Georgia State Menu
Georgia State Menu
  • PCA Georgia
  • Georgia State Menu
  • Georgia State Menu

Main navigation

PCA Georgia

Strengthening Families and Inspiring Action Through Education, Awareness and Advocacy

Main navigation

Protective Factors

Protective Factors

Strengthening Families Georgia

Promoting Protective Factors to Help Families Thrive

We help child and family serving organizations and systems to see their work as building and promoting protective factors to bolster resilience, create safe and nurturing environments for children, and mitigate the impact of traumatic events when they occur.

Protective Factors

Strengthening Families™ is a research-informed framework and approach to preventing child abuse and neglect. Developed by the Center for the Study of Social Policy, this approach focuses on family and community strengths and Protective Factors rather than risk factors. Protective Factors are what helps children and families thrive despite whatever risk factors they might face. Protective factors aren’t just for families that are at risk for child abuse and neglect because all families benefit from having strong protective factors.

Prevent Child Abuse Georgia is pleased to support the implementation of the Strengthening Families Protective Factors Framework by leading a statewide partnership, providing support to organizations embedding the framework and delivering trainings to parents and professionals.

SFG News

Caregiver Resilience

What is Resilience?

Resilience is the ability to bounce back from or push through life’s difficulties. It can be described as determination, toughness, optimism, faith, and hope. Using the Protective Factors to build resilience is how we strengthen families and improve the health and wellness of children.

What does this look like?

• Children have close relationships with caregivers or other caring adults
• Caregivers have resilience to bounce back
• Caregivers use positive parenting skills
• Communities have a sense of purpose (through faith, culture, identity, etc.)
• There are opportunities to connect socially
• Practical support services for parents and families are available

Resilience in Caregivers

Caregivers who can cope with the stresses of everyday life, as well an occasional crisis, have resilience; they have the flexibility and inner strength necessary to bounce back when things are not going well. Multiple life stressors, such as a family history of abuse or neglect, health problems, marital conflict, or domestic or community violence—and financial stressors such as unemployment, poverty, and homelessness—may reduce a parent’s capacity to cope effectively with the typical day-to-day stresses of raising children.

Resilience in Children

Children aren’t necessarily born with resilience, but scientists now believe that certain children have higher levels of resilience. But the good news for all children is that resilience is like a muscle – the more you exercise it, the stronger it grows, especially in very young children.

How do We Grow Resilience? Children learn resilience from external influences such as their family, caregivers and the community around them. Protective Factors and positive childhood experiences help explain why some people who experience adversity as children fare well in adulthood.

Resilience Buffers Adverse Childhood Experience

When caregivers and especially children have supportive relationships, concrete supports, and social and emotional competence, they are better able to cope with adverse experiences they may encounter.

By forming positive relationships, community members can work together to build a resilient, vibrant neighborhood and create opportunities to further integrate the Protective Factors. Safe communities can provide a buffer for children against adverse childhood and community experiences. These children then build resilience! There are many ways Protective Factors are being utilized within Georgia communities.

Resilience Resources

For more information about the benefits of integrating the Protective Factors to boost resilience in your community, visit these resources:

Social Connections

Social Connections – Positive relationships that provide emotional, informational, instrumental and spiritual support.

Friends, family members, neighbors and community members provide emotional support, help solve problems, offer parenting advice and give concrete assistance to parents. Networks of support are essential to parents and also offer opportunities for people to “give back”, an important part of self- esteem as well as a benefit for the community. Isolated families may need extra help in reaching out to build positive relationships.

During this time of social distancing, or as we prefer to call it, physical distancing, it is more important than ever to maintain your social connections.  Whether that means Facetiming your child’s grandparents, participating in a virtual gathering of your friends, calling your neighbors to check-in, or increasing the time spent together with your housemates, we all need to continue supporting each other during this stressful time.  Children also need social connections to help manage their anxiety and stress.  Set up a Facebook or Facetime playgroup for older children.  Go outside for a walk and point out the sights you see with younger children.

Social Connections Resources

Knowledge of Child Development

Knowledge of Parenting and Child and Youth Development – Parents Know How Children and Youth Grow and Learn

Parents who understand the basics of child development have more realistic expectations of their children. These parents are better equipped to provide an appropriate amount of nurturing, supervision, and guidance. When parents understand their roles in their children’s lives and learn about specific parenting techniques and strategies, they can form positive relationships with their children and have options for appropriate responses to typical child behaviors.

Healthychildren.org is a great resource to learn about each stage of child and youth development. They provide helpful information from prenatal to teen. Click Ages and Stages to learn more.

