Farewell and Best Wishes

Throughout this course, I have learned a number of important information regarding childcare but there are three that stand out to me.  The first is that advocating for children is so important and necessary.  Many times, parents (and even programs) are not aware of how to do so and go about it blindly.  Regardless of a child’s needs or abilities, they need us to look out for their best interests.  Next, building a Community of Practice is critical for success in my career.  Communities of Practice provide support, additional resources and positive feedback. Communities of practice may change or evolve over time but they are always important and necessary.  Last, to be a good leader, I must also learn to be a good follower.  In other words, I have to listen to others and be willing to accept suggestions, and acknowledge that their ideas are valid and important.

My long-term goal is to ensure that inclusion practices are a thing of the norm.  No family should ever feel as thought they are a burden for wanting to be their child to be included.  And once their child is in the program, they should have every confidence that their child will receive the best education available to them.  I want to equip teachers with everything they will need in order to ensure that inclusion will be smooth processes.

Since this is my last blog past, at least for the time being, I just wanted to say to you Dr. E, thank you for your guidance and for pushing me throughout this course.  Just a few short weeks ago (more than halfway through the course) I was ready withdraw just because of life circumstances.  However, you remained patient with me and encouraged me and provided positive feedback that kept me going.  That is the true definition of a great leader.  To my colleagues, thank you for sharing your own experiences (the good and the bad) and offering suggestions on how to make every experience or children the best possible.  Wherever your careers take you, I hope that you are able to find your true passion and reach all of your goals.

Alvia E. Underwood
Contact: alviae1981@gmail.com 

Job Roles in the ECE Community: Internationally

The Council for Exceptional Children.  The Council for Exceptional Children is a wonderful organization that strives to assist children and families with special needs.  Although I chose this organization because its goals are closely related to the goals I have for my final project, I know that the resources on the website will be extremely helpful in my professional life.  I have encountered hiccups with inclusion practices in the past (not knowing how to fully help families or teachers in need) and I am always searching for new information that will be of use to both parties. 

One of the jobs listed on the website that I would be interested in is that of the Policy and Advocacy Coordinator.  I currently meet all of the requirements for the position (Bachelor’s degree; ability to work under minimal supervision; reasoning; language and math abilities; and computer skills).  

Website:  https://www.cec.sped.org/Special-Ed-Topics/International-Special-Education/International-Organizations

Organization for Economic Co-operation and Development.  OECD was established in 1961 to establish policies that would “improve the economic and social well-being of people around the world” (OECD, n.d.).  They look at how all countries compare in a variety of areas (social security, taxes, leisure time, education, immigration, innovation and science & technology to name a few) and then provide this information to various governments around the world to allow them to share solutions. OECD operates in nearly every country around the world.  Currently, the organization offers a variety of fellowships and internships and job positions available and the work that they do for the world is phenomenal. However, none of the jobs are of interest to me at this time.

Website:  http://www.oecd.org/index.htm

Save the Children.  Save the children is an organization that exists to save children from a variety of obstacles that may plague them.  From working to improve mortality rates due to preventable illnesses to preventing violence they may face in their communities, Save the Children seeks to do just what its title indicates.  They conduct outreach in the United States and around the world through advocacy, education, emergency response, hunger and livelihood, health promotion, and protection.  Individuals may choose to sponsor a child or donate to Save the Children’s worthy cause.  Currently, there is a Family Service Coordinator position available.  This individual ensures the implementation of Head Start programs and ensures the safety of the families within the program.  I currently meet all of the qualifications for this job. 

Website:  https://www.savethechildren.org

References

About the OECD. (n.d.). Organization for Economic Co-operation and Development. Retrieved from http://www.oecd.org/index.htm

National/Federal Jobs in Early Childhood Community

Special Needs Alliance

“The Special Needs Alliance is a national organization comprised of attorneys committed to helping individuals with disabilities, their families and the professionals who serve them” (Special Needs Alliance, n.d.).  There are currently no jobs listed on the website or available to individuals who do not practice law.  The website claims that those working for the alliance do so through invitation-only, with each member having an average of 18 years of experience but no less than 5 years.  However, they are still a great organization to partner with or add to my community of practice since families need their assistance 

Website:  https://www.specialneedsalliance.org/government-programs-for-children-with-disabilities/

Autism Action Partnership

The Autism Action Partnership is an organization that seeks to improve the lives of individuals with autism and offer assistance to their families.  Their goals and initiatives include supporting and strengthening families; workforce development (to help adults with autism enter the workforce); enhancement of social skills and education; to increase awareness/acceptance/understanding; and to act as a supporting capacity within the autism community.  As of right now, the only job opening available is that of resource development manager.  In order to qualify, I need a minimum of a Bachelor’s Degree (Master’s preferred) and 5 year experience in development to include grant writing.

