BIG BROTHERS BIG SISTERS OF GREATER SACRAMENTO GUARDIAN AND
MENTEE ORIENTATION AND SAFETY TRAINING
Amanda M. Regalia
B.A., The Colorado College, Colorado Springs, 2006
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
PSYCHOLOGY
(Counseling Psychology)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2011
BIG BROTHERS BIG SISTERS OF GREATER SACRAMENTO GUARDIAN AND
MENTEE ORIENTATION AND SAFETY TRAINING
A Project
By
Amanda M. Regalia
Approved by:
__________________________________, Committee Chair
Rebecca Cameron, Ph.D.
__________________________________, Second Reader
Marya Endriga, Ph.D.
__________________________________
Date
ii
Student: Amanda M. Regalia
I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.
__________________________, Graduate Coordinator
Jianjian Qin, Ph.D.
Department of Psychology
iii
________________
Date
Abstract
of
BIG BROTHERS BIG SISTERS OF GREATER SACRAMENTO GUARDIAN AND
MENTEE ORIENTATION AND SAFETY TRAINING
by
Amanda M. Regalia
Big Brothers Big Sisters (BBBS) of the greater Sacramento area matches children ages 7
through 15, primarily from single-parent families, with role models in professionally
supported one-to-one relationships. BBBS of greater Sacramento serves Sacramento,
Yolo, Yuba, Sutter, South Placer, and San Joaquin counties. Within the BBBS program,
mentees, or little brothers and little sisters (“littles”), are matched with big brothers and
big sisters (“bigs”). In order to become a little brother or little sister, families complete a
detailed application and interview. Within the interview, safety information was shared
with parents/guardians and children. This process presented certain limitations as
information was shared on an individual basis which presented possible inconsistencies.
A group safety training, titled the Guardian/Little Orientation and Safety Training
(GLOST), was developed to present to parents and children of incoming families. Its aim
was to standardize the training process and impart orientation and safety information in
an accurate and effective way.
___________________________________, Committee Chair
Rebecca Cameron, Ph.D.
___________________________________
Date
iv
TABLE OF CONTENTS
Page
Abstract………………………………………………………………………………...…iv
List of Figures…….…………………………………………………………………...…vii
List of Tables…….……………………………………………………………….……..viii
Chapter
1. HISTORY AND OVERVIEW OF BIG BROTHERS BIG SISTERS…………………1
Description of the Problem..............................................................................…....3
Purpose…………………………………………………………………………….3
2. LITERATURE REVIEW OF SAFETY INFORMATION…………………………….5
Effective Agency Practices………………………………………………………..5
Special Considerations for BBBS…………………………………………………7
Prevalence of Child Abuse………………………………………………………...9
Consequences of Sexual Abuse and Barriers to Disclosure……………………..11
Children’s Self Protective Awareness…………………………………………...13
Effective Child Safety Practices…………………………………………………14
Supporting Positive Parenting Practices…………………………………………15
Effective Training Practices……………………………………………………...17
3. METHOD……………………………………………………………………………..19
BBBS Enrollment Process……………………………………………………….19
Pre-GLOST Planning…………………………………………………………….19
v
Results of Pre-GLOST Staff Questionnaires…………………………………….21
Piloting GLOST………………………………………………………………….22
4. RESULTS……………………………………………………………………………..24
Results of Parent/Guardian Questionnaires……………………………………...24
Results of Child Questionnaires………………………………………………….32
Improvements Made to GLOST…………………………………………………39
5. DISCUSSION…………………………………………………………………………40
Appendix A. Guardian and Mentee Orientation and Safety Training Manual…………..44
Appendix B. BBBS Assessment of Staff Training Needs……………………………….60
Appendix C. Parent/Guardian Pre and Post GLOST Questionnaires……………………63
Appendix D. Child Pre and Post GLOST Questionnaires………………….....................68
Appendix E. Original Guardian and Mentee Orientation and Safety Training………….73
References………………………………………………………………………………..78
vi
LIST OF FIGURES
Page
1. Figure 1. A systemic model of mentoring (Keller, 2005)………………………………6
vii
LIST OF TABLES
Page
1. Table 1. Raw Data for Question Two of the Parent/ Guardian Questionnaires……….25
2. Table 2. Raw Data for Question Three of the Parent/ Guardian Questionnaires…..….26
3. Table 3. Raw Data for Question Nine of the Parent/ Guardian Questionnaires............27
4. Table 4. Raw Data for Question Ten of the Parent/ Guardian Questionnaires….….…28
5. Table 5. Raw Data for Question Eleven of the Parent/ Guardian Questionnaires…….29
6. Table 6. Raw Data for Question Two of the Child Questionnaires…………………...33
7. Table 7. Raw Data for Question Three of the Child Questionnaires………………….34
8. Table 8. Raw Data for Question Ten of the Child Questionnaires……………………35
9. Table 9. Raw Data for Question Eleven of the Child Questionnaires………………...36
viii
1
Chapter 1
HISTORY AND OVERVIEW OF BIG BROTHERS BIG SISTERS
Big Brothers Big Sisters (then known as Big Brothers) was founded in 1904 in
New York City as a response to the numerous boys that found themselves in trouble in
the courtroom where Ernest Coulter worked as a court clerk. By matching volunteers in
the community with these boys Coulter began making an impact on the lives of these
boys and in turn, the community. The idea soon spread to multiple cities and had reached
16 cities across the United States by 1916. Separately but with the same basic principles
in mind, Catholic Big Sisters was founded by the Ladies of Charity as a service to young
girls also being sent to court. In 1977 Catholic Big Sisters and Big Brothers joined
together to form Big Brothers Big Sisters (BBBS) of America. As of 2010, Big Brothers
Big Sisters was serving children in every state in America as well as families in 11 other
countries. BBBS of the Greater Sacramento has been serving the area for over 45 years
and currently supports matches in Sacramento, San Joaquin, South Placer, Yolo, Yuba,
and Sutter counties.
BBBS seeks to provide children with “professionally supported one to one
mentoring relationships”. The agency strives to improve the lives of children in the
community, helping each child to reach his or her potential and in turn, positively
affecting the entire community. Public/Private Ventures (1995) closely examined the
effects of being matched in BBBS in a study that compared almost 1000 children, half
matched and half on a waiting list, from 8 agencies across the United States. This study
2
found that after 18 months of being matched to their “Big”, children were “46% less
likely to begin using illegal drugs, 27% less likely to begin using alcohol, 52% less likely
to skip school, 37% less likely to skip a class, and 33% less likely to hit someone”
compared to children on the waiting list that had never been matched (Tierney,
Grossman, & Resch, 2000). Consistently, research supports the idea that children faced
with adverse situations are able to achieve social and emotional health significantly more
often when they have the support of at least one consistent adult in their lives (Werner &
Smith, 1992). Research also indicates that mental health in children is improved and
children demonstrate more positive behaviors when they are supported in positive
relationships with adults (Rhodes, Grossman, & Resch, 2000; Rutter 1990). Specifically,
psychosocial resilience becomes stronger and self esteem is enhanced, attributes that may
be critical to success for children growing up in adverse environments (Rutter, 199).
An important aspect of BBBS that contributes to the success of the matches and
the children themselves is the ongoing support of BBBS staff. BBBS staff are specially
trained to screen incoming volunteers and families and then provide ongoing supervision
of matches to ensure success and safety. As part of the screening process, volunteer Bigs
are also mandated to complete a safety training program. Once matched by BBBS, Bigs
and Littles meet weekly or bi-weekly for 3-6 hours to do fun activities including park
outings, sharing of meals, playing sports, and generally spending time together and
getting to know each other with the ultimate goal of building a friendship. It is this 1:1
relationship that is linked to the positive impact on the lives of children.
3
Description of the Problem
In order to become a little brother or little sister, families complete a detailed
application and interview. Within the interview, safety information is shared with
parents/guardians and children. This process has been identified as inconsistent in
teaching potential little brothers and little sisters appropriate behavior and interactions
with their big brothers and big sisters and equipping them with the information and skills
necessary to help keep themselves safe. Although BBBS makes every attempt possible to
ensure child safety, the 1-to-1 nature of mentor-child relationships necessitates that
BBBS implement strategies to minimize the potential for abuse to occur.
Purpose
The purpose of this project is to create and pilot a guardian/little orientation and
safety training for BBBS of Greater Sacramento. This training is titled the
Guardian/Little Orientation and Safety Training (GLOST). The objective is that children
and caregivers be provided with enough information to enable them to make safe choices
and recognize safe and healthy relationships with their big brothers and big sisters. The
goal is to empower families with sufficient information that they feel safe and confident
in being matched to volunteers. GLOST will be reviewed by incoming children and
families who are applying to the BBBS of Greater Sacramento program. Participants will
complete pre and post training surveys as a way to measure information learned and
retained as well as perceived value of orientation and safety training. BBBS staff will be
asked to complete an initial survey asking them to review the needs they hope that
4
GLOST will meet.
5
Chapter 2
LITERATURE REVIEW OF SAFETY INFORMATION
Effective Agency Practices
The number one priority for BBBS is to ensure the safety of children participating
in its programs. Research indicates that in order to achieve the highest standards of child
safety it is best to implement an integrated system of professionals that aim to achieve
child protection (Svevo-Cianci, Hart, & Robinson, 2010). At the national and
international level, Svevo-Cianci et al. (2010) found that when governments utilized
multiple child protection agencies in an integrated fashion in combination with increased
public awareness, the best results in regards to child protection were achieved as
evidenced by a decrease in violence and maltreatment of children. Therefore, GLOST
aims to integrate the child, mentor, family, and agency in roles all supporting the safety
of the child. With a strong emphasis on guardian awareness of safety and activities of the
match, it is hoped that the highest safety standards will be upheld.
To narrow the integration of systems to a family systems perspective, the
importance of relationships within a mentoring relationship expand well beyond the
mentor/mentee, or “Big”/”Little” and will also include the parent, guardian, and family of
the Little as well as multiple staff members associated with BBBS. From this perspective,
the child’s behavior and feelings are all impacted by the guardian as an interdependent
unit that maintains the family system (Minuchin, 1985). In connection to the mentoring
6
relationship, this view purports that the Big/Little match should be viewed within the
larger context that includes the family and BBBS staff (Keller, 2005). This concept is
illustrated in Figure 1 in which the match is concentrated on the child but is supported by
the guardian, mentor, and the BBBS worker (Keller, 2005). The mentor is placed at the
top of the figure because the primary focus within this context is on the relationship
between the Big and Little. The parent/guardian and staff worker support the relationship
and are equally important in the bottom of the figure. It is also important to note that
interactions can occur between any and all of the individuals in this system and is
reciprocal between 2 individuals. In addition, as a reminder, program is included at the
bottom because all of these interactions occur within the BBBS program. This figure
shows that without all sides supported, the mentoring relationship cannot stand (Keller,
2005).