Additionally, parents and children face many challenges during an extended time away from school. During this time, it is critically important for parents to maintain their children’s engagement with learning.

Find several free or discounted (and fun) online resources for students of all ages here.

See what to expect, encourage and additional resources by age range below!

0 to 1 year

What to Expect
Movement/Physical Development:
Newborn: rough, random, uncoordinated, reflexive movement
3 months: uses arms to prop; begins to visually track
5 months: purposeful grasp; roll over; head lag disappears; reaches for objects; transfer objects from hand to hand; plays with feet
7 months: sits in “tripod”; pushes head and torso up off the floor; supports weight on legs
9 months: gets to and from sitting; crawls, pulls to standing; stooping and recovering; finger- thumb opposition; eye- hand coordination, crawls
12 months: pulls up to a stand, cruises around furnitureSocial/Emotional/Attachment:
Birth – 1 year: learns fundamental trust in self, caretakers, environment, settles when comforted
4 months: smiles spontaneously, especially at people
6 months: responds to other people’s emotions and often seems happy
9 months: socially interactive; plays games with caretakers
11 months: stranger anxiety; separation anxiety; solitary playCognitive/Language:
Birth – 1 year: Will go from cooing to babbling to using single words by age one
4 months: begins to babble, babbles with expression and copies sounds he hears, cries in different ways to show hunger, pain, or being tired
6 months: shows curiosity about things and tries to get things that are out of reach
12 months: points to pictures in books in response to verbal cue; receptive language more advanced than expressive language

What to Encourage
Learn and observe all that you can about your developing infant – what do they like, what makes them content, etc.
Keep infants where they are safe, loved and their needs are met so they can grow and develop.
Establish a routine/schedule so that the infant will learn to rely on their parent to meet their needs.
Make eye contact and talk to your baby.
Encourage social interaction through talk and play. Advance your activities with your child as he gets older and shows preferences.Parents and caregivers who just talk as they go about their daily activities expose their children to 1,000 – 2,000 every hour!

Resources

Monitor your child’s developmental milestones to make sure their growth is on track in all areas. These resources are for ages 0-5.

Centers for Disease Control and Prevention (CDC):
www.cdc.gov/actearly

Parents Guide to Developmental Milestones Ages 0-5:

Parents Guide to Developmental Milestones

How Kids Develop:
http://www.howkidsdevelop.com/developSkills.html

Better Brains for Babies:
https://www.bbbgeorgia.org/

American Academy of Pediatrics:
https://www.healthychildren.org/English/Pages/default.aspx

Children’s Healthcare of Atlanta – Strong4Life:
https://www.strong4life.com/en

Pathways.org (Resources available in several languages)
https://pathways.org/all-ages/checklists/

Age 1

What to Expect
Movement/Physical Development:

  • Gets to a sitting position without help
  • Pulls up to stand, walks holding on to furniture (“cruising”)
  • May take a few steps without holding on
  • May stand alone

Social and Emotional Competence: 

  • Is shy or nervous with strangers
  • Cries when mom or dad leaves
  • Has favorite things and people
  • Shows fear in some situations
  • Hands you a book when he wants to hear a story
  • Repeats sounds or actions to get attention
  • Puts out arm or leg to help with dressing
  • Plays games such as “peek-a-boo” and “pat-a-cake”

Cognitive:

  • Explores things in different ways, like shaking, banging, throwing
  • Finds hidden things easily
  • Looks at the right picture or thing when it’s named
  • Copies gestures
  • Starts to use things correctly; for example, drinks from a cup, brushes hair
  • Bangs two things together
  • Puts things in a container, takes things out of a container
  • Lets things go without help
  • Pokes with index (pointer) finger
  • Follows simple directions like “pick up the toy”

Language/Communication:

  • Responds to simple spoken requests
  • Uses simple gestures, like shaking head “no” or waving “bye-bye”
  • Makes sounds with changes in tone (sounds more like speech)
  • Says “mama” and “dada” and exclamations like “uh-oh!”
  • Tries to say words you say

What to Encourage
  • Give your child time to get to know a new caregiver. Bring a favorite toy, stuffed animal, or blanket to help
  • comfort your child.
  • In response to unwanted behaviors, say “no” firmly. Do not yell, spank, or give long explanations.
  • Give your child lots of hugs, kisses, and praise for good behavior.
  • Provide lots of safe places for your toddler to explore.
  • Build on what your child says or tries to say, or what he points to. If he points to a truck and says “t” or “truck,” say, “Yes, that’s a big, blue truck.”