Website:  https://autismaction.org/about-aap/mission-goals/

The Pacer Center

The Pacer Center offers workshops to parents offers free workshops help parents of children with disabilities and the professionals who serve them; the organization provides puppet programs that cover disability awareness, abuse prevention and bullying prevention; and their technology center provides software and devices and training that will help children learn how to communicate through technology.  They look to improve the quality of life of all individuals with disabilities.  Pacer Center relies on organizations and volunteers to contribute and keep their services free to the families they serve.  There is currently a Grant Coordinator and Development Associate position available.  In order to meet the requirements for this job, I would need to acquire skills in grant writing.

Website:  https://www.pacer.org/about/PACERfacts.asp

Exploring Roles in the ECE Community

I found this assignment a little difficult because right now, I can’t imagine (nor do I want to) myself working for any organization other than Air Force Child and Youth Programs.  Additionally, I did not find many jobs that I could do on the administrative side.  I enjoyed my time in classrooms with the children but I think those days are behind me and I enjoy training and mentoring teachers who work in direct care roles with the children.  However, I was able to narrow my search down to a few that seemed interesting and would be beneficial for children and their families.

Boys & Girls Clubs of America

One organization I would love to work for is Boys and Girls Clubs of America!  They offer programs that focus on character and leadership sports and education, the arts, health and wellness and career development, to name a few.  Military child and youth programs work very closely with this agency and I have witnessed first hand the benefits that children receive when having the opportunity to participate.  One of my favorite programs, the Youth of the Year, encourages children to explore their interests and beliefs and really consider how they want to shape their future.  Youth from Tyndall AFB have been awarded monetary awards such as scholarships and cash as well as laptop computers.  But in addition to that, they have been given opportunities to speak at public events and travel to different parts of the country and meet like-minded youth. These are opportunities that no amount of money could ever provide for them.

Job Opportunities.  There was one job opportunity that stood out to me on this website, and that is the position of Assistant Director Military Outreach (Navy, Air Force, Coast Guard, Marine Corps).  In order for me to completely fulfill this role, I need experience in the management, administration and operation of a BGC or similar organization. 

Website:  https://www.bgca.org

Kids Included Together

Another organization I would like to work for is KIT (Kids Included Together).  Their training topics cover everything from inclusion practices to Autism and ADHD questions answered to mental health and positive behavioral support.  As long as I have worked in child and youth services, I have noticed an increase in the need for the types of training they offer. Additionally, they offer scheduled telephone conferences to support specific issues.

Job Opportunities.  At the time, there are no jobs listed for Kids Included Together. I would imagine that there should be some degree of early childhood education needed, as well as specialized experience in working with families and organizations who have children with special needs or behavioral issues. 

Website:  https://www.kit.org

Various Children’s Hospitals

Lastly, I would consider being a Child Life Specialist.  From what I have read, these specialists work with children who are in medical settings along with their families to help them cope with their current situations, offer support and help them understand what lies ahead.  I can imagine that this job would be difficult but it is still something that I would love to consider.  To work as a CLS, I would need a certificate for Child Life Specialists from the Association of Child Life Professionals and 2 years full-time clinical experience as a CLS.

Final Thoughts

First, I want to say thank you to all of the people who have shared their thoughts with me over the last 8 weeks.  Your views and been helpful and insightful and I know that with educators like you in the world, our children will grow to be better individuals!

My most passionate hope for my future as an early childhood professional and for the children and families with whom I work with is that I really slow down and take the time to learn about and truly know the children and families I support.  It is so easy to get lost in the daily routines and get into the habit of checking off boxes to meet certain standards or criteria.  But to really take the time to get to know families lets them know that they have a support system in me and that I will do everything in my power to ensure they have what they need.  And if I am unable to meet their needs, I will help them find the proper resources!

Thank you all and best wishes in your future endeavors!

Alvia

Impacts on Early Emotional Development - Indonesia

This week, I chose to review the challenges that children in Indonesia face.  For as long as I can remember, I've read about how beautiful the mountains and beaches there are and I want to see if for myself.  It was the first place I thought about when preparing for this assignment.  Although this is a popular tourist destination and one would think that the tourism pours into the economy and trickles down to the local communities, I was somewhat surprised when I researched the poverty stats in the UNICEF website.

