Family Life Education : Principles and Practices for Effective Outreach,9780761927693

Family Life Education : Principles and Practices for Effective Outreach

by
ISBN13: 9780761927693
ISBN10: 0761927697
Format: Paperback
Pub. Date: 2005-02-02
Publisher(s): Sage Publications, Inc
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Summary

Praise for Family Life Education: "Excellent for use by university instructors teaching family life education and program development courses. The book's strength is the focus on bridging theory and research with actual practice, something much needed in the family life education field. This is a good book for both university instructors as well as practitioners working with family life education programs." -Brent A. McBride, University of Illinois "A big strength is the authors. . . .they are two excellent family life educators with a great depth of experience in this area." -Charles A. Smith, Kansas State University "This book will make a valuable contribution to teaching faculty in Family Life Education." -Karen DeBord, North Carolina State University Family Life Education: Principles and Practices for Effective Outreach is an excellent book for helping students and field professionals develop the knowledge and skills needed to take family science principles to citizens via family life education programs. Authors Stephen F. Duncan and H. Wallace Goddard incorporate leading outreach scholarship with years of professional experience to provide a scholarly, yet practical, guide for current and future family life outreach professionals. Opening chapters lay the foundation of family life education by discussing its philosophical underpinnings and by encouraging readers to develop their own outreach philosophy. Subsequent chapters help readers learn principles and methods for reaching out to the public and diverse audiences. The book helps readers form and use community collaborations, navigate the social marketing of programs, and explore means of improving the practice of family life education. Key Features Uses the authors' practical, hands-on experience to demonstrate how to put principles from the latest scholarship into action Provides figures, tables, and boxes to illustrate concepts Includes an end-of-chapter Conclusions section to summarize key points Offers an interactive Explorations section to give students practice in applying principles with useful, real-world questions and activities Family Life Education is designed for advanced undergraduate and graduate students who are preparing to be family life educators, as well as for current field professionals. It is a comprehensive, scholarly, yet practical how-to text that should prove to be the ultimate resource on effective family life education.

