Creating Hope for Families

Parents, Children, and the Community Benefit from Drug Intervention Program

Stephanie handed her infant daughter to her friend and champion, then turned to the microphone, mustering her courage, to address the room full of childhood education specialists at the EC11 Summit. Before she could utter her powerful first sentence, she began to tear up. “I am here today because I had someone who believed in me and encouraged me to have a better life. I never thought I would stand before an audience and talk about my life. But I promised myself that if I could make a difference in the lives of others, I would do so.”

What followed was a remarkable story of courage and resilience, how this mother of three reached out to the caring team at the Kansas Children’s Service League (KCSL) for help overcoming her drug addiction, so she could be the kind of parent she wanted to be for her children.

Holding Stephanie’s daughter was Jennifer Gassmann, a specialist with KCSL’s Drug Endangered Child (DEC) program. Gassmann was the one who walked with Stephanie through her journey from addiction to sobriety, and into a new life.

The DEC program serves families with children 0 to 5 in which a parent is currently using or has used drugs, explained Amber Miller, the program’s supervisor. “During home visits, we focus on family functioning, parent-child interaction, child development, and parenting skills. We assess the families and develop goals for personal and family growth, and connection to substance treatment and support.”

In order to remove barriers to parents’ progress, DEC case managers can provide everything from transportation to child care while a parent enters in-patient treatment. Oftentimes, the bond they form with parents is life-changing, as in the case of Stephanie.

From pain to triumph: Stephanie’s story

“I spent my entire life feeling like a burden to my family,” Stephanie began. “I was treated badly as a child, and never felt loved. I felt alone, empty, and depressed.”

She was 38 when she began using methamphetamine to distract herself from feelings of sadness and failure.

“I used when my two kids were with their dad, and convinced myself that if I didn’t use around them, it would be OK,” she remembered. “But they saw my terrible mood swings as I was coming down.”

The day after she turned 40, Stephanie was shocked to learn she was pregnant.  “I had used meth throughout my pregnancy,” she recounted. “I was not prepared for a baby, and to face DCF for my terrible choices.”

Stephanie decided to make big changes in her life. She connected to DEC and received Gassmann as her case manager.

“Jennifer became an angel in my family’s life,” Stephanie said. “She had a way that made me feel safe and cared for. I could confide in her, she didn’t judge my past, and she helped me realize my life mattered. I was strong, and I could do this.”

In the year that Stephanie has been in the DEC program, she has made tremendous strides. She’s maintained her sobriety, received her GED, and learned to manage her finances.  “I have felt better this year than I ever have in my life,” she said.

“I am so thankful to everyone who has helped me get to this point. I can now see that I am a great mom to all three of my kids. I finally want to really live. I love life now and am excited about who I am and my journey. I want to show my kids I’m a fighter; I want them to be proud of me, and I want to be proud of me,” she shared.

Prevention is changing the story for parents and children

“Stephanie’s story isn’t unique,” explained Gail Cozadd, east region program director for KCSL. When people have adverse childhood experiences (ACEs), they are more likely as adults to experience disease, injury and disability; engage in risky behaviors like drug addiction; and suffer social, emotional and cognitive impairment.

“We are focused on preventing child abuse and helping build resiliency among parents,” Cozadd said. “Our mantra is, ‘It’s about the relationships.’ Every piece of research says it’s about safe, stable relationships. Often with families, we become that initial person that can model and teach what a safe relationship can look like.”

As case managers like Gassmann work with parents like Stephanie, they help them connect with necessary resources and walk with them through the treatment process. As a result, the parents build resiliency as they experience and overcome adversities.

Cozadd said Kansas Children’s Cabinet and Trust Fund resources are being put to work in Kansas to prevent stories like Stephanie’s from ever occurring. They see the results every single day, as parents heal and change course for their children. Said Cozadd: “We know the triumph of the human spirit.”

The EC-11 Summit was hosted by the Cabinet on April 18-19, 2017 and highlighted the importance of investing in Early Childhood. We know that there is an $11.00 return for every $1.00 invested in early childhood initiatives in Kansas. The EC to the 11th Power (EC11) Summit focused on the successes of Cabinet-funded initiatives and the power of those programs to improve the lives of children and families in Kansas.



Swing the Bat

Ed O’Malley on the Power of Leadership in Early Education

Practicing leadership is like baseball. In order to win, you have to swing the bat. When you get a hit, big things happen in early childhood education in Kansas.

