Words from our Clients & Partners…

“Because the PIPE Curriculum’s development was informed by the work of the most important attachment and emotional development researchers of our time, we knew we could count on it to enhance our program outcomes”

Pilar Baca, M.S., RN.
Clinical Director for Program
Improvement Research for the
Nurse Family Partnership

“What l like best about the Emotional Beginnings program was that the materials and format increased our caregiver’s emotional connectedness. The program met our needs and more.”

Helen Young
Center Director
Clayton Early Head Start
Denver, Colorado

“As a parent educator I noticed that the home visits that were the most fun were the visits when we did PIPE”

Staci Thompson, RN, MSN
Nurse Educator
Nurse Family Partnership National
Service Office

“I was pleased the Mum was able to reflect on her own upbringing and make the connections to how she is parenting now.”

Family Support Worker
Early Start Project
Christchurch, New Zealand

“The PIPE Curriculum is a wonderful tool that is flexible and able to be tailored
to meet the needs of a diverse population…”

Marie Y. James, RN, BSN, MS
Clinical Nurse Manager
Philadelphia Department of Public Health

“I believe in PIPE… It is a critical prescription that should be filled regularly to enhance parent-child interaction, brain development, social skills and the list goes on. As we say in Oklahoma….. Using PIPE to teach parents is like giving 50cc’s of attachment”

Connie Frederick, RN, BSN Children First Consultant

San Diego County, California Linda Lake stated “PIPE was chosen for our Maternal Child Health nurses because it is an evidence-based model and our Nurse Family Partnership staff cited positive experiences when using the curriculum. Public Health Nurses (PHNs) find that clients are more willing to open up about what is going on in their lives during a PIPE activity. Barriers come down and clients have shared experiences that can be very emotional. PHNs also find it rewarding to help parents bond more closely with their infants and children due to what they have learned during PIPE activities. PIPE allows the PHNs to be creative and to have fun with their clients during a home visit. This facilitates building a strong relationship between the PHN and client which can lead to better outcomes overall.”

Linda Lake
Public Health Nurse Supervisor / Oceanside, CA

“PIPE provides us with a fun, practical learning process, which combined with other Early Start ‘core work’ and family focused interventions enables ES to meet our parenting goals and child health goals in varying ways; the PIPE topics help families learn experientially about emotional development; through PIPE’s relationship based process the development of family structure, routine, consistency and predictability are also strengthened. PIPE enables the Family Support Worker to facilitate the growth of a solid foundation of learning that strengthens parenting. ES works with families up to 5 years; the core attitudes, skills and knowledge learnt in the first 3 years underpins and lays the foundation for the ongoing scaffolding of learning. We can tailor to the individual need of each family.”

Michelle Fletcher
Clinical Supervisor / Early Start Project Ltd Chirstchurch, New Zealand

“We have really built a lot upon the principles of parent child interaction. We use the KIPS (Keys to Interactive Parenting Scale) to provide feedback to parents during the course of the class on their interaction with their children using the criteria from that scale such as language development, responsivity, physical interaction, promoting curiosity and expanding play. KIPS is linked to PIPE through a ‘crosswalk’ so that we can actually refer families directly back to PIPE lessons for them to strengthen their skills. We are incorporating a parent child interaction component into all of our classes. Our class is offered as a ten week 20-class series. Parents tell us that they feel less stressed at the end of the class and that they have a lot more perspective on their parenting. When asked which class is their favorite, they often cite the emotional refueling class.”

Debbie Curley
Family Resource Center Program Director / University of Arizona Cooperative Extension-Santa Cruz County Nogales, AZ

PIPE meets Healthy Families America Best Practice standards because it also is“a curriculum that can be used in conjunction with teachable moments, parental interest, and shared with parents using a strength-based approach building on parental capacity”. PIPE also meets Healthy Families Indiana’s policy requirements because the curriculum is “representative of the target population, culturally sensitive, and appropriate to the needs of all families being served”. “Staff love to use PIPE as the information is very helpful to parents and includes a demonstration of “what good looks like” and fun activities that give parent and child an opportunity to “practice” while the home visitor is available to coach and mentor. Also, PIPE can be adapted to different ages of the child, but the concepts are the same, which makes home visit planning easier.”

Lisa Cart
Program Manager / Healthy Families of Grant County Marion, IN

“I feel like PIPE is the only curriculum that we use that lets us get to know the parent, it is how they were parented and what they believe themselves. When you find this out then you find the parents strength plus things that interest them, making links easier. I am always amazed and delighted in how much parent involvement I get with a PIPE lesson and how the parent will often comment; no one has ever asked me that before.”

Susan Crawley
Supervisor / Healthy Families of Area Five Logansport, Indiana

“We have been using the PIPE curriculum as an integrated element of the Family Nurse Partnership (NFP) programme in our test sites in England. We have found that the interactive materials and processes of PIPE support nurses to explore and model the complex area of emotionally available caregiving with FNP clients.”

Ann Rowe
Implementation Lead / Family Nurse Partnership Programme Child Health Promotion Programme England

“We selected PIPE as the parenting curriculum for our program for high-risk families because of its unique, interactive approach to promoting empathic, responsive care giving…” “…Because the PIPE Curriculum’s development was informed by the work of the most important attachment and emotional development researchers of our time, we knew we could count on it to enhance our program outcomes.”

Pilar Baca, M.S., R.N.
Clinical Director for Program Improvement Research / Nurse-Family Partnership

“We have current data which show that we are having a direct impact on family functioning from using the curriculum along with “Circle of Security”. This type of model (PIPE and Circle of Security) has proven to be the most effective prevention for our families, given their numerous risk factors and trauma related experiences. We have seen our parents and children make positive strong emotional connections at our groups in using PIPE”.

Dawn McQuade
EASTCONN Early Head Start Program Coordinator / Dayville, CT

“The PIPE curriculum helps teachers truly partner with families to help them become active supporters of their children’s learning, by offering activities to help parents gain the knowledge, skills and attitudes to be lifelong educators. PIPE home visits focus on the parent-child relationship and having the parent practice activities with home visitor guidance. PIPE works for our program because it develops positive, goal oriented relationships with parents as their child’s first teacher.”

Laura Jensen
Education Coordinator / Child Development Programs
El Dorado County, CA