CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
THE USE OF VIDEO AS A MEDIUM IN A PARENT EDUCATION
PROGRAM FOR TEENAGERS
A graduate project submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Education, Early Childhood/Special Education
by
Sharon Joy Fiden
May 1985
The Graduate Project of Sharon J. Fiden is approved:
California State University, Northridge
ii
This project is dedicated to all those teenagers who
are faced with the challenging task of raising children, and
of course, to their children.
iii
ACKNOWLEDGEMENTS:
To the YMCA Youth & Family Center
of Lawndale, California,
the setting for this project.
Gayle Nathanson, Executive Director
Stephanie Vendig, Director of Children's Programs
for their valuable input.
Special thanks to Valerie Copelan
who collaborated with me on The Guidelines.
To Bruce & Matt, for their love and support,
iv
TABLE OF CONTENTS
PAGE
CHAPTER
Dedication
iii
iv
Acknowledgements
Table of Contents.
v
viii
Abstract
I.
II.
THE PROBLEM AND BACKGROUND
1
The Problem . . .
1
The Background.
2
REVIEW OF THE LITERATURE .
6
At Risk Characteristics for Mother . •
7
Physical . • . •
Psychological.
Social .
Economic .
At Risk Characteristics for Child . .
9
Physical .
Cognitive.
Behavioral .
III.
Child Development Knowledge • .
11
Interactional Behavior • . .
12
The Use of Video in Teaching Child
Development and Parenting.
15
To Teach Child Development
15
To Teach Parenting Skills • .
15
THE NARRATIVE . •
18
v
PAGE
CHAPTER
VI.
I.
II.
III.
IV.
24
Introduction
A.
Uses of Video.
B.
Use of Guidelines . .
Uses of Video . . . . •
A.
Goals/Suggested Tapes . .
B.
Observation of Child . .
C.
Observation of Parent/Child
Interactions .
D.
Fundraising . .
E.
Public Relations .
26
32
Taping . .
A.
Ethical Considerations • .
B.
Legal Considerations • .
C.
Psychological Considerations .
D.
Technical Considerations .
Previewing
34
V.
Viewing.
35
VI.
Record .
36
VII.
Budget .
37
Equipment.
38
VIII.
IX.
V.
23
THE GUIDELINES . • . . •
The Guidelines:
In Summary.
40
42
CONCLUSION.
Summary •
43
Next Steps for the YMCA Youth & Family
Center . . . . • . • •
43
vi
CHAPTER
PAGE
VI.
REFERENCES . .
44
VII.
BIBLIOGRAPHY.
46
APPENDIX . • . .
47
VIII.
vii
ABSTRACT
THE USE OF VIDEO AS A MEDIUM IN A PARENT EDUCATION
PROGRAM FOR TEENAGERS
by
Sharon Joy Fiden
Master of Arts in Education,
Early Childhood/Special Education
This project describes why and how video can be used as an
educational tool to teach parenting skills to school-age parents.
The project was developed as part of a grant from the State
Department of Education and the Office of Child Abuse Prevention
to the YMCA Youth & Family Center in Lawndale, California.
The paper relates how the recognition that adolescent pregnancy
and childbearing incur a series of high-risk conditions for mother
and child was translated into practical application.
That
application was the development of a parent education program which
used video to teach parenting skills.
The paper includes a chapter reviewing pertinent literature
which discusses first, the problems that occur when adolescents have
viii
children and, second, the use of video in parent education.
A
narrative chapter describes the advantages of video as they become
apparent to the writer through her experience.
The fourth section
is a set of guidelines for other professionals to consider when
instituting video as an educational tool for parent education in
their own program.
ix
The Use of Video as a Medium in a Parent Education
Program for Teenagers
The Problem
The purpose of this paper is to describe why and how video can
be used as an educational intervention tool in order to teach
parenting skills to high-risk adolescent parents.
This project grows out of my experience as the Parent Educator/
Child Development Specialist for the YMCA Youth & Family Center in
Lawndale, California.
The Center is a comprehensive service agency
for pregnant teenagers and school-age parents.
The Guidelines, Chapter III, were developed as part of a grant
awarded to the YMCA Youth & Family Center by the State Department of
Education and the Office of Child Abuse Prevention.
As the project
progressed, it became clear that it was also desirable to include in
the Guidelines some considerations describing the process of
implementing and then integrating video into a program for school-age
parents.
They are written for use by professionals in the field; the
Guidelines supplement videotape examples and workshops.
The
original intent of the grant was expanded as we discovered that video
was useful not only for training of parents but also as a tool for
staff members and the community.
The problem was finding, first, how most effectively to use
video to teach teenage parents parenting strategies and, second, how
to transmit what we learned to other professionals so that they could
use video in their programs.
1
2
The Background
It is reported that one million American Teenagers become
pregnant each year.
600,000 girls end up giving birth with 90% of
them choosing to keep their.babies (Cannon-Bon Ventre, 1979).
Of six
countries studied by The Alan Guttmacher Institute, the United
States is the only one in which the incidence of teenage pregnancy
has, over the past decade, been rising, despite the fact that the six
countries are equally matched in the amount of sexual activity in
their adolescent populations.
The United States is the only country
where the average age of the teenage mother is declining.
More than
five out of every one thousand girls aged fourteen are becoming
pregnant (Jones, 1985).
Canada.
This percentage is four times the rate in
Our northern neighbor is the only other country with as
much as one birth per 1,000 girls of comparable age according to
the Guttmacher Study.
Adolescent pregnancy and childbearing incurs a high risk for
both the mother and the child.
long term in nature.
Adverse conditions are both short and
For the mother, there are potential prenatal
and postnatal medical complications:
marital instability, shortened
educational achievements, limited employment possibilities, isolation
and the increased chance of subsequent pregnancy.
For the infant, there are prenatal medical risks and after
birth, potential developmental delays, possible behavioral disorders
and the high likelihood of a childhood of poverty, abuse and neglect.
The need has been recognized by various social and governmental
agencies for intervention programs to help teenage families
3
overcome these risks.
The YMCA Youth and Family Center of the Centinela Valley was
established in 1981 to help school-age parents; the following services
are offered at one site:
- medical monitoring of the pregnant girl and
then the infant
- child care
counseling services for the teenager and
his/her family
- vocational counseling
- parent education
The Center is located adjacent to Lloyde School, a Los Angeles
County classroom for pregnant girls.
Each enrolled student is
assigned a counselor and, through an intake process, is evaluated for
needed services which are then provided.
My role at the Center is that of the Parent Educator.
It is my
job to teach child development information to the pregnant girls.
conduct a group once a week.
I
Each session focuses on a separate
topic such as feeding or infant development.
hours a week working in the Infant Room.
The girls spend two
While they are at the
Center, we informally discuss their observations.
Child development
information and specific parenting strategies are also taught to the
school-age parents.
This occurs through discussions in the Infant
Center, individual meetings and a weekly "Mommy and Me Group."