In the opening address for the EC11 Summit, Ed O’Malley, president and CEO of the Kansas Leadership Center, laid in on the line: Leadership is powerful. It’s risky and requires sacrifice. You won’t always succeed. But in order to achieve our ambitious goals for children and parents in Kansas, all of us must practice leadership. ­

Leadership is mobilizing people to reach our fondest aspirations. Everyone can lead at any time, in any situation, regardless of their title or job description, explained O’Malley, who has served as a Kansas state legislator and on Kansas Gov. Bill Graves’ staff, guiding blue-ribbon task force committees charged with addressing economic development, education, agriculture, energy, social justice and health care.

It will take a lot more than passion and advocacy on the part of those working in the field of early childhood education to bring about the kind of positive changes that will benefit children and their families. It will take everyday leaders who can effectively mobilize systems for change.

Leadership is Necessary to Reach Your Greatest Aspirations

What are our fondest aspirations for early education? On April 18, 2017, O’Malley faced a room packed with early childhood education professionals from across Kansas, and threw out this provocative question for debate: When you think about the future of your work, what is your fondest aspiration? What are the things that really matter to our state, to our own programs, our agencies, and to the kids we serve?

The audience was quick to respond: We want children to be safe and healthy. We want equity among all children. We want to be effective advocates so everyone can see the value of early childhood education.

O’Malley listened, then said, “None of these things will happen without a whole lot of people exercising a whole lot of leadership. These are the things for which we need to marshal leadership.”

What impedes progress toward our aspirations? Once you’ve identified your most important goals, he coached, you need to then identify the obstacles that are keeping you from achieving them. “What makes progress so difficult for the things we most aspire to?” he asked the audience. “We do kids and families a disservice if we just stop thinking about this at the level of aspiration. If we are serious about exercising leadership, we have to see what the barriers are now.”

The audience broke into groups to identify and report out on the obstacles that thwart their efforts.

“We are splintered as a field,” said one.  “We are all doing the best we can with our funding, but there is no cohesion between us. We have so many different goals.”

Others responded with additional challenges, including the lack of adequate funding for programs, inequity, and a feeling of disconnect between the  early childhood professionals who are providing services and the people in authority who are making the decisions that impact those services.

What do we need to do differently to achieve our goals? “How would you describe the type of leadership it’s going to take to make more progress toward our fondest aspirations? O’Malley asked the audience. “What actions, attitudes, behaviors, beliefs are required from all of us if we are going to overcome the challenges, and make more progress?”

The first, he challenged, is to think of yourself as a leader, capable of bringing about important change. “I don’t think leadership is a positon,” he explains. You don’t need to have a position of authority to practice powerful leadership. Anyone can practice leadership, right where they are, if they take the risk and seize the opportunity.

To Get a Hit, You Have to Overcome Fear and Swing the Bat

We must address the fears that change brings. Many challenges face would-be leaders that keep them from taking action on their ideas, O’Malley says.  One is the work involved in persuading others to change in order to embrace a new idea.

“Don’t buy into the trap that people don’t like change,” he said. “People are fine with change, as long as it’s certain types of change. If the state were to say to you that they wanted to invest billions into early education, you would be fine with that change, wouldn’t you? No, people are afraid of loss, of giving up something they know and facing the possibility of losing something they care about.”

As early childhood education professionals introduce new ideas in their communities, he warned, they will likely bump up against resistance from people who fear that the new idea will result in loss for them personally. Instead of just using data and intellectual arguments to persuade others to adopt your viewpoint, O’Malley suggested speaking openly and honestly with them about the realities of the change and the impact it will have on all those involved.

“A key part of leadership is being able to speak to loss. You need to let them know you understand that you are asking them to do something different,” O’Malley explained. “Resistance isn’t usually because they don’t understand the data – it’s not a matter of knowledge – but the fact that they are having to give something up.  You will get better support if you acknowledge the risk but tell them why you think they should take the risk.”

Leaders face their own fear of failure. Solving the diverse challenges involved with providing early childhood education across the state is not easy. If it was, someone would have already come up with the solutions, O’Malley stated.  But too often, would-be leaders have great ideas they don’t pursue because they are afraid they will fail, that their solution won’t be 100% correct.

“We hold ourselves back out of fear because we might not have the right idea,” he pointed out. “Leadership is incredibly risky; it’s rare because it’s risky.”

Practicing leadership will cost us. All of us have a set amount of time and energy. So when we take on new projects and initiatives, we must redirect a portion of our efforts from other things in which we are engaged.

