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.

This qualitative study was set in the context of two evolving concomitant social issues: concerns with adolescent eating and health behaviors and parental indulgence. The research purpose was to gain a deeper and more insightful understanding of the family food ecosystem, parental modeling, and parental indulgence and their potential relationship to adolescent health and well-being. In all, 29 parents of 25 high school students were interviewed, and the resulting narrative data were analyzed for themes. Results showed parental concerns about weight and health, modeling of unhealthy eating habits, and soft structure as 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 education programs and policies that enhance parental knowledge, limit the effects of parental indulgence, and address adolescent decision-making skills related to their own health. Recommendations are provided to improve services for families.