Resources

Monitor your child’s developmental milestones to make sure their growth is on track in all areas. These resources are for ages 0-5.

Centers for Disease Control and Prevention (CDC):
www.cdc.gov/actearly

Parents Guide to Developmental Milestones Ages 0-5:

Parents Guide to Developmental Milestones

How Kids Develop:
http://www.howkidsdevelop.com/developSkills.html

Better Brains for Babies:
https://www.bbbgeorgia.org/

American Academy of Pediatrics:
https://www.healthychildren.org/English/Pages/default.aspx

Children’s Healthcare of Atlanta – Strong4Life:
https://www.strong4life.com/en

Pathways.org (Resources available in several languages)
https://pathways.org/all-ages/checklists/

Age 2

What to Expect
Movement/Physical Development:

  • Stands on tiptoe
  • Kicks a ball
  • Begins to run
  • Climbs onto and down from furniture without help
  • Walks up and down stairs holding on
  • Throws ball overhand
  • Makes or copies straight lines and circles

Social/Emotional:

  • Copies others, especially adults and older children
  • Gets excited when with other children
  • Shows more and more independence
  • Shows defiant behavior (doing what he has been told not to)
  • Plays mainly beside other children, but is beginning to include other children, such as in chase games

Cognitive:

  • Finds things even when hidden under two or three covers
  • Begins to sort shapes and colors
  • Completes sentences and rhymes in familiar books
  • Plays simple make-believe games
  • Builds towers of 4 or more blocks
  • Might use one hand more than the other
  • Follows two-step instructions such as “Pick up your shoes and put them in the closet.”
  • Names items in a picture book such as a cat, bird, or dog

Language/Communication:

  • Points to things or pictures when they are named
  • Knows names of familiar people and body parts
  • Says sentences with 2 to 4 words
  • Follows simple instructions
  • Repeats words overheard in conversation
  • Points to things in a book
What to Encourage
  • Understand that from the toddler point of view, it is all about me! (the child)
  • Keep them safe and their needs met so they can explore and develop.
  • Use gentle physical redirection instead of restraint, punishment or telling them not to do.
  • Keep a routine schedule to make sure their needs are met.
  • Talk through things with the child and accept their speech without criticisms.
  • Give your child attention and praise when he follows instructions. Limit attention for defiant behavior.
  • Spend a lot more time praising good behaviors than punishing bad ones.
  • Do art projects with your child using crayons, paint, and paper. Describe what your child makes and hang it on the wall or refrigerator.

Resources

Monitor your child’s developmental milestones to make sure their growth is on track in all areas. These resources are for ages 0-5.

Centers for Disease Control and Prevention (CDC):
www.cdc.gov/actearly

Parents Guide to Developmental Milestones Ages 0-5:

Parents Guide to Developmental Milestones

How Kids Develop:
http://www.howkidsdevelop.com/developSkills.html

Better Brains for Babies:
https://www.bbbgeorgia.org/

American Academy of Pediatrics:
https://www.healthychildren.org/English/Pages/default.aspx

Children’s Healthcare of Atlanta – Strong4Life:
https://www.strong4life.com/en

Pathways.org (Resources available in several languages)
https://pathways.org/all-ages/checklists/

Age 3

What to Expect
Movement/Physical Development:

  • Climbs well
  • Runs easily
  • Pedals a tricycle (3-wheel bike)
  • Walks up and down stairs, one foot on each step

Social/Emotional:

  • Copies adults and friends
  • Shows affection for friends without prompting
  • Takes turns in games
  • Shows concern for a crying friend
  • Understands the idea of “mine” and “his” or “hers”
  • Shows a wide range of emotions
  • Separates easily from mom and dad
  • May get upset with major changes in routine
  • Dresses and undresses self

Cognitive:

  • Can work toys with buttons, levers, and moving parts
  • Plays make-believe with dolls, animals, and people
  • Does puzzles with 3 or 4 pieces
  • Understands what “two” means
  • Copies a circle with pencil or crayon
  • Turns book pages one at a time
  • Builds towers of more than 6 blocks
  • Screws and unscrews jar lids or turns door handle

Language/Communication:

  • Follows instructions with 2 or 3 steps
  • Can name most familiar things
  • Understands words like “in,” “on,” and “under”
  • Says first name, age, and sex
  • Names a friend
  • Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)
  • Talks well enough for strangers to understand most of the time
  • Carries on a conversation using 2 to 3 sentences
What to Encourage
  • Go to play groups with your child or other places where there are other children, to encourage getting along with others.
  • Work with your child to solve the problem when he is upset.
  • Talk about your child’s emotions. For example, say, “I can tell you feel mad because you threw the puzzle piece.
  • Encourage your child to identify feelings in books.
  • Set rules and limits for your child, and stick to them.
  • Praise your child for following the rules.
  • Give your child instructions with 2 or 3 steps. For example, “Go to your room and get your shoes and coat.”
  • Read to your child every day. Ask your child to point to things in the pictures and repeat words after you.