“Leadership is always a clash of values,” O’Malley said. “If we were more purposeful, working on the things we most aspire to, what would we have to sacrifice? It will cost you something to exercise leadership.”

For O’Malley, practicing leadership is like baseball. In order to get a hit, you have to swing the bat. “Even the best hitters strike out seven out of ten times. Those are moments of learning,” he exhorted. “Sometimes, we see a moment when we can lead, and we connect and make something happen.

When we do that, we will see some special things happen in early childhood education in the state of Kansas.”

The EC-11 Summit was hosted by the Cabinet on April 18-19, 2017 and highlighted the importance of investing in Early Childhood. We know that there is an $11.00 return for every $1.00 invested in early childhood initiatives in Kansas. The EC to the 11th Power (EC11) Summit focused on the successes of Cabinet-funded initiatives and the power of those programs to improve the lives of children and families in Kansas.



Lessons Learned


TOP staff and evaluators had several tips for programs embarking on a similar study:

Take the time to develop relationships. A recurring theme in the story of this project is the strength of TOP’s partnerships. These relationships have been fundamental to carrying out such a large-scale study.

Be transparent. Let both partners and participants know exactly what you are studying and why. It will be vital to both recruitment and participation, and will ultimately improve data quality.

Don’t be afraid of change. Too often, we feel stuck within the confines of our previous decisions. A key strength of the TOP study has been the willingness to acknowledge what isn’t working and fix it. Be pragmatic in your choices and flexible in response to new information.

Allow for your study to expand. Programs and populations change over time; so, too, do the goals of research. Periodically review your research design to determine whether you’re really getting what you need to make decisions and inform others.

Be persistent about tracking procedures. The TOP Longitudinal Study has achieved such high participation rates across levels by being dogged about asking and following up.

“However long you think it will take, double it.” Data collection and analysis are rarely efficient and linear processes. Do your best to plan efficient methods of collection and synthesis, but know that no one gets everything right the first (or second, or third…) time.

Go big! Small additional investments in evaluation can yield large returns in terms of impact. The results of this study are exceptionally useful and compelling because of the scale of the project.

Keep your eyes on the prize. TOP staff, evaluators, and school faculty and administration are all committed to the value of early education, and the power of demonstrating its impact. Your research should be motivated by the same goals that guide your work: improving the lives of at-risk kids.


TOP Key Features



After interviewing the key players who have developed and conducted this ambitious study, and reviewing all reports and instruments, we have identified four key features that make this study distinctive.

Excellent Participation

TOP staff noted that communication is key to this relationship. top-blog-3-bulletsTOP built relationships with school districts, schools, teachers, and administrators, educating them about the goals of the study and why it was important to their overall mission.

Parents were provided with a longitudinal study brochure explaining the premise of the study. TOP program staff noted that generally the only families who do not give consent were guardians of foster children. In order to keep current TOP graduate and parent contact information, TOP staff sends out reminder postcards annually, and maintain a Facebook page (Top South, Top North, Top Northwest) to reach out to parents. Family consent was only half the battle. In order to collect data for the study, school districts’ and teachers’ willingness to cooperate was crucial.

In addition to education and incentivizing participation, WSU researchers have worked to make the teacher survey less cumbersome, so it takes less time for them to complete. Teacher participation has also been excellent. One TOP staff stated that teachers want more TOP children in their classrooms because of their readiness for school.

Targeted Use of Professional Researchers

A second key feature of the TOP study is the targeted use of professional researchers. Rather than simply handing over the reins of the project to WSU researchers, TOP has collaborated with them on the design, data collection, and communication of the results. There are multiple benefits to this approach of using professional researchers in targeted ways. It seems to create a nice collaborative relationship in which the researcher is closely working with staff to ensure they are producing something useful to them. Families and school districts may be more inclined to participate in a study when approached by an excellent local preschool, rather than a previously unknown university researcher.

Strategic Approach to Data

A theme throughout our interviews with TOP staff and WSU is focusing on the key information needed to understand TOP’s impact.

  1. Data or analyses are not strictly necessary to convey the point of the project and may be a waste of effort.
  2. Being selective about what data are presented is key to communicating to a broad audience.

It simplifies data collection greatly, and likely makes it easier to get district and teacher cooperation. Furthermore, it may be true that including individual-level variables is just not that important to persuading others.