Attendance in early childhood education alone is only 17%; 7% of children ages 5-17 are engaged in child labor; only 22% use water that is piped (or considered sanitary); 61% of the population uses basic sanitation services (even 20% of the population practices open defecation); and only 80% of women receive postnatal care within 2 days of giving birth.  On a positive note, the youth literacy rate (ages 15-24 years) is at 100%.  

Growing up in conditions like this can be detrimental to a child's emotional well being and development.  According to Wood, "Prolonged exposure to stress hormones impacts the developing brain and impairs the connection of brain circuits, which are especially vulnerable as they are developing during early childhood."  Being subjected to these conditions, especially during early childhood (the formative years) can have a long-lasting impact on children.  As an early childhood professional, I realize the impact of not having a solid foundation.  This makes me want to do everything I can to ensure children have everything that they need.  However, I cannot assume anything about their situations.  I must make an effort to establish a relationship with their families to understand their situations and help them in any way I can. 

Wood, R. (2015). The importance of safe, stable and nurturing environments for young children. The    
     Olympian. Retrieved from https://www.theolympian.com/living/health- 
     fitness/article26120254.html 

The Sexualization of Early Childhood

·      Share your reaction to the topic of the sexualization of early childhood.

I am not surprised to hear about the sexualization of children.  I have heard about it and read about it. However, reading about it this week made me more aware.

·      Provide three or more examples, from your personal or professional experience, that further illustrate the exposure of young children to a highly sexualized environment.

About two years ago, while at my daughter’s school for a Thanksgiving Lunch, our daughter’s principal tapped us on the shoulder to let us know that she wanted to speak with us.  Not knowing what was happening, we questioned our daughter and she told us one of her classmates had written her an inappropriate not.  What we were not ready for was the content of the note. While I won’t share the exact content of it, I can say that at 8 years old, there is no way the child should have known to say these things and when she declined his advances, to offer her something if she would allow him to do the things he asked.  Where was he getting this?  Why did he know about it?  I talked to my daughter and although she was clueless about what he was really asking, it made her uncomfortable.  Naturally, because he is a minor, we never got to hear why he was exposed to the type of language and behavior he was sharing with my daughter, but I drew my own conclusions.  Had someone asked sexual favors of him?  If so, did they happen?  Or did he have an older sibling who was telling him about these things but maybe thought it was harmless?  Regardless of the answers to these questions, I realized that I would have to start having the difficult conversations with her (those conversations that I personally was not ready to have with her).  I would have to explain why someone would ask this of her.  Fortunately, I had help from Amy Lang (she has a wealth of information) and she was able to guide the more detailed conversations we would have with our daughter about sex, sexuality, inappropriate touching and all of the topics in between.

Because sexualization is more common and children are aware of what it is and entails, our job made arrangements for Amy Lang (mentioned above) of Birds and Bees Kids to train us and help us look for the warning signs.  Shortly after this training, there were reports that a small child was sexually violated by another older child in that same center.  Shortly after, we received additional training on supervision policies, advising us to be more vigilant in watching where the children are.  This does not address the underlying problem – that some children are exposed to information that they should not be exposed to until they are at an age where they can handle it (I’m 37 and I still don’t know if I’ve reached that age myself). 

·      Explain the implications this may have on children’s healthy development.  

Children who are being raised in a society that sexualizes them can seriously hinder healthy development.  People become “social media” famous for a variety of reasons but what is really popular is the modeling trend.  People show their bodies provocatively and young and impressionable children see their rise to fame and desire the same.  And children access anything with a few clicks of a button. However, trying to meet these standards can lead to unhealthy eating and/or exercise habits.  And not meeting those standards can lead those same children to hate themselves, leading to psychological problems. 

·      Include ideas you might have, as an early childhood professional, to best respond to these concerns and to reduce the negative impact on children.

The best way to respond to these concerns is to let children know that they are worth so much more than what they look like.  They need to be aware that their intellect and how they treat others is far more important than what they look like.  The best time to start is at an early age.  This is why anti-bias education is important.  While teaching about anti-bias, we address differences but also make children aware that their differences do not define them.

·      Describe the ways in which your awareness of the sexualization of early childhood has been influenced and/or modified by studying the topic this week.

Studying this topic will make me think twice before commenting on my looks or anyone else’s!