Providing parent education to adolescents presents a unique set
of problems for educators.
Curriculum and techniques of teaching
geared for the older parent do not always meet the needs of the
4
younger parent.
Specific information is not always appropriate.
For
instance, parent education materials often reflect an intact household - Mother, Father and Baby when in fact, many teenage mothers
and their infants live with the mother's family.
A typical household
for the mothers and babies might include mother, baby, grandmother,
aunts and uncles.
Reading materials are written above the reading
level of many teenage mothers and therefore are not understandable.
Thus, a parent education program geared towards school-age parents
must be modified so as to be responsive to the various social,
psychological and cognitive aspects of this publication.
The use of video as a tool for teaching child development
information and parenting skills was conceived of as a way to meet
these special needs.
Video has already been used successfully for:
individual and
group therapy; teaching child development; social skills training
and parent education for older parents (Dowrick, 1983).
There are numerous advantages to using video as a teaching tool.
It is convenient and easy to use.
With the advent of lightweight,
portable home equipment for purchase, educators can purchase video
for less than $3,000.00.
No special training is needed in order to
use the equipment; and an in-house videotaping crew can be developed
with sufficient practice on the equipment.
It is a great advantage to
have an in-house production crew already sensitized to the issues and
pecularities of the population to be served.
Their tapes may not be
technically as good as professionals' but the content may be more
appropriate.
5
Video is cost-effective; one can use videotapes repeatedly.
With two video cassette recorders, simple editing can be done
without.the use of professional editing equipment.
The greatest advantage of video is the fact that one has instant
feedback.
After one has filmed, one can immediately replay the tape
to closely observe details of action.
Video is a natural medium for work with teenagers •.
They are
committed television watchers and their narcissistic emotional level
make them eager to see themselves on screen.
II.
REVIEW OF THE LITERATURE
This chapter will address the problems that occur when
adolescents have children.
the mother and on the child.
This includes the specific effects on
The final section of the Review of
Literature covers the use of media in parent education.
The birthrate among American teenagers is on the increase.
early childbearing comes a set of high-risk adverse conditions.
With
The
literature supports the following effects that adolescent childbearing and childrearing have on the mother and on the child:
Effects on Mother
- physical, prenatal and postpartum
- social
- economic
Effects on Child
- physical
- cognitive
- behavioral
Effects on Mother/Child Interaction
- expectations of developmental milestones
- behavioral characteristics of interaction
There is little written on the use of media in parent education
and even less on its use in parent education programs specifically
designed for teenagers.
6
7
At Risk Characteristics for Mother
Physical
Teenagers tend to be susceptible to conditions which place them
at medical risk during pregnancy.
Anemia, toxemia, uterine
dysfunction, abruptio placenta and premature delivery are more common
in this population (Phipps-Yonas, 1980).
The chronological age of
the mother is sometimes blamed for this.
It is felt that perhaps
these girls get pregnant too soon after menarche or that their
reproductive system is physiologically not mature enough yet to
withstand the physical demands of pregnancy.
An overuse of drugs, drinking or smoking by the teenagers are
blamed as strong contributing factors.
Poor nutrition before and
during pregnancy - the co.mmon teenage hamburger, fries and coke
syndrome- is also listed as a possible cause (Phipps-Yonas, 1980).
Many young mothers-to-be do not seek out prenatal care until late
in their pregnancy.
Pregnancy symptoms might be attributed to other
causes such as a stomach virus.
It has been found that the medically
at-risk factors can be greatly reduced if quality prenatal care is
provided for through an intervention program (Phipps-Yonas, 1980).
The adolescent girl is just beginning to get comfortable with
her changing and maturing body.
Pregnancy, labor ar,d delivery
bring about new bodily transformations (Catrone & Sadler, 1984) that
require adjustment.
8
Psychological
During early parenthood teenagers face the developmental crises
of adolescence and the demands of parenthood simultaneously.
The
specific psychological tasks of adolescence may run into direct
conflict with those of parenthood.
narcissistic and egocentric.
towards her/his child.
Teenagers are typically
A parent must be able to be empathic
There should exist a relationship of
mutuality between mother/father and child, but the teenager's
narcissism and egocentrism impede this development.
The teen parent
is in the process of forming her/his own identity.
Parenting imposes
its own roles and tasks that are not very flexible (Catrone & Sadler,
1984).
Social
Early parenthood often shortens the educational attainment for
teens who have babies.
Women having their first child at age 15
completed two years less schooling than women who were still childless
at age 24.
Over half of all teen mothers, in a study by Furstenberg
(1976), never graduated from high school (Stevens, 1980).
Marital instability, if marriage occurs, is very high.
60% of
fifteen to nineteen year old mothers will marry their child's father,
(Cudaback, 1984), but these marriages are three times as likely as
ones' of the over 18 year old population to end up in divorce
(Cudaback, 1984).
Teen wives are also more likely to be subjected to
abuse (Cudaback, 1984) than women who marry later on.
The teen years are a time for separating from one's parents
9
and family.
Having a child at this time prolongs the dependence, as
the maternal family is needed to help financially and to provide
support.
Instead of a successful separation from home and a
development of a feeling of self-sufficiency, the mother continues
living with her family.
Economic
Adolescent mothers have significantly lower incomes and work in
less prestigious jobs than women who delay childbearing.
Early
parenthood also increases the likelihood that one will be on welfare
for a portion of one's life (Stevens, 1980).
Closely correlated to the future economic status of a teen
mother is the issue of subsequent pregnancies.
Furstenberg (1976)
reported in his study that one-quarter of the teen mothers became
pregnant again within one year and over 40% became pregnant again in
two years.
At-Risk Characteristics for Child
Physical
The first risk the infant faces because she is born to a teenager
is medical.
Premature birth, low weight for date and low Apgar
scores are not uncommon to newborns whose young mothers have not
sought out good prenatal care (Broman, 1981).
In addition, conditions
due to the use of toxic substances during pregnancy such as fetal
alcohol syndrome or due to nutritional deficits appear frequently in
this population (Phipps-Yonas, 1980).
Given adequate prenatal care, a teenager in purely physical
terms can produce an infant with little physical risk to herself and
10
to the infant.
But the risk to the infant has not ended with a
healthy birth.
In fact, the real risk is just beginning.
Cognitive
Broman (1981) in a study of the longterm development of children
born to teenagers found that while these infants at eight months
showed performance scores slightly superior on the Bayley motor to
those of infants of older .mothers, by the age of four, these
children had lower IQ scores, less advanced motor development and a
higher frequency of deviant behavior.
Broman's work is cited
repeatedly in other peoples' writings, but caution must be exercised
in using these results because the effects of SES were not identified.
Oppel and Royston (1971) did a study of the offspring of eightysix mothers, half of whom were under the age of eighteen.
In this
study, socio-economic level, race and birthweight were carefully
matched.
Results showed that while IQ tests at age eight showed no
significant differences, only 29% of the children of teens were
reading at grade level while 50% of the children of the older mothers
were.