There are multiple benefits to this strategic approach to data. It offers necessary focus: on the goals of the project; on respecting time and effort of partners and staff; and finally, on the intended audience. This is not a study designed to sit on a shelf; it’s a study designed to persuade laypeople about the value of high-quality preschool. Second, a strategic approach to data has offered staff and evaluators the flexibility to change what’s not working, or could be working better.

Commitment to Demonstrating Outcomes

Demonstrating outcomes is a central value of this organization. Being able to track and demonstrate effectiveness was always a secondary goal of TOP. The value of doing so seems self-evident to every person we spoke to: all perceived that continued support of TOP is dependent on being able to show long-term results on issues the public cares about.

The study aims to produce convincing data that quality early childhood programs improve children’s well-being – and doing so is considered to be essential to TOP’s ability to continue, grow, and thrive as a program.

top-blog-3-readinessThis level of commitment to demonstrating results can be rare in the world of early childhood services. Many early childhood program staff worry that evaluation takes time and money away from the real work of the organization – the work that will directly benefit children. In a context in which everything is tight – time, money, expertise – and the need is vast, growing, and desperate, it can be difficult to justify directing resources towards evaluation.

In a world in which demand is great and resources are limited, it is crucial that programs be as effective as they can be in helping their target populations. This requires tracking outcomes continuously, systematically weighing the evidence, and continuously looking for ways to improve. Evaluation is part of how you make sure you are helping kids to the best of your ability.


TOP Methods and Results


The TOP Longitudinal Study was designed to provide policy makers, business leaders, and other stakeholder evidence of TOP’s effectiveness over the long term.

Wichita State University researchers issued the first annual report on the longitudinal study in 2009. Over the course of the next 6 years, these reports have demonstrated clear quantitative results. Currently, the study comprises 810 TOP graduates and a control group of 2,596 comparable children.

Eligibility and Consent: The primary criterion to participate in the longitudinal study is eight months of continuous enrollment in the TOP program during the year preceding kindergarten entry. A consent form to participate in the longitudinal study is administered to parents or guardians. Consent covers a TOP graduate through elementary school. A second consent is obtained for middle and high school participation.

Teacher Survey: The social questionnaire asks teachers to compare the TOP graduates to the remainder of the children in their class in order to determine whether the TOP graduates used appropriate social skills more often than their peers.

School Performance Data: WSU researchers compare TOP graduates’ school performance data to a demographically-matched control group using descriptive statistics, including: averages and percentages.

Data Synthesis and Analysis: Since a primary goal of the study is to communicate with non-technical audiences such as members of the business community and policymakers, the reports largely rely on descriptive statistics.


For all grades, teachers rated TOP graduates as having greater emotional maturity, greater ability to behave appropriately, and greater social competence than their classmates. Teacher estimations of TOP graduates’ social-emotional skills were statistically significantly higher than average.

For all grades, TOP graduates have noticeably fewer absences on average than their control group peers each year, from kindergarten through the 6th grade.

When the Wichita and Derby school districts are combined, TOP graduates have a lower percentage of special education placements than their control group peers.

Discipline referrals were taken into account to determine behavioral problems. Only repeat office visits were a measure of discipline referral. When looking at the total numbers of kindergarten through 6th grade students, TOP graduates were much less likely to have discipline referrals.

TOP children in 4th, 5th and 6th grades have a considerably lower percentage of students who do not meet state standards in both math and reading compared to the control group.


About TOP


TOP: An Exemplary Program for Demonstrating Effectiveness

A critical component of collaborating to improve early childhood outcomes is tracking results to demonstrate effectiveness. The Kansas Children’s Cabinet and Trust Fund is a strong proponent of rigorous evaluation practices and continuous quality improvement. The Cabinet’s Blueprint for Early Childhood offers a vision of what success looks like, in broad terms and measurable goals while offering suggestions of specific measurement tools.

Over the past seven years, a Wichita preschool has engaged in a project unprecedented in Kansas early childhood education: tracking their graduates’ outcomes throughout grade school and continuing to follow them through high school graduation. The story of how this ambitious study came to be is largely the story of the school itself: Wichita’s The Opportunity Project, commonly referred to as TOP.

top-blog-1-mapThe first TOP Early Learning Center opened in 2003. Currently, three TOP Centers serve nearly 700 young children, preparing them for kindergarten and lifelong success. Since 2007, researchers at Wichita State University have been tracking TOP graduates as they progress through elementary and middle school to demonstrate TOP’s effectiveness to a wide audience of stakeholders, including community members, business leaders, and policymakers. This rigorous evaluation provides an opportunity to analyze the return on investment associated with this innovative program, which The Cabinet has presented in The TOP Early Learning Centers Longitudinal Study.

