Table of Contents
SECTION 1- Introduction - Conveying The Meaning
SECTION 2 - A Historical Perspective
2.1 ... A Longitudinal Prevention Policy Research Demonstration Project 2.2 ... Documentation 2.3 ... Development of The Proposal In South-East Ottawa 2.4 ... Drafting A Successful Proposal 2.5 ... Symbolic Ammouncement 2.6 ... Snapshot Of The Community 2.7 ... Better Beginnings Programs 2.8 ... Understanding Better Beginnings; "How" vs "What"
SECTION 3 - Main Components of the Project
3.1 The Family Visitor Program 3.1.1 Description of Program 3.1.2 Policies and Procedures for Employing Community Residents 3.1.3 Egalitarian Language 3.1.4 The Family Visitor Coordinator 3.2 The Heatherington Playgroup 3.2.1 Intrinsic Prevention - A Child-Safe Environment I - The Room’s Design II - Activities III - The Offering of Food IV - Interactions V - Staffing VI - Reducing Barriers 3.2.2 The Playgroup Coordinator 3.3 The Community Nurse 3.3.1 The Health Integration Model 3.3.2 Impacts of This Model I - Early Detection II - Direction III - Initiating Assertiveness IV - Unique Support
3.1 The Family Visitor Program 3.1.1 Description of Program 3.1.2 Policies and Procedures for Employing Community Residents 3.1.3 Egalitarian Language 3.1.4 The Family Visitor Coordinator
3.1 The Family Visitor Program
3.1.1 Description of Program 3.1.2 Policies and Procedures for Employing Community Residents 3.1.3 Egalitarian Language 3.1.4 The Family Visitor Coordinator
3.2 The Heatherington Playgroup
3.2.1 Intrinsic Prevention - A Child-Safe Environment I - The Room’s Design II - Activities III - The Offering of Food IV - Interactions V - Staffing VI - Reducing Barriers 3.2.2 The Playgroup Coordinator 3.3 The Community Nurse 3.3.1 The Health Integration Model 3.3.2 Impacts of This Model I - Early Detection II - Direction III - Initiating Assertiveness IV - Unique Support
3.2.1 Intrinsic Prevention - A Child-Safe Environment
I - The Room’s Design II - Activities III - The Offering of Food IV - Interactions V - Staffing VI - Reducing Barriers 3.2.2 The Playgroup Coordinator
3.3 The Community Nurse
3.3.1 The Health Integration Model 3.3.2 Impacts of This Model I - Early Detection II - Direction III - Initiating Assertiveness IV - Unique Support
3.3.1 The Health Integration Model 3.3.2 Impacts of This Model
I - Early Detection II - Direction III - Initiating Assertiveness IV - Unique Support
SECTION 4 - Silhouette - The Project Coordinator
SECTION 5 - The Essence Of The Project’s Identity
5.1 Resident Involvement 5.2 Subtle Integration of Service Providers 5.3 Management Style 5.3.1 Values and Philosophy I - Process Orientation II - People Centeredness III - Hiring from Within IV - Democratic Leadership V - Boundary Diffusion VI - Modelling VII - Translation of Interests and Accountability 5.3.2 Organizational Schemes 5.4 The Better Beginnings Community House 5.4.1 A Creative Use of Space 5.4.2 The Fluidity of Boundaries 5.5 The Better Beginnings Magic Bus
5.1 Resident Involvement 5.2 Subtle Integration of Service Providers 5.3 Management Style
5.3.1 Values and Philosophy I - Process Orientation II - People Centeredness III - Hiring from Within IV - Democratic Leadership V - Boundary Diffusion VI - Modelling VII - Translation of Interests and Accountability
5.3.2 Organizational Schemes
5.4 The Better Beginnings Community House
5.4.1 A Creative Use of Space 5.4.2 The Fluidity of Boundaries
5.5 The Better Beginnings Magic Bus
SECTION 6 - Community Residents Speak Out - The Benefits of Having Been Involved
I - Assertiveness and Self-Advocacy II - Self-Esteem III - Sense of Safety IV - Respect and Caring V - Independence VI - Reduced Isolation VII - Healing VIII - Sense of Identity and Belonging IX - Physical Health X - Quality of Life
SECTION 7 - Conclusion - Planting Seeds of Hope