Levin, D. E., & Kilbourne, J. (2009). [Introduction]. So sexy so soon: The new 

sexualized childhood and what parents can do to protect their kids (pp. 1-8). New York: Ballantine Books. Retrieved from http://dianeelevin.com/sosexysosoon/introduction.pdf

Observing Communication: Infants

This week, I conducted an observation in an infant classroom in a military child care setting.   I noticed that the environment was set up in a way that would allow the mobile infants to move around freely while there were also spaces for the younger infants to rest and not be stepped on by those older mobile children.  Typically, there is one teacher for every four infants (8 infants in each room) but today, there are 3 teachers, allowing for more attention to the babies.

One teacher works to change all of the diapers, while the other two interact with the babies.  What struck me more than anything was the fact that although the teachers were attentive to the needs of the children, the majority of their conversation was to each other (talking about their plans for the weekend or their families or something they'd watched on the television).  When the infants would coo or cry or babble, the teachers would then react, but they did not initiate the conversation.

Room for Improvement.  The teachers should have talked more to the infants.  For example, the who was changing diapers sang to each of the children, however, she did not make a point to engage in true conversation with the children.  Kovach & Da Ros-Voseles mention that ,"telling the baby what you are doing together during caregiving times is another is another important way to communicate" (2011, p. 49).  Kovach also emphasizes the importance of touching a baby before picking them up as a sign of respect.  The teacher picked the children up from wherever they were and took them over to the diaper changing station.  Also, instead of taking the easy way out by singing, she could have said, "I am going to change your diaper now.  I have wipe and a diaper.  First, I'll take your dirty diaper off and..."  Although the baby would not have understood what was happening, this interaction would have given him the language he needed as a starting point.

Although the infants did not seem to care because they were familiar with and seemed to have liked the teachers, not talking to them over time would not be beneficial for them learning communication skills.  They would understand how conversations work, but would not actually learn how to engage in the back and forth.

Looking back, I can remember communicating with my peers mores than I did with the children.  This was the easier thing to do in order to help pass the sometimes long days.  However, as I learned more about communication and the importance of giving children language (even sign language), I started talking to the children more.  Now that I work regularly with older children, it is easier to talk to them; actually, they rarely give me a chance to initiate conversations because they almost always have something to tell me about what is going on with them.  When I do get a chance to work with the younger children, I will make a point of talking more to them and definitely get into the habit of being more descriptive about what is happening around us.

Kovach, B., & Da Ros-Voseles, D. (2011). Communicating with babies. YC: Young Children, 66(2), 48-50.

Creating Affirming Environments

If I were to open my own Family Child Care Home, I would arrange the space to, “accommodate both the family and children/youth in care.  Materials [would] be organized and designed to provide a wide variety of age appropriate activities” (AFI 34-144, P. 128).  

Family involvement is the first place I would start.  Because Family Child Care settings are much more intimate, after the initial interview (during which the families would tour the home and we all would establish expectations) and prior to each child starting in my home, I would invite the entire family over to meet my family and officially welcome them into the Family Child Care home.  I feel as though this adds a more personal touch and would reiterate that this is also their home.  Next, I would address any concerns or questions they may have and reiterate the fact that there is an open door policy.  In addition to the initial invitation to dinner, I would hold quarterly gatherings for all of the children and families (whether this occurs in my home or at the bowling alley or a favorite restaurant) so they can connect and feel a bond with all others.

To ensure that “families who differ from the majority in the home are just as visible,” I would ask each family to bring in any pictures of themselves they would like to add to the family wall (Denman-Sparks, 2010, p. 45). I would ask them to complete a family book to tell us all more about them and to provide comfort for their own child throughout the day if they become upset or miss their family.  I would buy a variety of multicultural items (books, dolls, CDs, scarves, musical instruments from different countries, posters/maps, etc.) and place them throughout the entire child care area. The home would have plenty of furniture that is comfortable for the children and big pillows for them to sit or lie on.  I would remind the children that the entire FCC area is a “safe space” and that it belongs to each of them.  I would ask parents to record themselves reading stories in their native language to play during naptime.  Even if all of the children do not understand the language, hearing stories in other languages brings exposure.  Denman-Sparks et al also suggest making materials like learning games, placemats, bulletin board displays, posters, books, puzzles and dolls that reflect the different cultures (2010, p. 45).  In the Laureate Education video, Adriana acknowledges that she includes families to feel welcome along with their children because they are also a part of her program.