Resources

Monitor your child’s developmental milestones to make sure their growth is on track in all areas. These resources are for ages 0-5.

Centers for Disease Control and Prevention (CDC):
www.cdc.gov/actearly

Parents Guide to Developmental Milestones Ages 0-5:

Parents Guide to Developmental Milestones

How Kids Develop:
http://www.howkidsdevelop.com/developSkills.html

Better Brains for Babies:
https://www.bbbgeorgia.org/

American Academy of Pediatrics:
https://www.healthychildren.org/English/Pages/default.aspx

Children’s Healthcare of Atlanta – Strong4Life:
https://www.strong4life.com/en

Pathways.org (Resources available in several languages)
https://pathways.org/all-ages/checklists/

Age 4

What to Expect
Movement/Physical Development:

  • Hops and stands on one foot up to 2 seconds
  • Catches a bounced ball most of the time
  • Pours, cuts with supervision, and mashes own food

Social/Emotional:

  • Enjoys doing new things
  • Plays “Mom” and “Dad”
  • Is more and more creative with make-believe play
  • Would rather play with other children than by himself
  • Cooperates with other children
  • Often can’t tell what’s real and what’s make-believe
  • Talks about what she likes and what she is interested in

Cognitive:

  • Names some colors and some numbers
  • Understands the idea of counting
  • Starts to understand time
  • Remembers parts of a story
  • Understands the idea of “same” and “different”
  • Draws a person with 2 to 4 body parts
  • Uses scissors under supervision
  • Starts to copy some capital letters
  • Enjoys and understands board or card games
  • Tells you what he thinks is going to happen next in a book or story

Language/Communication:

  • Knows some basic rules of grammar, such as correctly using “he” and “she”
  • Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
  • Tells stories
  • Can say first and last name
What to Encourage
  • Take time to answer your child’s “why” questions. If you don’t know the answer, say “I don’t know,” or help your child find the answer in a book, on the Internet, or from another adult.
  • Use good grammar when speaking to your child. Instead of “Mommy wants you to come here,” say, “I want you to come here.”
  • Give your child simple choices whenever you can. Let your child choose what to wear, play, or eat for a snack. Limit choices to 2 or 3.
  • Use words like “first,” “second,” and “finally” when talking about everyday activities. This will help your child learn about sequence of events.
  • During play dates, let your child solve her own problems with friends, but be nearby to help out if needed.

Resources

Monitor your child’s developmental milestones to make sure their growth is on track in all areas. These resources are for ages 0-5.

Centers for Disease Control and Prevention (CDC):
www.cdc.gov/actearly

Parents Guide to Developmental Milestones Ages 0-5:

Parents Guide to Developmental Milestones

How Kids Develop:
http://www.howkidsdevelop.com/developSkills.html

Better Brains for Babies:
https://www.bbbgeorgia.org/

American Academy of Pediatrics:
https://www.healthychildren.org/English/Pages/default.aspx

Children’s Healthcare of Atlanta – Strong4Life:
https://www.strong4life.com/en

Pathways.org (Resources available in several languages)
https://pathways.org/all-ages/checklists/

Age 5

What to Expect
Movement/Physical Development:

  • Stands on one foot for 10 seconds or longer
  • Hops; may be able to skip
  • Can do a somersault
  • Correctly uses a fork and spoon and sometimes a table knife
  • Can use the toilet on her own
  • Swings and climbs

Social/Emotional:

  • Wants to please and be like friends
  • More likely to agree with rules
  • Likes to sing, dance, and act
  • Is aware of gender
  • Can tell what’s real and what’s make-believe
  • Shows more independence (adult supervision is still needed)
  • Is sometimes demanding and sometimes very cooperative

Cognitive:

  • Counts 10 or more things
  • Can draw a person with at least 6 body parts
  • Can print some letters or numbers
  • Copies a square and other geometric shapes
  • Knows about things used every day, like money and food

Language/Communication:

  • Speaks very clearly
  • Tells a simple story using full sentences
  • Uses future tense; for example, “Daddy will be here.”
  • Says name and address
What to Encourage
  • When reading to your child, ask him to predict what will happen next in the story.
  • Encourage your child to “read” by looking at the pictures and telling the story.
  • Explore your child’s interests in your community. For example, if your child loves animals, visit the zoo or petting farm. Go to the library or look on the Internet to learn about these topics.
  • Teach your child time concepts like morning, afternoon, evening, today, tomorrow, and yesterday.
  • Start teaching the days of the week.
  • Continue to arrange play dates, trips to the park, or play groups. Give your child more freedom to choose activities to play with friends, and let your child work out problems on her own.

A parent’s positive involvement in the transition from Pre-K to grade school is key in improving a child’s school outcomes, both in kindergarten and beyond. Develop social connections with other parents and caregivers.

Resources
The resources are meant to help parents and children make a smooth transition to kindergarten.

  • GA Department of Early Care and Learning: Bright from the Start:

https://www.decal.ga.gov/Prek/TransitionToKindergarten.aspx

  • Child Trends:

https://www.childtrends.org/indicators/parental-involvement-in-schools

  • National Association for the Education of Young Children (NAEYC):

https://www.naeyc.org/our-work/families/kindergarten-here-we-come

  • Mayo Clinic:

https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/kindergarten-readiness/art-20048432

  • National Education Association:

http://www.nea.org/home/59881.htm

  • Head Start: Early Childhood Knowledge and earning Center:

https://eclkc.ohs.acf.hhs.gov/transitions/article/transition-kindergarten

Ages 6 to 8

What to Expect
Physical Development:

  • Rides a two-wheeler bike (without trainer wheels by seven)
  • Becomes skilled with hopscotch and rope skipping
  • More skilled with a small-sized ball (and can catch it one hand)
  • Runs up and down stairs
  • Enjoys participation in team games
  • Gradually becomes aware of own body and movement, and comparing to friends
  • Uses pencil easily, writes within the lines
  • Gradually making letters smaller, more well-spaced and well lined-up
  • Demonstrate independent dressing skills including shoelaces; able to brush and comb hair

Social/Emotional:

  • Shows more independence from parents and family.
  • Starts to think about the future.
  • Understands more about his or her place in the world.
  • Pays more attention to friendships and teamwork.
  • Wants to be liked and accepted by friends.

Cognitive:

  • Able to tell right and left, days of week
  • Able to repeat three digits backwards
  • Able to count backwards from 20
  • Understands time and how to tell the time

Language/Communication:

  • Understands similarities, opposites
  • Communicates effectively in classroom, playground and social settings
  • Understands more complex grammar
What to Encourage
  • Recognize accomplishments.
  • Talk with your child about respecting others. Encourage him to help people in need.
  • Help your child set her own achievable goals—she’ll learn to take pride in herself and rely less on approval or reward from others.
  • Help your child learn patience by letting others go first or by finishing a task before going out to play.
  • Encourage your child to think about possible consequences before acting.

Get involved with your child’s school. Meet the teachers and staff and get to understand their learning goals and how you and the school can work together to help your child do well.

Resources
  • American Psychological Association:

https://www.apa.org/act/resources/fact-sheets/development-10-years

Spanish version:

https://www.apa.org/act/resources/espanol/facultades-10-anos

  • CDC: Positive Parenting Tips (6-8):

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/pdfs/middle-childhood-6-8-w-npa.pdf

  • NBC News Learn – Parent Toolkit:

https://www.parenttoolkit.com/

  • Stanford Children’s Health:

https://www.stanfordchildrens.org/en/topic/default?id=the-growing-child-school-age-6-to-12-years-90-P02278

Ages 9 to 12

What to Expect
Physical Development:

  • Large and fine motor skills becoming highly coordinated
  • Enjoys risk taking
  • Does well at games/sports requiring skill, strength and agility
  • May look more adult-like in body shape, height and weight

Social/Emotional:

  • Growing need and desire for independence and separate identity
  • May challenge parents and other family members
  • Parents and home are important, particularly for support and reassurance
  • Growing sexual awareness and interest in the opposite gender
  • May experience embarrassment, guilt, curiosity and excitement because of sexual awareness
  • Girls may reach puberty during this time
  • Belonging to a group is extremely important; peers largely influence identity/self-esteem
  • Often interact in pairs or small groups; each member has status

and position

  • Groups generally one gender, although interact with the other
  • Strong desire to have opinions sought and respected