The TOP Longitudinal Study discusses the TOP model and describes the study and its results. The four key features that make the TOP study distinctive:

Excellent participation: The TOP longitudinal study can boast an impressively high level of cooperation among families, teachers, schools, school administration and districts. 95% of all TOP graduates have consented to participate.

Targeted use of professional researchers: TOP collaborates with WSU researchers on all aspects of the study, including design, data collection, and communication of the results.

Strategic approach to data: The study employs a thoughtful approach to collecting and reporting on data, which focuses on the key information needed to understand TOP’s impact.

Commitment to demonstrating outcomes: The study aims to produce convincing data that quality early childhood programs improve children’s well-being – and doing so is considered to be essential to TOP’s ability to continue, grow, and thrive as a program.


Today’s Block Tower is Tomorrow’s Downtown High-Rise: 21st Century Skills Start Early

As our younger generations grow more adept at technological advancements, educators and employers are searching for the tools to both encourage and enhance these skills. Incorporating technology alone may miss key components of preparing a future workforce, bringing about a more recent focus on what are called 21st Century Skills, or abilities such as collaboration, creativity, problem solving, and communication.

At the elementary, middle, and high school level, programs that address the need for 21st Century Skills are emerging both nationwide and in Kansas, including the EPIC Program (Education Practice and Immersion for Credit) recently piloted by the Kansas Enrichment Network In cooperation with after-school programs such as the Boys & Girls Club and The City, as well as municipal authorities, the EPIC pilot program gave at-risk students in Salina and Hutchinson experiential learning opportunities with local industry and business leaders, and focused on conscientiousness, positive self-evaluation, social skills, and cognitive processes. To adequately prepare for the future, young people need to be capable of integrating their technological and media savvy with equally important talents in teamwork and relationships.

When does this start? Ask anyone in the field of Early Childhood, and he or she will tell you it begins well before Kindergarten. The development of 21st Century Skills is the foundation of quality toddler and preschool classrooms, like those supported by the Cabinet. Teachers arrange environments with changing materials, unexpected methods, and room for flexibility and experimentation, all the while encouraging questions, wonder, and creativity. In every interaction that looks like basic play – taking turns, arguing over toys, negotiating rules of games – young children are practicing how to be a good co-worker, contribute to a team, listen to others’ ideas, and accomplish tasks together. Today’s block tower is tomorrow’s downtown high-rise! Kansas is looking toward a bright future, and the skills to get there are being cultivated far earlier than you might think.

Kansas Businesses Recognized for Innovative Child Care Solutions

Experiences and environment during the earliest years of a child’s life are responsible for shaping the brain and setting a foundation for everything ahead. For all Kansans, the path to a brighter future depends upon safe, educational, attentive care for ages birth to 5, yet for those living in poverty, access to affordable, high-quality child care may be the single most important factor in making positive change for their families. Whether provided by family, in a center, or in a child care home, improving the quality of child care options in our communities is a key to bettering our state overall.

On February 2, 2016, over 200 child advocates, child care providers, community and business leaders, and policymakers convened for the second annual Symposium for Early Success. Hosted by the Partnership for Early Success, this event was created to elevate the conversation around issues impacting the state’s youngest children, with a focus this year on the importance of high-quality child care.

Four Kansas employers were recognized for their efforts to provide or enhance child care options, access, or affordability for their employees or within their communities. The 2016 Business Awards for Innovative Child Care Solutions honored:

  • The Hispanic Chamber of Commerce of Greater Kansas City, for promoting the development and adoption of Spanish-language training modules for child care providers and promoting in-home child care providers as small businesses in their communities.
  • Topeka Housing Authority, for including on-site child care services for working parents or parents looking for jobs.
  • Salina Regional Health Center, for conducting a community-wide, $6 million capital campaign called Every Child Matters to build, furnish, and equip the Donna L. Vanier’s Children’s Center.
  • Hill’s Pet Nutrition, for implementing a series of family-friendly policies, making it much easier for working parents to care for their children.

These employers are examples of the impact that is possible when the unique needs of a region are assessed and ideas turn into collaborative action. Each has recognized that building prosperous communities requires an effective workforce – which is best comprised of supported and strengthened families.