Figure 1. A systemic model of mentoring (Keller, 2005)
As Keller (2005) details, the actions of each individual involved in the system
have a large impact on the success of the match. BBBS requires mentors to make a 1 year
commitment when applying to be a Big. However, it is the goal of BBBS to create
7
successful matches that are sustained over multiple years and grow beyond the limitations
of the BBBS program. Research indicates that longer matches produce more positive
results for the child and short matches (especially those ending in 3 months or less) can
actually be detrimental to the child’s sense of self (Grossman & Rhodes, 2002). As
illustrated in Figure 1, the importance of establishing initial relationships between all
individuals in the system may be critical in the match’s success. For this reason, GLOST
will not only establish guidelines and ground rules but establish initial relationships
between the family and the agency. Once these relationships have developed, the success
of the match through ongoing support and rapport will have a better chance of continuing
(Sipe, 2002).
Certain practices have been identified as maintaining successful matches
including making expectations clear and encouraging parent support and involvement,
both components that will be included in GLOST (DuBois, Holloway, Valentine, &
Cooper, 2002). In addition, family involvement has been shown to be an essential part of
programs that teach sexual abuse prevention skills to children (Kenny, Capri, ThakkarKolar, & Runyon 2008), indicating the importance of guardian participation from the
beginning of the enrollment process with BBBS.
Special Considerations for BBBS
It is important to note that BBBS serves children from primarily single parent
families. As many as 40% of children born in 2007 were born to unwed mothers, with at
least half of those children beginning life in a single parent household (Ventura, 2009).
This indicates that the living situation of children applying to BBBS programs is not
8
unusual, but does introduce some circumstances that should be considered. Single parent
and married couple households might demonstrate differences including disparities in
parental resources, parental mental health, parental relationship quality, overall parenting
quality, and father involvement (Waldfogel, Craigie, & Brooks-Gunn, 2010). In
particular, households led by single mothers might be more likely than married
households to have fewer economic resources (Thomas & Sawhill, 2005) and an overall
lower state of mental health, healthy parental relationships, and rate of father involvement
(Thomas & Sawhill, 2005; Waldfogel, Craigie, & Brooks-Gunn, 2010). Children growing
up with married parents might also have overall increased time with both parents,
positively affecting the quality of the parenting relationship (Waldfogel, Craigie, &
Brooks-Gunn, 2010).
Children in single parent families are generally more at risk for social and
emotional developmental issues as well as poorer overall health than children in married
parent families (Waldfogel, Craigie, & Brooks-Gunn, 2010). Single parent families,
particularly single mother families, also report higher levels of child abuse and neglect
than married households (Waldfogel, Craigie, & Brooks-Gunn, 2010). Additional
research (Parent, Forehand, Merhcant, Long, & Jones, 2011) has indicated that in cases of
positive behavioral skills training for parents, single parent families had lower rates of
engagement and poorer behavioral outcomes. Although there are many benefits at the
aggregate level, it should be recognized that marriage is a resource that is not always
available to some groups, including lesbian and gay couples, who may also be served by
9
BBBS programs. Research examining the benefits of marriage compared to cohabiting
couples was not reviewed for the purpose of this project.
Prevalence of Child Abuse
Children can be victims of several different types of abuse including physical
abuse, emotional abuse, neglect, and sexual abuse. As a community agency that works
with children and their families, BBBS should be aware of all types of potential abuse.
Physical abuse is defined as non-accidental physical maltreatment of a child including
hitting, kicking, shaking, throwing, stabbing, and burning (Giardino, 2011). It is
estimated that approximately 6 out of every 1000 children are physically abused in the
United States every year (Giardino, 2011). Factors that might contribute to the occurrence
of child physical abuse include an out of control and angry caregiver, caregiver
psychological impairment, caregiver substance abuse, and domestic violence in the
household (Giardino, 2011). Children with mothers involved in domestic violence
situations are up to 15 times more likely to be physically abused than children with
mothers not involved in domestic violence (Giardino, 2011).
Child neglect was the number one most substantiated type of abuse among
reported Child Protective Service reports in 2006 (Giardino, 2011). Approximately 65%
of the substantiated 500,000 cases of abuse were found to be instances of neglect
(Giardino, 2011). Neglect is defined as the caregiver’s failure to act on behalf of child
that places the child at risk of serious harm (U.S. Department of Health and Human
Services, n.d.). Factors that place children at risk of neglect include caregiver substance
abuse, teen parenthood, poor caregiver mental health, and low socioeconomic status
10
(Dufour, LaVergne, Larrivee, & Trocme, 2008U.S. Department of Health and Human
Services, n.d).
Child emotional abuse refers to a pattern of behavior that is detrimental to a
child’s development and sense of self worth. It can include insults, criticism, belittling,
rejection, and the failure to meet a child’s psychological and developmental needs
(National Committee for the Prevention of Child Abuse, 1987). Family indicators of
emotional abuse might include indifference, withholding of affection, outright blaming a
child for negative events. Child behavioral indicators might include being excessively
shy, rocking behaviors, self infliction of pain, aggression, and developmental delays
(Coalition for Children, 2010).
Child sexual abuse occurs at an alarming rate with almost 60,000 confirmed cases
in 2007 (U.S. Department of Health and Human Services, 2009) and a total of 16% of all
men (Finkelhor, Hotaling, Lewis, & Smith, 1990) and 27% of all women (RAINN, n.d.)
having experienced some sort of sexual abuse within his or her lifetime. An estimated
15% of sexual abuse victims are under the age of 12, with an additional 29% between the
ages of 12 and 17 (RAINN, n.d.). In addition, an estimated 93% of child victims of
sexual abuse know their perpetrator (RAINN, n.d.). Research indicates that children are
too often taught to believe that sexual abusers are “dirty old men” and always strangers,
putting them at increased risk of abuse by adults that they trust (Chen & Chen, 2005;
Morrison & Green, 1992; Wurtele, Moreno, & Kenny, 2008). Finkelhor (2008) proposes
that in most cases perpetrators of child sexual abuse are family members, friends, and
trusted adults. Research also indicates that instances of female perpetrators in abuse
11
situations are much higher than is actually reported to authorities (Newcomb, Munoz, &
Carmona, 2009).
Among victims of abuse, an alarming rate of 71% of 2-17 year olds had
experienced multiple victimizations within the past year (Romano, Bell, & Billette,
2011). In addition, it has been indicated that sexual abuse is the most common type of
abuse to co-occur with other types of abuse (Romano, Bell, & Billette, 2011). Youth that
have experienced multiple victimizations are also five times more likely than youth that
have not been abused to experience future abuse (Jirapramukpitak & Harpham, 2011;
Romano, Bell, & Billette, 2011). Youth at risk of multiple victimizations include those in
households of low socioeconomic status and single parent families with low parental
involvement (Jablonska & Lindberg, 2007). Alcohol abuse is also a significant
contributing factor to abuse risk (Stevens et al. 2005).
Consequences of Sexual Abuse and Barriers to Disclosure
Child sexual abuse of both male and female victims has serious psychological
repercussions including increased risk of aggression, alcohol use, truancy, suicide risk,
and criminal behavior tendencies by the victim (Garnefski & Arends, 1998; Sorsoli, KiaKeating, & Grossman, 2008). Through GLOST, BBBS’ primary goal is to ensure child
safety and to prevent abuse from ever happening within its programs and matches.
However, in the event of an occurrence, disclosure becomes the primary objective, with
the goal of reinstating child safety and preventing repetition of any form of abuse.
Research indicates the prompt disclosure of sexual abuse can moderate the repercussions
and prevent further victimization from occurring (Krogan, 2004). Training of guardians
12
to react to sexual abuse disclosures in certain ways has also been implicated as an
important part of the recovery process for victims (Hakman, Chaffin, Funderburk, &
Silovsky, 2009). Guardians who react in beneficial ways solidify trust with the child
victim and help initiate the process of preventing any further abuse (Hakman et al.,
2009). Beneficial responses in the event of disclosure of abuse include letting the victim
know it is not his or her fault and taking steps toward prevention of further abuse
(Hakman et al., 2009; Kenny et al. 2008).
BBBS should be aware of potential barriers to disclosure of sexual abuse in the
unfortunate event that it occurs within a match. Barriers to disclosure might include lack
of knowledge, intentional avoidance, lack of opportunity to share, difficulty finding the
words to describe the abuse, lack of emotional readiness, lack of safety, developmental
limitations, fear, and shame (Schaeffer, Leventhal, & Asnes, 2011; Sorsoli, Kia-Keating,
& Grossman, 2008). Sociocultural views within cultural groups might also discourage
victims from disclosing their abuse to someone. Such views might include rigid gender
roles such as strong masculine stereotypes and submissive, passive female stereotypes
(Sorsoli, Kia-Keating, & Grossman, 2008). Lack of knowledge refers to a victim not
knowing what to do, or not realizing that he or she has the ability to do something on his
or her own behalf (Sorsoli, Kia-Keating, & Grossman, 2008). It can also mean that the
abuse has been “compartmentalized” and although it has had severe repercussions on the
victim, he or she does not often think about the abuse directly (Sorsoli, Kia-Keating, &
Grossman, 2008). Although BBBS is not equipped to manage many of these barriers,
some can be addressed directly within GLOST. Both children and adults will be taught
13
concrete and intentional steps to take in the event of sexual abuse or any inappropriate
behaviors. All participants will be explicitly told that they should report anything
inappropriate immediately to staff who can help support the family if further action is
needed such as involvement with law enforcement. It will also be made clear that BBBS
staff are available at all times to speak to both guardians and children, creating
opportunities for disclosure and sharing of any concerns.
Children’s Self Protective Awareness
GLOST will seek to not only provide children with an overview of the BBBS
programs but also teach them the skills that are necessary to keep themselves safe once
they are matched with a big brother or big sister. These safety skills will include
information about appropriate mentor behavior and what to expect from a mentor.
Research indicates that while the majority of children have minimal knowledge regarding
self protective awareness, they are able to understand and learn additional facts and
assertiveness skills if taught within a classroom-like setting (Sigurdon, Strang, & Doig,
1987).
Wurtele (2008) identified three major areas that sexual abuse prevention programs
should include: helping children recognize sexual abuse, teaching children how to resist
when it happens, and teaching them to report it when something does happen. It is also
imperative to teach children that an abuser can be anyone, including a mentor or trusted
friend (Finkelhor, 2008; Wurtele, 2008). Successful sexual abuse prevention programs
include components that teach children how to discriminate inappropriate from
appropriate behavior (Boyle & Lutzker, 205; Kenny et al., 2008).