The children of the teenagers also had more behavioral
problems and tended to be underweight and shorter (Field, 1981).
Other studies have also found that by age five, the offspring
of teenagers scored lower on vocabularly tests and by the ages nine
through eleven these same children were also more likely to have
reading problems than children of older mothers (Honig, 1984).
British studies which were controlled for socioeconomic status
linked lower maternal age with a lowered IQ and Furstenberg in the
early 1970's found a marked deficit in the cognitive performance of
teenage offspring (Field, 1981).
Behavioral
Behavioral differences between children born to adolescent
parents and children born to older parents have been discovered.
Chilman (1980) reported that children of teenage parents have more
difficulty adjusting to school and by their own adolescence, exhibit
more severe behavioral problems than the children of older parents.
Phipps-Yonas (1980) found that the children of teenagers are more
dependent, more distractible and are low in responsiveness and
affective expression.
Child Development Knowledge
Literature on teenage parents consistently states that young
parents have an unrealistic time table for the attainment of
developmental milestones in their children.
In an often cited study,
de Lissovoy, (1973) found that on a questionnaire about developmental
milestones, adolescent parents overestimated the speed of development
for walking, talking, toilet training, sitting alone and recognizing
wrong doing by several months.
De Lissovoy (1973) stated, "In
general, I found the young parents in this study to be, with a few
notable exceptions, an intolerant group - impatient, insensitive,
irritable and prone to use physical punishment with their children"
(p
0
22).
Tiffany Field (1981) in her study of the preterm offspring of
teenage mothers, found conflicting data.
Her results showed that
while mothers of preterm infants thought that their children would
achieve developmental milestones earlier, mothers of full term
12
infants thought that these achievements would occur much later than
the norm.
Interactional Behavior
It is the interactional behavior or parenting ability of the
adolescent mother that is of particular concern.
I have already
quoted de Lissovoy's reaction to teenage parents; in 1957, Sears
found young mothers to be irritable, quick to punish and more likely
to express a feeling of hostility towards their children (Granger,
1982).
Teenagers frequently begin motherhood with the feeling that their
newborn is more like a doll or toy than a responsive, needing person.
Teen mothers are overly concerned with
Grossman, 1980).
''spoiling~'
their babies (Wise &
I hear over and over again from mothers with
children ranging from newborn to preschoolers that their children are
"spoiled brats."
Host pregnant teenagers upon questioning, believe
that you can spoil a young baby.
The mother's behavior is affected by
this attitude because she feels that being "too responsive" to her
child will merely reinforce spoiling.
Landy et al. (1983) in a review of studies on the mother/infant
interaction of teenage mothers found nine characteristics which
typify the relationship.
1.
He reported that teenage mothers:
Interact less adequately with their infants than older
mothers
2.
Experience severe frustration
3.
Are less verbal to their children
4.
Lack knowledge and experience in child rearing
13
5.
Have unrealistic expectations of child development
6.
Have a low threshold of frustration tolerance
7.
Have difficulty responding to the infant's cues and instead,
enforce their own demands for certain behaviors on their
babies
8.
In face-to-face interactions, speak less, play less and are
less contingently responsive
9.
While feeding, hold their infants in less optimal positions
and gazed less (Landy, et al 1983).
Landy et al. (1983) conducted an extensive study of teenage
mothers with their infants.
They observed the mothers with their
children when the infants were sixteen weeks, twenty weeks, twentyfour weeks and fifty-two weeks old.
The Brazelton was done on the
children when they were three days old.
At twelve months of age,
the HOME, the Bayley and the Ainsworth Strange Situation procedure
were administered to the children.
Results found a deterioration in
the quality of the face-to-face interaction of the young mothers
while the control group of older mothers demonstrated an improvement.
Observations and maternal communication suggested that the younger
mothers became more disillusioned with motherhood and exhibited more
and more signs of regret.
The teenage mothers did exhibit a higher
degree of affectional behavior such as kissing, hugging or rocking
and engaged in more caregiving behaviors but they were less contingently responsive to their infants.
All the teenage mothers were eager for the observers to continue
coming to visit them after twelve months and they did maintain contact
with the researchers.
The researchers felt the observers represented
14
a noncritical, nonjudgmental person who showed concern for their
infants and that even this brief amount of nourishment helped the
girls to respect themselves as mothers more and to value their infants
more (Landy et al, 1983).
Le Resche et al. (1983) did a study of forty-five teenage
mothers, ages fourteen through eighteen and their infants.
After
repeated observations of the mothers with their infants in an infant
center room, it was found that physical contact was high, but en face
positioning, smiling and vocalizing were not.
The amount of physical
contact did decrease with age, while looking, smiling and vocalizing
increased with the infant's age.
A high score on the General Health
Questionnaire, assessing mother's mental health, correlated
significantly with a high quality interaction - "looking while in
contact."
These findings agree with other studies but there is a flaw in
the observational procedure.
The mothers were viewed in a room where
from five to ten other mothers were present at the same time.
In my
observations of mothers and infants in the infant care room at Lawndale, I find that the girls are always, understandedly, much more
interested in relating to the other teenagers in the room than to
their own infants.
They hold their infants but their attention is
focused on socializing rather than being with their children.
Observations done in the home where peer contact is limited could
possibly yield different results.
Tiffany Field, (1980) reports data from the infant's perspective.
Infants who at birth received optimal Brazelton scores and were more
developed motorically on the Brazelton at birth and the Denver at
15
three months of age, engaged in less eye contact and emitted fewer
vocalizations at three months of age.
who were relatively inactive.
Their mothers were teenagers
Thus, already at the age of three
months, the infants' behavior is reflecting their mothers' interactive
skills.
The Use of Video in Teaching Child Development & Parenting
Video has been successfully used for various types of educational
and training purposes such as academic instruction, social skills
training and therapy.
It has become an increasingly popular tool to
use with parents and those who use it feel that video is "almost a
necessity."
One study reported that, of the several techniques used
in their parent training group, parents felt that video was the most
beneficial (Heilveil, 1984).
To Teach Child Development
Videotapes have been used to teach child development to undergraduate students at Kennesaw College in North Carolina.
(1984) taped infants from 18 days old to 16.5 months old.
P. Trnavsky
By editing
segments, she made five videotapes, each pertaining to a separate
aspect of development:
sensorimotor thinking; gross motor; fine
motor; social and early language.
The tapes are reported to be
lacking in technical quality but they were useful in educating
students about infant development.
To Teach Parenting Skills
Heilveil (1984) describes a program for training parents
individually that was developed in 1968 by Dr. M. Bernal and her
colleagues at U.C.L.A.
Video was used to first assess the parent/
16
child interaction.
Tapes were then shown to parents in order to
demonstrate areas where certain skills need to be used.
Taping was
then done of an interaction in which the parent uses the newly
acquired skills.
Parents were shown these tapes immediately to
reinforce their behavior.