Next, I believe activity plans are the most important component in making the environment come together.  I would do my best to have as many family involvement activities (minimum one per month) because I want the families involved but I also understand that they will have personal obligations.  I would ask families what they want their child to get out of the program and ask for their input as well.  The plans would also reflect the activities that their parents have provided input on and that will visit other cultures and abilities and ages and family constructs, whether they exist in the Family Child Care home or not.

Lastly, I would place emphasis on interactions with each child, making sure they have individualized time with me and that I get to learn more about them.  This makes the children feel special and reassures them that they are cared for and they belong.  Helping children adjust as they’re being dropped off in the morning or taking a little extra time during transitions to make sure they are comfortable and have everything that they need. 

References

Air Force Instruction 34-144: Child and Youth Programs

Denman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young 

children and ourselves. Washington, D.C.: National Association for the Education of Young Children (NAEYC).

Laureate Education, Inc. (2011). Strategies for working with diverse children: Welcome to an anti-bias learning community. Baltimore, MD: Author

Moving Forward

One hope that I have when I think about working with children and families who come from diverse backgrounds is that they truly embrace those families for who they are and do their best to genuinely show compassion and a desire to learn ways to help them.  Many times, individuals in the education field strive to meet certain standards in order to align themselves with organizations that will increase their visibility or verify that they are a cut above the rest.  However, in the process, they often neglect the real interactions needed in order to check boxes and look good on paper.  Instead, organizations should be concerned about the true needs of the families they serve.

One goal you I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to keep an open heart and mind.  Put yourself in the shoes of those people you have been positioned to help.  

Thank you all for sharing this journey with me over the past couple of months.  I have learned so much and gotten different perspectives.  I hope to go forward with a lot of the viewpoints and insights I have gained.  I wish you all well on your future endeavors.

I have learned what it means to be more inclusive and diverse,

Lending myself to others in service and in love. 

Our world somehow lacks the desire to show respect,

To those who are different, their fate is often neglect.

I am making it my mission to reach out to all in need,

To show that they are cared for, and they are loved heard and seen.

Whether old, young, trans, gay and straight,

Handicapable or homeless, there are ways for us all to relate,

To the struggles each of us experience, the need for inclusion and visibility,

But in order for anything to happen, I'll ensure it starts with me.

We all share a commonality, we are members of the human race,

We live and breathe cry and laugh and all need to embrace,

Our differences, our likenesses, our ability to see,

That one thing is imperative, the need for diversity.

I initially wanted to make a collage that would show images, such as nuclear, gay and trans families, families from different backgrounds, elderly people interacting with younger people, women and men in roles that are non-stereotypical (i.e. males nurses and female architects), inclusion of religion and a number of other different things.  However, I am not as tech savvy as I thought I was (or the information age is surpassing me faster than I can keep up) AND I was worried about using images that just did not belong to me.  So, I decided to write a poem to encompass everything that i wanted to say with my photos.  Hope you enjoy and understand!

Shhhh! Don't Say That!

Once, my daughter and I were in Target and there was a man in the same aisle as us who was obese.  She was about 4 at the time and said to me, "Mom, that man is really big."  With wide eyes, I said, "Laila!  Shhhhhhh don't say that, that's rude.  He is overweight but he doesn't need anyone to point it out to him."  Once we got into the car, I told her that what she said was absolutely true but it was not necessary to point it out and may hurt his feelings if he overheard us.

The message I was trying to convey to her was to be politically correct and consider the feelings of others.  Whether or not that 's the message she received is up for question.  Had I been thinking with the mindset of an anti-bias educator at the time, I would have said something like, "Yes, he is what we would call overweight.  Some people are really big, some are small, some are short.  However, we have to be mindful of the things we say.  What if his feelings got hurt from hearing you say that."  Then, depending on the age group (because I am used to working with older kids), I would ask them to consider their own insecurities and how they would feel if people pointed them out!  For smaller children, I would incorporate books about body positivity and promoting confidence, making sure to include books with plenty of pictures.

Start Seeing Diversity

To those who believe that early childhood centers should avoid the inclusion of books depicting gay or lesbian individuals, I say consider the message we are sending to those families when we do not include those materials.  I would then refer to a story by Mary Cowhey, who talked about how family photos are displayed in the front hallway of the school where she teachers, and how parents have commented that just looking at those family photos made them feel welcome, like they could fit it (Pelo, 2008, p. 179).  Next, I would remind them that in a society where it seems that the masses have begun to embrace diversity and inclusion, we have to embrace it in the environment where children first learn about their differences (and likenesses) so questions can be asked and answered by individuals who are educated and by families who can provide guidance and information as well. Early childhood centers are the perfect settings to begin to show children that different family make-ups are ok, that inclusion of books that include gay and lesbian storylines will only increase their understanding and tolerance. 

