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Raeann R. Hamon, Ph.D., CFLE Paul A. Johns, LMFT, CFLE Messiah College.

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Presentation on theme: "Raeann R. Hamon, Ph.D., CFLE Paul A. Johns, LMFT, CFLE Messiah College."— Presentation transcript:

1 Raeann R. Hamon, Ph.D., CFLE Paul A. Johns, LMFT, CFLE Messiah College

2  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  How we teach FLE in our HDFS program ◦ Developmental approach  (1 st, 2 nd, 3 rd, 4 th 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  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  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  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  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  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  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  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  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  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  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  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  Paul Johns  Robert Reyes  Erin Boyd-Soisson

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