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Integrating Family Life Education Instruction across the HDFS Curriculum

Explore how Family Life Education is taught in an HDFS program with samples of assignments, lesson plans, and collaborative activities covering various topics like parenting and marital relationships.

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Integrating Family Life Education Instruction across the HDFS Curriculum

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  1. Integrating Family Life Education Instruction across the HDFS Curriculum Raeann R. Hamon, Ph.D., CFLE Paul A. Johns, LMFT, CFLE Messiah College

  2. Integrating Family Life Education Instruction across the HDFS Curriculum • Hamon & Smith (2014)- sample of 71 undergraduate program representatives • NCFR’s ten substance areas for CFLE provide helpful standard for shaping required curriculum in FS • While FLE Methodology is one of ten substance areas, it had the fewest endorsements as being a “content area required of all students in program” (45.2%)

  3. Integrating Family Life Education Instruction across the HDFS Curriculum • How we teach FLE in our HDFS program • Developmental approach • (1st, 2nd, 3rd, 4th year) • Introduce elements (purpose, goal setting, single lesson plan, risk and protective factors) • Across curriculum • Foundations of Marriage and Family, Interpersonal Relationships, Parenting, Marital Relationships, Strategies of Family Life Education • Handout of sample assignments

  4. HDFS 101 Foundations of Marriage and Family (general education social science) • Exposure to work of FLE, selecting topic, significance of objective • Family Life Educator for a Day Video Project (p. 2) • In groups, students select a particular family life topic from the text chapter, based on educational value for developing healthy families. • Develop clear objective(s) for 20 minute presentation (e.g., parenting an adolescent, dating) • 5-minute video (created or existing) or video nested in PPT • 2-3 follow up discussion questions

  5. HDFS 142 Introduction to Interpersonal Relationships • Familiarity with “purpose” and types of activities which can promote learning • Necessity of methodical step-by-step plan • Include “purpose”/”objectives” on course PPT, as well as steps of what need to do and desired outcomes • The Amazing Squirrel Story Activity (pp. 2-3)

  6. HDFS 242 Parenting • Introduction to establishing a need, necessity of research-base, introduction to risk and protective factors concepts, teamwork, developing and presenting curriculum • Parenting Lesson Proposal and Annotated Bibliography (p. 4) • Identifying need/focus • Pinpointing target audience • Delineating goals and objectives

  7. HDFS 242 Parenting • Parenting Lesson (pp. 4-5) • Address specific area of desired competence in parenting (e.g., explore healthy food options, how play can be used to promote family bonds) • Identify and be cognizant of specific target audience • Include goals and objectives • 1 hour • Should include: complete manuscript, visual aids, detailed instructions to facilitator for activities, references (needs to be research based!)

  8. HDFS 242 Parenting • Collaborative Learning/Teaching Activity (p.4) • Unrelated to Parenting Lesson • In groups, students research a specific parenting topic/problem (e.g., temper tantrums in preschoolers, child proofing house) and develop creative learning activity for teaching about the topic. • Helps to emphasize the need to use a variety of multiple intelligences when relating information.

  9. HDFS 355 Marital Relationships (service-learning course) • Marriage/Couple Education Program Evaluation PowerPoint Presentation (pp. 5-6) • Need for assessment and evaluation in FLE • In groups, students research a particular relationship education program. Learn all they can about the program. Identify what program creators’ see as related risk and protective factors. • Use Duncan and Goddard’s (2005) guiding questions to evaluate program. • Create10-12 slide PPT– overview of program and evaluation of it.

  10. HDFS 355 Marital Relationships (service-learning course) • Couple Relationships Tips with a Community Partner (pp. 6-7) • Identify and meet with a community partner (counselor/therapist, pastor, social service agency, missionary organization, medical ctr) • Identify topic of interest • Research topic (must include scholarly resources) • Create 2 page Couple Relationships Tips handout/pamphlet for use by partner (samples)

  11. HDFS 442 Strategies of Family Life Education (writing intensive course for major) • Needs Assessment Paper (p. 7) • Reiterate the need for a research base, comprehensive understanding of topic/population, risk and protective factors • Research and write 8-10 page APA paper: succinctly cover literature on topic and chosen population. • Review the literature. • Identify risk and protective factors. • Include information about target population. • Offer coherent rationale on need for the proposed program.

  12. HDFS 442 Strategies of Family Life Education (writing intensive course for major) • Goals and Objectives (p. 8) • Emphasize the centrality of doing something with a purpose, that needs to be measurable. • Draft goals and objectives for proposed FLE program. • See the relationship between goals and objectives. • Make sure objectives are measurable and see how they can be used in the evaluation process of the project. • Receive feedback from peer group and professor.

  13. HDFS 442 Strategies of Family Life Education (writing intensive course for major) • Family Life Education Program (p. 8) • What is required for creating full-fledged program • Outgrowth of Needs Assessment. • Develop 6 hours of FLE program as a manual for a facilitator. • Submit 2 hours at a time and receive feedback (from peer group and professor) prior to due date for subsequent 2 hour block of sessions. • Students use check list to be sure they have all required elements (e.g., session outline, goals and objectives, materials list, preparation notes, session script/learning activities, use variety of multiple intelligences, basic evaluation tool, etc.).

  14. HDFS 442 Strategies of Family Life Education (writing intensive course for major) • FLE Activity Presentation (p. 8) • Provide an overview of the FLE program to peers, including goals and objectives, a brief description of the program, and one activity or exercise from the program. • Facilitate the activity (which may need to be adapted) with peers.

  15. Thank you to my HDFS colleagues! • Paul Johns • Robert Reyes • Erin Boyd-Soisson

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