The tape then could be used by the
therapist to review and to plan for the next session.
It was felt
that this training program was highly successfully in increasing the
degree of mutual affection between parent and child and in decreasing
undesirable "brat behaviors" from the child.
The San Fernando Valley Child Guidance Clinic uses videotaped
vignettes in their parent education classes; typical would be a
fairly common but problematic situation such as a child disrupting a
parent while the parent is trying to clean.
After discussion of
possible strategies which parents might employ, tape segments of
possible interventions are viewed (Heilveil, 1984).
These tapes are
professionally produced and use actors to depict the parents and
children.
Heilveil (1984) has employed actors as role models in tapes
used for his "confident parent" program.
Tape viewing is combined
with roleplaying, rehearsal and homework in highly structured workshops.
It has been reported that Alex Grey has used videotapes to
train aborigine parents in child development in Australia almost
fifteen years ago.
The use of video for parent education specifically aimed at
young mothers was reported by T. Williams (1974).
She worked with
17
Q
young mothers who were living in group homes with their children.
During the day the mothers went out to work and caregivers came and
took care of the children.
with the children.
tapes.
Taping was done of the caregivers playing
The mothers were not interested in seeing the
The authors concluded that this reflected a lack of self-
confidence concerning motherhood as the adolescents would think that
the caregivers would appear on tape to be better mothers than
themselves.
The Williams' study illustrates the importance of sensitivity
when working with school-age parents.
The low self-esteem of teen
parents must always be kept in mind so that the educator working with
video tape does not end up exacerbating the teen's feeling of
inadequacy.
•
III.
THE NARRATIVE
The Early Parenting Project Grant evolved into a two-fold
program.
The first was the production of a formal film on parent
education specifically designed for adolescent parents.
This was
made by the YMCA Youth & Family Center in collaboration with
Churchill Films.
The second aspect of the grant was the development
of a set of guidelines describing the use of video as an educational
intervention tool in a program for school-age parents.
The original
intent was to use video solely for the purpose of teaching parent
education but the more familiar we become with the medium, the more
uses we found for it.
It was our experience in working with the teen population that
they were particularly resistant to the more common teaching and
intervention methods employed with older parents such as lectures and
reading materials.
We hoped that by appealing to the adolescent's
developmentally normal narcissism and their desire to see their own
children on the television screen, we could keep the parents
interested long enough to do some productive interventive and
educational work.
The rest of this chapter describes the ways in which video was
employed at the YMCA Youth & Family Center over the past ten months.
Some of the problems and the ways in which we handled them are
included.
The Parent Educator/Child Development Specialist and a
Counselor/M.S.W. were selected as the two staff members who would
18
19
actually be using the video equipment.
We assumed that a multi-
disciplinary team would be more effective than just the Parent
Educator or the Counselor alone.
The informal use of video at the Center began by first
desensitizing the staff and clients to the process of filming.
This
was done by explaining carefully our purpose in filming, who would
be viewing the tapes, informing people that they had a choice as to
whether or not they wanted to be filmed and assuring everyone that
-they would always know when they were being filmed.
We randomly filmed and played the tapes back for staff and
clients to see.
There was very little resistance to being filmed.
Those who were resistant felt comfortable after seeing some footage
of themselves.
Care was taken to maintain confidentiality of the
material at all times.
The tapes were literally kept under lock and
key.
Initially we feared that the presence of the camera would alter
behaviors.
We were particularly concerned about this because we
wanted to tape mother/child dyads which were identified as high-risk
for abuse and neglect.
The interactions between the two appeared to
be extremely poor and in some instances actually physically abusive.
We found that behavioral patterns were not altered.
The camera was
able to capture even those interactions which we judged to be the
most detrimental to the child's physical and mental health.
Staff members, especially the caregivers in the Infant Room,
rather than the teens, were the most self-conscious.
vfuen the camera
20
was on, caregiving acquired a frantic quality.
Other staff members
would suddenly appear in the room where we were filming.
We learned
to be more assertive in controlling the environment for unwanted
visitors, sound,-and lighting.
After filming for several months,
everyone got used to having the camera around and these problems
lessened.
Our next concern was how to present the material on tape to the
school-age parents.
not difficult.
Interactions that were felt to be positive were
We watched the tape with the parent and reinforced
positive behavior by commenting upon it.
We would always play the
tape first without any critizing and gave comments only during the
second viewing.
This gave the parent an opportunity to reflect on
what she was observing without interruption.
The question of whether or not to playback negative sequences to
the parents was one which we agonized over for several months.
Consultants gave us mixed opinions.
We finally decided to show one
parent a tape of herself diapering and washing the face of her
eleven month old daughter.
In this sequence, the mother handles the
baby very roughly and has been observed to be abusive in the same
situation.
There is no verbalization between the dyad except for one
instance where the mother says "Stop it" when the baby tries turning
away from the rough cloth on her face.
made by either the mother or baby.
No attempt at eye contact is
The affect of the sequence is
anger and impatience from the mother and sadness and withdrawal from
the baby.
Our decision to show this tape was based not on the desire
to critizise the mother, but on the need to try and get her to see the
21
interaction from her baby's point of view.
The mother of this sequence had a reputation at the Center for
being very resistant to any encounter with the staff.
But when we
asked her if she would like to see the tape with us, she eagerly and
immediately agreed to do so.
interruption.
The tape was shown once without
During the second viewing the mother made her own
observations about what we were seeing without any prompting from
staff.
She spoke about how she remembered having her face washed as
a child and how much she dislike it.
She then was able to transfer
that piece of reflection into a behavioral change as we all problemsolved together as to how she could alter the daily routine of
washing her daughter's face into a pleasurable activity.
solution was to play peek-a-boo with the washcloth.
The
The next time we
saw this parent wash her daughter's face, we observed a change in the
interaction.
It has been noted that viewers who see themselves on tape have
immediate access to their personal history and feelings which a
therapist does not have (Biggs, 1984).
This intervention certainly
was an example of this.
Our hesitation and fear of showing negative examples to the
parents was alleviated and we successfully went on using what we
deemed as poor interactions for instructional or interventive
purposes.
Repeatedly, parents screened out what they did not wish
or were not ready to see but did observe enough to make our sessions
productive.
A side benefit of staff and clients filming and then viewing
22_
tapes together was that it became a time of pleasure.
seeing the babies on screen.
Both enjoyed
Even the room in which viewing took
place was initially decorated to feel more like a livingroom than
an office.
Much needed rapport between parents and staff was built
from these relaxed sessions.
It was found that parents sought staff
out more for advice and counseling than they had previously.
Concurrently with our informal video taping at the Center, the
Churchill Film was made.
This gave us a first-hand opportunity to
compare the two mediums:
film and video.
Film can be shown to a
larger audience and technically is of a higher quality.
The advantage
of video over film for our purposes became quite clear.
Video is
cheaper and the equipment is easier to use.
is that video provides immediate feedback.