How you would respond to a parent/family member who informed you they did not want anyone who is perceived (or self-reported) homosexual or transgender to be caring for, educating, and/or interacting with their child.  In response to a parent/family member who informed me that they did not want anyone who is perceived homosexual or transgender to care for, educate or interact with their child, I would ask them why they felt this way first.  I would then provide statistics about the importance of inclusion in every form.  However, if their response is one that is derived from hatred or intentional insensitivity, I would, I would then let them know that while I have no choice but to respect their opinion values and feelings, they can kindly take that energy elsewhere but also inform them that they will be hard pressed to find any facilities where everyone is straight and represents their ideals. 

The narrator in the Laureate Sexual Orientation video pointed out that it is “still important to acknowledge the existence of families with gay and lesbian parents so that children are prepared to be respectful when they do meet people who are lesbian or gay” (Laureate Video).  So, one last thing that I would relay to them is this:  regardless of what we believe or not, we cannot put our children in some imaginary bubble and shield them from all of the things that we may disagree with.  Because of this, they will see families with two moms or two dads, or they may even meet someone who was born a male and later transition into a female.  Our children see these images in their lives when they go to the grocery stores, on television, in churches – just about everywhere.  Since they are at such a young and impressionable age, we should talk about these things while they are young and teach them respect for all people.

Laureate Education (Producer). (n.d.) Start seeing diversity: Sexual orientation

[Video file]. Retrieved from https://class.waldenu.edu

Pelo, A. (Ed.). (2008). Rethinking early childhood education. Milkwaukee, WI: 

Rethinking Schools

Adjourning

Over the past few weeks, I have learned so much about myself as a communicator, as well as methods to improve how I communicate.  I plan to take these lessons and apply them to my personal and professional life.  I also want to thank Dr. Parrish for challenging us to be better communicators for the people we serve and ultimately, ourselves!

Team Development

I can’t really recall working in many groups; I do recall working on a group project while in college.  During that time, it was hard for everyone to get on the same page, mostly because all of the correspondence was done through email.  Coordinating around work schedules and with people in different time zones was difficult as well.  I think that there was a collective sense of relief once we were able to disperse as a group.  As far as a closing ritual, I think it would have been nice for us to continue to keep in touch with each other.  It would be interesting to see how others have progressed or what else they have learned or the obstacles they have faced since graduating.

I will say that for the most part, my colleagues and I work as a group on an ongoing basis.  We fill in for each other when needed, swap shifts when needed, and take up each other’s tasks when we have a little extra time.  We work like this year round, but there is always a chance that one of us will leave or someone new will come in, making the team go through adjustment periods often.  That part of the adjourning stage is difficult because once you’ve gotten used to a person’s work style, it takes time to get back into a groove with new people.

Conflict Resolution Solutions

I have not had any conflicts outright with any of my colleagues lately.  However, I am having an internal conflict.  Recently, there was a change in our leadership and the management styles of my former boss and current boss are completely different.  Former manager was personable, took time to get to know each of us, helped us with things when we did not know what we were doing and was genuinely a great person.  His demeanor as a manager was calm and he always made us feel as though he had our backs. Now, the new manager (hopefully only temporary) is the complete opposite.  She gives us most of our tasks at the last minute, many times only giving us a short time to get them completed; I’ve been given something that was due in half an hour.  She has expressed that she wants the “easy promotion”, which lets us know that she is really only interested in the position long-term because it will bring her a promotion.  And she is hard to reach or never responds to us when we reach out to her.

One strategy I have come up with is to talk to her, but I have a strong feeling that it will not change anything because it is clear to my colleagues and me that she does not care. 

Another is to attempt to understand what her goals are and let her know what we need from her.  

It was gut wrenching for all of us to lose our former manager and we all still reach out to him just to vent and ask him for advice.  We do not want to step on the toes of the new person.  I believe we are all reasonable people and our mistrust for the new person did not initially come as a result of us discussing our feelings with each other; those feelings came after each of us had reached our breaking point with her and needed someone to vent to.  It has caused so much stress in each of our lives that each of us is actively searching for new jobs.  What would you all do in this situation?  Any advice you all could give would be extremely helpful?