Family life education methodology

... Using feedback to continuously meliorate training and curriculum delivery is an important strategy for providing preventative education (Darling & Cassidy, 2014). Reciprocal feedback between CFs and the leadership/management team was one of the best strategies for addressing the training challenges. ...

... Those familiar with pedagogy or facilitating workshops are likely aware that groups can accept on a sure dynamic or "personality" (Darling & Cassidy, 2014). Service learning coordinators constitute information technology helpful to get a sense of the HS class/grouping personality from the teacher or program director during plan planning stages and then pass this information on to the CFs prior to entering the classroom. ...

... If HS students became likewise disruptive, teachers or programme directors typically would step in to address the behavior. Process meetings focused on how to ask questions and engage more than reserved student groups (Darling & Cassidy, 2014). During teach-backs, fellow service learning students and coordinators pretended to exist rambunctious or disinterested HS students to provide practice managing challenging and/or unexpected behaviors. ...

  • Alyssa D. McElwain
  • Vanessa Finnegan Vanessa Finnegan
  • Angela Whitaker
  • Adrienne Grand. Duke

Adolescent romantic relationships are known to have a significant impact on private well-being and development. Notwithstanding, few teens experience formal education virtually the cognition and skills necessary for building healthy romantic relationships. In response, a statewide human relationship education initiative was developed at a big academy in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a human relationship instruction program targeting high schoolhouse students. A service learning model is used in this initiative because it offers opportunities for students' professional evolution and experiential learning. The nowadays commodity provides a formative and illustrative summative evaluation of the service learning program. Specifically, the chief aims of this paper are to 1) provide an overview of the service learning class components; 2) describe preparation of the service learning students and their implementation of the relationship education programme; 3) hash out challenges and lessons learned; and four) offer initial testify of effectiveness by showing alter in targeted outcomes for the loftier school pupil recipients of the relationship didactics programme.

... By taking FLEM courses, undergraduate college students larn about the history of family unit science, the development of family unit life education (FLE) programs, and the implementation and evaluation of these programs. Yet, given the range of topics inside the field of family unit science, the educational delivery of FLEM courses can exist difficult, equally some of the topics are not immediately interesting to students (Darling & Cassidy, 2014). For example, one study found that the topic is difficult to cover due to the wide nature of the course (Darling et al., 2009) and others have plant that the topic is often dry out (Duncan & Goddard, 2016;Myers-Walls, Ballard, Darling, & Myers-Bowen, 2011). ...

... To increment teaching effectiveness, researchers encourage educators to exist sensitive to the following learning styles: visual, aural, read/write, and kinesthetic (Leite, Svinicki, & Shi, 2010). Teaching geared to diverse learning styles is associated with (a) better educational outcomes (Vasileva-Stojanovska, Malinovski, Vasileva, Jovevski, & Trajkovik, 2015), (b) higher retention during and later semesters (Darling & Cassidy, 2014), and (c) ameliorate overall understanding of form material (Leite et al., 2010). Studies have used experiential learning theory to demonstrate that experiential learning appeals to each of these learning styles (Hawk & Shah, 2007;Healey & Jenkins, 2007), reinforcing the importance and efficacy of experiential learning, which should be helpful when teaching FLEM. ...

... This project was broken into two parts-students designed a binder that provided details nigh the blueprint of their program and then presented an example session of their designed program to other students in the class. Students were placed into groups of four, which is the recommended group size for group projects (Darling & Cassidy, 2014). Students with similar interests based on the programs they presented from their depression dosage projects were placed into groups together. ...

  • Michael Langlais Michael Langlais

Background: Family Life Educational activity Methodology (FLEM) is an integral component of the family science collegiate curriculum. Given the range of topics and that textile is not immediately interesting to students, teaching FLE courses is consistently reported as difficult. Purpose: The goal of this study is to evaluate an experiential learning arroyo to FLEM that addresses these pedagogical issues by expanding on the depression, medium, and high dosage projects every bit proposed by Vaterlaus and Asay. Methodology/Approach: This approach was implemented with four FLEM classes in a midsize academy (N = 120). Students completed a low, medium, and loftier dosage project throughout each form, and completed written evaluations afterwards each projection, which were analyzed using qualitative analysis. Findings/Conclusions: Students reported multiple benefits for each projection. The low dosage project was associated with learning what FLEM is, finding, and building on passions. The medium dosage project was associated with tangible and cocky-learning. The loftier dosage projection was associated with outside learning and making a difference in the customs. Implications: The proposed approach utilized multiple opportunities for experiential learning that appear benign for student learning. Replication is needed in other collegiate contexts to validate the approach.

... FLE incorporates a preventive, educational, and collaborative approach to individual and family issues (Darling & Cassidy, 2014). The purpose and goals of FLE are "to increase knowledge and develop skills then families may build on Family Relations 69 (July 2020): 427-441 ...

... Civilisation is an essential component of the FFLE model because information technology accounts for variations in family configurations and functions. Culture is the total way of life of people-the customs, beliefs, values, attitudes, and communication patterns that characterize a group and provide a common sense of identity (Darling & Cassidy, 2014). It can be experienced as an "inner sense of shared identity or as an outward reflection of an private'southward or group'southward identity" (Allen & Blaisure, 2015, p. 27). ...

... "Greater cultural awareness and sensitivity will enrich our work as we engage in an increasingly global environment" (Doucet & Hamon, 2007, p. 39). A qualitative examination of the status of FLE internationally involving 141 family unit professionals from 6 continents and 38 countries constitute that some countries have major government involvement in the promotion and support of FLE (Darling & Cassidy, 2014). In Singapore, the Ministry of Social and Family Development (2017) adopted a holistic approach to supporting families, working in partnership with business organisation, community, and schools to enact legislation, formulate policies, provide services, and encourage the development and funding of programs for families. ...

Implementation of family life education (FLE) can positively influence individual and family well‐beingness past helping families to assistance themselves. Nevertheless, because the nature of FLE is non widely understood, a comprehensive model highlighting and integrating fundamentals of the do is needed. The foundations of family life education model (FFLE) is a visual analogy that incorporates foundational principles of FLE with changes in culture, context, content, practice, and family well‐existence across time. In addition to the visual representation of cadre concepts defining FLE and their relationship with each other, the model provides a unique conceptualization by reframing the often referenced 10 content areas as concepts within the content, context, and practice of the field. The creation of a graphic identity for the practice of FLE can offering greater clarity and understanding regarding the nature of FLE, thereby increasing opportunities for implementation and best practices.