14
Research conducted with preschool aged children indicates that children have
more difficulty identifying inappropriate touching when the action is completed by a
“good” person than a person identified as “bad” (Kenny & Wurtele, 2010). However,
results indicate that children as young as three years of age are able to learn that touching
of private parts is inappropriate by a “good” or “bad” person and the ability to label this
as inappropriate strengthens with age (Kenny et al., 2008; Kenny & Wurtele, 2010).
GLOST will teach both child and adult participants how to recognize inappropriate
actions and what to do in the event that a child does encounter a situation that makes him
or her feel uncomfortable or causes any harm to the child in any way. As research
indicates, one of the most important steps the trainer of GLOST can convey to families is
that when sexual abuse does occur, a primary goal is to assure the child that it is not his
or her fault in any way (Hakman et al., 2009; Kenny et al. 2008).
Effective Child Safety Practices
Research supports the use of behavioral skills training in teaching children safety
skills. In particular behavioral skills training combined with in situ training has produced
the most promising results, with children performing safety skills correctly 100% of the
time when assessed (Miltenberger et al. 2009). Pan-Skadden et al. (2009) demonstrated
that young children could effectively ask for help when lost when taught using a program
that emphasized behavioral skills training. Follow up evaluations revealed that children
retained this safety information and were able to recall it weeks later. Wurtele (2007) also
demonstrated the effectiveness of behavioral skills training when teaching preschoolers
how to protect themselves from sexual abuse. His results indicated that by the end of a
15
training that focused on concrete rules that children could follow about appropriate touch,
most children were able to accurate follow these rules, effectively identifying negative
and inappropriate touching.
Supporting Positive Parenting Practices
Research indicates that a family with positive support and resources from a
collaboration of people and agencies demonstrate healthier relationships and more
positive behaviors overall than families who do not feel supported (Slater, Mitschke, &
Douthit, 2011). Although BBBS staff members do not provide counseling or
psychotherapy to families, they do ideally develop a strong helping relationship with the
family that includes providing support and mentorship. Therefore, the family’s
relationship to BBBS staff might present parallels to that of a counseling relationship.
Positive working alliances between counselors and parents are built around empathy,
understanding, engagement and confidence in the counselor’s ability (Ackerman &
Hilsenroth, 2003; Hersoug, Hoglend, Monsen, & Havik, 2001). In addition, effective
counselors demonstrate clear communication styles, reliability and credibility (Wei &
Heppner, 2005). Positive working alliances between counselors and clients create
stronger bonds and can result in more beneficial outcomes for clients and more positive
experiences overall (Slater et al., 2011).
Parenting education can support positive parenting practices, creating healthy
environments for children that promote greater health and development (Zepeda, Varela,
& Morales, 2004). Parenting education can take many forms and come from several
distinct outlets including health based centers (such as pediatricians), home visiting
16
programs, schools, daycare centers, and community based organizations (such as BBBS)
(Zepeda et al. 2004).
Supporting positive parenting practices is important for BBBS programs and
GLOST because once a match is made, guardians will be the primary supervisors of the
match. A match support specialist will be responsible for consistent check-ins with all of
the parties of the match: however, guardians will be responsible for ensuring the
immediate safety of the child. This will include helping the match to plan safe and
appropriate outings and checking in with the child before and after the outing to ensure
safety. If a negative situation arises, the match support specialist, or other BBBS staff,
will be available via telephone immediately. However, parents and guardians ultimately
remain accountable for safety and nurturance and the provision of healthy learning
environments for their children (Collins et al. 2000). Through multiple outlets, parents
can obtain educational resources that empower them and support their efforts to promote
their children’s safety and well-being (Zepeda et al. 2004).
GLOST will also seek to support positive parenting practices by providing
linkages to additional resources in the community, enhancing social support of the family
unit, ultimately providing buffers for the parents against isolation and stress (Weissbourd,
1994). GLOST will also provide parenting education through information delivered
surrounding child development and safety skills. Both the education and support provided
by BBBS and GLOST may enhance parental confidence and competency (Zepeda, 2004),
not only positively affecting matches within BBBS programs but strengthening the
family units within the community.
17
Effective Training Practices
Tannenbaum and Yukl (1992) propose that training should target the strategic
direction of the organization and uphold the organization’s goals. The mission of BBBS
is to provide children facing adversity with strong and enduring, professionally supported
1-to-1 relationships that change their lives forever. GLOST aligns with that goal in that in
order to achieve that mission, all parties must have a good understanding of the
guidelines set forth by BBBS which exist in order to uphold that mission. In addition,
everyone must know how to keep the child safe in order to fulfill the mission statement.
Existing training materials from BBBS of America were also consulted and integrated in
to GLOST.
Tannenbaum and Yukl (1992) also propose that a training program should be
designed with the target population in mind. Mentees and their guardians were
considered the target population. Language and general concepts were directed at the
families and were altered depending on whether the section of GLOST was directed at
guardians or children. With the assumption that incoming families had not participated in
BBBS programs before, GLOST was designed to target families with only minimal
knowledge of BBBS. In addition, safety information was reviewed comprehensively.
In line with additional recommendations set forth by Tannenbaum and Yukl
(1992), the design of GLOST attempted to make learning objectives clear by outlining
them at the beginning of each section of GLOST and identifying what each section of
GLOST hoped to accomplish. In addition, the GLOST design considered time and cost
constraints. The four hour time frame fits the staff schedules and yet is short enough to
18
accommodate as many families’ schedules as possible. The use of a power point
presentation and limited use of handouts is in accordance with cost limitations of a nonprofit agency such as BBBS.
19
Chapter 3
METHOD
BBBS Enrollment Process
A child can be referred to BBBS by a teacher, counselor, or guardian. In order to
initiate the application and enrollment process the child’s legal guardian must make
contact with BBBS either in person or via a telephone call. During that initial
conversation, a “request for service” (RFS) is completed in which the child’s eligibility
for BBBS is determined and basic information is documented including address, phone
number, income, and marital status of the guardian. Once the RFS is completed, the child
is scheduled to attend the next available GLOST. Once the family has participated in
GLOST, they can choose to continue with the application process. If they choose to
continue, they will need to complete an application and subsequently will be scheduled
for an interview. They also have the option of choosing not to pursue enrollment in
BBBS. The interview seeks to assess the family situation, identify the child’s needs,
determine whether BBBS is the best program for that child, and determine the best
possible match for the child.
Pre GLOST Planning
Prior to creating GLOST, all BBBS staff members were asked to complete a
training needs questionnaire (Appendix B) after consenting to participate in a staff needs
assessment directed at the creation and implementation of GLOST. At a pre-scheduled
staff meeting all staff members of BBBS were provided consent forms to sign for their
20
participation. Staff members that chose to participate signed consent forms which were
placed together in a separate envelope to ensure that they could not be traced back to the
research materials of particular participants. The survey was then provided to the
participants. Staff members were instructed to not place their name or any other
identifying mark on the materials. After staff members completed filling out the survey,
the pages were collected in a separate envelope from the one containing the consent
forms in order to ensure that the packets will not be able to be linked to specific
participants. All staff were then orally debriefed and provided a debriefing page to keep.
Staff participants were given the option of returning a blank questionnaire if they did not
wish to participate. Nine out of 13 staff members completed the questionnaire.
GLOST was constructed based on information from the literature review and
reviewed materials provided by Big Brothers Big Sisters of America and BBBS of
Greater Sacramento including the Parent and Caregiver Orientation Guide provided by
Big Brothers Big Sisters of America (BBBS 2007). A complete version of GLOST
(Appendix B) was then constructed by the author in order for BBBS staff to implement
within the agency. The author, who is also the program manager for BBBS, reviewed the
current training and orientation provided to incoming families and proposed that BBBS
move toward a group format. The need to pilot test the orientation and training was
explained in order to improve it and make it as effective as possible. Upon completion of
the initial draft of GLOST, it was submitted to Rhonda Staley- Brooks, President & CEO
of BBBS of Greater Sacramento, for approval as a suitable substitution to the individual
21
training and orientation. GLOST was reviewed and approved without changes and
permission was granted to conduct GLOST during summer 2011.
Results of Pre-GLOST Staff Questionnaire
Results of questionnaires indicated that the current individualized training
provided to families applying to BBBS programs is inadequate. On average, staff
members rated it a 2 on a scale of 1 to 5, with 1 being poor and 5 being excellent. Staff
members reported that although the individual orientation and training provides
information that is tailored to suit the family’s needs, the lack of structure allows for a
high degree of variability and inconsistency. Some staff even stated that it is “non
existent”. Staff also pointed out that with the current structure, they often felt rushed and
hurried through the safety training.
Most (6 out of 9) staff members thought it would be appropriate to hold GLOST
on a monthly basis, with different days and times offered each month. By offering a
weekend training one month and a weekday training the following month, GLOST could
accommodate as many schedules as possible.
Staff were also asked to evaluate the importance of including certain components
in GLOST. On a scale of 1 to 3, with 1 being the least important, and 3 being the most
important, staff were asked to assign a value to the importance of including the
following: (The numbers in parentheses represent the average value of importance
assigned to each topic).
BBBS history and overview of program (2.3)
BBBS rules and guidelines (2.8)
22
Child safety training (2.8)
BBBS child abuse policy (2.6)
Communication tips for guardians (2.8)
Referral information to other community agencies (2.1)
Staff were allowed in indicate additional topics they wished to include in GLOST.
Suggested topics included the importance of honest communication between the
Guardian and the BBBS agency and Guardian accountability.
Piloting GLOST
First, GLOST was reviewed and approved by the BBBS President and CEO. Once
approval was obtained, 20 families who called the agency to inquire about services and
completed a RFS with BBBS staff between June 1, 2011 and July 30, 2011 were
scheduled to attend GLOST on Saturday July 30, 2011. GLOST was held at the Ronald
McDonald House located at 2555 49th St. Sacramento, CA 95817. This space was
donated for use by BBBS for GLOST as part of a grant funded to support the
development of GLOST. GLOST was designed to be used in conjunction with a
PowerPoint presentation (Appendix E). However, due to equipment failure, GLOST was
piloted without the use of the PowerPoint.
