The first coaching guide specially designed for home visitors and their supervisors, this groundbreaking book answers the call for more and better training in early childhood home visiting programs. The expert authors developed this guide for two critical purposes: to give supervisors actionable strategies as they coach home visitors, and to give home visitors principles and practices for coaching families of children from birth to 5 years.
Featuring a who’s who of more than 25 interdisciplinary experts, this book goes far beyond “one and done” approaches to training and illuminates the benefits of supported practice, follow-up, and reflection. Readers will learn how to:
- Make the most of parallel practices, in which the best strategies coaches use to partner with coachees are also used by home visitors to partner with caregivers
- Use both reflective supervision and practice-based coaching to enhance work with families
- Apply the principles of adult learning to build respectful and reciprocal coaching relationships
- Implement research-informed coaching strategies that promote well-being for home visitors and families
- Ensure culturally responsive home visiting at both the systems level and the individual home visitor level
- Deliver engaging and effective virtual coaching to both home visitors and families
- Collaborate with early intervention providers to support families who have children with disabilities
- Use coaching to increase and monitor fidelity to evidence-based programs and practices
Perfect for use as a professional development resource or a preservice textbook, this transformative book will help both supervisors and practitioners excel in their roles and improve the lives of children and families.
The table of contents is still being refined, further informed by peer
review feedback and the recent edition of contributors Korfman and Allen.
What follows is the original proposed TOC, before revision:
Coaching in the Home Visiting Space
Table of Contents
Chapter 1: Introduction to Coaching in the Home Visiting Space
Christa Haring Biel, PhD & Angela Rau, M.S. Director of Program Innovations
and Professional Development, Parents as Teachers
Chapter 2: Applying Partnership Principles in Coaching Home Visitors &
Caregivers
Jim Knight, PhD, University of Kansas, Director, Kansas Coaching Project
Chapter 3: Culturally Responsive Coaching
Rihana Mason, PhD, Urban Child Study Center, Georgia State University & Lori
Bass, PhD
Chapter 4: Reflective Supervision and Coaching
Patricia Marickovich, Senior Program Analyst/MIECHV Coordinator, Office of
Head Start
Chapter 5: Developmental Supervision: Coaching Home Visitors and Families
Within a Reflective Process
Mark S. Innocenti, PhD, Professor Emeritus, Utah State University & Lori A.
Roggman, PhD, Professor Emeritus, Utah State University
Chapter 6: Coaching Caregivers During Early Intervention
Mollie Romano, PhD, Assistant Professor, Florida State University
Chapter 7: Coaching Home Visitors in Early Head Start
Bridget A. Walsh, PhD, Patricia H. Manz, PhD, & Hyun-Joo Jeon
Chapter 8: Coaching Family Life
Kimberly Allen, Debbie Farr, Margaret Machara
Chapter 9: Partnering with Parents
Kimberly Menuir & Joseph Sparling, PhD, Professor Emeritus, University of
North Carolina at Chapel Hill
Chapter 10: Effective Feedback Cycles with Families
Christa Haring Biel, PhD, Mirza Lugo-Neris, PhD & Rebecca Beegle, M.S.
Chapter 11: Coaching home visitors and families through virtual home
visitation
Dorian E. Traube, PhD, LCSW, USC Suzanne Dworak Peck School of Social Work &
Angela Rau, M.S. Director of Program Innovations and Professional
Development, Parents as Teachers
Chapter 11: Maintaining fidelity during broad dissemination: An example
using the SafeCare parenting model
Daniel Whitaker, PhD, Distinguished University Professor, Associate Dean for
Research and Faculty Affairs, Director of National SafeCare Training and
Research Center
Chapter 12: Evidence building
Jon Korfmacher
Chapter 1: Introduction to Coaching in the Home Visiting Space
Christa Haring Biel, PhD & Angela Rau, M.S. Director of Program Innovations
and Professional Development, Parents as Teachers
History of coaching
Defining the construct of coaching
What does coaching in home visiting look like
How does coaching in home visiting differ from other types/forms of
coaching
Review of the literature
Current practice in the field
Ongoing research
Chapter 2: Applying Partnership Principles in Coaching Home Visitors &
Caregivers
Jim Knight, PhD, University of Kansas, Director, Kansas Coaching Project
Equality
Dialogue
Reflection
Praxis
Choice
Voice
Reciprocity
Chapter 3: Reflective Supervision and Coaching
Patricia Marickovich, Senior Program Analyst/MIECHV Coordinator, Office of
Head Start
Reflective Supervision
o Elements
o Promote Staff Development
Coaching
o Elements
o Culture of Coaching
Similarities between Reflective Supervision and Coaching
o Support Staff Development
o Relationship-based
o Strengthen Child and Family Outcomes
o Investing in the Organizations Human Resource System
Distinctions between Reflective Supervision and Coaching
o Mentor- ProtÉgÉ Relationships in Coaching
o Employee and Supervisors Roles to Engage Reflective Supervision
Practices
Employees self-reflection
Supervisors Preparation
Planned Continual Support
Chapter 4: Developmental Supervision: Coaching Home Visitors and Families
Within a Reflective Process
Mark S. Innocenti, PhD, Professor Emeritus, Utah State University & Lori A.