... The struggle to accomplish broad recognition, understanding, and value of family life instruction parallels a similar effort to advance the discipline of Family Science. The multidisciplinary nature of the family field has resulted in a lack of uniformity in the classification of the academic study of the family (Darling & Cassidy, 2014), resulting in over 100 different titles (family relations, family studies, homo development and family studies, kid and family development, etc.) for family-related majors included in NCFR's Degree Program Guide (NCFR, n.d.). The National Council on Family Relations is leading an effort to encourage the use of the term Family unit Science for all family-related caste programs not involved directly in counseling or therapy. ...

... Family life education in the United States is perhaps best represented professionally through the Certified Family Life Educator (CFLE) credential, start offered by NCFR in 1985 (Darling & Cassidy, 2014). As discussed previously, graduates of specific "CFLE-approved" academic institutions can authorize to apply for the certification through a special process. ...

... While a growing and promising field, family unit life educational activity still faces a number of challenges to widespread recognition, understanding, and value. Obstacles include the diverseness of settings in which FLE takes place due to the broad range of issues addressed, lack of identity every bit a subject field, unstable funding of FLE programs, and a perceived stigma regarding pursuing help for personal bug (Darling & Cassidy, 2014). ...

Family life instruction (FLE) is a growing surface area of family practice in the United States. This chapter provides a broad overview of FLE in the U.s.a. including demographic and societal trends that shape FLE programs. Program content, family life educator qualifications, and programme implementation including approaches, settings, and modes of commitment are discussed. Examples of FLE programs are included throughout the chapter to illustrate the breadth of FLE programs and practices in the The states.

... In FLE, theories are used to guide all-time practices, course content selection, and strategies for program delivery, as well as to inform the interpretation of programme outcomes (Darling & Cassidy, 2014). Theories provide family life educators with tools to identify reasonable explanations or interpretations for behavior or a set of phenomena (Darling & Cassidy, 2014); they tin can be used to explain by or current behaviors and to calculate time to come behavior or phenomena. ...

... In FLE, theories are used to guide best practices, course content selection, and strategies for plan delivery, as well every bit to inform the interpretation of program outcomes (Darling & Cassidy, 2014). Theories provide family unit life educators with tools to identify reasonable explanations or interpretations for beliefs or a set of phenomena (Darling & Cassidy, 2014); they can exist used to explain past or current behaviors and to calculate future behavior or phenomena. The complexities of family life necessitate that family life educators use theoretical principles to facilitate understanding of family functioning. ...

... Pursuing a contextual agreement of families means understanding the cultural factors most important to the identity evolution of the individuals within a family (Allen & Blaisure, 2015). According to Darling and Cassidy (2014), cultural factors include "the customs, beliefs, values, attitudes, and communication patterns that characterize a grouping and provide a common sense of identity" (p. 66). ...

  • Jacquelyn J. Benson Jacquelyn J. Benson
  • Allison K. Donehower

Due to dramatic changes in the U.S. population's aging demographic, family life educators have begun offering more programming for midlife and older adults. This shift began in the early 1990s, later on several family scholars and practicing professionals urged the National Council of Family Relations to revise its Framework for Life Span Family Life Education to include "later adulthood" as a quaternary age‐group categorization. Since this revision, family life educators and family scholars akin accept gradually expanded their programming and scholarship efforts to address the challenges and concerns associated with midlife and older adulthood. In this article, we review best practices in family life education (FLE) programming for midlife and older adults, including programming needs, program blueprint preferences, and contextual variation. To conclude, nosotros propose future directions for research on all-time practices in FLE for midlife and older audiences and recommend using the life course perspective as a complement to the Framework when planning and designing FLE programming to run across the needs of the heterogeneous crumbling population.

... Because parents and their children mutually influence each other and their environments, the family ecosystem framework was used to facilitate understanding the context of indulgent parenting (Darling and Cassidy 2014;Darling et al. 2019). According to the family ecosystems framework, families and their environments are interrelated, interreliant, and based on three major concepts: The organism or human environed unit of measurement (HEU), the environments encompassing families, and the interrelationships betwixt the family system and its surrounding environments. ...

... Whereas the HEU can be a single private or plurality of individuals who have some bonds of unity, such equally a family unit, in that location are 3 types of environments: (a) the natural environment (NE), which is formed by nature and includes space-time, physical, and biological elements; (b) the human synthetic surround (HCE), which is altered or created by human beings and includes the sociocultural, sociophysical, and sociobiological elements; and the human behavioral surroundings (HBE), which is comprised of socialized human beings and their behaviors along biophysical, social, and psychological dimensions, which are aligned with parental internal processes. There are also regulatory systems, which are part of the HCE, and include legal, political, economic, religious, educational, and medical systems (Darling and Cassidy 2014;Darling et al. 2019). The NE, HCE, and HBE occur at all levels of the environment including homes, communities, and nations. ...

... Finally, because parenting interventions are well-known to reduce harsh parenting practices that pb to negative child outcomes, it is important to evaluate the extent to which parenting practices are appropriately addressed within educational programs. Educators tin provide research-based noesis regarding indulgent parenting behavior; use function play and instance studies to develop skills such every bit decision making and communication; and practice disquisitional thinking strategies valuable for processing emotions equally advisable to different situations (Darling and Cassidy 2014;Darling et al. 2019). Each specific strategy can be examined in relation to parent and child outcomes. ...

Objectives This study examined the external influences and internal processes in parental beliefs, perceptions, and emotions regarding the parenting of adolescent children and the role of parental indulgence. Methods Interviews of 29 parents of adolescents, who were approximately 15 years one-time, were conducted regarding the perceptions of parental indulgence they had experienced and currently practice. The study incorporated a family ecosystem approach with qualitative analytic methods including MAXQDA to place thematic findings. Results Findings revealed three themes and their subthemes: (1) Responding to the external world: Family life adjustments and indulgence, which encompassed (a) Family life adjustments (i.e., divorce, separation) and managing (b) Increased demands (i.due east., responsibilities at domicile and school); (2) Reflecting on the parenting patterns in retrospect—Internal search for clarity and effectiveness with an in-depth (a) Parent reflection process regarding their choice to indulge, and (b) Clear parenting choices, or, exceptions to indulgence; and (3) Reconciling personal experiences of beingness parented: Discontinuity and continuity, involved reflections on parents want to change or keep the parenting practices modeled by their caregivers. Emotional experiences were shaped by parents' own perceptions that parenting needs to be effective, but vulnerability occurred when faced with distractions in the family due to internal pressures such as marital disruptions and external stresses of social norms and cultural expectations. Conclusions Results demonstrate how parents emotionally cope with pressure and how multiple emotional undertones potentially drive their decisions to indulge. Directions for future research are discussed.

