Jobs/Roles in the ECE Community: National and Federal Level

As I have been researching trauma-informed care jobs on the national or federal level, I have found that there are not as many opportunities as I had hoped. I began to think outside of the box a bit about what it is that I really want to do concerning trauma-informed care. I have come to the conclusion that I want to be able to educate teachers, families and administration about trauma and how to help children who are or have experienced trauma. I broadened my search a bit and discovered Child Protective Services in a new light. I found that CPS does more than simply investigate reports of abuse and neglect. They also provide services to families and children in their own homes through what is called Family Based Safety Service (dfps.state.tx.us). The case workers meet with the family to discover the family's strengths and needs, develop a plan for services, meet regularly with the family, assess the child's safety in an ongoing process and give resources to the family including parenting classes, child care, and abuse and neglect prevention. I was excited to read about this portion of CPS. As I looked at the "job" portion of the website, I was elated to find a job posting for CPS Family Based Safety Services FBSS Specialist.

After a family has been investigated, a FBSS Caseworker helps them make changes to protect their children from abuse and neglect, and keep them safe at home. This involves providing services offered by the agency,  the family's community, and their extended families, including:

• Recommending appropriate actions needed to resolve stressful family situations that lead to child abuse or neglect.
• Helping families identify their own strengths and needs to achieve safety for their children while preserving the family.
• Building community relationships with law enforcement agents, therapists, court personnel, and representatives from various agencies and organizations

List of job responsiblities

• Visiting homes to assess risk of child abuse/neglect, plan for child safety, and strengthen families so they can function without CPS intervention.
• Responding quickly in a crisis situations.
• Talking with families about things such as income, money management, and personal relationships that they will probably consider personal and private.
• Discussing human sexuality and sexual exploitation of children in a direct and objective manner.
• Interacting objectively with people who have abused and/or neglected children in their care.
• Interacting with family members who are angry and/or scared.
• Working as part of a team, which involves helping other caseworkers with crisis situations, while following the directions of the courts and agency.
• Providing services, resources, and community supports to achieve child safety.
• Staying in contact with parents and children to achieve goals.
• Educating parents to change previous behavior that led to child abuse and/or neglect and empowers parents to make those changes.
• When necessary, removing a child from a dangerous situation.
• Documenting casework activity.
• Working under constant time pressure, prioritizes efforts, and works flexible hours.
• Staying objective and empathetic with families living in stressful and crisis situations.
• Learning about cultures and lifestyles different from their own, and understands how to determine child safety and well-being within that context

Requirements

• A  Bachelor's degree OR an Associate's degree plus two (2) years of relevant work experience.

OR

• 60 college credit hours plus two (2) years relevant work experience OR 90 college credit hours plus one (1) year of relevant work experience.

Examples of relevant work experience in social, human, or protective services include paid or volunteer work within social service agencies or communities providing services to families or other at-risk populations. (http://www.dfps.state.tx.us/Jobs/CPS/fbss.asp.).

I feel that this type of job would give me the chance to work one-on-one with families and educate them about how abuse, neglect, and/or family violence can cause trauma and then educate on the effects of trauma. I would be able to use the skills I have learned from Conscious Discipline to help them learn how to self-regulate and then teach children to self-regulate. It seems as if this type of job is a wonderful platform for my topic and my passion! 

The second organization I looked at was Zero to Three. I have read many publications released by this organization and have shared some of those with the families I currently serve. In the about us, mission and vision portion of the website it states, "During the first three years of life, emotionally nourishing relationships lay the foundation for lifelong health and well-being. By supporting the caring adults who touch the lives of infants and toddlers, we hope to maximize our long-term impact in ensuring all infants and toddlers have a bright future" (www.zerotothree.org). Because of the intentionality of Zero to Three to impact the lives of children at an early age, therefore in my opinion giving a chance to avoid trauma, I believe they are an organization that could give me a platform surrounding my topic. There are also many articles on the website surrounding trauma and stress. I looked at the job postings on their website and found that not only do they show jobs within Zero to Three, but also have a job posting link for professionals searching for employment or professional organizations searching for employees. I found this to be exciting for both professionals and organizations. I found one job at Zero to Three that I was remotely interested in, mostly to be able to get a foot in the door so to speak at this powerful organization. The job is listed as a "Program Associate" and the description is as follows:

Summary
The Business Operations Program Associate is responsible for providing overall administrative support to the Business Operations Division. Key responsibilities include coordination of the organization’s permissions and content licensing, contracts and invoicing for the Business Operations Division, support for the annual conference, and general customer service.
 