But the real advantage
With video one can create
a staged scene with a parent and use it for self-modelling.
can also be used for modelling.
with the role model on screen.
Peers
This insures maximum identification
Many of the commercially produced
films depicted middle-class, white, intact families which made them
unsuitable as examples for our teen population.
p •
IV.
THE GUIDELINES
The next section constitutes The Guidelines.
They were
developed as part of the Early Parenting Project Grant awarded to
the YMCA Youth & Family Center so that other school-age parent
programs would be able to incorporate video into their parent
education component.
While The Guidelines were designed to stand on their own, it is
hoped that readers will also attend one of several workshops which
will be given by the Center staff.
23
24
THE GUIDELINES
I.
INTRODUCTION
A.
Uses of Video
Vieleo is an eff ec t-ive-±rrterverrtton-tool-f-or-use-in-we-r-k-ing--------with high-risk adolescents and young adult parents.
Today's
youth are already expert TV watchers and are comfortable with
this medium.
TV is more intimate than film, and is simpler
and more cost-effective to reproduce.
Adolescents are normally narcissistic, self-centered, and
closely involved with their peers.
They also have difficulty
achieving perspective on how they present themselves.
These
normal developmental patterns are usually not altered through
the onset of having a child.
If anything, parenting becomes
an additional burden to the teen who is already confronting
the challenges of developing a positive sense of self.
Video provides the opportunity for teens to see themselves or
other teens with whom they can identify.
Interactions
viewed on tape speak for themselves.
Finally, the tapes can serve as a voice for the child.
By
focusing on the responses of the infant to parent-infant
interactions, the parent can begin to develop an awareness of
the child as a unique entity, and become sensitized to the
cues and needs important to the child.
Frequent and informal tapings of parent-child interactions
assist young parents in making self-assessments of their
25
functioning as a parent, and enhance their ability to assess
and respond to the needs of their children.
B.
Use of Guidelines
This guide was developed as part of an Interagency Agreement between the Department of Education (DOE) and the Office
of Child Abuse Prevention and the YMCA Youth and Family
Center.
It is intended to be used to assist professionals
who wish to incorporate video into their programs.
The focus of the guide is on the process of implementing and
integrating video rather than on the technical aspects of the
equipment.
He have found this medium to be a valuable intervention tool
that can be used by a wide range of professionals, such as:
social workers, counselors, teachers, child development
specialists, nurses, vocational counselors, and caregivers.
Our initial goal was to use video as a deterrent to child
abuse by teaching parenting skills to teenage parents.
However, the more familiar we became with this medium, the
more uses we found for it.
We anticipate that as you
discover the power of video, you too will do the same.
26
II.
USES OF VIDEO
We have found video to be a medium useful in the training and
education of staff, students, teen parents, volunteers and
community members.
The following list delineates expressed goals of our Center and
tapes that could be developed to accomplish them.
They are
intended to stimulate ideas of how video might be used in other
programs.
A.
GOALS/SUGGESTED TAPES
1.
Goal:
To develop an awareness of behavior and attitudes of
the population being served.
Suggested Tape:
A group of teen parents discussing spanking as their
method of discipline - alternatives could then be
discussed.
2.
Goal:
To demonstrate appropriate caregiving behaviors.
Suggested Tape:
Show examples of how to bathe a baby or comfort a
crying child.
3.
Goal:
To raise the level of competency of staff through
self-observation.
Suggested Tape:
Caregivers engaged in routine activities with child
27
and play back for them.
4.
Goal:
To impart child development information.
Suggested Tape:
Topics might include:
1.
Bonding - Tape of mother nursing her baby
or bottle feeding in nursing position.
Stress should be on mutual gazing,
reciprocity, touching, singing.
2.
Attachment Behavior - Tape of 8 month old
baby showing preference for mother as
primary caregiver.
10 month old infant
checking in with mother during solitary
play.
3.
Separation - Tape of drop-off of baby.
Show baby at peak ages for separation
anxiety, i.e., 7 - 12 months old, 15 - 18
months old, in order to illustrate baby's
reaction.
4.
Discipline - Tape of potential areas of
conflict, i.e., supermarket shopping,
exploration of objects, and strategies for
intervention, particularly alternatives to
spanking.
5.
Oppositional Behavior - Tape illustrating
baby saying NO or not listening to parent,
28
i.e., toddler dawdling while mother is in
a hurry to leave.
6.
Temper Tantrums/Child's Anger- Tape of
child decompensating during a tantrum.
Demonstrate various methods of handling.
7.
Toilet Training- Tape discussing
appropriate age range to begin training;
signs of readiness in the child and methods
of training.
8.
Caregiving
Tapes of routine caregiving
activities such as diapering, bathing,
feeding, stressing the importance of the
quality of the interaction.
9.
Feeding - Tape discussing infant nutrition
along with an understanding of self-feeding
and potential areas of conflict between
mother and child such as mother force
feeding infant.
Tapes on bottle or breastfeeding.
10.
Safety - Tape on child-proofing the
environment.
Show a kitchen with all the
potentially dangerous areas.
11.
Health - Tape on common illnesses, when to
call a doctor, how to take temperature, how
to administer medicine.
12.
Play - Tape on the importance of play and
29
and age-appropriate play.
13.
How to Choose Child Care - List of different
types of child care available and questions
you might want to ask.
14.
Developmental Growth - Tape stressing
sequences of motor skills rather than
individual milestones.
5.
Goal:
Vocational guidance.
Suggested Tape:
Teens role playing job interview.
B.
OBSERVATION OF CHILD
1.
Purpose:
To assess the following areas:
o Psycho-social (behavior, interactions)
o Hotor
o Cognitive
o Communication
Process:
To establish initial baseline and then use ongoing
taping for follow-up.
Techniques:
Tape formal assessment, i.e., Baby or Brigance
Scale.
Tape the same situation replicated over time, i.e.,
child at play.
30
Random
tapings~
i.e.~
a child taped at different
routines or at different time of the day.
2.
Pu-rpose:
To develop Intervention Strategies.
Techniques:
Viewing of tapes.
C.
OBSERVATION OF PARENT/CHILD INTERACTIONS
1.
Purpose:
To access the dyad, i.e.:
o Bonding
o Attachment
o Mutuality of Interaction
o Appropriateness of Caregiving Behavior
Techniques:
Tape mother and child during a variety of routines,
i.e.,
caregiving~
separation and
reunions~
parent/
child at play.
D.
FUNDRAISING
1.
Purpose:
To explain program to potential contractors.
Techniques:
Show a tape explaining different aspects of program.
E.
PUBLIC RELATIONS
1.
Purpose:
To market the program.
Techniques:
31
Show a tape explaining different aspects of the
program.
32
III.
TAPING
A.· ETHICAL CONSIDERATIONS
Informed Consent
The person being taped should be informed of the purpose of
the
taping~
what exactly will be taped and the potential
viewing audience.
People should always be told when they are being filmed.
B.