... A consistent theme in the pedagogical literature states that when teachers simply lecture, this is not conducive to student understanding or retaining of information. Instead, educators should incorporate personalized approaches tailored to students' individual learning needs (Allcock & Hulme, 2010;Darling & Cassidy, 2014;Duncan & Goddard, 2011). To increase their teaching effectiveness, researchers encourage educators to be sensitive to different learning styles: visual, aural, read/write, and kinesthetic (Leite, Svinicki, & Shi, 2010). ...

... To increase their education effectiveness, researchers encourage educators to be sensitive to different learning styles: visual, audible, read/write, and kinesthetic (Leite, Svinicki, & Shi, 2010). Instruction geared to various learning styles is associated with (a) better educational outcomes (Vasileva-Stojanovska, Malinovski, Vasileva, Jovevski, & Trajkojik, 2015), (b) higher levels of memory during and after semesters (Darling & Cassidy, 2014), and (c) meliorate overall understanding of Family unit Scientific discipline Review, Volume 21, Issue 1, 2016 © 2016 Family Science Association. All rights reserved. ...

... Students report high levels of interest in cloth that incorporates applied science such every bit YouTube videos (Darling & Cassidy, 2014;Duncan & Goddard, 2011). Using YouTube videos is especially conducive to learning if the videos are contempo, popular, and humorous. ...

  • Michael Langlais Michael Langlais

Theories of the family, specifically ecological systems theory, can be hard for students to grasp, particularly when instructors only use lecture methods. The activity this article discusses proposes a personalized experiential learning activeness that appeals to students with various learning styles. The activeness should help all students understand and utilise early models of ecological systems theory, which includes microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Afterwards discussing each subsystem and bi-directional influences between individuals and the environs with students, instructors have students sentinel a pop YouTube video portraying family disharmonize or support. Students piece of work in pairs or small groups to analyze family behavior depicted in the video, according to each ecological systems theory subsystem. Students write responses and discuss them with the class. Formal and informal evaluations conducted subsequently using this YouTube-based approach demonstrate students' understanding and memory of, and interest in, ecological systems theory.

... Family Life Teaching (FLE) incorporates a preventative, educational, and collaborative approach (Darling & Cassidy, 2014) to addressing the myriad of issues and concerns of individuals and families at the intersections of race, class, and gender. For a fuller and more than comprehensive approach to educating families today, educators must consider the intersection of race, grade, and gender and be deliberate in addressing these issues to exist responsive to the social contexts of those they serve. ...

... FLE incorporates a preventative, educational, and collaborative arroyo to individual and family issues. The goal of FLE is to teach and foster knowledge of skills that will enable individuals and families to part optimally (Darling & Cassidy, 2014). Family unit Life Educators (FLEs) are certified professionals with a cognition base in Family Science who utilize a lifespan framework to provide educational services to families for their optimal functioning. ...

Globally, many nations are undertaking unique efforts to diversify their instructor workforce to keep pace with an increasingly diverse student body. At the same time, the field of education is expanding to include a variety of contexts and formats. This is the instance now more than ever equally schools shut downwards worldwide due to COVID-nineteen. This edited volume explores how educators themselves are experiencing various changes in terms of gender, race, class, sexuality, and other social identities (Holvino, 2010; Collins, 2002), in addition to how these experiences influenced their didactics strategies prior to the global pandemic. Considering teaching is considered a feminized profession, and the province of white women (hooks, 1994), the book includes a series of research essays—each by a unlike writer or set up of co-authors—highlighting the interplay of gender, class, race, and sexualities in the professional lives of educators who practice not place as heterosexual white women. Information technology discusses this interplay not but in traditional classroom settings, simply also in nontraditional contexts such as higher education, teacher training programs, dual language immersion programs, international American schools, the U.S. practice of family unit education, and prisons and juvenile detention facilities in different regions of the United states. At the end of each set of enquiry essays we, the co-editors of the book, enquire readers to consider the implications of these essays both for recruiting and retaining a more diverse teacher workforce and for improving the professional experiences of educators through a social justice lens.

... Family scientific discipline is the "scientific study of families and shut interpersonal relationships" with the explicit aim to strengthen and "empower families" (National Council on Family Relations; NCFR, 2016, p. 1). While close interpersonal and family relationships include both males and females, the majority of academy family science courses (eastward.chiliad., human development and family sciences courses, family unit and consumer sciences classes, and family studies courses) are predominantly comprised of women (Darling & Cassidy, 2014;Olson, 2014). According to the Directly correspondence to Mary R. Langlais at langlaismr@unk.edu ...

... Historically, the field of family unit science has been primarily comprised of women. During the early 20 th century, family science programs were referred to as home economics programs that organized classes focusing on domesticity, such as cooking, with women existence the target audience (Darling & Cassidy, 2014;Duncan & Goddard, 2011). However, in 1994, these programs were officially changed to family and consumer science programs, representative of family scientific discipline programs, to break away from the singular focus of domesticity (NCFR, 2016). ...

The majority of university family unit scientific discipline courses are predominantly comprised of women. Considering family scientific discipline classes are centered on information and concepts relevant for both men and women, it is important to understand gendered experiences to promote good for you family and romantic relationships. Not only would men do good from these classes, but increasing male person enrollment in family sciences courses will assist promote gender multifariousness in higher education. The electric current study used qualitative analyses to examine the perceptions of male undergraduate students apropos the benefits of taking family unit scientific discipline courses. Male undergraduates from three midsize universities in the Midwestern and Western United States provided open-ended responses via an online survey (N = 64). Iii themes emerged: the classes provided students with valuable information; they had a better understanding of themselves and others; and the classes related to their future career path. Results provide support to promote gender diversity in family science classrooms, which is crucial for the interpersonal and educational growth of both men and women. Further implications of participant responses are discussed.

... FLE is currently applied in a multifariousness of family unit support settings, taking a strengths-based approach to primary, secondary, and third prevention efforts (Darling et al., 2017). The goal of FLE is to collaborate with families in ways that build on existing strengths inside the family system (Darling & Cassidy, 2014;Darling et al., 2017). The CFLE credential is framed by a set of practice guidelines established through NCFR. ...

... Historically, FLE has been incorporated into a variety of educational and social enterprises (Lewis-Rowley, Brasher, Moss, Duncan, & Stiles, 1993). This is partially attributed to the multidisciplinary and multiprofessional nature of FLE Darling & Cassidy, 2014;Duncan & Goddard, 2017;Lewis-Rowley et al., 1993); still, information technology is a unique role (Hans, 2015). ...