Table of Contents

Preface xv
1. Foundations and Philosophies of Outreach Family Life Education
1(20)
Defining Family Life Education
2(1)
A Brief History of Outreach Family Life Education
3(6)
Early Roots
3(1)
The American Land Grant University System
4(1)
Cooperative Extension
4(2)
Other University-Based Outreach Efforts
6(1)
Community Movements
6(2)
Reaching Diverse Audiences
8(1)
Web-Based Family Life Education
9(1)
Evolution in the Dissemination of Scientific Knowledge About Families
9(2)
Varied Approaches or "Roles" in Family Life Education
11(5)
The Expert Approach
11(1)
The Facilitator Approach
12(1)
The Critical Inquirer Approach
13(1)
The Collaborator Approach
13(1)
The Interventionist Approach
14(1)
The Eclectic Approach
15(1)
Developing a Working Philosophy for Outreach Family Life Education
16(3)
Beliefs About the Family and the Nature and Quality of Family Life
16(1)
Beliefs About the Purpose of Family Life Education
17(1)
Beliefs About the Content of Family Life Education
18(1)
Beliefs About the Process of Learning for Families and Individual Within Families
18(1)
Conclusion
19(1)
Explorations
19(2)
2. Designing Comprehensive Prevention Programs in Outreach Family Life Education
21(16)
The Science and Profession of Prevention
22(1)
Two Related Prevention Education Models
23(1)
A Comprehensive Model for the Design of Family Life Prevention Programs
24(12)
Stage 1: Problem Analysis
24(3)
Stage 2: Program Design
27(4)
Stage 3: Pilot Testing
31(2)
Stage 4: Advanced Testing
33(1)
Stage 5: Dissemination
33(3)
Conclusion
36(1)
Explorations
36(1)
3. Elements of Quality Family Life Education Resources and Programs
37(26)
The Need for Standards of Quality for Family Life Education Resources
38(1)
Elements of Quality Family Life Education Resources
39(8)
Content
39(1)
Instructional Process
40(1)
Implementation Process
41(1)
Evaluation
42(5)
Application of Assessment to Existing Family Life Education Resources
47(8)
The Prevention and Relationship Enhancement Program
48(3)
Parenting and Family Education: The Strengthening Families Program for Parents and Youth
51(4)
Characteristics of Strong, Sustainable Family Life Education Programs
55(6)
Conclusion
61(1)
Explorations
62(1)
4. Principles of Program Evaluation
63(17)
Evaluation as Friend and Foe: Stereotypes and Opportunities
63(1)
Establishing the Target: Vision and Goals
64(1)
Developing a Vision
64(2)
Getting Specific: Program Goals and Objectives
66(1)
An Example of an Evaluation Framework in Parenting
67(4)
Matching the Parts
67(4)
Defining the Kind of Information Needed: The Evaluation Questions
71(3)
The Logic Model Approach to Evaluation
74(1)
Innovations in Evaluation
75(3)
Transformative Learning
75(1)
Results Mapping
76(1)
Posttest First Methods
76(2)
Using Evaluation Data
78(1)
Conclusion
79(1)
Explorations
79(1)
5. Designing Effective Instruction
80(13)
Component Display Theory
81(5)
Using Stories That Teach the Principle
81(3)
Helping Learners Take the Principles Home
84(1)
Finding Instructional Balance
84(1)
Instruction Outside a Classroom
85(1)
Mixing the Elements of Instruction
85(1)
First Principles of Instruction
86(6)
Instruction Addresses Real Problems
86(2)
Activating Existing Knowledge
88(1)
The Power of Demonstration
89(1)
Applying New Knowledge
90(1)
New Knowledge Integrated Into the Learner's World
91(1)
Conclusion
92(1)
Explorations
92(1)
6. Engaging an Audience
93(16)
The Art of Teaching
93(3)
A Formula for Engaging an Audience
94(1)
Engaging the Adult Learner With Family Life Education
95(1)
What Changes People? Challenging Ideas From Personality Theories
96(3)
Comparing the Personality Theories
98(1)
Relationships as the Basis for Helping
99(6)
Prelude to Effective Education
99(2)
The Boundary Between Therapy and Family Life Education
101(1)
A Specific Method for Capitalizing on Emotion in Family Life Education
102(3)
Practical Applications
105(3)
Drawing the Best Out of Your Participants: Some Practical Tips
105(2)
Application to Print
107(1)
Conclusion
108(1)
Explorations
108(1)
7. Teaching in Outreach Family Life Education: Mechanics and Methods
109(24)
Criteria for Selecting Useful and Valid Information
109(5)
Are the Ideas Grounded in Sound Scholarship?
110(2)
Do the Ideas Ring True?
112(1)
Incorporating the Knowledge, Culture, Expertise, and Experiences of the Learners
113(1)
Do the Ideas Work in Practice?
114(1)
Deciding How to Teach
114(2)
Formulating Learning Goals and Objectives
114(2)
Select Methods for Outreach Family Life Education
116(16)
Leading Group Discussions
116(1)
Fish Bowl
117(1)
Buzz Groups
118(1)
Personal Narrative: Stories of Life
119(2)
Skill Training
121(1)
Family Councils/Meetings
122(1)
Role Playing
123(1)
Movie Clips
124(1)
Educational Videos
125(1)
Music and Pictures
125(3)
Books, Plays, and Short Stories
128(1)
Comic Strips and Cartoons
128(1)
Games
128(1)
Object Lessons
129(1)
Homework Assignments and Learning Contracts
130(1)
Idea Reinforcers
131(1)
Myth Versus Reality
131(1)
Conclusion
132(1)
Explorations
132(1)
8. Working With the Media in Family Life Education
133(33)
Tonya Fishio
Mass Media and Outreach Family Life Education
134(1)
Understanding the Media: Walk a Mile in Its Shoes
135(5)
Deadlines! Deadlines! Deadlines!
135(1)
Information Flood
136(1)
Newsworthy Guidelines
137(1)
Story Ideas
138(2)
Working With the Media: Playing on the Same Team
140(15)
Mutually Beneficial Relationships
140(1)
Information Tools
141(14)
Writing Guidelines
155(3)
Media Interviews
158(6)
Research
159(1)
Preparation
160(1)
Interview Control
161(3)
Conclusion
164(1)
