participants.
Indicator: Documentation or testimonies will be given by the participants that will prove that behavior has changed as a result of the program.
Method: One, two, three, four, (etc.) evaluations will be given to discover behavior change.
Timeline: One, two, three, four, (etc.) year evaluations will be administered. Statistics will be studied and submitted to the Campbell County Extension by professional collaborators/agencies/services that will prove social, economic or environmental change has taken place.
Intermediate Outcome: Follow-up evaluations will be sent to participants.
Indicator: A follow-up written evaluation will be mailed to each participant to determine if he/she is practicing what was learned or demonstrated at the program. Participants will answer the evaluation based on what was learned or demonstrated at the program.
Method: A three, four, or six month follow-up evaluation will be mailed out. Teachers and parents will also be asked questions to determine if children are practicing what they learned in the program.
Timeline: A three, four, or six month evaluation will be mailed to participants.
Initial Outcome: End of Program evaluations will be utilized.
Indicator: Written evaluations will be completed by each participant/student at the end of each program. Hands-on evaluations will also be used to evaluate the progress of the participants/students. Participants will answer questions about the program/subject matter that will show that he/she has learned from the class/program.
Method: Written evaluations and hands-on evaluations will be utilized.
Timeline: End of classes/programs.
Audience: Children ages 6-8 and their parents, grandparents or guardians
Project or Activity: Accessing Nutritious Foods with Mommy and Me
Content or Curriculum: Family MealtimeInputs: UK Cooperative Extension FCS Agent, Horticulture Agent and Assistant
Date: Every year – 4th Thursday of every month February – September (2018-2019)
Audience: Court mandated teens and their parents, grandparents or guardians
Project or Activity: In the Driver’s Seat program
Content or Curriculum: Nurturing ParentsInputs: UK Cooperative Extension FCS Agent, Cincinnati Children’s Hospital, Highland Heights Police Department and Campbell County District Court, Judge Karen Thomas
Date: 4 times a year (May, September, December, February) (2018-2019)
Audience: Dayton Middle and High School Students
Project or Activity: Truth and Consequences
Content or Curriculum: U.K. Curriculum-Truth and Consequences
Inputs: Middle and High School Students and Teachers, Community drug awareness agencies and professionals, public and private health organizations
Date: Fall 2018
Audience: Pre-schoolers
Project or Activity: LEAP
Content or Curriculum: LEAP Curriculum from U.K.
Inputs: Community and faith-based organizations, daycares and schools
Date: monthly Sept 2018 - May 2019
Audience: Hosea House Soup Kitchen
Project or Activity: Nurturing Families at Hosea House
Content or Curriculum: Home Is Where the Health Is, Nurturing Parents, Blue to You, Grandparents and Grandchildren Together
Inputs: UK Cooperative Extension FCS Agent, Hosea HouseDate: Hosea House: Every 4th Monday of every month Northern Kentucky Community
Action/Faith Pharmacy: Every 4th Wednesday of every month (2018-2019)
Audience: County youth
Project or Activity: Flowerbuds
Content or Curriculum: U.K. Curriculum
Inputs: Lakeside Commons Educational Gardens, Hort Agent, Hort Technician, FCS Agent
Date: Monthly
Author: Kate Thompson
Major Program: Nurturing Families (general)
In Northern Kentucky, only 53% of students were kindergarten ready (Kentucky Center for Statistics, 2019). Kindergarten Readiness means the child is academically, socially, and emotionally ready to start school. Another important focus for children to be ready for school is having healthy relationships and strong families. According to the University of Kentucky’s publication, “Family Vitality: Characteristics of Strong Families,” relationships that include good communic
Author: Ronda Rex
Major Program: Making Healthy Lifestyle Choices (general)
“A healthy lifestyle involves many choices. Among them, choosing a balanced diet or healthy eating plan. So how do you choose a healthy eating plan? Let’s begin by defining what a healthy eating plan is.According to the Dietary Guidelines for Americans 2015–2020, a healthy eating plan: Emphasizes fruits, vegetables, whole grains, fat-free or low-fat milk and milk products, includes lean meats, poultry, fish, beans, eggs, and nuts, is low in saturated fats, trans fats, cho