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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET systematically? How do we use them to progress from reflection to action in a thorough yet efficient way? “Three-Part Flips”: Using Observations to Set Goals and Consider Strategies What do we see? What do we think? What should we do? How might we assemble the information we gather in answering the first question to help us reflect on the second? And how can our answers to that second question generate ideas in regard to the third? There’s a lot to keep in mind, and the “three-part flip” framework that follows can help. It gives us a way to orga- nize the information we have on hand by providing categories for consid- eration. And it encourages us to take what we’ve noticed and learned about a child and family, think about where we’d like to head, and use our hopes for change to ask questions about intervention. In that sense, it adds some “meat” to the bones of the “see →think→ do” progression. Here, then, are a number of exploratory “three-part flips” (with credit given to my colleague Loretta Wieczner for her central role in developing them). In each one, we first ask what we see that we’re worried about. Then we flip our initial query on its head to consider what we don’t see that we hope to foster instead. Finally, we pose some questions that ask us to start brainstorming about how to head toward that growth. These flips ask us to consider questions about: Behavior and Developmental Mastery • What is the child doing that concerns us? • What isn’t she doing that we’d like to see instead? • How can we teach her the developmental skills she’ll need in order to move in that positive direction? Emotional Well-Being • What is the child feeling when he is behaving in problematic ways? • What feelings do we hope he will start experiencing more of instead? • What can we do to foster those positive feelings? 8 Chapter 1 COPYRIGHTED MATERIAL