Roggman, PhD, Professor Emeritus, Utah State University
Effective coaching is positive, strengths-based, responsive, detailed in
feedback, and adapted to the individual, their goals, and their situation.
Coaching in home visiting is unique in that supervisors coach
practitioners who in turn coach families.
Coaching requires a set of skills that may come naturally to some but can
be learned by most, including accurate observation skills, a focus on
positive goal-directed behavior, the ability to verbally describe
observations in concrete detail, respectful collaboration, enthusiastic
encouragement, and support for making small steps toward goals.
Multiple roles in home visiting programscaregiver, home visitor,
supervisor/coacheach have specific requirements about the goals and content
of what they are coaching, but the process is so similar that we refer to it
as parallel.
Parallel process means that the approach home visitors use in their work
with parents is parallel to the process supervisors/coaches use with home
visitors and also parallel with the approach we hope caregivers will use with
babies and young children.
Evidence-based observation tools can guide coaching by indicating which
caregiving or supervising interactions occur that link to positive outcomes
of home visiting.
A reflective process allows examination of barriers that interfere with
successful implementation of practices.
Developmental Supervision implementation will be described.
Chapter 5: Coaching Caregivers Using Part C
Mollie Romano, PhD, Assistant Professor, Florida State University
Individualized coaching that matches the needs of the adult caregiver's
goals, priorities for their child and family, and learning style.
o What makes caregiver coaching in Part C unique?
Individualized (not coaching on a 'curriculum')
Capacity-building and strengths-based
Routines-based- the importance of caregiver-child interactions during
everyday family-identified routines as part of coaching within home visits
Use of frameworks for coaching- while coaching should be individualized,
we need theoretically grounded, evidence-informed core coaching components
within fidelity measures to guide our coaching.
o Early interventionists should incorporate caregiver coaching fidelity
measures within their everyday practice.
o Examples of fidelity measures and how they are being used.
Professional development needs for providers learning to use
strengths-based coaching approaches in Early Intervention.
o What is the state of current research?
o What are some new and innovative approaches?
o What are some important future directions?
Chapter 6: Partnering with Parents
Kimberly Menuir & Joseph Sparling, PhD, Professor Emeritus, University of
North Carolina at Chapel Hill
Research shows that using a partnership approach with adult learners
creates impactful change
Building an equitable relationship, where both the home visitor and
parents benefit
Building shared understanding
Sharing knowledge
Letting the parent lead
Scaffolding for success
Chapter 7: Effective Feedback Cycles with Families
Christa Haring Biel, PhD, Mirza Lugo-Neris, PhD & Rebecca Beegle, M.S.
Identifying the steps of the feedback cycle used in effective coaching
Coaching conversations that create change
Identifying areas for improvement
Language use in effective feedback
Objective observation
Modeling
Chapter 8: Culturally Responsive Coaching
Rihana Mason, PhD, Urban Child Study Center, Georgia State University & Lori
Bass, PhD
Honoring cultural practices
Co-Creating an intervention plan
Being Sensitive to linguistic differences
Providing Culturally Sensitive Feedback
Chapter 9: Coaching home visitors and families through virtual home
visitation
Dorian E. Traube, PhD, LCSW, USC Suzanne Dworak Peck School of Social Work &
Angela Rau, M.S. Director of Program Innovations and Professional
Development, Parents as Teachers
Defining what coaching is in virtual environments
Coaching across and array of services
The parallel process of coaching home visitors and families through
virtual home visitation
Definition of the parallel process
Promoting the power of the client to be self-directing, self-managing,
self-monitoring, self-modifying
There are embedded opportunities for serve and return interactions
between supervisor and home visitor that can be replicated between home
visitor and family
Coaching is the key to reducing home visitor interference in parent child
interaction and empowering parents to lead
Steps for prepping home visitors for virtual coaching
Physical setting background, third space, eye contact
Technological needs
Confidentiality
Steps for prepping families for virtual coaching
Physical setting
Technological needs
Confidentiality
Personal Safety and family choice
Activities to support virtual coaching
Supervision activities
Parent child interaction activities
Goal setting and problem solving with families
Resource Sharing
How virtual coaching can support an array of family support services.