Guardians were asked to complete the pre GLOST questionnaire upon arrival and
completed the post GLOST questionnaire after GLOST, prior to leaving. The
questionnaire focused on evaluating the amount of information learned and the
participants’ general reaction to the orientation and safety training (Kirkpatrick, 1994). In
gauging the participants’ reaction to GLOST, it was hoped that participants’ feedback
23
and input could be used to improve GLOST for future sessions. The information learned
was evaluated in order to measure how effective GLOST was in teaching information to
participants. The learning evaluation was focused on for both the child pre GLOST
questionnaire (completed upon arrival) and the post GLOST questionnaire (completed
post GLOST, prior to leaving). Children’s questionnaires were designed to determine
how well information was being taught and retained by the child participants. Feedback
from questionnaires is shared in the results section of this project.
24
Chapter 4
RESULTS
Results of Parent/Guardian Questionnaires
A total of eight guardians and eleven children attended the pilot testing of
GLOST. Seven guardians agreed to participate in completing the questionnaires and a
total of eight children from those seven families participated. 62.5% of the children were
male and 37.5% female with an age range of 9 to 14 years old (M = 10.75, SD = 2.75).
When asked to specify their child’s ethnicity, five guardians identified their child as
“Black”, two as “White”, and one as “Asian”. All participating guardians were female but
additional demographic information was not available for guardians.
In order to evaluate and improve GLOST as much as possible, pre and post
questionnaires (Appendices C and D) were provided to all participants. Qualitative data
from parent/ guardian questionnaires is presented in Tables 1- 5.
25
Table 1
Raw Data for Question Two of Parent/Guardian Questionnaires
It is sometimes ok for my child to ride his/her bike without a helmet.
Participant Responses
Participant #
Pre-training
Post-training
1
False
False
2
False
False
3
False
False
4
False
False
5
False
False
6
False
False
7
False
False
26
Table 2
Raw Data for Question Three of Parent/ Guardian Questionnaires
It is ok for my child to say no to an adult if that adult is asking my child to do something
that makes my child feel weird or uncomfortable.
Participant Responses
Participant #
Pre-training
Post-training
1
True
True
2
True
True
3
True
True
4
True
True
5
True
True
6
False
False
7
False
True
27
Table 3
Raw Data for Question Nine of Parent/Guardian Questionnaires
Using the scale provided how would you rate your current knowledge of BBBS
programs, rules, and guidelines?
Participant Responses
Participant #
Pre-training
Post-training
1
3
4
2
1.5
4
3
4
5
4
3
5
5
2
4
6
5
5
7
2
5
Note. Rating scale 5 = Excellent; 1 = Poor
28
Table 4
Raw Data for Question Ten Raw Data on Parent/Guardian Questionnaires
Using the scale provided how would you rate your current knowledge of how to keep
your child safe within the BBBS program?
Participant Responses
Participant #
Pre-training
Post-training
1
3
4
2
1.5
4
3
4
5
4
3
5
5
2
4
6
5
5
7
3
5
Note. Rating scale 5 = Excellent; 1 = Poor
29
Table 5
Raw Data for Question Eleven of Parent/Guardian Questionnaires
Using the scale provided how would you rate your current knowledge of additional
resources in the community?
Participant Responses
Participant #
Pre-training
Post-training
1
3
4
2
2.5
4
3
2
5
4
2
5
5
3
3
6
4
5
7
3
5
Note. Rating scale 5 = Excellent; 1 = Poor
30
Parent/guardian questionnaires also included narrative questions as well as a
general reaction portion.
Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important. Options included Friend, Mentor, Tutor,
Trusted Adult, Babysitter, Driver, ATM, and Parent.
Correct responses to this question would include friend, mentor, and trusted adult.
Responses to this question on the pre GLOST questionnaire indicated that guardians
believed a Big encompassed a friend, tutor, mentor, trusted adult, and parent. Post
GLOST surveys indicated that all guardians could identify as a Big using the correct
terms. No guardians chose to add any additional words of their own.
What should your child do if he/she is out with his/her Big and gets lost? Your
child cannot find his/her Big anywhere.
As a group, guardians were able to correctly identify several ways this situation
should be handled on the pre GLOST questionnaire including find an adult, ask for help,
call a trusted adult, and find a policeman. Post GLOST surveys indicated that guardians
were able to expand on their answers and identified additional information that children
participating in BBBS programs who encounter this situation should know. Additional
information included knowing full name, address, and phone number.
Your child’s Big asks your child to keep a secret for him/her. List one secret that
would be ok for your child to keep.
Most participants said “none” to this question on pre GLSOT parent/guardian
questionnaires. Post GLSOT questionnaires indicated that guardians were able to identify
31
several “safe secrets” such as in instances where child and mentor might be making a
surprise for family such as for a birthday or mother’s day. One guardian still reported that
there would be no safe secrets.
Your child’s Big asks your child to keep a secret from him/her. List one secret that
would NOT be ok for your child to keep.
As a group, guardians seemed confused by this question in the pre GLSOT
questionnaires, with several participants stating that there would be no secrets that the
child should tell. Three of the guardian participants were able to identify unsafe secrets
on pre GLOST questionnaires and listed personal relationships and safety issues. On post
GLOST questionnaires all seven guardian participants were able to identify unsafe
secrets including bad touching, drugs, unsafe activities, and unplanned events.
Your child is out with his/her Big and he/she touches your child in a way that
makes your child feel uncomfortable. What do you do when your child tells you?
Pre GLOST questionnaires indicated that six of the guardian participants would
call BBBS right away and report such an incident to the appropriate authorities. One
guardian indicated that she did not know how to handle such a situation. Post GLOST
surveys indicated that all guardians would contact BBBS immediately if this happened
and would then move forward with reporting it.
List two adults other than yourself that your child can trust and talk to.
Pre GLOST questionnaires indicated that most participants were able to list two
adults in the child’s life that he or she could trust and talk to. Post GLOST questionnaires
indicated that after having time to think about it and learning about the importance of
32
having additional trusted adults in the child’s life all guardians were able to identify at
least two in the child’s life.
Please list at least two things you are hoping to learn today from the orientation
and safety training. (Pre GLOST questionnaire only).
Guardians indicated that they wished to learn more about the program, how Bigs
are matched with children, what to expect from BBBS, how soon can the child be
matched, and what the child can hope to gain from the program.
What aspects of the orientation and safety training did you find most helpful?
(Post GLOST questionnaire only).
Guardian responses to this question on post GLOST questionnaires indicated that
several aspects of GLOST were useful including how to keep child safe, information on
selection of Bigs, matching process, parent’s role in program, general safety information,
and communication tips.
What would improve today’s orientation and safety training? (Post GLOST
questionnaires only).
Guardians reported that having the opportunity to schedule an interview
immediately and having a working PowerPoint for viewing would improve GLOST.
Other responses to this question included “nothing”, “it was excellent”, can’t think of any
thank you for your hard work”, and “everything was great”.
Results of Child Questionnaires
Qualitative data from child questionnaires is presented in Tables 6 - 9.
33
Table 6
Raw Data for Question Two of Child Questionnaires
It is sometimes ok for me to ride my bike without a helmet.
Participant Responses
Participant #
Pre-training
Post-training
1
True
True
2
True
True
3
False
False
4
False
False
5
True
True
6
True
True
7
True
False
8
True
False
34
Table 7
Raw Data for Question Three of Child Questionnaires
It is ok for me to say no to an adult if that adult us asking me to do something that
makes me feel weird or uncomfortable.
Participant Responses
Participant #
Pre-training
Post-training
1
True
True
2
True
True
3
True
True
4
True
True
5
True
True
6
True
True
7
True
True
8
True
True
35
Table 8
Raw Data for Question Ten of Child Questionnaire Post GLOST
I feel like the presenters helped me to understand the safety information.
Participant Responses
Participant #
Post-training
1
True
2
True
3
True
4
True
5
True
6
True
7
True
8
True
36
Table 9
Raw Data for Question Eleven of Child Questionnaire Post GLOST
I feel like all of my questions about safety and Big Brothers Big Sisters were answered
today.
Participant Responses
Participant #
Post-training
1
True
2
True
3
True
4
True
5
True
6
True
7
True
8
True
37
Child questionnaires also included narrative questions as well as a general
reaction portion.
Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important. Options included Friend, Mentor, Tutor,
Trusted Adult, Babysitter, Driver, ATM, and Parent.
Correct responses to this question would include friend, mentor, and trusted adult.
Responses to this question on the pre GLOST questionnaire indicated that children
believed a Big encompassed a friend, tutor, mentor, driver, trusted adult, and parent. Post
GLOST surveys indicated that all children could identify as a Big using the correct terms.
No children chose to add any additional words of their own.
If there was a fire, I would call______________.
Pre GLOST questionnaires indicated that children knew before GLOST that they
should call 911, the fire department, and their parents in this situation.
What do you do if you are out with your Big and you get lost? You cannot find
your Big anywhere.
Pre GLOST questionnaires indicated that children would scream or call their Big.
Two children did not know what to do if such a situation occurred. On post GLOST
questionnaires seven out of the eight child participants were able to create an appropriate
plan if they became lost while out with their Big.
Your Big asks you to keep a secret for him/her. List one secret that would be ok to
keep.
38
Pre GLOST surveys indicated that only three children were able to identify a safe
secret that would be ok for them to keep for a Big. Post GLOST surveys indicated that
seven child participants were able to identify a “safe secret”. These included a surprise
for a parent, being a superhero, liking country music, and a birthday present.
Your Big asks you to keep a secret for him/her. List one secret that would NOT be
ok to keep.
Pre GLOST surveys indicate that only three children were able to identify a secret
that would not be ok for them to keep for a Big. An additional two children stated that
“all secrets” would not be ok to keep. Seven child participants were able to list at least
one secret that would not be ok to keep for a Big on post GLOST questionnaires,
indicating significant improvement from pre GLOST questionnaires. Responses included
going to see R rated movies, participating in unapproved activities, and stealing.
You’re out with your big and he/she touches you in a way that makes you feel
uncomfortable. What do you do?
Responses on pre GLOST questionnaires to this question included running and
telling the Big to stop. Child responses on post GLOST questionnaires included these and
expanded with additional steps to take including contacting a parent or trusted adult
immediately.
List up to three adults you can trust and talk to.
All children were able to identify three adults that could be trusted and talked to.
Is there anything else that you would like us to know?
39
The child participants did not have any additional comments on either the pre or
post GLOST questionnaires.
Improvements Made to GLOST
At the beginning of GLOST additional details will be covered including detailed
eligibility information for children applying to BBBS programs (Appendix A).
Additional information regarding what to expect from BBBS programs and what a child
can hope to gain from being matched within the program will be discussed. Families will
also be informed of the sometimes extensive waiting period for a Big. All of this
information will allow families to make a more informed decision regarding choosing to
continue participation in GLOST.
