Seeing Families Whole
INTEGRAL FAMILY
SUPPORT
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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
417-831-9596
Gary.Johnson@great-circle.org
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
417-831-9596
 Tracey.Sheets@great-circle.org
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
MAPS We USE
 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
Logics
• Kegan's Orders of Consciousness
• Maslow's Hierarchy of Needs (+
beyond)
• 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
horizons
• Managerial Grid (People vs task
focus)
• 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
Index
• 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
Components
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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
Behavior
 Promoting Children’s Cognitive or Academic
Skills
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:
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Strength-based focus.
Family-centered practice.
Individual and group approaches.
Targeted service groups.
Clear program goals and continuous evaluation
Qualified staff.
Collaborations.
References
 AQAL image google search [images]. (n.d.). Retrieved from
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http://www.google.com/search?q=AQAL&hl=en&rls=com.microsoft:
*&prmd=ivns&tbm=isch&tbo=u&source=univ&sa=X&ei=R6G1TcjSPJ
KztwfiuNDnDg&ved=0CCQQsAQ&biw=1259&bih=654
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),
341-354.
Goodyear, R. K., & Rubovits, J. J. (1982, March). Parent education: A
model for low-income parents. The Personnel and Guidance Journal,
409-412.
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
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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
http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/tools/fa
mily_centered_assessment_guidebook.pdf
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.
Www.humanservices.ucdavis.edu/academy.
Wilber, K. (2000). A theory of everything. Boston, Massachusetts:
Shambhala.