Explorations
164(2)
9. Writing for the Lay Audience
166(14)
Purposes of Written Material
166(2)
Evaluating the Course
167(1)
Tips on Writing
168(3)
Read Widely to Develop Your Own Style
168(1)
Know Your Audience
169(1)
Clearly Define Your Purpose
170(1)
Write Simply and Clearly
171(1)
Examples of Effective Writing
171(8)
Conclusion
179(1)
Explorations
179(1)
10. Family Life Education on the Technological Frontier 180(25)
Steven Dennis and Aaron Ebata
The Technological Landscape
181(9)
History
181(1)
Computer Usage and Internet Access
181(2)
Future Trends
183(1)
Learning and Information Delivery in a High-Tech World
184(3)
Designing Effective Resources
187(3)
Developing Online Programs for Family Life Education
190(13)
Why Should Family Life Educators Consider Online Programming?
191(1)
Models and Methods for Web-Based Delivery
192(3)
Freedom Versus Structure
195(1)
Program Planning and Development for the Web
195(1)
Assessing and Defining Needs
196(1)
Defining Goals, Objectives, and Potential Methods
197(1)
The Web Development Process
197(1)
Practical Considerations for Managing Content
198(1)
Disseminating and Marketing
199(1)
A Framework for Evaluating Web-Based Family Life Programs
200(2)
Peer Review and "Critical Acclaim"
202(1)
Conclusion
203(1)
Explorations
204(1)
11. Working With Diverse Audiences 205(15)
Sensitizing to Differences
206(1)
Diversity of Learning Styles
207(1)
Ethnicity and Values
207(3)
The Individual
208(1)
Communication Standards
208(1)
Action Orientation
208(1)
Time Orientation
209(1)
Work Ethic
209(1)
Family Structure
209(1)
Skilled Dialogue
210(2)
Group Family Life Education Examples
212(1)
Programming for Diversity
213(5)
Know Your Audience
213(1)
Know Yourself
214(1)
Explore Your Limits
215(1)
Evaluate Program Material for Diversity
216(1)
Be Flexible
217(1)
Conclusion
218(1)
Explorations
218(2)
12. Creating Effective Collaborative Partnerships 220(19)
Defining the Collaborative Process
221(1)
Advantages of Collaboration
222(1)
Opportunity to Bring Together a Wide Range of Expertise on Behalf of Clientele
222(1)
Decisions at Every Level of the Program Are Better
222(1)
Can Harness and Combine Financial and Human Resources
222(1)
Enhance Likelihood of Community Buy-In
223(1)
Increase Likelihood of Institutional Change
223(1)
Increase Likelihood of Program Dissemination
223(1)
Improves the Quality of Programs and Is Worth the Effort
223(1)
Challenges to Collaboration
223(3)
Turf Issues
224(1)
Reaching Consensus
224(1)
Limited Resources
225(1)
Divergent Views
225(1)
Member Difficulties
226(1)
A Community Linkages Framework
226(3)
Networking
228(1)
Cooperation
228(1)
Coordination
228(1)
Coalition
229(1)
Collaboration
229(1)
Assessing the Effectiveness of Your Collaboration
229(2)
Getting Started: Steps for Creating Effective Collaborative Partnerships
231(2)
Visit With Parties Who Share Goals and Interest
231(1)
Agree on Desired Outcomes
231(1)
Have a Shared Vision, Mission, and Strategic Plan for Achieving Outcomes
231(1)
Pool Resources (Human and Financial) and Jointly Plan, Implement, and Evaluate Programs
231(1)
Involve Participants in the Collaboration
232(1)
Focus on Participant Needs and Outcomes
232(1)
Build Ownership at All Levels (Local, County, State, Etc.)
232(1)
Recognize and Respect Strengths of Members
232(1)
Examples of Effective Family Life Education Collaborations
233(5)
Alabama's Begin Education Early and Healthy (BEE) Program
233(1)
Educating Families to Achieve Independence in Montana (EDUFAIM) Program
234(4)
Conclusion
238(1)
Explorations
238(1)
13. Marketing Family Life Principles, Practices, and Programs 239(20)
The Social Marketing Mix
240(11)
Product
241(3)
Price
244(1)
Place
245(2)
Promotion
247(1)
Publics
248(2)
Partnership
250(1)
Policy
250(1)
Purse Strings
251(1)
Crafting Marketing Messages to Foster Change
251(5)
Characteristic #1: Believe That They Are at Risk for the Problem and That the Consequences Are Severe
252(1)
Characteristic #2: Believe That the Proposed Behavior Will Lower Its Risk or Prevent the Problem
253(1)
Characteristic #3: Believe That the Advantages of Performing the Behavior (Benefits) Outweigh the Disadvantages (Costs)
253(1)
Characteristic #4: Intend to Perform Behavior
254(1)
Characteristic #5: Believe That They Have the Ability and Skills to Perform the Behavior (Self-Efficacy)
255(1)
Characteristic #6: Believe That the Performance of the Behavior Is Consistent With Its Value System and Self-Image
255(1)
Characteristic #7: Perceive Greater Social Pressure to Perform the Behavior Than Not to Perform It (Social Norms)
255(1)
Characteristic #8: Experience Fewer Barriers to Perform a Behavior Than Not to Perform It
256(1)
Conclusion
256(1)
Explorations
256(3)
14. Improving the Practice of Family Life Education 259(11)
Professionalization of Family Life Education
260(4)
Promote and Support Standards of Practice
263(1)
Educate Employers and the Public
263(1)
Partner Family Life Education With Other Intervention Services
263(1)
Family Life Educators as Providers in Response to Legislation
263(1)
Program Rigor
264(1)
Program Effectiveness
265(1)
Marketing of Family Life Education Principles, Practices, and Programs
266(1)
Reaching Diverse, Underserved Audiences
267(1)
Conclusion
268(1)
Explorations
269(1)
Appendix A: A Statement of Principles 270(11)
H. Wallace Goddard and Charles A. Smith
Appendix B: Favorite Movie Clips for Outreach Family Life Education 281(4)
References 285(16)
Name Index 301(6)
Subject Index 307(8)
About the Authors 315

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