An additional component will be added to the child’s portion of training that
details basic safety information including the importance of wearing a seat belt when
driving and a helmet when engaging in sporting activities. In addition, handouts that
detail additional community programs and agencies that provide services to families in
the community will be provided to families at the end of GLOST. These will attempt to
further empower families to help themselves within the community.
The final GLOST training manual is provided in Appendix A. An original
version, without revisions is provided in Appendix E.
40
Chapter 5
DISCUSSION
The purpose of this project was to discontinue individual and inconsistent family
orientations and safety trainings in favor of a group-format training. GLOST was
designed to be easy to use, and to convey a large amount of information as effectively as
possible. The child portion of the training was designed to ensure that the child retained
as much information as possible, with a focus on safety information as most important.
The importance of ensuring that families have a solid understanding of the BBBS
program can affect the length of matches, therefore affecting the self esteem of the child
within the match. Research confirms that short matches that terminate early (three
months or less) can have a potentially negative impact on youth, who may actually
regress in several key risk areas as a result of a failed mentoring relationship (Grossman
& Rhodes, 2002). Youth expectations have been linked to premature closing of matches
(U.S. Department of Education, 2007). Establishing clear and realistic expectations are
two aspects of the match that GLOST attempts to target. In addition, safety information
was a primary focus of GLOST in order to best ensure the safety of children when
matched with a mentor in the BBBS program
The questionnaire results suggest that GLOST is an effective training. Analysis of
the raw data of the pre and post evaluation questionnaire indicates that guardians found
GLOST to be effective and children improved safety knowledge. Continued replication
41
of data like this would suggest that GLOST results in improved knowledge of BBBS
programs and guidelines and increased safety knowledge by both guardians and mentees.
One of the limitations of GLOST is the time restriction. There is an abundant
amount of material to be shared and integrated by participants within a relatively short
time period. GLOST aims to provide an adequate overview of BBBS policies and safety
information in order to successfully match the mentee with a participating mentor in the
program. BBBS also utilizes on-going match support throughout the entire duration of a
match with BBBS. Monthly match support contacts made by BBBS staff during the first
year target safety information, child development, relationship building, and activities
that the match have participated in together. BBBS match support specialists speak with
the mentor, mentee, and guardian, and are availably in between check ins to address
questions or concerns. Therefore, although GLOST could be extended in to a day-long
training or even longer, the four-hour format currently allotted should be adequate given
the follow up contacts. Extended versions of GLOST could include behavioral practice
situations for children in regard to safety information. In addition, guardians could
practice learned communication skills with their child and relationship building activities
could be planned in order to reinforce the relationship between the guardian and child and
also with the BBBS staff in alignment with Keller’s (2005) model.
Additional topics that should be reviewed and considered in future versions of
GLOST include internet safety. Although internet safety may not have a direct impact on
the success of the match between the Big and Little, Littles should also be safety
conscious when engaging in different activities with and without their Bigs. Such
42
activities might include internet interactions with their Big or internet activities such as
games that take place at their Big’s house. Many schools now mandate internet safety
precautions in schools such as filters on computers and limited access to email and chat
rooms (Washing Crime News, 2006). In 2006, Virginia initiated a bill that directed the
State school Superintendant to mandate internet safety programs in to school curriculums
(Washington Crime News, 2006).
In addition, courses that address cultural competency should be implemented for
BBBS staff, incoming volunteers, as well as GLOST participants. Webb, Maddocks, and
Bongilli (2002) propose that “stereotyping, color blindness, cultural deficit, and
inadequate training of professionals” all increase the risk of harm to Black and other
ethnic minority children in communities. All of these things place minority children in
danger of harm and hinder their protection once harm or abuse has taken place (Webb,
Maddocks, & Bongilli, 2002). Families from varying cultural and ethnic groups may
present with different parenting needs and styles, particularly in regards to racial
socialization (Crowley & Curenton, 2011). Such parenting aspects might affect
relationships between volunteers, families, and the BBBS agency. A cultural competency
component could not only make all parties aware of potential differences and similarities
but also bridge knowledge gaps in efforts to make the most successful matches possible
within BBBS programs.
Further pilot testing should be conducted in order to further improve and develop
GLOST. Data collection from additional participants of GLOST could further the
analysis of participant learning. This project has attempted to meet the training needs of
43
one BBBS agency. However, further work needs to be done in order to apply this
orientation and training model to additional agencies and larger populations. With better
understanding of BBBS programs and competency in maintaining child safety, families
can become partners with BBBS agencies in creating longer, stronger matches that
positively impact communities.
44
APPENDIX A
Guardian and Mentee Orientation and Safety Training Manual
45
Guardian and Mentee Orientation and Safety Training Manual
Introduction
Audience: All participating families including adults and children
Topics Covered
1. Distribution of materials
2. Welcome and introduction to training
3. Training objectives
Objectives
1. Introduce the agency and the trainers
2. Review purpose and goals of orientation and training
Procedure
1. Power Point Presentation: Begin power point presentation that will coincide with
lecture.
2. Welcome and Outline Objectives: Introduce trainers and provide an overview of
training. State that all questions are encouraged and welcome.
Slides Used: #1-2
46
Program Orientation
Audience: All participating families including adults and children
Topics Covered
1. Who is a “Big”
2. Who is a “Little
3. What is a “match”
4. What to expect from BBBS
5. Programs of BBBS
Objectives
1. To acquaint participants with the terminology used by the BBBS agency.
2. To explain process of enrollment and eligibility information for all participants.
3. To explain the role of the BBBS agency.
4. Provide description of all BBBS programs.
Procedure
1. Definition of Big: Provide a definition and description of a Big. Explain who
volunteers as a Big and process of enrollment.
2. Definition of a Little: Provide a definition and description of a Little. Explain
eligibility information and cases a Little may not be accepted. Describe benefits
of being matched with a Big.
3. Definition of a Match: Provide a definition of a match. Explain expectations of
what a match does and activities a Big and Little might engage in.
47
4. What to Expect from BBBS: Describe the role of the BBBS agency. Explain what
to expect from a Match Support Specialist (MSS) and review good reasons to call
the MSS. Show pictures of BBBS staff and describe various roles.
5. Description of BBBS programs: Provide overview of BBBS programs including
community based, site-based, Mentoring Children of Prisoners (MCP), and Sports
Bigs.
6. Provide 10 Minute Break: When participants return from break ask adults to
return to the same room and children to gather in the other classroom to continue
training.
Slides Used: #3-11
48
Parent/Guardian Portion of GLOST
Audience: All participating adults
Topics Covered
1. Guidelines and ground rules
2. Guardian’s role in the match
3. What to expect from a Big
4. Communication Tips
Objectives
1. Describe BBBS guidelines and ground rules
2. Explain guardian’s role within the match
3. Describe what to expect from a Big once a child is matched
4. Communication tips on how best to communicate with a child regarding sharing
of safety information
Procedure
1. Guidelines: Review all of BBBS’ guidelines and ground rules for participating
families.
2. Guardian’s Role: Review expectations for parents and guardians of matched
children. Emphasize importance of safety information.
3. Expectations of a Big: Describe what families can expect from a Big regarding
outings and communication.
4. Communication tips: Explain various communication tips as they pertain to how
best to check in with a child regarding a match and match’s activities. Provide
49
examples of concrete questions that are appropriate to ask to address safety
information.
5. Signs of a Problem: Review signs a child might have a problem in general.
6. Child Abuse Policy: Review BBBS’ child abuse policy and agency’s role as
mandated reporters.
7. Provide 10 Minute Break: When participants return from break explain that adults
and children will come back together to end the training.
Slides Used: #12-21
50
Child Portion of GLOST
Audience: All participating children
Topics Covered
1. Build a Big activity
2. Problems that might arise in a match
3. Secrets
4. Safety information
5. Role as a little
Objectives
1. To explore, with words and pictures, what characteristics make a good Big.
2. Understand options for navigating problems that might arise within a match.
3. Understand “good’ versus “bad” secrets and be able to provide an example of
each.
4. Understand basic safety information.
5. Review the Little’s role within the match.
Procedure
1. Build a Big Activity: Using cutouts of Bigs and cutouts of words and pictures, ask
children to pick which cutouts should go on the Big to make a desirable Big.
Discuss various opinions and positive and negative characteristics of a Big.
2. Discuss Problems tat Might Occur: Present various scenarios and discuss options
for handling them in productive and positive ways.
51
3. Discuss Secrets: Present the difference between appropriate and inappropriate
secrets. Discuss example of each type of secret.
4. Review Basic Safety Information: Review safety information including the
importance of wearing a seat belt and helmet during activities.
5. Discuss Role as a Little: Review the responsibilities of being a Little within
BBBS programs.
6. Provide 10 Minute Break: When participants return from break explain that adults
and children will come back together to end the training.
Slides Used: #22-26
52
Sexual Abuse Prevention
Audience: All participating families including adults and children
Topics Covered
1. Inappropriate behaviors within a match
2. What to do if something inappropriate happens with a Big
3. What a child in BBBS programs should know
Objectives
1. Understand various inappropriate behaviors within a match. Identify behaviors
that might indicate a problem within a match.
2. Understand concrete steps to take in the event that something inappropriate
happens within a match.
3. Identify all information that children in BBBS programs should know in order to
keep themselves safe.
Procedure
1. Inappropriate Behaviors: Describe various behaviors that are inappropriate within
a match.
2. If Something Happens: Explain what to do and who to call in the event that
something inappropriate happens in a match.
3. Safety Information: Review all information a child within BBBS programs should
know.
Slides Used: #28-31
53
Conclusion of GLOST
Audience: All participating families including adults and children
Topics Covered
1. Next steps
2. Community resources
Objectives
1. Understand next steps in enrollment process if families choose to continue
2. Provide handout with additional community resource information
Procedure
1. Next Steps: Describe next steps in enrollment process and describe importance of
interview, school, and counseling reports.
2. Community Resources: Briefly review additional resources in the community and
provide handout.
Provide Handout
Slides Used: #32
54
Handouts
Handout 1: Community Resources
55
Community Resources
Big Brothers Big Sisters
916-646-9300
Sacramento Community Information Line
916-498-1000
 Provides contact information to various community
resources
Sierra Forever Families Wonder Program
916-290-1206
 Mentoring for children in foster care
Valley Hi-Florin Family Resource Center
916-290-8281
North Sacramento Family Resource Center
916-679-3743
Child Action
916-369-0191
 Child care referrals and information
Center for Fathers and Families
916-568-3237
 Programs that target family growth and empowerment
Sacramento County Mental Health Treatment Center
916-875-1000
Mercy Women’s Center
916-614-2200
 Wellness programs for women of all ages
Boys and Girls Club
 After school club and activities
916-392-1350
56
PowerPoint Slides
Learning Objectives
Welcome to
Big Brothers Big Sisters
Guardian and Little
Orientation and
Safety Training
1.