LEGAL CONSIDERATIONS
1.
Always get a signed consent form before taping.
(See
Appendix of Forms for an example of a consent form.)
2.
Anyone under 18 years of age (except if they are
married) must have a signed consent form from parent.
A
minor parent signs for his/her own child.
C.
PSYCHOLOGICAL CONSIDERATIONS
The presence of video taping may alter behavior or make
people feel self-conscious.
However, in our
experience~
we
have found that one is still able to capture the essence of
behavior.
Behavioral patterns are so ingrained and un-
conscious that they are not markedly altered by the presence
of the camera.
1.
Suggested methods to reduce anxiety:
a.
Meet in advance and discuss the process to elicit
concerns and feelings.
b.
Acquaint client with equipment.
Client may use
camera.
c.
Tape client, playback immediately, and then erase
tape.
33
D.
TECHNICAL CONSIDERATIONS
1.
Pre-Production:
Check out location considering safety of people,
-position of equipment, availability of outlets, lighting,
and background.
Evaluate any potential disruptions such
as unwanted visitors or sound.
2.
Production:
Make decisions regarding role of camera person, i.e.,
will they be using camera only or will they also be
interviewing and/or directing.
It is more practical to
have a second person who can carry equipment and be able
to observe what is happening beyond the lens of the
camera.
It is also suggested that film crew develop a
set of hand signals to silently communicate with one
another.
3.
Post-Production:
a.
Review tapes, catalogue.
b.
Edit if needed.
This can be done on premises by using two VCR
machines or it can be done professionally in a
studio.
Cost is a major factor in decision.
Professional studio will cost much more but will
save you time and finished tape will be technically
of a higher quality.
34
IV.
PREVIEWING
A.
Make a decision regarding who should view tape with client.
That person should have an established relationship with
client and be sensitive to the potential impact of the
client.
B.
Professional should review tapes first time without client
and make assessments of potential areas for intervention.
C.
Make a decision as to which segments will be shown to
client.
Edit when necessary.
negative behavior.
Do not be afraid to show
Clients tend to act as screens and will
self-select what they are ready to discuss.
D.
Make a decision as to the purpose of the viewing.
This may
be instruction in appropriate caregiving skills or helping
the parent see an interaction from the infant's point of
view.
35
V.
VIEWING
A.
Limit segment shown to a maximum of 10 minutes.
tape once uninterrupted.
Show the
Then show the tape a second time,
allowing the client to make his/her own observations.
Reinforce any positive behavior by pointing out any time
that the child responds to parent because of something the
parent has elicited.
B.
lVhen making an intervention, take the lead from the client.
Be respectful and empathetic, and beware of a tendency to be
critical and judgemental when viewing negative behaviors on
screen.
Help the client find alternative techniques through
problem-solving rather than professional just giving
suggestions.
36
VI.
RECORD KEEPING
A.
Listed are the forms which have been used at our Center in
order to make record keeping more efficient.
Examples of
each form can be found in the Appendix.
1.
Consent Forms
a.
for Teen Parents and Children
b.
for Staff, Visitors, Consultants
2.
Individual Client Forms
3.
Individual Tape Forms - Should be cross-referenced with
Individual Client Form.
4.
Consultant Form
5.
Blank Budget Form
37
VII.
BUDGET
A.
B.
c.
Sources of Funds
1.
Grants
2.
Donations
a.
Retailers
b.
Hanufacturers
c.
Private sources
Initial Costs
1.
Equipment
2.
Staff Time
3.
Consultants
Operational Cost
1.
Tapes
2.
Service Contracts
3.
Office Supplies
4.
Updating Equipment/Accessories
5.
Consultants
38
VIII.
EQUIPMENT
A.
Use of Consultants
1.
Make liberal use of consultants to assist you in your
decision-making process.
2.
Training on the use of equipment can be obtained at
various sources such as local colleges, cable stations,
and manufacturers of equipment.
B.
Consideration in Purchasing Equipment
1.
Industrial vs. Home/Consumer Quality
Industrial equipment will produce a more professional
finished product than home equipment.
But it is
heavier, more expensive, not as readily available and
requires specialized training to operate.
2.
Format
a.
3/4" vs. 1/2" tape
3/4" tape is compatible with industrial equipment
while 1/2" tape is compatible with home/consumer
equipment.
b.
VHS vs. Beta
You need to make a choice between these two types.
They are not compatible with one another.
Choice
is based on individual preference, price and
availability.
c.
Monitor vs. Television
A professional monitor can be used only for viewing
tapes.
It is more expensive than a television but
39
the picture quality will be superior.
A television
can be used to view tapes as well as to record
television programs and is less expensive.
d.
Portable vs. Non-Portable Video Cassette Recorder
A portable VCR is more expensive but is an absolute
necessity for flexibility in choosing filming
locations.
e.
Camera
1.
f.
Options to Consider:
o
weight
o
size
o
low lighting capacity
o
automatic focus
o
built-in microphone
o
date and time function
o
graphics capability
o
mini-cam
Accessories
(See Budget Insert)
Technology in video equipment is constantly changing, making
new equipment obsolete six months from purchase.
We advise
you not to worry about this and just purchase what you will
need.
40
IX.
THE GUIDELINES:
IN SUMMARY
The video component to our program was developed in
response to the frustration that we as a staff experienced when
trying to use the more traditional methods of intervention in
our work with teenage parents.
We hoped that, by appealing to
the adolescents' developmentally normal narcissism and their
desire to see their own children on the television screen, we
could keep the parents long enough in our offices to improve
their parenting skills.
We believe that we were successful.
We lowered resistance.
After an initial self-consciousness, the process of filming and
viewing the tapes became a pleasurable time and opened up
communication between the staff and teen parents.
Many of the
teens looked forward to being filmed, often requesting it
themselves.
They were able to use the tapes to reflect on their
own behavior (and their infants) in order to institute some
changes in their interactional patterns.
We strongly urge that programs use teens as role models
to teach parenting skills to other teens.
the ethnicity of your population.
Be sure to consider
When making educational
tapes on a particular subject such as diapering, use the teens
in your program.
Learning occurs through the process of film-
ing and not just through the viewing.
One last word, although we have shared our enthusiasm for
video as an intervention tool, we do not mean to suggest that
it be used as the only tool.
We believe it to be a
41
particularly useful supplement to the traditional tools of
parent education.
V.
CONCLUSION
Summary
We have found video to be a successful therapeutic and educational
intervention tool for school-age parents.
what they might otherwise never see.
Video enables people to see
By replaying a scene, parents
can observe not only their own actions and responses but also those of
their child.
Subtle but important details such as gestures, facial
expressions or eye contact can be emphasized with a change of camera
angle, close-ups or slow motion.
One tape lends itself to many levels of understanding.
used by different people for different reasons.
It can be
For instance, while
viewing our early footage, we noticed that one toddler was constantly
isolated in a given activity in the infant room.
already was identified as withdrawn and depressed.
