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