Objective To explore home company expanded competencies aligned with family life education (FLE) competencies to inform the knowledge, skills, and attitudes addressed in preservice abode visitor preparation. Background Habitation visitor grooming in higher education should be informed by widely accepted competencies. Method We aligned FLE competencies with the Collaborative for Understanding the Educational activity of Baby/Toddler Evolution (CUPID) competencies into a framework of knowledge, skills, and attitudes to promote practices in the field while preparing to earn the Certified Family Life Educator (CFLE) credential. This framework was adult through an iterative procedure with stakeholders. Results The total alignment includes 10 competencies. Implications This comprehensive alignment may inform the scholarship of education and learning in home visiting coursework and FLE content expanse coursework. This alignment may also promote developing new courses on dwelling house visiting, enhancing existing courses to address home visiting competencies, or modifying existing pedagogy. In the future, National Council on Family Relations CFLE‐canonical programs may want to comprise the content of this alignment into their courses to promote the ability of preservice home visitors to utilise for the CFLE credential.

... Equally function of preparation and certification, CFLEs are expected to have a basic agreement of human sexuality (Darling et al., 2009;Darling & Cassidy, 2014; see Table 1). Nonetheless, current content areas required for CFLE certification do not reverberate a vision of sexuality grounded in socioecological, life class, systems, and intersectionality perspectives. ...

... Content of Family unit Life Instruction Related to Human SexualityRecognize the psychosocial aspects of human sexuality-interpersonal dynamics of sexual intimacy • Recognize the biological aspects of human sexuality-family planning • Recognize the biological aspects of human being sexuality-reproductive health • Recognize the biological aspects of man sexuality-sexual functioning • Recognize the biological and psychosocial aspects of sexual dysfunction Note. FromDarling & Cassidy (2014). ...

As a fundamental aspect of the human experience, sexuality is experienced at every stage in the life bridge. Sexual values, behaviors, and wellness are of import components of individual and family well‐being. Educating about such a central aspect of life is both obvious and crucial. In this commodity, we consider the potential of sexuality education in the field and profession of family life instruction (FLE). Nosotros critique sexuality instruction in the United States and the marginal place of homo sexuality in the FLE field. Nosotros and then offer recommendations for incorporating life span, socioecological, family unit systems, and intersectionality perspectives into sexuality education, and recommendations for FLE and sexuality teaching research and practise. We argue that educating about sexuality in the context of FLE—and activating the profession of FLE for sexuality pedagogy—will strategically advance sexuality pedagogy, sexual health, and the field of FLE.

... This theory argues that students have different preferred learning styles. Teaching students with dissimilar methods makes it more than likely that students will recognize their preferred learning styles and learn using other styles (Darling, Cassidy, & Powell, 2014). Gardner originally proposed seven intelligences (linguistic, logical/mathematical, musical/rhythmic, bodily/kinetic, visual/spatial, intrapersonal, and interpersonal intelligences), after adding naturalistic and existential intelligence as eighth and 9th intelligences (Armstrong, 2009;Gardner, 2011). ...

... Gardner originally proposed seven intelligences (linguistic, logical/mathematical, musical/rhythmic, actual/kinetic, visual/spatial, intrapersonal, and interpersonal intelligences), after calculation naturalistic and existential intelligence as eighth and ninth intelligences (Armstrong, 2009;Gardner, 2011). Taken together, Gardner'south multiple intelligences are an constructive tool for designing teaching strategies to facilitate interactive, experiential, and reflective learning (Darling et al., 2014). My course assignments are developed to exist grounded in the multiple intelligences approach to enhancing students' learning Family unit Science Review, Volume 20, Consequence iii © Family Scientific discipline Association. ...

... Even so, to our cognition, there is no broader measure of CRE attitudes that could exist utilized across a wider diversity of CRE contexts (extending beyond premarital programs) and wider variety of relationship status (e.thou., unmarried, dating, engaged, married). As researchers and educators continue to explore the qualities of those who will nourish and continue to participate in CRE, at that place emerges a need to pre-assess target audiences ( Darling, Cassidy, & Powell, 2014). An instrument that assesses various individuals and/or partners' attitudes toward CRE programs would provide a means for gathering this vital data about motivations and intentions and potentially predict behavior regarding participation in CRE ( Duncan & Goddard, 2011). ...

Equally relationship educators work to achieve more participants for their programs, they oftentimes face challenges with recruitment and retention. The Theory of Planned behavior, along with research, posit that attitudes are frequently predictive of behavior, and that attitudes toward education and assist-seeking can vary by unique contexts. This paper reports on the development and validation of an index that measures attitudes toward couple human relationship instruction (CRE). The ii scales within this index (Benefits of CRE & CRE Is Non a Practiced Fit) assess how comfortable individuals are with CRE. The results from two studies back up the validation of the index and prove how CRE attitudes are linked to relational factors and a measure of intentions to nourish CRE, using the scales within the alphabetize. Implications for researchers and practitioners are discussed.

... Family systems theory has become part of the core curriculum in educating Human Evolution and Family Science undergraduate students, particularly in family life instruction (Darling, Cassidy, & Powell, 2014;Hamon & Smith, 2014). This systemic paradigm has inspired myriad students along their journeys to becoming family scientists, including many who have gone on to get marriage and family therapists. ...

... We have seen before that families if positively involved and consulted in a proper way, can help policies succeed in the sectors of childhood, gender relationships, health problems, fighting addictions, crime and deviations and other social ills. Moreover, a positive and healthy family life should be further supported through well developed, well-implemented, and well-monitored FLE programs to prioritise preventive, educational and collaborative approaches to empower families and individuals to address and resolve family unit issues, as emphasised in Darling, Cassidy, and Powell (2014). ...

The nowadays chapter reviews the main characteristics of the Algerian family unit and discusses some of the major areas where some forms of family life education (FLE) programmes have been applied. The chapter is divided into five sections. Information technology starts by exploring the historical and cultural backgrounds of the Algerian family so discusses how family life is construed and organised in an Islamic context. Afterwards, it examines children'south rights and status within the Algerian family. The following section is devoted to illustrations on how FLE is applied, to end with how FLE is taught in People's democratic republic of algeria. Overall, it has been shown that FLE has been function of the Islamic religious education. It has been expert informally by imams in mosques and was part of the traditional educational system. Some forms of FLE are as well constitute in the area of children rights and in the broadcasting of these rights. In the domain of healthcare, the office of FLE programmes is recognised as crucial, mainly within the top health policy priority areas, such every bit family planning, maternal health, the emptying of sexually transmitted diseases and waterborne diseases and well-nigh recently in the fight against cancer diseases. Nevertheless, it has been noticed that teaching FLE needs strengthening and should be harmonised in order to be delivered in a consistent manner to provide a professional training to students and other workers in family unit sciences.