He was a child who
The caregivers
were shown this tape and were able to make observations about the
child; observations about their own behavior and then develop
strategies for intervention.
The Parent Educator used the tape to
help the mother develop techniques to elicit more responses from the
child.
Video enables people to see what they otherwise might not see in
real life (Betts, 1983).
The caregivers, in the above example,
involved in their daily routines, did not see that the boy was
always alone.
After viewing the tape, the caregivers made a point of
staying with the child.
A formal evaluation procedure should be developed for assessing
video's effectiveness.
We have observed behavioral changes, but we do
42
43
not know how lasting they are.
We need to explore whether or not the
adolescent's self-esteem increases as she becomes more confident as a
parent.
Finally, an evaluation of the effects on the infant must be
made.
Next Steps for the YMCA Youth & Family Center
This past year was spent on the development of The Guidelines and
in informal tapings.
We hope to be awarded a new grant so that we can
make our own tapes on specific child development topics, using our
teen clients.
VI. REFERENCES
Betts, T. (1983). Developing a videotape library. In P.W. Dowrick
& S.J. Biggs (Eds.), Using video: Psychological and social
applications (pp 61-71). Chichester: John Wiley.
Biggs, S.J. (1983). Introduction (practice). In P.W. Dowrick & S.J.
Biggs (Eds.), Using video: Psychological and social applications
(pp. 91-93). Chichester: John Wiley.
Broman, S.H. (1981). Longterm development of children born to
teenagers. In K.G. Scott, T. Field, & E. Robertson (Eds.),
Teenage parents and their offspring (pp. 195-224). New York:
Grune & Stratton.
Cannon-Bon Ventre, K., & Kahn, J. (1979). Interviews with
adolescent parents: Looking at their needs. Children Today,
17-19, 41.
~(5),
Catrone, C., & Sadler, L.S. (1984). A developmental model for
teenage parent education. Journal of School Health, 54(2), 63-67.
Chilman, C.S. (1980). Social and psychological research concerning
adolescent child-bearing: 1970-1980. Journal of Marriage and
the Family, 42(4), 793-805.
Cudaback, D. (1984). Helping the teenage parent: From childhood to
parenthood. Paper presented at the meeting of the California
Association for the Education of Young Children, Santa Barbara.
de Lissovoy, V. (1973).
Today, 2(4), 22-25.
Child care by adolescent parents.
Children
Dowrick, P.W. (1983). Introduction (research). In P.W. Dowrick &
S.J. Biggs (Eds.), Using video: Psychological and social
applications (pp. 1-2). Chichester: John Wiley.
Field, T.M. (1980). Interactions of high-risk infants: Quantitative
and qualitative differences. In D.G. Sawin, R.C. Hawkins II, L.O.
Walker, J.H. Penticuff (Eds.), Exceptional infant: Psychosocial
risks in infant-environment transactions (pp. 120-143). New York:
Bronner/Mazel.
Field, T.M. (1981). Early development of the preterm offspring of
teenage mothers. In K.G. Scott, T. Field, & E. Robertson (Eds.),
Teenage parents and their offspring (pp. 145-175). New York:
Grune & Stratton.
Furstenberg, F., Lincoln, R., & Menken, J. (Eds.). (1981).
Teenage sexuality, pregnancy and childbearing. Philadelphia:
University of Pennsylvania Press.
44
45
REFERENCES (continued)
Granger, C. (1982). Maternal and infant deficits related to early
pregnancy and parenthood. In N.J. Anastasiow (Ed.), The
adolescent parent (pp. 33-45). Baltimore: Paul H. Brookes.
Heilveil, I. (1983). Video in mental health:
handbook. New York: Springer.
An activities
Honig, A.S. (1984). Risk factors in infants and young children.
Young Children, 39(4), 60-73.
Jones, E.F., Forrest, J.D., Goldman, N., Henshaw, S.K., Lincoln, R.,
Rosoff, J.I., Westoff, C.F., & Wulf, D. (1985). Teenage pregnancy
in developed countries: Determinants and Policy Implications.
Family Planning Perspectives,l7(2), 53-63.
Landy, S., Montgomery, J.S., Schubert, J., Cleland, J.F., & Clark,
C. (1983). Mother-infant interaction of teenage mothers and the
effect of experience in the observational sessions on the
development of their infants. Early Child Development and Care,
10(2,3). 165-186.
LeResche, L., Strobino, D., Parks, P., Fischer, P., & Smeriglio, V.
(1983). The relationship of observed maternal behavior to
questionnaire measures of parenting knowledge, attitudes, and
emotional state in adolescent mothers. Journal of Youth and
Adolescence, 12(1),
Oppel, W.C., & Royston, A.B. (1971). Teen-age births: Some social,
psychological, and physical sequelae. American Journal of Public
Health, 61, 751-756.
Phipps-Yonas, S. (1980). Teenage pregnancy and motherhood: A
review of the literature. American Journal of Orthopsychiatry,
50, 403-431.
Sears, R.R. (1957).
Peterson.
Patterns of childrearing.
Evanston:
Row,
Stevens, J.H. (1980). The consequences of early childbearing.
Young Children, 35(2), 45-55.
Trnavsky, P., & Willey, D.L. (1984). Developing instructional
videotapes. Teaching of Psychology, 11(3), 169-170.
Wise, S., & Grossman, F.K. (1980). Adolescent mothers and their
infants: Psychological factors in early attachment and
interaction. American Journal of Orthopsychiatry, 50, 454-468.
VII. BIBLIOGRAPHY
Anastasiow, M. & Lehrer, R. (1982). Adolescent development:
Systems and their interactions. In N.J. Anastasiow (Ed.),
The adolescent parent (pp. 13-32). Baltimore: Paul H. Brookes.
Anderson, R.H. (1976). Selecting and developing media for
instruction. New York: Van Nostrand.
Barth, R.P., Schinke, S.P., & Maxwell, J.S. (1983). Coping
strategies of counselors and school-age mothers. Journal of
_C_o_u_n_s_e_l_i_n""""g'--P_s.....
y_ch_o_lo-"""gy"-, 30 ( 3) , 34 6-354.
Garret, C.J. (1982). Programs designed to respond to adolescent
pregnancies. In N.J. Anastasiow (Ed.), The adolescent parent
(pp. 67-82). Baltimore: Paul H. Brookes.
Hardy, J.B., King, T.M., Shipp, D.A., & Welcher, D.W. (1981). A
comprehensive approach to adolescent pregnancy. In K.G. Scott,
T. Field, & E. Robertson (Eds.), Teenage parents and their
offspring (pp. 265-282). New York: Grune & Stratton.
Levenson, P., Atkinson, B., Hale, J., & Hollier, M. (1978)
Adolescent parent education: A maturational model. Child
Psychiatry and Human Development, 2(2), 104-118.
Nadaner, D. (1983). Toward an analysis of the educational value of
film and television, Interchange, 14(1), 43-55.
