FLE
Terms
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- Arcus 3 Primary aims of FLE
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1. Preventing Problems
2. Developing potentials for individuals and families
3. Dealing with problems that impinge upon families - 7 features in order for a program to be called a profession
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1. Is relevant to individuals and families
2. Is multidisciplinary in study and multiprofessional in practice
3. Based on the needs of individuals and families
4. Is offered in different settings
5. Presents and respects differing family values
6. Is an educational rather than therapeutic approach
7. Requires professional educators who are cognizant of the goals of FLE - Personal Skills and qualities of the educator
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* general intellectual skills
* self-awareness
* emotional stability
* maturity
* awareness of one's own personal attitudes and cultural values
* empathy
* effective social skills
* self-confidence
* flexibility
* understanding and appreciation of diversity
* verbal and written communication skills
* ability to relate will with all ages and groups on a one-to-one basis - East's 8 criteria
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1 The activity becomes a full time paid occupation
2 Training schools and curricula are established
3 Those who are trained establish a professional association
4 A name, standards of admission, a core body of knowledge and competencies for practice are developed
5 Internal conflict within the group and external conflict from other professions with similar concerns lead to a unique role definition
6 The public served expresses some acceptance of the expertise of those practicing the occupation
7 Certification and licensure are the legal signs that a group is sanctioned for a particular service to society and that it is self-regulated
8 A code of ethics is developed to eliminate unethical practice and to protect the public - Attitudes and biases
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* Family life educators should be in touch with their own feelings
* they need to be comfortable with other people's feelings and accepting of various points of view
* be aware of culture, race, physical ability, gender, and socioeconomic status - Components of a personal philosophy of FLE
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* Provides a sense of direction and purpose
* allows the educator to be in touch with himself
* enables assessment of educational problems
* clarifies the relationship of FLE to the needs and activities of the larger society
* Provides a basis for understanding the reality and values of the family, nature of family membership for the individual,and the role of family life education - Levels of Family Involvement Model
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* Level 1 Minimal Emphasis on Family
* Level 2 Info. & Advice
* Level 3 Feelings and Support
* Level 4 Brief Focused Intervention
* Level 5 Family Therapy - Code of ethics
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* Practice with competence
* Don't exploit
* Treat people with respect
* Protect confidentiality
* Don't harm - Core virtues
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* justice
* truthfulness
* courage - Model of community human services
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* for survival
* for self-empowerment
* self-realization and prevention of relationship problems - Family Systems theory
- family as a unit
- Human Ecology Theory
- Useful goods and services that families must have for their own needs and also what they can give back
- Exchange Theory
- All individuals are motivated to act on a cost-reward basis, seeking to minimize costs and maximize rewards.
- Family Development Theory
- The family unit grows and changes in stages over time
- Framework for program design
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* Needs assessment
* Safety in the environment and the process
* A sound relationship between teacher and learner for learning and development
* Careful attention to sequence of content and reinforcement
* Focus on praxis
* Respect for learners as subjects of their own learning
* Cognitive, affective, and psychmotor aspects of learning
* Immediacy of the learning
* Clear roles and role development
* Teamwork
* Engagement of the learners in what they are learning
* Accountability - Mace: Steps toward personal change
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* enough time to build a sense of community and mutual trust
* Trained leaders who model the skills being taught
* presentation of a body of info. based on a well-developed frame of reference
* direct application of info. to one's personal life and relationships
* follow-up and reinforcement of classwork with outside assignments or materials
* Opportunity for personal reflection and decision making - Learning Styles
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* abstract sequential (objective)
* abstract random (sensitive)
* concrete random (quick)
* concrete sequential (accurate) - Types of Needs
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* Felt
* Future
* Ascribed
* Developmental - Various Developmental needs and abilities
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* ages and stages of need
* the info. processing approach (different age groups) - Vella: Assessment process
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1 ask
2 study
3 observe - Keys and barriers to effective listening
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* Give full attention to the speaker
* Put aside any preconceived ideas of what the speaker is going to say
* Interpret what is said descriptively, not judgmentally
* Be alert for any confusion in the message received and be ready to get clarity
* Let the speaker know that she has been heard and also the content of what was communicated - Listening skills
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* Verbal cues
* reflective statements
* accent
* paraphrasing - What is a small group?
- 2 or more people who are interacting with one another in such a manner that each person influences the other
- Shaw: Elements of a small group
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* 5-7 participants;no more than 20
* interaction between group
* a common purpose
* mutual influence by talking and listening to each other, sharing values, expectations, and resources - Berne and Schultz: Value of small group participation
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Berne: Survival needs are the reasons people join groups
Schultz: need for inclusion, control, and affection - Facilitator role
- Less likely to be seen by the group as the expert with all the answers (unlike a leader)
- Climate for participation
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* Recruit members
* Choose a meeting site
* Size of the group - Tuckman: Developmental process of groups
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1 forming
2 storming
3 norming
4 performing - Components of effective group work
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* Basic design
* Minilecture
* Praxis
* Good communication skills
* Follow-up - Endings
- don't introduce new topics... just focus on closure
- Assumptions of FLE
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* to encourage the growth potential of individuals and families
* reduce family-related societal problems through family-focused educational opportunities - Powell: Self-disclosure
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*Level 5 "cliche communication"
*Level 4 consists of facts and biographical info. about self
*Level 3 Personal attitudes and ideas
*Level 2 shares personal feelings
*Level 1 Peak communication (private truths) - Professional organizations
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* Child Welfare Research Center
* National Congress of Parents & Teachers
* American Home Economics Association
* American Social Hygiene Association
* National Council on Family Relations