... Each phase is precipitated past a life event or by a family stage marker. These markers demand alter and new adaptations (Darling & Cassidy, 2014). The modify may be due to alterations in family unit composition, or as a major shift in autonomy. ...

The overall aim of this study was to explore factors that contribute towards divorce among young couples in Lebowakgomo. In conducting the study the researchers used the qualitative method and a instance report design. Snowball sampling was used in this study. Eleven participants were thus identified and recruited. The sample size was based on the principle of saturation. The researchers used semi-structured interviews to collect information. Interpretative phenomenological data analysis was employed. The study constitute that sudden character change, lack of and poor communication, financial problems, abuse and infidelity were associated with divorce among young couples.

... Each phase is precipitated by a life event or by a family stage mark. These markers demand modify and new adaptations (Darling & Cassidy, 2014). The change may be due to alterations in family composition, or as a major shift in autonomy. ...

The overall aim of this study was to explore factors that contribute towards divorce amidst young couples in Lebowakgomo. In conducting the study the researchers used the qualitative method and a case report blueprint. Snowball sampling was used in this study. Xi participants were thus identified and recruited. The sample size was based on the principle of saturation. The researchers used semi-structured interviews to collect data. Interpretative phenomenological data analysis was employed. The report found that sudden character change, lack of and poor communication, financial problems, abuse and infidelity were associated with divorce among young couples.

... Considering parents can influence their children through their environment, the family ecosystem framework was used to sympathize the context of parenting and children's eating behaviors (Darling & Cassidy, 2014). According to the family unit ecosystems perspective, families and their environments are interrelated and interreliant, and based on iii major concepts: the organism or human-environed unit, the environments encompassing societies' families, and the interrela- tionships between the family system and its surround- ing environments. ...

This qualitative study was gear up in the context of two evolving concomitant social issues: concerns with boyish eating and wellness behaviors and parental indulgence. The research purpose was to proceeds a deeper and more insightful understanding of the family food ecosystem, parental modeling, and parental indulgence and their potential relationship to boyish health and well-being. In all, 29 parents of 25 high schoolhouse students were interviewed, and the resulting narrative information were analyzed for themes. Results showed parental concerns about weight and health, modeling of unhealthy eating habits, and soft structure equally a prevalent form of parental indulgence. This research has implications for social workers, family service providers, and health providers who work with communities in developing nutrition and health educational activity programs and policies that heighten parental cognition, limit the effects of parental indulgence, and address boyish controlling skills related to their own health. Recommendations are provided to improve services for families. IMPLICATIONS FOR PRACTICE • Practitioners should be sensitive to the furnishings of ecology context and unlike parenting behaviors on multilevel outcomes regarding health and nutrition. • The utilise of multidisciplinary teams of social workers, dietitians, medical health providers, and family and parenting educators can provide essential assistance to families past sharing information well-nigh healthy eating, the family unit nutrient ecosystem, and parenting behaviors.

... While it is common to view other cultures from an ethno-centric perspective and judge them by the values and standards of one's ain culture, it is important to provide an alternative perspective to view parenting, in general, and likewise overparenting. We want to encourage an ethno-relative approach where cultures are understood relative to i and some other and characteristics are regarded as differences with no perception of being skilful or bad (Darling & Cassidy, 2014). Infusing cultural content about families into parenting and educational programs can provide and raise an international perspective to the written report of families and parenting. ...

The book "Global Perspectives on Academy Students" was an initiative of the publishing program of Nova Scientific discipline Publishers, Inc. Nova Science Publishers were looking for an international perspective on University Students and, appropriately, invited researchers from around the world to contribute their perspectives and empirical research. Fortunately, investigators from Argentina, Colombia, Republic of croatia, France, Japan, New Zealand, Portugal, Espana, and the Us found the book theme interesting and decided to contribute their research. From those contributions comes the present volume. The book presents chapters that comprehend some of the many topics relevant to Academy students. Specifically, capacity related to mental health, depressive symptoms and personal autonomy are complemented past other chapters focusing on the influence of family or civilisation on students' beliefs. Issues related to salubrious lifestyle are also considered, like physical activity level and chemical dependences. More than broadly, the book includes a chapter that focuses on the entrepreneurial intention of college students, considering higher educations as a main influencer to economic evolution. Finally, the book also includes a chapter that investigates the variables that influence the process of writing a thesis, something the editors of the current volume can all place with.

... While it is common to view other cultures from an ethno-centric perspective and judge them by the values and standards of one'due south own culture, information technology is important to provide an culling perspective to view parenting, in general, and also overparenting. We want to encourage an ethno-relative approach where cultures are understood relative to i and another and characteristics are regarded as differences with no perception of being good or bad (Darling & Cassidy, 2014). Infusing cultural content about families into parenting and educational programs tin provide and raise an international perspective to the study of families and parenting. ...

There is an increasing trend of overparenting across unlike cultures and there is a growing interest in its influence on the prevalence of university students' mental wellness problems. Overparenting tin undermine the evolution of autonomy and independence among young developed children. In this chapter, focusing on parental influence on academy students' mental health, we first described the background and current state of overparenting. Following that, we reviewed the inquiry literature on the association between overparenting and university students' mental health. Nosotros summarized and compared iii empirical studies that were conducted on overparenting and university students' mental health in U.South. (N = 441), Republic of finland (N = 306), and Cathay (N = 545). Study 1 of American university students revealed that helicopter parenting was associated with academy students' feet, depressive symptoms, emotional dysregulation, and life dissatisfaction. Written report 2 of Finnish university students institute similar results. Study iii of Chinese university students suggested that parental overprotection was associated with anxiety and depressive symptoms. We discussed the implications of the research for parents, family unit practitioners, educators, and administrators in higher teaching.

... FLE textbooks cover the topics NCFR includes within the FLE Methodology criteria. These subjects include programme planning (e.1000., knowing audience's needs, educational settings, modes of instruction), implementation (e.1000., varied pedagogy techniques, plan management, and collaboration), evaluation (e.k., developing an evaluation plan, using evaluation information), and participant and community considerations (eastward.g., working with diverse populations, ethics) (meet Ballard & Taylor, 2012;Darling & Cassidy, 2014;Duncan & Goddard, 2011). This may indicate full general agreement on essential components of FLE methodology. ...

