Seeing Families Whole
Gary Johnson:
Credentials: M.Ed. University of Missouri – St Louis, Family Development
Credentialing (FDC) Senior Facilitator and Facilitator Trainer
Current Employment: Director of Parenting Life Skills Center – A Great
Circle Agency 600 S Jefferson Springfield, MO 65806
[email protected]
Tracey Sheets:
Credentials: BS from Drury University, majors Psychology & Sociology,
Certified Mediator, Foster Care Case Manager, Parent Educator and In-Home
Service Provider
Current Employment: Parenting Life Skills Center – Parent Educator and InHome Service Provider
600 S Jefferson Springfield, MO 65806
 [email protected]
A Bone Deep Longing
“ Within each person lies a bone-deep longing for
freedom, self-respect, hope, and the chance to
make an important contribution to one's family,
community, and the world ... No government
program can help families become self-reliant,
integrated members of their communities unless
it is built on a recognition of the power of this
bone-deep longing for freedom, self-respect,
hope and the chance to contribute.“
Christiann Dean, creator of the FDC Curriculum
 Eco-Map
 Genogram
 Family Circles Assessment
 Mission Map
 Passion Map
 Integral AQAL
The map is not the territory
Four Quads
AQAL: Five Aspects
 Quadrants
 Lines
 Levels
 States
 Types
Lines and Levels:
Ken Wilber’s: Integral Psychograph
Integral Assessment
Upper Left
Subjective: ‘I’ - personal values, intentions,
meanings, mindsets and desires
Upper Right
Objective: ‘It’ - visible individual behavior and
• Spiral Dynamics Value Memes
• Ego Development Levels/Action
• Kegan's Orders of Consciousness
• Maslow's Hierarchy of Needs (+
• Myers-Briggs Personality Types
• Enneagram Types
• Emotional Intelligence/EQ
• Multiple Intelligences
• Perry's Intellectual/ethical levels
• Kohlberg’s moral reasoning stages
• Fowler's Stages of Faith
• IQ (+ Dog IQ videos!)
• Belbin team roles test
• Adizes Management Styles
• Jaques’ Levels of Complexity/time
• Managerial Grid (People vs task
• Brain sex test etc
• Kolb’s Learning Styles
• Sexual Essence (Deida)
skills, neurology
Integral Assessment Continued
Lower Left
Intersubjective: ‘We’ - culture, customs and
shared values
Lower Right
Interobjective: ‘Its’ - business systems,
processes, environment and technology
• Inglehart's Post-materialist Value Shift
• Bridges’ Organizational Character
• Cultural Creatives
• Creative Class
• Ten Lenses (cultural diversity)
• Vitamin T (social capital)
• Organizational Creativity
• Torbert Organizational Stages
• Corporate Lifecycle stage
• The 'Learning organization' and
Knowledge Management
• Ecological Footprint
• Political Compass
• Organizational 'Excellence'
• Social Network Analysis
CDC Effective Program
Child Development Knowledge and Care
Positive Interactions with Child
Responsiveness, Sensitivity, and Nurturing
Emotional Communication
Disciplinary Communication
Discipline and Behavior Management
Promoting Children’s Social Skills or Prosocial
 Promoting Children’s Cognitive or Academic
CDC Continued
 Curriculum or Manual
 Modeling
 Homework
 Rehearsal, Role Playing, or Practice
 Separate Child Instruction
 Ancillary Services
Protective Factors
 • enhancing parent resilience
• providing an array of social connections
• facilitating parent knowledge & skills as it
relates to child development
• providing concrete support for parents
• supporting healthy social & emotional
development in young children
• promoting nurturing and attachment by
parents and other caregivers
Characteristics of Successful EvidenceBased Parent Education Programs:
Strength-based focus.
Family-centered practice.
Individual and group approaches.
Targeted service groups.
Clear program goals and continuous evaluation
Qualified staff.
 AQAL image google search [images]. (n.d.). Retrieved from
Beckmann, K. A., Knitzer, J., Cooper, J., & Dicker, S. (2010, February).
Supporting parents of young children in the child welfare system.
National Center for Children in Poverty.
Bolen, M. G., McWey, L. M., & Schlee, B. M. (2008). Are at-risk
parents getting what they need? Perspectives of parents involved
with child protective services. Journal of Clinical Social Work, (36),
Goodyear, R. K., & Rubovits, J. J. (1982, March). Parent education: A
model for low-income parents. The Personnel and Guidance Journal,
Harden, B. J. (2010, July). Home visitation with psychologically
vulnerable families. Zero to Three, 44-51.
Besser, R. E., Falk, H., & Hammond, R. W. (2009). Parent Training
Programs: Insight For Practitioners. U.S. Dept. Health and Human
Services, CDC.
 House-Palmer, K., & Forest, C. (2003). Empowerment skills for
family workers. Ithaca, New York: Cornell University Press.
Kerrigan, D. (2004, Spring). An introduction to integral social
services. AQAL: The Journal of Integral Theory and Practice, 1(2), 115.
Larkin, H. (2005, Summer). Social work as an integral profession.
AQAL: The Journal of Integral Theory and Practice, 1(2), 2-30.
National Resource Center for Foster Care and Permanency
Planning, & National Resource Center for Family Centered
Practice. (2002, July). Family centered assessment guidebook: The
art of assessment. Retrieved from
University of California, Davis, Extension, & The Center for Human
Services (Eds.). (2009, April). A strength-based approach to working
with youth and families: A review of research.
Wilber, K. (2000). A theory of everything. Boston, Massachusetts:

Integral Family Support PPT, Gary Johnson, M.Ed. - 4-3-2013