 Who is a “Big”?
 Who is a “Little”?
 What is a “match”?
 What can I expect from BBBS?
 Programs of BBBS
2.
What is a Big?
How do they Become a Big?
 Men and Women who live in your community
 College students from nearby schools
 Retirees, military men and women, members
of congregations or civic organization, and….
 Just ordinary people that are extraordinary
Each volunteer completes a screening process that
includes:
• A written application
• A criminal record history check
• At least three references
• An in-person interview
• A professional decision about whether they should
volunteer with a child
• An orientation and training
They all have one thing in common- They have a
sincere interest in being a friend and mentor to
a child. They are not paid- they are volunteers.
3.
5.
4.
Little Brothers and Little Sisters
What is a Match?
 Littles are children in the community that want an
adult friend in their life
 BBBS primarily serves single parent families
 Big Brothers Big Sisters is not the right program for
every child
 Once accepted in to the program, it can take 12-18
months on average to be matched
 Research shows that children matched longer than 6
months demonstrate increased self esteem and self
confidence and improved school performance
 A match is a big and little that typically meet
every week or every other week.
 A match does fun things together including
going to the park, riding bikes, baking, fishing,
the possibilities are endless.
 We encourage low cost or free activities so
that the focus of the match remains on the
friendship
6.
57
What to Expect from Big Brothers Big Sisters
Some Good Reasons to Call your MSS
 BBBS works hard to support the relationship between
Bigs and Littles. Our goal is for the match to be
successful.
 A Match Support Specialist (MSS) will talk with you
every month for the first year of the match. This allows
us to provide support, and offer ideas if problems arise.
After the first year we will contact you regularly but less
frequently.
 Your MSS can
 To question your child’s safety
 To discuss general concerns you have about a Big
 Report any changes in address or phone number
 Report any emergency situations
 Report any significant changes in the Little’s life
 Report success stories about the Little
 If your MSS is not available please ask to speak with
any available staff for assistance.
Find information and resources you might be interested in
Connect you with community resources
Help you communicate with your Big
Help come up with ideas to handle any conflicts that might arise
7.
8.
Big Brothers Big Sisters of Greater Sacramento
Sacramento Office: 1451 River Park Dr. Ste. 241 Sacramento, CA 95815
Phone: 916-646-9300
Rhonda Staley-Brooks
President and CEO
Extension 101
Rhonda@bbbs-sac.org
Lia Benvenuti
Marketing and Events
Coordinator
Extension 113
Lia@bbbs-sac.org
Collette Walls
Operations Manager
Extension 103
collette@bbbs-sac.org
 Community based
 School based
 Sports Bigs
 MCP
Shavonne Powell
Customer Relations Specialist
Extension 100
shavonne@bbbs-sac.org
Michael McGinnis
Sports Bigs Coordinator
Extension 102
michael@bbbs-sac.org
Buu Joseph
Enrollment Specialist
Extension 106
buu@bbbs-sac.org
BBBS Programs
Christina Eichar
Match Support Specialist
Extension 107
christina@bbbs-sac.org
Monica Trzcinski
Enrollment and Match Support
Specialist
Extension 114
monica@bbbs-sac.org
Amanda Regalia
Program Manager
Extension 108
amanda@bbbs-sac.org
Tracy Schwartz
Enrollment and Match
Support Specialist
Extension 102
Tracy@bbbs-sac.org
9.
10.
Parent/Guardian Training Learning
Objectives
Break- 10 minutes
•
•
•
•
When we come back we will divide in to
2 groups
• If you are a parent/guardian please return from
your break to this room
• If you are applying to be a Little please meet
next door
11.
12.
Guidelines and Rules
The Parent’s Role in the Match
What to Expect from a Big
Communication Tips
58
Parent’s Role
Parent/ Guardian Guidelines and Rules















The volunteer is a friend to your child – not an extension of your family. Remember, the relationship that exists is between your child and the Big
Brother (BB)/Big Sister (BS). Do not ask the BB/BS to take other family members on outings with the Little Brother (LB)/Little Sister (LS).
Your child’s Big Brother or Big Sister is NOT: A taxi cab service, disciplinarian, Santa Claus, or a babysitter. Please don’t treat him or her as such.
Activities of your child and volunteer are to take place away from your home. All activities are to have your approval in advance.
The volunteer does not assume parental responsibility. Problems in the home, school and community continue to be the responsibility of the parent.
These problems, as well as other family problems, should first be discussed with the Match Support Specialist and then perhaps with the volunteer if it
is appropriate.
Have your child ready when the BB or BS comes. You should know each time your child and his/her BB/BS go on an outing together, and know
where they are going and approximately when they expect to return. Please make a point of being home when they return.
Please don’t discuss your child with the BB or BS in the presence of your child. If you think there is something he/she should know, call him/her
when your child is away.
The Volunteer can most effectively help your child as a friend, rather than as an authority figure. The Volunteer cannot make your child behave by
his/her presence, but can get them to want to behave through the friendship.
Be flexible! Remember the BB or BS has a busy schedule too. Forgive minor mistakes in judgment. The BB or BS is not a trained professional - nor
is he/she perfect.
Do not deprive the child of the visit with the BB or BS as a means of discipline. How can they build a friendship or assist the child if they cannot be
with them?
Get to know your child’s BB or BS to the degree that you feel comfortable with him/her. Give the relationship time to develop.
Try to let the volunteer know that his or her efforts are appreciated. Help your child be considerate (i.e. remembering birthdays, making occasional
phone calls, etc.).
You and your child should be willing to discuss problems with the staff and sincerely work out solutions.
Your feelings and observations are important to us in evaluating the effectiveness of the friendship between your child and the Big Brother/Big Sister
and in determining what help, if any, is needed from staff to make better use of our service.
If there is anything about the relationship that concerns you, contact your Match Support Specialist immediately. The Volunteer is also required to
discuss any concerns with the Match Support Specialist especially as it relates to child safety and/or abuse prevention.
All major decisions regarding the match relationship should be discussed with your Match Support Specialist. Big Brothers Big Sisters services are a
team effort.
13.
You can play a very important role in keeping your child safe
if you know the rules of the program and your responsibilities
as a parent.
 Follow the agency’s Parent Guidelines and Ground rules.
 Keep us up to date on any changes (ie. New address, phone
number, job, etc).
 Once your child is matched, check in with your MSS on the
specified dates.
 Discuss overnight and long distance outings with your MSS
 ALL overnights must be approved BEFORE they happen!
 If you feel uncomfortable or have a concern, CALL
IMMEDIATELY!
14.
What to Expect from a “Big”
We need you to be an Active Partner!
 1. The Big Brother or Big Sister will tell you when he/she plans to pick up your
child and when you can expect him/her home.
 Share concerns, hopes and wishes for your
child with your MSS
 Help find the best times for outings
 Make sure you know details of the outing
 Do not ask for siblings to be included
 Give it time- the relationship needs time to
develop
 Please do not assume the Big has lots of
money and can always afford activities that
cost money
 2. The Big Brother or Big Sister will tell you about the activities they will engage
in with your child and other people who might be involved.
 3. The Big Brother or Big Sister will call you if they are going to be late.
 4. The Big Brother or Big Sister will be responsible for your child’s safety and
well-being when they are together. They must respect your wishes when they are
together. They must respect your wishes if there are activities you prefer your child
not engage in.
 5. The Big Brother or Big Sister is expected to pay for the outings they take your
child on. However, we stress the importance of doing activities that don’t cost
money, and we encourage the parent to contribute if/when they can.
Get to know your child’s BIG!
15.
17.
Please keep the focus on your child and his/her relationship with the Big
16.
After every outing…..ASK!
Communication Tips
 Where did you go?
 What did you do?
 How do you feel about the outing…about your
Big Brother/Big Sister?
 Are you looking forward to seeing your Big
Brother/Big Sister again?
 Even when you’re busy, make the time to talk
with your child
 Listen to the little stuff
 Listen between the lines
 Ask their opinion
 Don’t interrupt
18.
59
Signs your child might be having a problem
BBBS Child Abuse Policy
 An unwillingness to go with someone he/she has previously
been comfortable with.
 Unexplained crying.
 Nightmares.
 School phobia.
 Unexplained inappropriate knowledge about sexual activity.
 A sudden inappropriate interest in genitals or sexual behavior.
 Lots of new fears.
 Problems eating or sleeping.
 A sudden, intense anger at one person.
 BBBS staff members are required to report any
suspected abuse or neglect of a child. Our staff
and volunteers are trained to respond if a child
tells them about abuse. A report will be filed
with CPS.
 If you have any further questions or would like
more information on violence prevention,
please ask our staff for additional resources
Trust Your Gut!
19.
20.
Break- 10 minutes
Little Learning Goals
After break everyone will come back together to
end today’s training
 Build a big activity
 Some problems that might come up with a
Big
 Secrets
 Safety Information
 Role as a Little
21.
23.
22.
Some Problems that Might Happen
Secrets
 You and your Big want to do different things
 You made plans with your Big but you forgot
 Your friend is having a party at the same time
that you are supposed to meet your Big
 Your Big hurt your feelings
?
?
 Sometimes someone we trust may ask us to keep a
secret. There are good secrets and secrets that hurt
 What’s an example of a good secret?
 What’s an example of a secret you shouldn’t keep?
 If you are asked to keep a secret that makes you
afraid or confused, what should you do?
24.
60
Important Safety Information
My Role as a Little
 When in the car, wear your seat belt at all
times!
 When riding a bicycle, skateboard, or roller
skates, always wear your helmet!
 Call my Big
 Be home when we have an outing planned
 Say Thank You
 Talk to my MSS
 Tell an adult if something about my match is
wrong or makes me uncomfortable
 What are some other important safety rules?
25.
26.
Behaviors that may not be appropriate
within a match
27.
 The Big Brother/Sister wants excessive contact with your child (more than the
initial time commitment they have signed up for).
 The Big Brother/Sister insists on overnight visits early in the match.
 The activities in the match always seem to occur at the Big’s house, to the
exclusion of other activities, and the description of the outing is vague.
 The Big Brother/Sister gives your child expensive or inappropriate gifts or money
on a regular basis.
 The Big Brother/Sister asks your child to keep secrets.
 The Big Brother/Sister does things like wrestling or tickling that make your child
uncomfortable.
 The Big Brother/Sister seems extremely affectionate with your child.
 Your child reports that the Big Brother/Sister takes his/her picture regularly,
touches him/her, or otherwise makes the child uncomfortable.