There are few published evaluative studies on the educational preparation of Family Life Educators. This enquiry used principles of good practice in the Scholarship of Teaching and Learning (SoTL) in evaluation of an undergraduate Family Life Pedagogy (FLE) methods course that provided students applied experiences completing low-, medium-, and high-dosage FLE projects. Undergraduate students (north = 29) reported perceived educational outcomes from completing the FLE methods course. Researchers derived results from a qualitative priority analysis and included quantitative results for triangulation purposes. Students reported significant increases in their knowledge regarding FLE through form participation. They also reported learning processes related to collaboration in FLE, skills for planning and implementing FLE, and noesis regarding low-, medium-, and high-dosage FLE. Word focuses on results in terms of consistency with learning objectives and instructional theory.

... In upshot, a primary goal of FLE is to facilitate building family capacity to be resilient in the face of challenge and adversity. Accordingly, at that place is both some overlap and articulate areas of distinction between FLE and other helping professions, such equally family therapy and family unit case management (see Domains of Family Practice Model in Myers-Walls et al., 2011;Darling & Cassidy, 2014). Family unit life educators provide families with knowledge and equip them with the skills needed to manage electric current and future family needs, typically in a preventative, strengths-based manner. ...

Grounded in multiple ways of thinking near families, we suggest a starting time framework for developing and implementing war machine family unit life instruction. Nosotros first situate this work within the context of established family unit life education frameworks. Then, we discuss features of military culture, including its contexts and demands on families, to highlight the realities of life as a war machine family and underscore available strengths that family life educators may build upon. This is followed by a word of family science theories emphasizing components that can inform and ground armed services family life education. Next, we draw on lessons from contempo comprehensive reviews of programs, including their merits and demerits. Finally, we cite example programs, including those embedded in armed services family back up systems themselves, and resources that are available to family life educators. Ultimately, nosotros propose a fix of ideas that inform a framework for developing and implementing military family life educational activity aligned with the realities of family life also as the vulnerabilities and the resilience of war machine families.

... Plan participants. One of the most widely used evaluation strategies related to the program participants is a needs assessment, which can include gathering information through surveys, focus groups, certificate review, or interviews (Darling & Cassidy, 2014;Watkins et al., 2012). A needs assessment can mensurate participants' existing knowledge, desired knowledge or skills, and current challenges related to the topic, all of which can inform program design and delivery. ...

  • Sharon M. Ballard Sharon M. Ballard

The practice of family life pedagogy (FLE) includes the methods and strategies that family life educators employ when implementing programs, along with processes and contextual factors that influence constructive programme implementation. The focus of this commodity is on the evidence‐based practices (i.east., best practices) used in the effective delivery of FLE programs. These best practices are organized into an implementation framework designed to guide and support FLE practice and thereby improve programme outcomes. The FLE Implementation Framework includes the following components: (a) program environment, (b) plan participants, (c) plan design and delivery, and (d) programme facilitator. Best practices for each component, too as guiding questions and evaluation strategies, are provided.

... In addition, the art.26 of this policy states that these measures are aimed at supporting families to constitute a solid encouraging environment at dwelling for positive internal coexistence and for preventing family unit conflicts which could lead children to social exclusion. This educational preventive perspective is in line with the Family Life Pedagogy approach (Arcus, Schvaneveldt, & Moss, 1993;Darling & Cassidy, 2014), aimed to all families who take children of any age, and in line with what the European Commission recommends (Quango of Europe, 2006;Daly, 2007;Molinuevo, 2013;Williams, 2012). ...

This study aims at providing evidence of the effectiveness of the Program-Guide to Develop Emotional Competences in promoting positive parenting. Contextual, institutional, methodological and professional issues were taken into business relationship to develop a social innovation experience to support parenting as a preventive measure to family unit conflicts. The study describes both the contents of the Program-Guide and the methodological and evaluation issues that trained professionals need to consider when delivering the Program-Guide to families in natural contexts. Information was gathered and analyzed from 259 parents with children of ages 1–18 who participated in 26 parent training groups. A pre- and post-test design showed that after finishing the sessions parents perceived themselves more competent every bit parents co-ordinate to the v dimensions of parenting competences considered: (ane) emotional self-regulation abilities; (2) self-esteem and assertiveness; (iii) communication strategies; (four) strategies to solve conflicts and to negotiate; and (5) strategies to plant coherent norms, limits and consequences to promote positive discipline. The study presents a discussion on these results from evidence-based parenting programs, as well as some strengths and limitations of the written report, together with some suggestions for further research.

... A possible solution to this educational crisis can exist establish in family unit education, a construct which has been widely studied from diverse perspectives (Jones et al., 2013;Darling et al., 2014). ...

Positive family functioning during boyhood is normally studied analyzing parents' competences and children's relationship abilities. We present an instrument for the cess of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its cistron structure and to appraise its value in predicting boyish outcomes. We recruited ii,459 high school students, anile 12–15, in 40 schools from Kingdom of spain, Republic of peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in society to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to plant associations betwixt the parenting dimensions and adolescent outcomes. Cistron analyses showed a consequent structure, with skillful fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and instruction in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents' life satisfaction was best predicted by Warmth and Teaching in fortitude. Applied implications are suggested.

... Moreover, the authors found that family life information sharing was associated with all three dimensions of family well-being (health, happiness, and harmony). Intervention studies accept found that family life pedagogy programs have benefits of forming and sustaining healthy relationships and improving family functions because family life information can help manage family unit activities, cope with family bug effectively, and evangelize care of the children and the elderly [46,47]. In improver, sharing such information with family can promote positive communication amongst family members, which is a characteristic of well-functioning family [48]. ...