Essential Duties and Responsibilities

• Respond to and process all internal and external permissions and licensing requests.
• Complete licensing agreement and invoice templates in partnership with the Finance Team.
• Provide administrative support for the execution of division contracts.
• Support survey creation related to CEU processing, annual conference, and other projects as assigned.
• Provide overall administrative support to the Business Operations Department, including but not limited to:
  • Professional customer service and prompt response to department-related inquiries;
  • Work Group and speaker communication and support related to the annual conference planning;
  • Scheduling and preparation for internal and external meetings and conference calls;
  • Coordination of staff participation and lodging at the annual conference;
  • Maintaining an organized electronic filing system; and
  • Data collection and monthly reporting.
• Provides back up support to front desk reception area.
• Performs other duties as assigned to ensure the efficient and effective functioning of the division.

 
Essential Skills and Experience

• Minimum of 2 years of relevant work experience.
• Strong knowledge and experience using Microsoft Word, PowerPoint, and Excel; willingness to learn new technologies
• Excellent customer service skills.
• Excellent organizational skills.
• Excellent problem solving skills.
• Excellent verbal and written communication skills.
• Ability to work independently as well as in a team structure.
• Demonstrable experience in managing multiple and simultaneous responsibilities effectively and efficiently.
• Possess characteristics of flexibility and adaptability to dynamic changes in the work environment.
• Availability for limited travel if required.

 
Essential Qualities

• Encourages and practices critical thinking.
• Is self-reflective and empathic.
• Recognizes the influence of workplace relationships on outcomes and results.
• Maintains a respectful and accepting approach to others.
• Awareness of the influence of the larger context on individual behavior.
• Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization.

 
Education
Bachelor’s Degree preferred (https://www.zerotothree.org/resources/1185-careers-at-zero-to-three#chapter-1433).

Although this job does not directly relate to trauma-informed care, I see it as an opportunity to get involved with an amazing organization and learn more about early care, professionalism and the chance to expand my community of practice. The resources available to me as an employee of Zero to Three could be nothing but helpful in my quest to help children and families who have experienced trauma

Another organization I have chosen is the National Child Traumatic Stress Network. They state, "Our mission is to raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States" (www.nctsn.org). This is an organization I would love to work with. As a member of my CoP and as an employee. I searched for job opportunities and was not able to find a link. I was disappointed in this, but am grateful to have them as a resource for my Capstone Project. 

The final organization I chose is not a national or federal organization but is a child care facility that is in Madison, Wisconsin. They are called The Playing Field and provide services to children and families who are homeless. Half of the population at the Playing Field is homeless and the other half is from a high socioeconomic demographic. They are a Conscious Discipline practicing center and work directly with children and families effected by trauma. I heard the founder speak on a Conscious Discipline podcast recently and fell in love with the idea of this center. Their mission as stated on their website is:

"In the context of our School Family, we care for and educate children experiencing homelessness right alongside children from more advantaged backgrounds. We believe our unique model is an important step toward minimizing the disparity between Madison's children and will have amazing benefits for children from both groups" (www.playingfieldmadison.org). They are hiring teachers and the requirements for lead teachers is an Associates Degree. Without submitting my resume and applying I was unable to find out the details of the job. I chose this center because of their direct work with traumatized children. I am hopeful that I will be able to visit this center in the near future as a part of my personal professional development. Although they are not on a national or federal level, they are an important piece to the puzzle surrounding trauma-informed care. 

Exploring Roles in the ECE Community: Local and State Levels

The first organization I chose is the local Family Abuse Center. I am passionate about this center for many personal and professional reasons. This center is seeking to eliminate domestic violence in Central Texas. They offer a safe place for children and families of domestic violence. They also offer counseling for children and parents, education for victims and case management services. I chose this organization because of their important work with children and families. They work with children who have been through traumatic events, and as you all know, this is an area of passion for me. I also chose them because of the fact that I have had the opportunity to interview their director several years ago for another class and know first hand the passion that is present in this organization for children and families.  One job that is currently available resonated with me. I have copied the job description and qualifications below. This job resonated with me because it is a chance to work directly with parents and help them through their trauma and learn a new way to deal with their children. The website is www.familyabusecenter.org. 

Family Abuse Center 

Parent Educator HOPES Program

GENERAL DESCRIPTION AND PURPOSE:   

A certified parent educator will implement the PAT model, emphasizing parent-child interaction, development-centered parenting and family well-being in their work with families. Utilizing the PAT Foundational Curriculum in culturally sensitive ways, the parent educator partners, facilitates and reflects with families.

MINIMUM QUALIFICATIONS:

Education:

• Bachelor’s Degree in Human Services or Early Childhood Education field required
• Master’s Degree in Human Services field preferred

Experience:

• 2 or more years experience in the field of Early Childhood Education or social services preferred.
• Experience in early Childhood Education or Human Service field required

Skills/Abilities:

• Bilingual preferred
• Strong communication and interpersonal skills (e.g., nonjudgmental, objective, reflective, empathic, patient, tactful)
• Demonstrated experience and ease working with a diverse population of clients
• Ability to establish rapport with families and empower them by building on their strengths
• Strong organizational and record keeping skills
• Ability to work independently and be self-motivated (often in the field)
• Computer skills; including web browsing, e-mail, Internet, and word-processing
• Demonstrates effectiveness as a member of a team as well as the ability to work independently and to take initiative
• Ability to maintain personal balance and accomplish multiple tasks that require a variety of skills

LICENSES/CREDENTIALS:

• The parent educator must complete the Parents as Teachers Foundational and Model Implementation Trainings before delivering PAT services.