 The Big Brother/Sister consistently involves other children or adults in the match
activities.
 Your child sleeps in the same bed or sleeping bag with their Big Brother/Sister on
an overnight activity.
 The Big Brother/Sister lets your child see inappropriate movies or magazines or
other movies without your consent.
 The Big Brother/Sister excessively photographs or videotapes your child or does so
inappropriately.
Feeling Safe
 What if your neighbor likes to tickle you and
wrestle with you, but it makes you feel kind of
uncomfortable, and sometimes it even hurts?
What do you do?
28.
If something happens….
Your child should know…
 Not to let anyone touch them or make them uncomfortable; they have the
right to say “NO!”
 If anyone touches them in a way that makes them uncomfortable, they need
to tell a trusted adult.
 Always tell a parent if someone asks them to keep a secret.
 Always tell a parent if someone offers them gifts, money or food or asks to
take their picture.
 Their full name, address and telephone number.
 How to call the local emergency number (often 911).
 Do not listen to strangers, even if they claim to know the parent.
 Never go near a car with someone in it.
 Never tell anyone they are home alone.
 Never go into anyone’s house without a parent’s permission.
Tell your child you believe them.
Reassure them they have done the right thing by
telling you.
Tell them it is not their fault.
Call your MSS immediately. If your MSS is
unavailable speak to any available staff person
immediately.
Do not let your child have contact with the person
until the situation is resolved.
29.
30.
What Happens Next?
 Complete an application
 Schedule an interview
 After the interview it will take 4-6 weeks to receive
notice that your child has been accepted or not
accepted from our program
 Please note that we do need to wait to receive any
school and counseling reports before we accept your
child
 Our average wait time for a Big is 12-18 months
31.
61
APPENDIX B
BBBS Assessment of Staff Training Needs
62
BBBS of Greater Sacramento Staff Training Needs Questionnaire for
Guardian/Little Orientation and Safety Training
The agency has decided to move from an individual orientation and safety training
completed during interviews to a group training. Please complete and return this
questionnaire to Amanda by January 10, 2011. The purpose of this questionnaire is to
determine the needs which should be met by the Guardian and Little Orientation and
Safety Training (GLOST). The results of this questionnaire will be taken in to careful
consideration in the development of this training and are important to its success. Please
provide as much input as you wish. Everything you share will be anonymous.
Using the scale provided how would you rate the current training and orientation
provided to incoming families and littles?
Scale: Excellent = 5 Very Good = 4 Good = 3 Fair = 2 Poor = 1
Please provide at least one strength of the current training:
Please provide at least one weakness of the current training:
Additional comments:
How often do you think GLOST should be held?
Place an X in the box of the day(s) and time (s) that you think would be best to schedule
GLOST.
Morning (8-12)
Afternoon (12-4)
Evening (4-8)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
(Please turn over)
63
Place an X next to how often you are willing to participate in leading GLOST.
Twice per month______ Once per month______ Once per quarter______ Other______
We would like to design GLOST to be as effective as possible. The following is a list of
components that may be included in GLOST. On a scale of 1 to 3, with 1 being the least
important, and 3 being the most important, please rate the importance of including the
following topics.
1
/
2 /
3
BBBS history and overview of program
1
/
2 /
3
BBBS rules and guidelines
1
/
2 /
3
Child safety training (including sexual abuse prevention)
1
/
2 /
3
BBBS child abuse policy
1
/
2 /
3
Communication tips for guardians
1
/
2 /
3
Referral information to other community agencies
Please add any additional topics that you think should be covered in GLOST:
_____
_____
_____
Please provide any other comments regarding GLOST here:
Thank you for your time and contribution!
64
APPENDIX C
Parent/Guardian Pre and Post GLOST Questionnaires
65
Parent/Guardian Pre GLOST Questionnaire
The purpose of this questionnaire is to determine the needs which should be met by the
Guardian and Little Orientation and Safety Training (GLOST). The results of this
questionnaire will be taken in to careful consideration in further development of this
training and are important to its success. Please provide as much input as you wish.
Everything you share will be anonymous.
1. Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important.
A Big is (circle all that apply)….
Friend
Babysitter
Mentor
Driver
Tutor
ATM
Trusted Adult
Parent
-
-
2. It is sometimes ok for my child to ride his/her bike without a helmet.
True
False
3. It is ok for my child to say no to an adult if that adult is asking my child to do
something that makes my child feel weird or uncomfortable.
True
False
4. What should your child do if he/she is out with his/her Big and gets lost? Your child
cannot find his/her Big anywhere.
5. Your child’s Big asks your child to keep a secret for him/her. List one secret that
would be ok for your child to keep:
66
6. Your child’s Big asks your child to keep a secret for him/her. List one secret that
would NOT be ok for your child to keep:
7. Your child is out with his/her Big and he/she touches your child in a way that makes
your child feel uncomfortable. What do you do when your child tells you?
8. List two adults other than yourself that your child can trust and talk to.


9. Using the scale provided, how would you rate your current knowledge of BBBS
programs, rules, and guidelines?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
10. Using the scale provided, how would you rate your current knowledge of how to keep
your child safe within the BBBS program?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
11. Using the scale provided, how would you rate your current knowledge of additional
resources in the community?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
12. Please list at least two things you are hoping to learn today from the orientation and
safety training:
67
Parent/Guardian Post GLOST Questionnaire
The purpose of this questionnaire is to determine the needs which should be met by the
Guardian and Little Orientation and Safety Training (GLOST). The results of this
questionnaire will be taken in to careful consideration in further development of this
training and are important to its success. Please provide as much input as you wish.
Everything you share will be anonymous.
1. Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important.
A Big is (circle all that apply)….
Friend
Babysitter
Mentor
Driver
Tutor
ATM
Trusted Adult
Parent
-
-
2. It is sometimes ok for my child to ride his/her bike without a helmet.
True
False
3. It is ok for my child to say no to an adult if that adult is asking my child to do
something that makes my child feel weird or uncomfortable.
True
False
4. What should your child do you do if he/she is out with his/her Big and gets lost? Your
child cannot find his/her Big anywhere.
5. Your child’s Big asks your child to keep a secret for him/her. List one secret that
would be ok for your child to keep:
68
6. Your child’s Big asks your child to keep a secret for him/her. List one secret that
would NOT be ok for your child to keep:
7. Your child is out with his/her Big and he/she touches your child in a way that makes
your child feel uncomfortable. What do you do when your child tells you?
8. List two adults other than yourself that your child can trust and talk to.


9. Using the scale provided, how would you rate your current knowledge of BBBS
programs, rules, and guidelines?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
10. Using the scale provided, how would you rate your current knowledge of how to keep
your child safe within the BBBS program?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
11. Using the scale provided, how would you rate your current knowledge of additional
resources in the community?
Excellent = 5
Very Good = 4
Good = 3
Fair = 2
Poor = 1
12. What aspects of the orientation and safety training did you find most helpful?


13. What would improve today’s orientation and safety training?
69
APPENDIX D
Child Pre and Post GLOST Questionnaires
70
Child Pre GLOST Questionnaire
The purpose of this questionnaire is to determine the needs which should be met by the
Guardian and Little Orientation and Safety Training (GLOST). The results of this
questionnaire will be taken in to careful consideration in further development of this
training and are important to its success. Please skip any questions that you do not
understand or do not wish to answer.
1. Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important.
A Big is (circle all that apply)….
Friend
Babysitter
Mentor
Driver
Tutor
ATM
Trusted Adult
Parent
-
-
2. It is sometimes ok for me to ride my bike without a helmet.
True
False
3. It is ok for me to say no to an adult if that adult is asking me to do something that
makes me feel weird or uncomfortable.
True
False
4. If there was a fire, I would call:
71
5. What do you do if you are out with your Big and you get lost? You cannot find your
Big anywhere.
6. Your Big asks you to keep a secret for him/her. List one secret that would be ok to
keep:
7. Your Big asks you to keep a secret for him/her. List one secret that would NOT be ok
to keep:
8. You’re out with your big and he/she touches you in a way that makes you feel
uncomfortable. What do you do?
9. List up to three adults you can trust and talk to.



10. Is there anything else that you would like us to know?
72
Child Post GLOST Questionnaire
The purpose of this questionnaire is to determine the needs which should be met by the
Guardian and Little Orientation and Safety Training (GLOST). The results of this
questionnaire will be taken in to careful consideration in further development of this
training and are important to its success. Please skip any questions that you do not
understand or do not wish to answer.
1. Please circle the words that describe what a Big is. Use the blanks to add any
additional words you think are important.
A Big is (circle all that apply)….
Friend
Babysitter
Mentor
Driver
Tutor
ATM
Trusted Adult
Parent
-
-
2. It is sometimes ok for me to ride my bike without a helmet.
True
False
3. It is ok for me to say no to an adult if that adult is asking me to do something that
makes me feel weird or uncomfortable.
True
False
4. If there was a fire, I would call:
5. What do you do if you are out with your Big and you get lost? You cannot find your
Big anywhere.
73
6. Your Big asks you to keep a secret for him/her. List one secret that would be ok to
keep:
7. Your Big asks you to keep a secret for him/her. List one secret that would NOT be ok
to keep:
8. You’re out with your big and he/she touches you in a way that makes you feel
uncomfortable. What do you do?
9. List up to three adults you can trust and talk to.



10. The presenters helped me to understand the safety information.
True
False
11. I feel like all of my questions about safety and Big Brothers Big Sisters were
answered today.
True
False
12. Is there anything else you would like us to know?
74
APPENDIX E
Original Guardian and Mentee Orientation and Safety Training
75
Welcome to
Big Brothers Big Sisters
Guardian and Little
Orientation and
Safety Training
Learning Objectives
 Who is a “Big”?
 Who is a “Little”?
 What is a “match”?
 What can I expect from BBBS?
 Programs of BBBS
What is a Big?
How do they Become a Big?
 Men and Women who live in your community
 College students from nearby schools
 Retirees, military men and women, members
of congregations or civic organization, and….
 Just ordinary people that are extraordinary
They all have one thing in common- They have a
sincere interest in being a friend and mentor to
a child. They are not paid- they are volunteers.
Each volunteer completes a screening process that
includes:
• A written application
• A criminal record history check
• At least three references
• An in-person interview
• A professional decision about whether they should
volunteer with a child
• An orientation and training
Little Brothers and Little Sisters
What is a Match?
 Littles are children in the community that want
an adult friend in their life
 Big Brothers Big Sisters is not the right
program for every child
 A match is a big and little that typically meet
every week or every other week.
 A match does fun things together including
going to the park, riding bikes, baking, fishing,
the possibilities are endless.