The Family Conservancy: Talk, Read, Play with a Child Every Day Campaign

Mother helping her little child with homework


Recent studies of early brain development prompted the American Academy of Pediatrics to recommend that pediatricians advise all parents to read aloud to children — beginning as infants. Even before a child can talk, hearing words from the adults in their lives helps their brains grow. In fact, 80% of a child’s brain is developed by age three and differences in brain development, based on language, can be detected as early as 18 months.

Studies show that children born into low-income families hear roughly 30 million fewer words by the age of three than their more affluent peers. This word gap leads to an alarming achievement gap – in school and life – between poor children and those born into more well-to-do families. Fortunately, there is a simple and effective way to eliminate this gap: Talking, Reading, and Playing with a child every day is proven to increase that child’s vocabulary and school success.

“Every parent wants their child to do well in school and in life. And the most important things you can do to ensure school success are to start early by talking, reading and playing with your child every day – beginning at birth,” said Dean Olson, Vice President of Programs at The Family Conservancy, a founding partner of the Talk, Read, Play educational campaign established by a coalition of agencies in 2009. The Talk, Read, Play campaign simplifies studies about brain development in young children into a few simple steps every parent and caregiver can take to help support a child’s early development: Talk,

Read, Play with your child every day. These simple activities help a child learn words, enjoy learning and get along with others … important skills for school success. Children’s success in school leads to positive outcomes within our communities: greater high school graduation rates, more skilled and contributing citizens, and a reduced need for welfare.

You can find ideas to make Talking, Reading and Playing with your child a part of your everyday routines by visiting or

#TalkReadPlayKC #CloseTheWordGap

The Cultural Awareness, Respect, and Engagement (C.A.R.E.) Toolkit Helps Home Visitors work with Refugee Families


Talking to families about the details of their lives is always an exercise in both empathy and tact. Now imagine that the family whose home you entered moments before not only speaks a different language but hails from a distant part of the world — a place they may have escaped under traumatic circumstances — and follows cultural practices you’ve never heard of, much less encountered first-hand.

That was the challenge facing home visitors working with refugee families in Kansas. Social workers are trained to deal with a variety of circumstances and experiences, but it’s hard for them to employ those skills when even the most basic interaction is fraught with potential misunderstandings. From etiquette to eye contact to working with interpreters, home visitors found themselves in uncharted territory — trying to teach people from other cultures to navigate new lives in Kansas without access to any of the familiar landmarks.

The Cultural Awareness, Respect, and Engagement (C.A.R.E.) Toolkit, introduced in the fall of 2015, was designed as a resource for home visitors in these situations. Created through a partnership between the Kansas Department of Health and Environment’s MIECHV (Maternal, Infant and Early Childhood Home Visiting) and Project LAUNCH programs, and KU’s Center for Public Partnerships and Research (CPPR), the C.A.R.E. toolkit offers introductory webinars on issues that come into play when communicating across cultures, as well as background information on the specific groups home visitors are likely to encounter in Kansas.

“Home visitors were running into a lot of new experiences,” said Adam Brazil, a CPPR researcher who oversaw the development of the toolkit. “Their jobs are very difficult, and any time you can weave in development or support … that’s going to help them, whether directly or indirectly.”

Topics covered by the C.A.R.E. toolkit range from explaining the concept of ‘culture’ to illuminating the diversity among cultures in areas such as world view (for example, how time is measured and understood, and whether more emphasis is placed on individual or collective needs) and behavioral factors (e.g. hand gestures and facial expressions, which can have radically different meanings from one culture to the next).

According to Brazil, the toolkit is about “equipping home visitors with some strategies to think critically about what they’re seeing and to reflect on themselves.”

Learning to recognize their own cultural paradigms helps home visitors understand that not all values are universal. People from other countries may have entirely different expectations regarding education, health care, politics, money, religion and family. Even among refugees from Burma — one of the primary refugee populations in Kansas — there are multiple ethnic subgroups, each with distinct traditions and beliefs. Working with an interpreter can bridge the language gap, but also presents its own set of challenges for a home visitor unaccustomed to working through an intermediary.

Both the toolkit and related training sessions have begun to address these and similar issues likely to confront those assisting refugee families with the assimilation process. Working in cooperation with Catholic Charities of Northeast Kansas and the Bethel Neighborhood Center in Kansas City, Kansas, the C.A.R.E. initiative offers support and advice for those who spend their days helping others.

To learn more about the C.A.R.E. toolkit, or test your own cultural competence, visit