On ground services
Other telehealth services
Chapter 10: Coaching Home Visitors in Early Head Start
Bridget A. Walsh, PhD, Patricia H. Manz, PhD, & Hyun-Joo Jeon
Coaching is distinct but complementary to other professional development
approaches. There is a growing evidence-based approach for other fields but
deliberate attention to coaching home visitors is lacking. Coaching home
visitors must address the reciprocal relationships of wellness and practice.
The authors will describe key recommendations from the transdisciplinary
coaching research and the nascent literature on coaching home visitors. The
authors will underscore key elements from research-based coaching approaches
that emphasize wellness and promotion development. Defining features from
models, such as Family Life Coaching and Family Life Education (Allen & Huff,
2014; Myers-Walls et al., 2011; Walsh et al., in press, Walsh et al.,
2020ab), Reflective Supervision/Consultation (Susman-Stillman et al., 2020;
Watson et al., 2014), and Performance-Based Coaching (Krick Oborn & Johnson,
2015; Snyder et al., 2015; Manz et al., 2017) will be underscored.
Strategies that are intended to promote home visitor well-being in coaching
will be described. Examples of coaching strategies include:
goal setting
empathy
empower
appreciative inquiry
open-ended questions
best possible self- visualization
self-care
self-awareness
self-compassion break
cognitive restructuring
Chapter 11: Maintenance of fidelity during broad dissemination: An example
using the SafeCare parenting model
Daniel Whitaker, PhD, Distinguished University Professor, Associate Dean for
Research and Faculty Affairs, Director of National SafeCare Training and
Research Center
SafeCare is an evidence-based behavioral parenting program used in both
preventive settings and by child welfare systems. It has been disseminated in
over 30 US states and several non-US countries. A key to successful
dissemination of any model is the implementation of processes to ensure
fidelity to the model is maintained over time. The National SafeCare Training
and Research Center, which disseminates SafeCare, has developed procedures to
do this while disseminating SafeCare. This chapter will have several goals:
Briefly describe the SafeCare parenting model and summarize its evidence
Describe the NSTRCs implementation model for SafeCare
Describe how fidelity to the SafeCare model is measured. This section will
include a discussion of fidelity measurement methods and concepts.
Describe processes put into place by NSTRC to facilitate the ongoing
assessment of fidelity. This section will include ongoing challenges to
fidelity measurement.
Present summary data from years of accruing data on fidelity to the
SafeCare model. (note: we are still working on summarizing this data and have
a dissertation in progress on it; not 100% sure we will be able to include
the data depending on publication issues).
Christa D. Haring, Ph.D., CCC-SLP served as a special educator, speech-language pathologist, and teacher educator for ten years in public schools spurring her interest in identifying ways to measure and improve outcomes for low-performing teachers and students. Currently, she teaches educator preparation courses centered on instructional practices to improve reading skills for students with dyslexia. Her research focuses on language and literacy interventions for parents, teachers, and innovative community programs supporting children from high-poverty areas.
Dr. Innocenti is Director of the Research and Evaluation Division at the Center for Persons with Disabilities and Associate Professor in the Department of Psychology at Emma Eccles Jones College of Education and Human Services, Utah State University. Dr. Innocenti has over 30 years of experience working with infants and young children at-risk and with disabilities and their families in multiple research and model demonstration projects. Using an interdisciplinary model that recognizes the contribution of different disciplines and stakeholders, his research is conducted in and for communities. Recent projects focus on assessment and curriculum, home visiting effectiveness, and preschool intervention to prevent later special education.
Dr. Roggman is Professor in the Department of Family, Consumer, &Human Development at Emma Eccles Jones College of Education and Human Services, Utah State University. Dr. Roggman's research focuses on parenting and children's early development. She has extensive experience in home visiting research, integrating theory-based inquiry with program evaluation, and training practitioners. She is a strong methodologist with expertise in observational data collection and longitudinal analysis and has authored several observation instruments used extensively by researchers and practitioners. She was principal investigator of a local research team for the national Early Head Start Research and Evaluation Project.
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