 We encourage low cost or free activities so
that the focus of the match remains on the
friendship
What to Expect from Big Brothers Big Sisters
Some Good Reasons to Call your MSS
 BBBS works hard to support the relationship between
Bigs and Littles. Our goal is for the match to be
successful.
 A Match Support Specialist (MSS) will talk with you
every month for the first year of the match. This allows
us to provide support, and offer ideas if problems arise.
After the first year we will contact you regularly but less
frequently.
 Your MSS can
Find information and resources you might be interested in
Connect you with community resources
Help you communicate with your Big
Help come up with ideas to handle any conflicts that might arise
 To question your child’s safety
 To discuss general concerns you have about a Big
 Report any changes in address or phone number
 Report any emergency situations
 Report any significant changes in the Little’s life
 Report success stories about the Little
 If your MSS is not available please ask to speak with
any available staff for assistance.
76
Big Brothers Big Sisters of Greater Sacramento
Sacramento Office: 1451 River Park Dr. Ste. 241 Sacramento, CA 95815
Phone: 916-646-9300
Rhonda Staley-Brooks
President and CEO
Extension 101
Rhonda@bbbs-sac.org
Lia Benvenuti
Marketing and Events
Coordinator
Extension 113
Lia@bbbs-sac.org
Collette Walls
Operations Manager
Extension 103
collette@bbbs-sac.org
Shavonne Powell
Customer Relations Specialist
Extension 100
shavonne@bbbs-sac.org
Michael McGinnis
Sports Bigs Coordinator
Extension 102
michael@bbbs-sac.org
Buu Joseph
Enrollment Specialist
Extension 106
buu@bbbs-sac.org
BBBS Programs
 Community based
 School based
 Sports Bigs
 MCP
Christina Eichar
Match Support Specialist
Extension 107
christina@bbbs-sac.org
Monica Trzcinski
Enrollment and Match Support
Specialist
Extension 114
monica@bbbs-sac.org
Amanda Regalia
Program Manager
Extension 108
amanda@bbbs-sac.org
Tracy Schwartz
Enrollment and Match
Support Specialist
Extension 102
Tracy@bbbs-sac.org
Break- 10 minutes
Parent/Guideline Training Learning
Objectives
When we come back we will divide in to
2 groups
• If you are a parent/guardian please return from
your break to this room
• If you are applying to be a Little please meet
next door
•
•
•
•
Parent/ Guardian Guidelines and Rules
Parent’s Role















The volunteer is a friend to your child – not an extension of your family. Remember, the relationship that exists is between your child and the Big
Brother (BB)/Big Sister (BS). Do not ask the BB/BS to take other family members on outings with the Little Brother (LB)/Little Sister (LS).
Your child’s Big Brother or Big Sister is NOT: A taxi cab service, disciplinarian, Santa Claus, or a babysitter. Please don’t treat him or her as such.
Activities of your child and volunteer are to take place away from your home. All activities are to have your approval in advance.
The volunteer does not assume parental responsibility. Problems in the home, school and community continue to be the responsibility of the parent.
These problems, as well as other family problems, should first be discussed with the Match Support Specialist and then perhaps with the volunteer if it
is appropriate.
Have your child ready when the BB or BS comes. You should know each time your child and his/her BB/BS go on an outing together, and know
where they are going and approximately when they expect to return. Please make a point of being home when they return.
Please don’t discuss your child with the BB or BS in the presence of your child. If you think there is something he/she should know, call him/her
when your child is away.
The Volunteer can most effectively help your child as a friend, rather than as an authority figure. The Volunteer cannot make your child behave by
his/her presence, but can get them to want to behave through the friendship.
Be flexible! Remember the BB or BS has a busy schedule too. Forgive minor mistakes in judgment. The BB or BS is not a trained professional - nor
is he/she perfect.
Do not deprive the child of the visit with the BB or BS as a means of discipline. How can they build a friendship or assist the child if they cannot be
with them?
Get to know your child’s BB or BS to the degree that you feel comfortable with him/her. Give the relationship time to develop.
Try to let the volunteer know that his or her efforts are appreciated. Help your child be considerate (i.e. remembering birthdays, making occasional
phone calls, etc.).
You and your child should be willing to discuss problems with the staff and sincerely work out solutions.
Your feelings and observations are important to us in evaluating the effectiveness of the friendship between your child and the Big Brother/Big Sister
and in determining what help, if any, is needed from staff to make better use of our service.
If there is anything about the relationship that concerns you, contact your Match Support Specialist immediately. The Volunteer is also required to
discuss any concerns with the Match Support Specialist especially as it relates to child safety and/or abuse prevention.
All major decisions regarding the match relationship should be discussed with your Match Support Specialist. Big Brothers Big Sisters services are a
team effort.
Guidelines and Rules
The Parent’s Role in the Match
What to Expect from a Big
Communication Tips
You can play a very important role in keeping your child safe
if you know the rules of the program and your responsibilities
as a parent.
 Follow the agency’s Parent Guidelines and Ground rules.
 Keep us up to date on any changes (ie. New address, phone
number, job, etc).
 Once your child is matched, check in with your MSS on the
specified dates.
 Discuss overnight and long distance outings with your MSS
 ALL overnights must be approved BEFORE they happen!
 If you feel uncomfortable or have a concern, CALL
IMMEDIATELY!
77
What to Expect from a “Big”
We need you to be an Active Partner!
 1. The Big Brother or Big Sister will tell you when he/she plans to pick up your
child and when you can expect him/her home.
 Share concerns, hopes and wishes for your
child with your MSS
 Help find the best times for outings
 Make sure you know details of the outing
 Do not ask for siblings to be included
 Give it time- the relationship needs time to
develop
 Please do not assume the Big has lots of
money and can always afford activities that
cost money
 2. The Big Brother or Big Sister will tell you about the activities they will engage
in with your child and other people who might be involved.
 3. The Big Brother or Big Sister will call you if they are going to be late.
 4. The Big Brother or Big Sister will be responsible for your child’s safety and
well-being when they are together. They must respect your wishes when they are
together. They must respect your wishes if there are activities you prefer your child
not engage in.
 5. The Big Brother or Big Sister is expected to pay for the outings they take your
child on. However, we stress the importance of doing activities that don’t cost
money, and we encourage the parent to contribute if/when they can.
Get to know your child’s BIG!
Please keep the focus on your child and his/her relationship with the Big
After every outing…..ASK!
Communication Tips
 Where did you go?
 What did you do?
 How do you feel about the outing…about your
Big Brother/Big Sister?
 Are you looking forward to seeing your Big
Brother/Big Sister again?
 Even when you’re busy, make the time to talk
with your child
 Listen to the little stuff
 Listen between the lines
 Ask their opinion
 Don’t interrupt
Signs your child might be having a problem
BBBS Child Abuse Policy
 An unwillingness to go with someone he/she has previously
been comfortable with.
 Unexplained crying.
 Nightmares.
 School phobia.
 Unexplained inappropriate knowledge about sexual activity.
 A sudden inappropriate interest in genitals or sexual behavior.
 Lots of new fears.
 Problems eating or sleeping.
 A sudden, intense anger at one person.
 BBBS staff members are required to report any
suspected abuse or neglect of a child. Our staff
and volunteers are trained to respond if a child
tells them about abuse. A report will be filed
with CPS.
 If you have any further questions or would like
more information on violence prevention,
please ask our staff for additional resources
Trust Your Gut!
78
Break- 10 minutes
After break everyone will come back together to
end today’s training
Some Problems that Might
Happen
• You and your Big want to do different things
• You made plans with your Big but you forgot
• Your friend is having a party at the same time
that you are supposed to meet your Big
• Your Big hurt your feelings
• ?
• ?
My Role as a Little
•
•
•
•
•
Call my Big
Be home when we have an outing planned
Say Thank You
Talk to my MSS
Tell an adult if something about my match is
wrong or makes me uncomfortable
Little Learning Goals
• Build a big activity
• Some problems that might come up with a
Big
• Secrets
• What would you do?
Secrets
• Sometimes someone we trust may ask us to keep a
secret. There are good secrets and secrets that hurt
• What’s an example of a good secret?
• What’s an example of a secret you shouldn’t keep?
• If you are asked to keep a secret that makes you
afraid or confused, what should you do?
Behaviors that may not be appropriate
within a match
 The Big Brother/Sister wants excessive contact with your child (more than the
initial time commitment they have signed up for).
 The Big Brother/Sister insists on overnight visits early in the match.
 The activities in the match always seem to occur at the Big’s house, to the
exclusion of other activities, and the description of the outing is vague.
 The Big Brother/Sister gives your child expensive or inappropriate gifts or money
on a regular basis.
 The Big Brother/Sister asks your child to keep secrets.
 The Big Brother/Sister does things like wrestling or tickling that make your child
uncomfortable.
 The Big Brother/Sister seems extremely affectionate with your child.
 Your child reports that the Big Brother/Sister takes his/her picture regularly,
touches him/her, or otherwise makes the child uncomfortable.
 The Big Brother/Sister consistently involves other children or adults in the match
activities.
 Your child sleeps in the same bed or sleeping bag with their Big Brother/Sister on
an overnight activity.
 The Big Brother/Sister lets your child see inappropriate movies or magazines or
other movies without your consent.
 The Big Brother/Sister excessively photographs or videotapes your child or does so
inappropriately.
79
Feeling Safe
 What if your neighbor likes to tickle you and
wrestle with you, but it makes you feel kind of
uncomfortable, and sometimes it even hurts?
What do you do?
If something happens….
Tell your child you believe them.
Reassure them they have done the right thing by
telling you.
Tell them it is not their fault.
Call your MSS immediately. If your MSS is
unavailable speak to any available staff person
immediately.
Do not let your child have contact with the person
until the situation is resolved.
Your child should know…
What Happens Next?
 Not to let anyone touch them or make them uncomfortable; they have the
right to say “NO!”
 If anyone touches them in a way that makes them uncomfortable, they need
to tell a trusted adult.
 Always tell a parent if someone asks them to keep a secret.
 Always tell a parent if someone offers them gifts, money or food or asks to
take their picture.
 Their full name, address and telephone number.
 How to call the local emergency number (often 911).
 Do not listen to strangers, even if they claim to know the parent.
 Never go near a car with someone in it.
 Never tell anyone they are home alone.
 Never go into anyone’s house without a parent’s permission.
 Complete an application
 Schedule an interview
 After the interview it will take 4-6 weeks to
receive notice that your child has been
accepted or not accepted from our program
 Please note that we do need to wait to receive
any school and counseling reports before we
accept your child
 Our average wait time for a Big is 1 year
80
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