Cognitive/Language:

  • Begins to think and reason in a more logical adult-like way
  • Capable of abstract thinking, complex problem solving, considers alternative possibilities and broadening perspectives
  • Concentrates for long periods of time if interested
  • May have sophisticated literacy and numeracy skills
  • Popular culture is of great interest and a major influence
  • Uses language in sophisticated ways; for example, tells stories, argues, debates
  • Knows the difference between fantasy and what is real
  • Has some appreciation of the value of money
What to Encourage
  • Spend time with your child, talk about their friends, meet their families.
  • Be involved with your child’s school. Go to school events; meet your child’s teachers.
  • Encourage your child to join school and community groups, such as a sports team, or to be a volunteer for a charity.
  • Help your child develop his own sense of right and wrong. Talk with him about risky things friends might pressure him to do, like smoking or dangerous physical dares.
  • Help your child develop a sense of responsibility—involve your child in household tasks. Talk about saving and spending money wisely.
  • Talk with your child about respecting others. Encourage her to help people in need. Talk with her about what to do when others are not kind or are disrespectful.
  • Help your child set his own goals. Encourage him to think about skills and abilities he would like to have and how to develop them.
  • Make clear rules and stick to them. Talk with your child about what you expect from her (behavior) when no adults are present. Providing reasons for rules will help her to know what to do in most situations.
  • Use discipline to guide and protect your child, instead of punishment to make him feel badly.
  • Talk with your child about the normal physical and emotional changes of puberty.
  • Encourage your child to read every day. Talk about homework.
  • Be affectionate and honest with your child, and do things together as a family.

Resources
  • The Cleveland Clinic:

https://my.clevelandclinic.org/health/articles/7060-adolescent-development

  • Kids Health from Nemours:

https://kidshealth.org/en/parents/talk-about-puberty.html

  • Child Mind Institute:

https://childmind.org/article/tips-communicating-with-teen/

  • Centers for Disease Control and Prevention (CDC):

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html

  • Today’s Parent:

https://www.todaysparent.com/kids/tween-and-teen/things-kids-should-know-how-to-do/

  • Parents:

https://www.parents.com/kids/development/parenting-a-tween-is-actually-pretty-great/

Ages 13 to 18

What to Expect
Social/Emotional:

  • May become more independent from parents
  • Displays moodiness
  • Increased need for some privacy
  • Increased interest in dating and sexuality
  • Spends more time with friends than family
  • Grows in ability to empathize with others

Cognitive:

  • Develops views and opinions that may differ from parents’ ideas
  • Grows awareness that parents aren’t always correct
  • Understands figurative language
  • Ability to think logically is improving, but prefrontal cortex is not yet mature
  • Internalizes work and study habits
  • Can explain their positions and choices
  • Continues to differentiate from parents
What to Encourage
Tips for Parents:

  • Educate yourself and remember your own teen years.
  • Pick your battles.
  • Set expectations.
  • Stay informed and inform your teen.
  • Respect their privacy.
  • Make appropriate rules.
  • Use the resources on this page!

Teens are often energetic, thoughtful, and idealistic, with a deep interest in what’s fair and right. So, although it can be a period of conflict between parent and child, the teen years are also a time to help kids grow into the distinct individuals they will become.

Resources
  • Centers for Disease Control and Prevention (CDC):

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolescence2.html

  • The Search Institute – Keep Connected:

https://keepconnected.searchinstitute.org/understanding-ages-and-stages/ages-15-18/

  • Psychology Today:

https://www.psychologytoday.com/us/basics/adolescence

  • UC at Berkley:

https://greatergood.berkeley.edu/article/item/three_ways_to_change_your_parenting_in_the_teenage_years

  • National Institutes of Health (NIH): News in Health:

https://newsinhealth.nih.gov/2019/06/parenting-teens

  • The Mayo Clinic:

https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/parenting-tips-for-teens/art-20044693

Additional Resources

Social & Emotional Competence

Social and Emotional Competence of Children – Family and child interactions that help children develop the ability to communicate
clearly, recognize and regulate their emotions and establish and maintain relationships. A child’s relationship with a consistent, caring adult in the early years is associated later in life with better academic grades, healthier behaviors, more positive peer interactions and an increased ability to cope with stress. Set the example by using words and having conversations in stressful moments, replace negative communication with neutral, problem solving, and empathetic encouraging ones (YES, this takes practice!)

