Suchergebnisse

Implementation of family life education (FLE) can positively influence individual and family well‐being by helping families to help themselves. However, because the nature of FLE is not widely understood, a comprehensive model highlighting and integrating fundamentals of the practice is needed. The foundations of family life education model (FFLE) is a visual illustration that incorporates foundational principles of FLE with changes in culture, context, content, practice, and family well‐being across time. In addition to the visual representation of core concepts defining FLE and their relationship with each other, the model provides a unique conceptualization by reframing the frequently 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 offer greater clarity and understanding regarding the nature of FLE, thereby increasing opportunities for implementation and best practices.

Translational family 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 (culture, context, content, and practice) provide a framework for considering the reciprocal relationship between family science and family life education in the context of translational family science. Further discussion is provided regarding possible barriers to progress and the need to better integrate discovery science and practice science.

An online professional practice analysis of family life educators was conducted resulting in responses from 522 Certified Family Life Educators (CFLEs) and a comparison group of 369 noncertified family practitioners. This survey included questions about the characteristics of CFLEs, their work environments, and practice‐related tasks within 10 CFLE content areas. Compared to noncertified family professionals, CFLEs more frequently perceived that entry‐level family life educators needed greater expertise in Internal Dynamics of Families, Human Growth and Development, Human Sexuality, Interpersonal Relationships, Family Resource Management, and Family Life Education Methodology than the other family life content areas.

ObjectiveTo investigate relevant professionals' perspectives about potential collaboration between family life education (FLE) and home visiting in Early Head Start's Home‐Based Option (EHS‐HBO) to understand the merits and challenges of this partnership.BackgroundPractices for EHS‐HBO programs vary, which prevents the development of a consistent, evidence‐based home visiting model. Alignment with the strengths‐based family life education methodology (prevention, education, collaboration) may bring more consistency to EHS home visiting.MethodA purposive sample of 123 family life education, family science, and early childhood professionals completed a topical, open‐ended survey. Responses were analyzed by using qualitative content analysis.ResultsSeveral themes emerged from the data concerning (a) agreement that FLE is a viable approach to EHS‐HBO (e.g., the FLE approach is beneficial, includes relevant training, and professionalizes home visiting); and (b) potential obstacles in merging FLE and EHS‐HBO (e.g., deficiencies in FLE training for home visitors, certification requirements are restrictive, and lack of credential recognition).ConclusionFLE is a viable approach to EHS‐HBO, and programs approved by the National Council on Family relations provide valuable training for future home visitors. Participants expressed positive attitudes as well as insight about the interface of FLE and EHS home visiting.ImplicationsA current FLE approach to EHS‐HBO needs to be conceptualized and described more thoroughly, and a measure of home‐visitor fidelity to FLE should be developed. Research and alignment efforts are warranted on the synergy between FLE and EHS home visiting, which currently shows promise.

ObjectiveTo explore home visitor expanded competencies aligned with family life education (FLE) competencies to inform the knowledge, skills, and attitudes addressed in preservice home visitor training.BackgroundHome visitor preparation in higher education should be informed by widely accepted competencies.MethodWe aligned FLE competencies with the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (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 developed through an iterative process with stakeholders.ResultsThe full alignment includes 10 competencies.ImplicationsThis comprehensive alignment may inform the scholarship of teaching and learning in home visiting coursework and FLE content area coursework. This alignment may also promote developing new courses on home visiting, enhancing existing courses to address home visiting competencies, or modifying existing pedagogy. In the future, National Council on Family Relations CFLE‐approved programs may want to incorporate the content of this alignment into their courses to promote the ability of preservice home visitors to apply for the CFLE credential.