Groundwork: The use of information and communication technologies (ICTs) for information sharing among family unit members is increasing dramatically. Nevertheless, little is known about the associated factors and the influence on family well-being. Objective: The authors investigated the pattern and social determinants of family life information sharing with family and the associations of different methods of sharing with perceived family wellness, happiness, and harmony (3Hs) in Hong Kong, where mobile phone ownership and Net access are amidst the most prevalent, easiest, and fastest in the globe. Methods: A territory-wide population-based telephone survey was conducted from Jan to August 2016 on different methods of family life information (ie, data related to family unit communication, relationships with family unit members, emotion and stress management) sharing with family members, including face up-to-face, telephone, instant messaging (IM), social media sites, video calls, and email. Family well-being was assessed past three single items on perceived family health, happiness, and harmony, with higher scores indicating better family unit well-existence. Adjusted prevalence ratios were used to assess the associations of sociodemographic factors with family life information sharing, and adapted beta coefficients for family well-existence. Results: Of 2017 respondents, face-to-face was the about mutual method to share family life information (74.45%, 1502/2017), followed by IM (40.86%, 824/2017), telephone (28.10%, 567/2017), social media sites (11.91%, 240/2017), video calls (5.89%, 119/2017), and e-mail (five.48%, 111/2017). Younger historic period and higher teaching were associated with the use of any (at to the lowest degree one) method, face-to-confront, IM, and social media sites for sharing family life data (all P for trend <.01). Higher education was most strongly associated with the use of video calls (adjusted prevalence ratio=5.61, 95% CI 2.29-13.74). College household income was significantly associated with the use of any method, face up-to-confront, and IM (all P for trend <.05). Sharing family life information was associated with a higher level of perceived family unit well-beingness (beta=0.56, 95% CI 0.37-0.75), especially by face-to-face (beta=0.62, 95% CI 0.45-0.eighty) and video calls (beta=0.34, 95% CI 0.04-0.65). The combination of contiguous and video calls was most strongly associated with a college level of perceived family well-being (beta=0.81, 95% CI 0.45-i.16). Conclusions: The differential apply of ICTs to share family unit life data was observed. The prevalence of video calls was low, merely associated with much better family unit well-existence. The results need to be confirmed by prospective and intervention studies to promote the use of video calls to communicate and share data with family, particularly in disadvantaged groups.

  • Tara Newman

When George Kuh start began talking almost loftier-impact educational experiences, he was quick to point out that while such practices were available across many campuses and programs, they were largely unsystematic (Kuh, 2008). This lack of systemic focus indicates that higher pedagogy as a whole may non be adapting as speedily every bit individual educators are. Instructors seem to empathize (whether through empirical studies or just their "gut feeling") that for their students to fully benefit from their educational journeying, there must be some degree of learner activity involved, and they have incorporated some caste of active learning appropriately. This enthusiasm for agile learning spans across disciplines and across cultures (e.g. Li & Wu, 2015; Niemi & Nevgi, 2014; Pineda-Báez et al., 2014). Indeed, the literature is replete with studies demonstrating that "the time and energy students devote to educationally purposeful activities is the single best predictor of learning and personal development" during the academy experience (Kuh, Kinzie, Schuh, & Whitt, 2005, p. 8).

Translational family unit science lies at the intersection of family research and the practice of family life education (FLE). Discussion of the foundational principles of FLE (education, prevention, strengths-based, and research and theory-based) and its key components (civilization, context, content, and practice) provide a framework for because the reciprocal relationship between family science and family life instruction in the context of translational family scientific discipline. Further discussion is provided regarding possible barriers to progress and the need to better integrate discovery science and practise scientific discipline.

This qualitative study examines undergraduate perspectives concerning the paucity of male students in family unit science courses. Two hundred and eighty-eight students from three universities answered open-concluded questions apropos male enrollment in these courses. Although participants described a social stigma regarding women in family science, males believed that females are more likely to take family science courses because females are more concerned with family. Females believed that males are afraid or uncomfortable with family unit scientific discipline topics. Participants believed that increasing awareness, gender-targeted advertising, and dispelling stereotypes would promote male enrollment. Implications regarding gender residual in family sciences are discussed.

  • Lolita L. Kincade
  • Curtis A. Play a trick on

Certified Family Life Educators with a knowledge base of operations in Family Science, who provide educational services to individuals and families for their optimal functioning, must be on the cut edge of best practise efforts to make a positive divergence in today'due south families every bit they navigate various experiences inside and outside their immediate boundaries. Family Life Educators accept a responsibility to understand the social and cultural milieu of order equally problems of class, racial oppression, and gender inequality influence how nosotros relate to and educate families. Because this new day demands new approaches, the authors propose a gimmicky Responsive Family Life Education (RFLE) model to address families' experience of intersectionality. Past applying abbreviated case studies, practical examples, and empirical evidence, seven important recommendations are offered in back up of the model. These recommendations are of import every bit Family Life Educators provide information, skills, experiences, and resources intended to meliorate, strengthen and enrich the lives of individuals and families in the age of intersectionality at the dawn of the twenty-start century.

Objective: The purpose of this study was to analyze how couples relationship educational activity (CRE) programs in Korean scholarly journals have been developed since they first appeared in 1994. Method: We selected articles that were published in journals related to human ecology and that included information about how the authors developed CRE programs (premarital education, spousal relationship teaching). Using coding schemes based on the theoretical frameworks of CRE, we quantitatively coded programs in iv specific areas: (a) overall characteristics, (b) programme planning, (c) program construction and implementation, and (d) program evaluation. Results: Although CRE programs have increased and evolved since the 1990s, the literature has been limited on testing long-term programme efficacy, developing dissemination plans, and applying theories to programme design. In terms of program participants and content, about programs had like themes despite their differences in the target audience. Nosotros also establish that few programs accept been provided for various couples. As for evaluation, pre- and post-testing was the nearly common method of efficacy test. Conclusion: Our findings advise that family researchers and practitioners develop more elaborate and systematic programs to advance CRE in Korea as a core topic of family life didactics and to provide bear witness-informed exercise.

  • Shulamit Natan Ritblatt Shulamit Natan Ritblatt
  • Ety Rosental

This chapter presents the socioeconomic, historical, and cultural contexts of the Israel and their impact on its families. Equally a young, culturally and ethnically diverse country, State of israel faces major challenges that are affecting its family unit life-related services and programs too as family life education. The ecological theory and the international family strengths model are used to examine issues such as parenting, couple relationships, poverty, domestic violence, child abuse, and immigration. The chapter presents several examples of policies, government-funded programs and services, and family education programs.

During recent decades, Turkey has been undergoing rapid social and economical changes, including demographic transition. These changes are highly likely to keep in the future. Thus, the needs of families change equally well. Due to these changes, the development of new and effective family life educational activity programs is needed, ones that volition acknowledge the evolution of families in Turkey and ones that will reach all segments of the society easily. Today in Turkey, the Ministry of Family unit and Social Policies, too as municipalities and the Ministry of National Teaching, provides family unit life educational activity to individuals, couples, and families, on such issues as family advice and premarital education. Local regime, bookish units, and nongovernmental organizations also organize different activities (i.due east., seminars, panels, conferences, etc.) within the scope of family life education. In recent years, many family-oriented applications accept been conducted, inside the framework of social state policy. In general, programs that accept been implemented have proved effective on topics such equally developing cocky-confidence in children and establishing good relationships between children and their parents. Participating in family unit life educational activity programming helps children look positively toward school and success at school.