20 Phrases to use when your child isn’t listening

Empathy is a social-emotional skill and protective factor that develops throughout a child’s life, and an early start can help children be more successful friends, students, and family members. 
Resources to build children’s empathy and social-emotional skills:

Helping Students Have the Conversation About Social Emotional Well-Being
By Cheryl Benefield, GPA Family and Community Engagement Specialist
Promoting the social emotional well-being of children and youth is a primary concern of both educators and families. As we work to develop practices and make programmatic decisions that support positive school climate, it is important to remember that helping students enhance interpersonal relationships is also critical. The infographic, “Seven Super Skills to Help a Friend in Need,” was created for Mental Health First Aid by the National Council for Behavioral Health. Developing expectations that promote internal competencies of this nature can empower students to care for others as well as themselves.

Social and Emotional Resources

Concrete Supports

Concrete Support in Times of Need – Access to concrete support and services that address a family’s needs and help minimize stress caused by challenges.

All parents can use a little help from their friends and communities. Even in the best of circumstances, parents need help with day-to-day childcare, help figuring out how to soothe a colicky baby, help getting to the emergency room after an accident, and help managing their emotions when a stressful event occurs. When faced with additional stresses such as losing a job, eviction, addition, not being able to feed their family, or trauma, parents need access to concrete family support and services to address these needs and minimize stress.

One good way to help a struggling family is to offer assistance in identifying, finding, and getting concrete support. When faced with overwhelmingly stressful conditions, we all need support. But seeking out help is always not an easy thing to do. Keep in mind that admitting we need help can feel like an admission of incompetence or that we are unable to solve our own problems or take care of ourselves and our families. While some fear others’ judgment, other parents may not seek family support because they don’t know where to go or how to find the services they need.

FindHelpGA.org is a centralized way to access community resources throughout the state. Find Help Georgia is available to caregivers and professionals looking for supportive resources and referrals.

There are three ways help seekers can search for resources: by entering in your zip code, using an online chat or calling to speak with a Find Help Georgia Specialist toll free at 1-800-244-5373, Monday to Friday, 8am to 6pm.

See SFG’s list of Concrete Supports in Times of Need

Everyday Actions that Support Families

  • Families feel supported when asking for help.
  • Respond immediately- provide information and connections
  • Help families to develop skills & tools they need to identify their needs & connect to supports.
  • Build relationships with families so they share challenges.

How Can You Use The Protective Factors?

Training: Self-Paced Online

Training for Professionals 

  • NATIONAL ONLINE TRAINING

    Online training is provided by the National Alliance of Children’s Trust and Prevention Funds featuring the overview and protective factors modules.

  • ONLINE BFTS TRAINING

    Georgia Quality Rated programs are able to get BFTS credit for taking the online SFG courses through ProSolutions at no charge

Training: In-Person & Virtual

  • IN-PERSON & VIRTUAL TRAINING

    Six individual 2-hour SFG training modules can be presented face-to-face by one of the over 130 approved SFG Trainers. Five of the trainers are bilingual and can present in Spanish.

    1. Overview- An Effective Approach to Supporting Families and Communities
    2. Parental Resilience
    3. Social Connections
    4. Knowledge of Child Development
    5. Concrete Support in Times of Need
    6. Social and Emotional Competence in Children

    Click here for a description of each module along with the learning objectives. 

    Who are they intended for?
    Face-to-face trainings are intended for family and child serving professionals, community agencies, school or early care employees, or anyone who is interested in supporting families in their area.

REGISTER FOR A VIRTUAL 2-HOUR TRAINING

 

REQUEST A TRAINING

Use the form below to request an in-person or virtual SFG training. Select “Strengthening Families Protective Factors” in the form below along with the Protective Factor Module of your choice.

Become an SFG Trainer

  • TRAINING OF THE TRAINERS

    Georgia Trainers can participate, upon acceptance, in a 12-hour Strengthening Families Georgia Train the Trainer (TOT). TOTs are offered annually and the next TOT will be offered August 15-16, 2023.

    See More Details

Parent Café

SFG Parent Café

The SFG Parent Cafés are conversations among parents about what it takes to keep their families strong. Parent Cafés can take place in early childhood centers or other friendly environments, and they’re a safe place to talk about the “hard stuff.” Trained parents lead the discussion as parent participants explore questions that really matter—about taking care of yourself, raising strong children, and building strong relationships with your children. The Parent Café model is based on the World Café model for engaging people in conversations that matter.