ESSENTIAL FUNCTIONS:

• Engage in recruitment activities (as applicable)
• Complete an initial and annual family-centered assessment with each family
• Develop, monitor and review goals with each family
• Provide personal home visits focused on parent-child interaction, development-centered parenting and family well-being (including planning, delivering and documenting the visit)
• Use the PAT Foundational curriculum to share research based information with families
• Provide group connections to give families an opportunity to build social connections with each other, engage in parent-child interaction activities, and increase their knowledge of ways to support children’s development
• Complete at least an initial and annual developmental screening and health review for each enrolled child
• Connect families to resources that help them reach their goals and address their needs
• Help parents and children transition to other services as needed, to preschool, or to kindergarten
• Maintain and submit in a timely way all required family and program documentation
• Organize and inventory supplies/materials, etc.
• Participate in at least 2 hours of reflective supervision monthly and at least 2 hours of staff meetings monthly
• Obtain competency-based professional development and renew parent educator certification annually
• Participate in continuous quality improvement

OTHER:

• Must have a personal vehicle for home visitation (mileage reimbursement will be provided).
• Must be available for weekend or evening appointments if necessary.

SUPERVISED BY:

• HOPES Program Director (Parent as Teacher Supervisor)

The second organization I chose is the Advocacy Center in Waco Texas. I chose them because of their work with children and families who have experienced abuse. They work with children, advocating for them in the legal system, offering counseling sessions and educating people about the effects of abuse and how to prevent it. They provide the community with a crisis hotline that is run by volunteers who will meet victims of sexual abuse at local hospitals to ensure the victim is not alone in the process. They have training monthly for volunteers who would like to be involved. This is again in line with my passion for trauma assistance and an incredible organization that I have been able to be a part of through interviews, taking children and families to receive their services and currently have a child in my classroom who is receiving counseling from the Advocacy center. They unfortunately do not have any job openings at this time, but as I was looking at the website, I noticed that they have several parent educators employed. I was unable to locate any qualifications for the job or a job description. I was able to find a bit more information about the opportunities to volunteer for the crisis hotline. I have copied it below. The Advocacy Center's website is advocacycntr.org

Hotline Advocate Volunteer opportunities consist of assisting with our 24 hour sexual assault and crisis hotline. Advocates answer the hotline after hours and on weekends, occasionally during business hours when available. Advocates also respond to both local hospitals when a victim of sexual assault presents for an exam. Each advocate is trained to assist the Sexual Assault Nurse Examiner (SANE) throughout the exam, as well as providing emotional support to the victim and their family during the hospital exam. Advocates are the agencies first contact with victim; therefore, appropriate, confident and trained advocates are vital to this process. ACCVC provides a 40 hour certified Sexual Assault Training Program, which prepares advocates in deal with victims in crisis or helping giving community resources.

The third organization I have chosen is TAEYC. This is the state branch of NAEYC in Texas. The Texas Association for the Education of Young Children. I chose this organization because it has been an outlet for me in my career and an incredible resource. Their mission is celebrating, educating, and advocating for young children, families, and the early childhood profession. This mission  is vital for any early childhood educator to have in mind in their day to day interactions with children and families. They provide resources for educators, families and administration. I have been a member of this organization for many years and presented at their conference several years ago. Their website is texasaeyc.org. On the website when I looked for job openings, there were only three and I was surprised that they were not specifically for TAEYC, but for child care facilities in Texas. This was a great surprise because I know how difficult it can be to find a child care center that aligns with personal beliefs on children and families and if they are TAEYC "approved" a person would be able to trust that they were doing best practice in that center. I was not interested in any of the openings, mostly because of location.  I believe that this organization does important work for our field and for children and families. 

Trauma, Social/Emotional Development and Social Change

Social/emotional development is powerful. When children and families go through trauma, regardless of the "level" of trauma, there is a break in social/emotional development. The child and the family must muddle through the upset. Dr. Becky Bailey, creator of Conscious Discipline, makes a profound statement when she states, "Trauma often happens in relationships, but it is often healed through relationships". 
As I grappled through what topic to chose for my Capstone project, I kept coming back to the effects trauma has on social/emotional development, children, families and educators. My hope and desire is to be able to teach educators how to help children and families heal through relationships, as well as help families know how to navigate in and through trauma. I am not exactly sure how this will flesh out, but I am excited to explore the possibilities.