  • Mihaela Robila
  • Alan C. Taylor Alan C. Taylor

This introductory affiliate sets the stage for this Global Perspectives on Family Life Educational activity volume and provides an overview of the advancements and challenges encountered in the evolution of different family life teaching services for families and their members. Gimmicky global changes have pregnant impact on families all effectually the world. Developing effective services to support families in facing these changes and living fulfilling lives is thus of outmost importance. This affiliate provides an overview of family life education program design, implementation, and evaluation, underlying strengths and challenges encountered during this process. The book uses the Framework for Best Practices in Family Life Pedagogy introduced by Ballard and Taylor (Family life education with various populations, 2012) to reflect on these issues. The Introduction presents a short overview of the included capacity which are from beyond the world.

  • Alan C. Taylor Alan C. Taylor
  • Mihaela Robila

Throughout this book, each set of authors has encouraged readers to gain a better agreement of how family unit life pedagogy is perceived and accomplished in each of the highlighted countries. While various educational practices unique to each country'south cultural and political/economic situation have been highlighted, several themes have emerged to exemplify but how similar or congruent some of the educational practices that have been implemented throughout the world are. In this terminal chapter, we felt it of import to highlight some of these overarching themes.

  • Gladys B.Nortey Asiedu Gladys B.Nortey Asiedu
  • Ebenezer Donkor

Family life teaching has a broad aim and telescopic which has been described to comprise a preventative, educational, and collaborative arroyo to address an array of issues affecting individuals and family life. Therefore when examining family life educational activity there are many cultural and contextual factors that need to be considered. In this chapter we hope to illustrate the social structures, concepts, and dynamics existing in Ghanaian familial relationships and how those concepts create opportunities and yet limitations to the development of a formal family life education and evaluation in Republic of ghana. We provide cultural and historical perspectives of "the Family in Ghana" relating it to family unit life education, the social and familial strengths, family policies addressing family needs, and the challenges associated with implementation of FLE.

  • Jorge Delva
  • Valentina Garrido López
  • Carolina Muñoz Guzmán Carolina Muñoz Guzmán

This chapter compares and contrasts 2 evidence-based programs that espouse Family Life Instruction principles in Republic of chile. The programs, Nadie es Perfecto (Nobody's Perfect) and Triple P – Positive Parenting Programme, share the goal of providing parents with knowledge and skills to enhance their parenting skills to improve children's socially adaptive behaviors. Despite this common goal, the programs have unlike origins, philosophical approaches, and implementation strategies. These differences reflect Nadie es Perfecto'due south intention to go beyond improving family functioning by attempting to address social determinants of health via strengthening families' links to institutions, empowering families to advocate for their rights, increasing civic interest, and enhancing health literacy. In this chapter, we nowadays these programs' strengths and weaknesses within the social, demographic, political, and economic fabrics of the Chilean population.

  • Anna S. RAZORVINA

The article discusses such aspects of family relations as mutual support and approval, too equally an constructive method for resolving conflicts. The author believes that the expression of back up and blessing to each other by family unit members in various forms and the effective No-Lose Conflict Resolution that ascend are integral elements of the family unit's moral standards. The author argues that approval and support can be expressed in various forms (verbally, non-verbally, by action), merely each family unit fellow member needs to know and feel that his behavior, actions are approved and supported by other family unit members. The master reason for the emergence of conflicts (co-ordinate to the author's research) is misunderstanding, family members need to learn to heed to each other and become away from such a model of disharmonize resolution, when one is the winner and the other is the loser. In this instance, the author considers as optimal No-Lose Disharmonize Resolution developed past Thomas Gordon. The article provides exercises that tin be used for teachers' work with parents, for example, in parental clubs, in order to teach them to limited approving to children and each other pedagogically competently, likewise as to resolve conflicts in No-Lose Conflict Resolution, without going beyond the norms of morality.

College provides immature adults with ongoing opportunities for relationship and sexual controlling, simply to date but express attention has been given to college-level sexual health teaching experiences among first-year students. This study examined the experiences of 46 (31 women, 15 men) commencement-semester college students who participated in a brief sexual wellness seminar. Information were collected using semi-structured interviews and subjected to qualitative content analysis. Participants identified five content areas related to their experience of the grade: (a) reasons for form interest, (b) retrospective expectations for grade involvement, (c) course takeaway messages, (d) efficiency of class content and coverage, and (e) course touch on. Findings are discussed in terms of the nearly to least prominent themes within each content area. Participants reported positive perceptions of course involvement and gaining the greatest knowledge in areas of sexual and relational health, prevention and healthy controlling. Implications for research and the development of time to come sexual health curricula to see the needs of diverse college educatee populations are discussed.

Objective To investigate relevant professionals' perspectives about potential collaboration betwixt family life education (FLE) and home visiting in Early Head Offset's Home‐Based Option (EHS‐HBO) to empathise the merits and challenges of this partnership. Background Practices for EHS‐HBO programs vary, which prevents the development of a consistent, evidence‐based domicile visiting model. Alignment with the strengths‐based family life education methodology (prevention, education, collaboration) may bring more consistency to EHS abode visiting. Method A purposive sample of 123 family unit life education, family science, and early babyhood professionals completed a topical, open‐ended survey. Responses were analyzed by using qualitative content analysis. Results Several themes emerged from the data concerning (a) agreement that FLE is a viable approach to EHS‐HBO (e.g., the FLE approach is benign, includes relevant preparation, and professionalizes home visiting); and (b) potential obstacles in merging FLE and EHS‐HBO (e.g., deficiencies in FLE training for domicile visitors, certification requirements are restrictive, and lack of credential recognition). Conclusion FLE is a viable approach to EHS‐HBO, and programs canonical by the National Quango on Family unit relations provide valuable training for time to come home visitors. Participants expressed positive attitudes as well every bit insight near the interface of FLE and EHS abode visiting. Implications A electric current FLE approach to EHS‐HBO needs to be conceptualized and described more than thoroughly, and a measure of abode‐company fidelity to FLE should be developed. Research and alignment efforts are warranted on the synergy betwixt FLE and EHS abode visiting, which currently shows hope.

Family life education is neither a formal discipline nor a formally recognized vocation in Australia. Rather, information technology comprises a loose amalgam of programs, services, and policies—with picayune reliable evaluation information to guide its activities. Education for family life in Commonwealth of australia has a complex disjointed story, characterized by a marked refuse in couple relationship education, on the 1 hand, and an expansion of parenting education on the other. Our central argument is that supporting and enriching couple relationships is critical to successful parenting. Yet Australian policy—possibly reflecting broader cultural and attitudinal barriers—appears to neglect this of import nexus.

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