Parent Cafés offer:
1. An approach for engaging parents and families in conversations about themselves and their children
2. A method for building protective factors in families
3. An opportunity for developing parent leadership

Resources for Caregivers

Find Resources for Caregivers 

The Basics

    • Healthy Relationship and Marriage Education Training (HRMET) offers free tools online helpful in your continued efforts to develop and maintain healthy couple relationships. To access and print out these new tools, visit http://www.nermen.org/HRMET/tools/index.php
    • New Texting Service for Parents- Calling all parents of 4 & 5 year-olds! It’s time to sign-up for free tips and resources, via three simple texts per week, to help get your little one ready for kindergarten! Thanks to the Georgia Department of Education and Stanford University, Georgia has it’s very own FREE text service for parents. Just text GAready4K to 313131 to join! It’s FREE!
  • Find Help Georgia (1-800-244-5373)is a new online resource center that addresses the real needs of  people across the state by linking those seeking help with appropriate supportive services via an online, user-friendly platform, webchat, call center, and free mobile app!

Parents As Advocates

  • Parents, Let Your Voice Be Heard! Join Georgia’s parent Advisory Council and work with the Prevention and Community Support Section (PCS) within the Georgia Division of Family and Children Services to help expand meaningful partnerships between parents and staff throughout the system. PCS is committed to promoting the voices of parents throughout its work to strengthen families and engage communities. Apply Now to Let Your Voice be Heard.
  • What Parents Say About…… Keeping Families Together and Strong Through Prevention and Early Intervention Strategies. The National Alliance of Children’s Trust and Prevention Funds (Alliance) joined with a group of birth parents to produce this issue brief that includes the perspectives of parents with life experiences
    related to the child welfare system and prevention resources.

Child Growth and Development Resources

There are many resources to help families better understand their young children ages birth through five and help them grow and learn. Here are a few:

About Strengthening Families Georgia

We believe the future of Strengthening Families™ is in creating a “new normal” for child- and family serving organizations and systems, so that they see their work as building protective factors to reduce the potential for child maltreatment, to bolster resilience and mitigate the impact of traumatic events when they occur, AND to create the best possible environment for the development of children and youth.

Strengthening Families Georgia (SFG) represents a multi-disciplinary partnership of nearly 50 national, state and local, and public and private organizations dedicated to embedding five research-based Protective Factors into services and supports for children and their families. SFG is housed at Prevent Child Abuse Georgia located within Georgia State University.

SFG Leadership & Partners

The Leadership Team embodies our mission of utilizing the protective factors framework in all programs and services. The Leadership Team is made up of approximately 20 members and provides direction and guidance for embedding the five protective factors in all areas of related work through:

  • Policy and systems changes
  • Data driven decision-making
  • Integration and prioritization
  • Resource identification and leverage
  • Coordination and collaboration with similar state efforts

Contact [email protected] for details on becoming part of SFG’s Leadership.

The Partnership represents a broad range of over 50 partners who help embed Strengthening Families into their work settings and communities. The Partnership is charged with implementing the Strengthening Families Georgia Strategic Plan. To attend meetings and be actively involved contact Kendra Cole, Strengthening Families Georgia Statewide Coordinator at [email protected].
View Partner Spotlights

With continued funding and the expertise and support of a multi-disciplinary Leadership Team and Partnership Strengthening Families Georgia has seen steady growth and expansion beyond early childhood, and includes cross-disciplinary efforts and parent partnerships to produce changes in practices and policies. If you are aware of funding opportunities that would be a good fit for SFG or would like to embed the Protective Factors into your organization please contact [email protected].

Supporters though unable to attend meetings and be actively involved, want to remain informed and updated about Strengthening Families Georgia. To receive updates on Strengthening Families Georgia please send your name and email address to  [email protected].

Strengthening Families Georgia Chair
Debbie Hillman, an Early Childhood Consultant with numerous affiliations, has been elected as the Chair of SFG as of October 2019. Debbie has served on the Leadership Team, as well as the Governance and Strategic Planning Committees, and we look forward to working with her in this new role. She can be reached at [email protected]

Strengthening Families Georgia Coordinator

SFG Materials

Find SFG Key Messages and Communication Resources. HERE

Print or request a SFG Poster or Rack Card for your office

Tools for Organizations and Professionals

Strengthening Families is implemented through small but significant changes in daily practice, supported by shifts at the program level that allow workers to make those changes. A number of tools are available to support those shifts in practice.

Contact Us

Address

Physical: 140 Decatur Street SE
1st Floor, Suite 178
Atlanta, GA 30303
Mailing: P.O. Box 3995
Atlanta, GA 30302

Contact

Donate

Social Media

Send this to a friend