Quay, H.C. (1981). Psychological factors in teenage pregnancy. In
K.G. Scott, T. Field, & E. Robertson (Eds.), Teenage parents and
their offspring (pp. 73-90). New York: Grune & Stratton.
Roosa, M.W. (1983). A comparative study of pregnant teenagers'
parenting attitudes and knowledge of sexuality and child
development. Journal of Youth and Adolescence, 12(3). 213-223.
Shwedel, A. (1982). Preparing adolescents for parenthood: Does it
make a difference? In N.J. Anastasiow (Ed.), The adolescent
parent (pp. 83-98). Baltimore: Paul H. Brookes.
Sugar, M. (1976). At~risk factors for the adolescent mother and
her infant. Journal of Youth and Adolescence, 2(3), 251-270.
Summerfield, A.B. (1983). Recording social interaction. In P.W.
Dowrick & S.J. Biggs (Eds.), Using video: Psychological and
social applications (pp. 3-11). Chichester: John Wiley.
46
VIII. APPENDIX
PARENT/GUARDIAN RELEASE FORM FOR
PHOTOGRAPHS, FILMS, SLIDES, VIDEO AND AUDIO TAPE RECORDINGS
We request permission to photograph and/or tape record activities
related to the Youth and Family Center. Permission is required of
our School-Aged Parents for their children to be photographed or
taped. If the Lloyde Students or our School-Aged Parents are under
age eighteen (18), then their parent or guardian must give signed
permission for them to be included in photos or tape sessions.
Please sign your initials to grant approval for both (or either one)
of the following uses of photography or video taping. If you do not
want your child to be included, do not initial the paragraph.
GRANTING OF PERMISSION IS VOLUNTARY AND MAY BE REVOKED AT ANY Tilffi
FOR TEENAGERS ENROLLED IN ANY OF OUR LAWNDALE YHCA YOUTH & FAHILY
CENTER PROGRAHS. Any client under age eighteen (18) must have the
signed permission of their parent or guardian.
(1) My teenager may be photographed for use in video and
audio materials evaluating and documenting the Family
Center's programs. The materials may be used to
increase public awareness of our programs through mass
media (newspapers, television, etc.), displays,
brochures, audio-visual presentations.)
(2) My child may be photographed for curriculum use in the
instructional program.
------- NO, MY CHILD MAY NOT BE PHOTOGRAPHED OR VIDEO TAPED FOR
EITHER EDUCATIONAL OR PUBLIC AWARENESS USE.
NAME OF TEENAGER (Under age 18)
HER/HIS BIRTHDATE - - - - - - - - - - - - - - - - - - - - SIGNATURE OF PARENT/GUARDIAN
-----------------------------------------
DATE SIGNED:
47
48
PARENT/GUARDIAN RELEASE FORM FOR
PHOTOGRAPHS, FILMS, SLIDES, VIDEO AND AUDIO TAPE RECORDINGS
We request permission to photograph and/or tape record activities
related to the Youth and Family Center. Permission is required of
our School-Aged Parents for their children to be photographed or
taped. If the Lloyde Students or our School-Aged Parents are under
age eighteen (18), then their parent or guardian must give signed
permission for them to be included in photos or tape sessions.
Please sign your initials to grant approval for both (or either one)
of the following uses of photography or video taping. If you do not
want your child to be included, do not initial the paragraph.
Instead, sign the section which indicates that approval is not given.
GRANTING OF PERMISSION IS VOLUNTARY AND MAY BE REVOKED AT ANY TIME.
FOR CHILDREN ENROLLED IN THE CENTER (Permission is legally granted
here by the mother of the child, regardless of her age.)
(1) My child may be photographed for use in video and audio
materials evaluating and documenting the Family
Center's programs. The materials may be used to
increase public awareness of our programs through mass
media (newspapers, television, etc.), displays,
brochures, audio-visual presentations.
(2) My child may be photographed for curriculum use in the
instructional program.
NO, MY CHILD MAY NOT BE PHOTOGRAPHED OR VIDEO TAPED FOR
EITHER EDUCATIONAL OR PUBLIC AWARENESS USE.
NAME OF CHILD
----------------------------
SIGNATURE OF CHILD'S PARENT/GUARDIAN
DATE SIGNED:
CHILD'S BIRTHDATE - - - - -
49
LAWNDALE YMCA YOUTH & FAMILY CENTER
RELEASE FORM
PHOTOGRAPHS, FILMS, SLIDES, VIDEO AND AUDIO TAPE RECORDINGS
NAME
-------------------------- ADDRESS ------------------------------ZIP
PHONE ---------------------POSITION -------------------
DATE SIGNED
--------------------------
The Lawndale Y}ICA Youth & Family Center requests your permission to
reproduce through audio or visual means activities related to our
Family Center. Your signature and initials on the appropriate
lines will enable us to use specially prepared materials for
teaching and training purposes.
PERMISSION IS HEREBY GRANTED FOR AUDIO AND/OR VISUAL RECORDINGS:
Initial
Initial
Initial
To be used as part of the curriculum within the
instructional program only.
Use of audio or visual materials to evaluate and document
the YMCA Family Center's programs, and to increase public
awareness of our programs through the mass media, displays,
brochures, audio-visual presentations.
Permission is NOT GRANTED for either educational or public
awareness photographs.
GRANTING OF THESE
PEfu~ISSION(S)
IS VOLUNTARY AND MAY BE REVOKED AT
ANY TIME.
Signature
Date of Signature
50
VIDEOTAPE FORM
__ ____
INTAKE DATE
NAME OF CLIENT
Counselor
Birthdate
NAME OF CHILD
--.,....,---,---:--__.;_
Primary Care Giver
Birthdate
Breastfed
C=:J
Bottlefed
c=J
Video Consent
Yes
No
r==J
c=J
Birth Information
Vaginal
Weight-------
c=J
C Section
[=:J
Complications ----------------------------------------------
Baseline Observations:
SCHEDULE OF VIDEOTAPING
DATE
TAPE/COUNTER
TYPE OF INTERACTION
..
NOTES
51
TAPE NO.:
DATE
COUNTER NO. 1 S
SCENE
...
AGE OF
HOTHER/CHILD
52
CONSULTANTS
DATE
NAME/DISCIPLINE OR PROFESSIONS
PURPOSE OF MEETING
SUBJECTS DISCUSSED
DECISIONS/SUGGESTIONS
ACTION
FOLLOW-UP
53
BUDGET
COST
EQUIPMENT
ESSENTIAL:
Camera
Monitor/TV
Video Cassette Recorder
Tapes
Battery Pack (for
portable VCR)
OPTIONAL:
Tripod
Battery Pack
Carrying Bags:
Recorder
Camera
Additional Microphone
Additional Lighting
Security Cabinet
Storage for Tapes
PRODUCTION COSTS
Editing
Duplication of Tapes
Graphics
PERSONNEL
Video/Technical Consultant
p/hr.
Clinical Consultant
p/hr
TOTAL