FAD 4455 - Notes 1 PDF

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Lecture notes for Dr. Mallory Lucier-Greer's exam 1...

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Family Life Education (FLE) is… o About teaching the skills and knowledge needed to avoid falling into the river and helping yourself when you do. o Prevention – is relevant to individuals and families throughout the lifespan o Education – is educational rather than therapeutic o Collaboration – is a multi-disciplinary, multi-professional, multi-setting, multi-national, and respects differing family values Models of Family Life Education o Levels of Family Involvement Model  Different levels increasing in intensity o Domains of Family Practice  Think of it in terms of “Why? Who? What? How? When?”  How: result of the why, what, when, and for whom o Who?  Family Life Education (FLE) – Help families build knowledge and skills  Family Case Management (FCM) – Help families comply with legal and policy systems and locate resources  Family Therapy (FT) – Help families repair relationships and functioning o When?  Primary – protection before problems arise  Secondary – protection after problems arise to halt or slow progress of problem  Tertiary – helping families manage long-term We discussed 2 models of FLE. Which model provides a more comprehensive and informative description of FLE compared to over helping fields? o Domains of Family Practice Model “The family – in all its forms and circumstances – needs support and education.” o But where does that support come from?  Other family members, school, books, etc. On timeline, know the important events on lower part

Chapter 2: FLE as a Profession 

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What kind of practical and useful information can universities provide to the people in a given state? o Topics that contribute to a successful marriage o Discipline strategies The professional family life educator o “A major component of FLE involves helping others to analyze, clarify, and determine their own values and value systems.” (Darling & Cassidy, 2014, p. 44) For the learner, these are central to the learning process:  Feelings  Motives  Attitudes  Values o Thus, the FLE needs to have a clear understanding of his/her own values, attitudes, and biases How do we evaluate our attitudes and biases?

Enhance self-awareness  Reflect on personal values and biases o Reviewing your own assumptions  Why are poor people poor? Choices or circumstances? o Attend classes or therapy o Enhance your cultural competence What personal qualities are associated with being an effective FLE? o General intellectual capacity – ability to gather, read, and process information and to apply it to a topic or to group needs o Self-awareness – ability to recognize and articulate one’s own opinions, attitudes, and values and not to assume that they are the same as others o Emotional Stability – ability to recognize emotional comfort and discomfort in situations o Maturity – ability to handle success, disappointment, frustration, or confrontation with dignity and understanding o Empathy – ability to put oneself in another person’s place o Effective Social Skills – ability to feel comfortable and enjoy the company of others o Self-Confidence – ability to speak and act decisively in front of a group o Flexibility o Understanding and appreciation of diversity o Verbal and written communication skills o Ability to relate well with all ages and groups and on a one-to-one basis What is your personal philosophy regarding family life? o Beliefs about  Family and nature of family life  Purpose of FLE  Content of FLE – does it include sexuality? Parenting? What does it cover in terms of content?  Process of learning for families Ethics in FLE o Relational ethics approach: decisions based on an understanding of relationships (Who is involved?)  Who are the key players here and how should it be approached?  Individualized one-on-one situation o Principles approach to ethics: decisions based on agreed upon principles  Mandatory approach (do no harm) OR  Aspirational (when possible, you should try not to harm people) o Virtues ethics: decisions based on virtues; FLE include  Caring  Prudence and practical wisdom  Hope/Optimism o Different approaches applicable and no clear answer Some ethical principles o Hippocrates principles (e.g., do no harm) o Responsibility to consumers o Professional competence o Confidentiality o Discrimination o

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o Dual relationships o Sexual intimacy o Harassment o Personal help – secure your own mask before helping others, practice what you preach o Responsibility to the profession Ethics, personal qualities for FLE

Understanding Your Audience o How do we do this?  Examine demographic characteristics  Review research findings related to your audience  But there are characteristics that we cannot see (physical assault, sexually victimized, etc.)  Involve the learner in the planning process through a needs assessment o Needs assessment – systematic approach to studying knowledge, abilities, interests, and/or attitudes of a target audience in order to design an effective educational program  Indirect assessment – gather information from discussions with people who know or represent your target audience (e.g., asking professors about the needs of their students)  Direct assessment – gathering qualitative and quantitative information from potential participants o Needs fill the gaps between current knowledge and the desired outcome  Types of needs  Felt need – self-identified o You want to know it  Ascribed need – other identified o Somebody tells you that you need to know it  Future need – upcoming o Preparation for upcoming event  Diverse Uses of Needs Assessments  Proactive tool to assist with planning  Continuous tool to assess the ongoing progress of improving one’s program  Reactive tool to help respond to undesirable results o Conducting a Needs Assessment  Step 1: Planning a. Create your objectives: what information would you like to obtain? b. Determine your audience: who is your audience and how will you select your sample? c. Decide on methodology: what instruments will you use and how will you collect data? d. Applying the results: how will you analyze the data and use it to make decisions?  Step 2: Obtaining Approval  Seek permission to collect data from appropriate source(s) a. Institutional Review Board (IRB)

b. Data Collection sites Step 3: Data Collection a. Pilot test to study and data collection method i. Surveys ii. Interviews iii. Focus Groups iv. Others? (Observation, creative questions) b. Edit design as necessary: refine instruments, methods, and/or design c. Launch study d. Interpret the data (more than tabulating) e. Share the information and seek interpretation from others f. Make decision(s) about where to go next Understanding your Audience: The Role of Culture o Total way of life of people o Customs, beliefs, values, attitudes, and communication patterns that characterize a group and provide a common sense of identity Culture Conceptualized Broadly o Race/ethnicity o Sex o Age o SES o Generational cohort o Family structure o Special circumstances o And the combinations of the cultural lenses Big “C” of CULTURE (tip of the iceberg – language and customs) and little “c” of culture (in text Figure 3.1) o Understanding characteristics and needs of participants Recognizing Diverse Needs o Class  Considerations of income, education, occupation, marital status, family status o Gender  Sex – indication of biology  Gender – refers to socially learned attitudes, behaviors, and expectations as well as social and cultural meanings attached to men and women  Social roles approach – gender differences are seen as roles learned by individuals  Gendered institutions approach – posits that gender is embedded in all aspects of life and society  Results in advantages and disadvantages  Seen in social realms and workplace o Race and Ethnicity  Race – socially defined category based on presumed genetic heritage resulting in distinguishing physical characteristics  Ethnicity – population group whose members identify with each other on the basis of common nationality or shared cultural traditions (language, food, values) 

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o Family Structure Chapter 4  Work Life for FLEs o See an average 66.7 individuals or families a week o But where do they work?  Settings in FLE o Educational settings  High school  Higher education  FCS graduates  Family and Consumer Science teachers o Community-based settings  Extension settings – give practical knowledge to people (usually free)  Foster care settings – case management  Homeless populations  Faith-based settings o Private sectors  Corporate settings  Work-life initiatives  Entrepreneurial settings o Government  Court mandated settings  Military o Health care settings  University training  Teaching nurses/doctors how to educate patients  Hospital  Health promotion  Where do FLEs work? Everywhere! Get creative.

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Name three ethical principles that are highly regarded by family life educators. Describe how each principle would guide decision making in an ethical dilemma. o Hippocrates principles (e.g., do no harm) o Responsibility to consumers o Professional competence o Confidentiality o Discrimination o Dual relationships o Sexual intimacy o Harassment o Personal help o Responsibility to the profession...