Interpretation of Family Life Education Essay

Family sprightliness Education has endured multiple evolutions, comments and criteria since its origins in modern-day family science between 1881 and 1920. Currently, Family Life Education has tightened the reigns of its purpose, created fundamental criteria and yet shut a dash leads itself to an assortment of interpretations. For the purpose of this paper, I volition endeavor to give my soul definition of Family Life Education based on course readings and seek, the manoeuver principle of FLE, a theoretical perspective that supports and, is most applicable to my definition of Family Life Education and, a personal philosophy of pedagogy.What does Family Life Education signify to me? Depending on the company you keep, this is a potentially nasty question. Within the realm of my present circle, the question does hold a living explanation. Family life sentence education has been signifi washbowlt in the historical information of several(prenominal) educational enterprises (a rcus senilis, vol. 1, 1993, p. 46) in that locationfore, lending itself to the family life passkey to select a jumper cable that best complements their own philosophies and paid preparation.The definition by the National Council on Family Relations (2006) sums up what FLE means to me, Family life education is the educational grounds to strengthen singular and family life done family perspective. The objective of family life education is to enrich and improve the quality of the individual and the family life. As a incoming professional in this distinctive field, I strive to possess the many a(prenominal) another(prenominal) characteristics of a well-rounded practiti 1r, including, but not limited to, die fellowship of the professional content and to function, when take in a multidisciplinary approach.As the possibilities to individual and family story are endless, the ability to draw from other disciplines is crucial. It is probable that when work with a family for i nstance that is struggling with an issue, the family life professional would need to expend an approach that incorporated all of Gardners bigeminal Intelligences (1983). In addition, it is alike important to note Family life educators gift used educational concepts as their solitary approach to multidisciplinaryintervention (Arcus, vol. 2, 1993, pg. 28) and this approach has created concern amongst scholars and professionals alike. To become multi disciplinary, Arcus (1993) offers that through the use of knowledge from a broader range of disciplines and through greater cooperation among the contributing disciplines, true multidisciplinary approach can be attained. As indicated previously, the composition of individual or family is infinite and special attention needs to be paid to issues of diversity.Within the profession of Family Studies, there is discovericular emphasis on valuing differences and respecting those distinctions (Arcus, vol. 2, 1993, pg. 28) further more than, creating potent working relationships with persons served. Lastly, to complete the puzzle of the well rounded practitioner, one must be able to utilize their own life experiences relevant to family life topics and to honestly accept those experiences as not to furnish insincere recommendations. To further personalize my definition of Family Life Education, I have compiled most additional ideas.It is unlikely that a professional in the field of Family Studies is wandering aimlessly without purpose or direction. Typically, they are a part of an brass that is providing services to individuals or families with a set of defined needs. Even more likely it is the responsibility of the professional to design, develop and deliver the services needed by means of effective syllabusming. The Family Life professional becomes the program and an effective program does not rest solely on content (Brindis & Davis, et al, 1998, part IV).The professional must mobilize for action by increasing s entiency and generating support of a program, assess the needs and assets of the populations served and build strong foundations that will serve to protect the potential of the program and last, but surely not least, design an effective Family Life Education program. Designing a impertinent or adapted family life education program frequently entails many planning and management issues. The development is easier when the concerns are planned for at the onset. theorise about(predicate) how to advocate for the program, especially in the face of statement. Expect controversy (Brindis & Davis, et al. 1998, sect. IV). Controversy or conflict is seguing to the subsequent topic, the guiding principles of Family Life Education. Intervention, the anti-conflict be proactive in a reactive world. Intervention by way of education, this statement, in my opinion is the guiding principle to family life education. No matter how you slice it, the opportunity to impart an intervention is endless. I ntervention can have many connotations.In day to day life it is regularly defined as an unwelcomed interference. For instance, a wife introduces an intervention for her substance abusing married man, of which does not want to admit to or take responsibility for his addiction. Therefore the husband would characterize the intervention as unwelcomed interference. For the purpose of family studies, the definition takes a neutral stance to denote the taking of expirely defined actions to lure change (Encarta English Dictionary). The change is expected to be positive, indicating harmony or affirmation.Societies evolve along divergent cultural, religious, historical, economic, geographical, and political paths. At any time, members of different societies view themselves and the world from distinctive perspectives. Yet global trends in communion and information dissemination, entertainment, and other economic and commercial exchanges always affect local anaesthetic realities, sometime s more than quite a little living in those localities fully understand. How children, adolescents, and adults are assigned roles ultimately reflects the convergence of such societal paths and global trends.The preceding statements have the potential to be segue ways and/or roadblocks to the family professional. The professional should establish family life education at an early age, to combat the flightiness of reaction and to introduce the idea of prevention, lessening the likelihood of ever intervening. The founding of a program that would counter negative or damaging societal outcomes should implement age appropriate curricula, especially when working solely with condition age children, which meets the developmental needs and matches backgrounds and life experiences of all individuals involved.What are ordinary interventions? As adapted from Family Health International (2001), Offer education and skill-building assume young person caretakers, including parents, extended f amily, or other adults such as teachers and youth workers. Engage youth themselves in program design, development, implementation, and evaluation. Ensure access to guidance and other services that respond to the special needs of the individual or family Augment collaboration and effective referrals among existing health and other development agencies and organizations.Coach program site managers, service supportrs, and others to improve their interactions with individuals and families Have clear goals, target populations, and indicators while building in monitoring and evaluation from the stemma of a project use such findings to improve strategies and services. The family life professional should strive to maintain balance and realistic programming and to ultimately provide information and activities that encourage skill development that is relevant and useful.Imparting a value system and norms when they are lacking or completely wanting(p) to an individual or family is an asset to the overall program, especially when follow through is a potential issue. A basic skill set is at least in place. Last but not least, ensure that your program is based on a solid theoretical model. Ability, Desire and potential difference Why MI possible action is relevant to Families Successful and unsuccessful people do not vary greatly in their abilities. They vary in their desires to reach their potential. John Maxwell During the tenure of this course, Family Study Methodologies, we have encountered many theories and how they are or have been significant to the field of Family Life Education. The theories have run the gamut from their birthplace in social theory and social therapy to a current state of post modern, contemporary status. As indicated by Lavee and Dollahite (1991), there is a weak link between theory and research in modern family science and they go further to say, from multiple points of view, it is imperative to copulate theory with research methods.Ther e are multiple approaches to theory and research in the family sciences (Sourcebook, pg. 17) and there is not one that is committed as the flagship theory to FLE. Rather the interplay between scholars, families and the socio-cultural context that surrounds them (Sourcebook, pg. 18). These connections should pay special attention to the odd quality of families in society and how these families function within their environment. It is necessary to ratify what I mean by theory within the field of family life education.As defined by Gibbs ( 1972, p.5),sourcebook p 20 theory is a set of logically interrelated statements in the form of empirical assertions about properties of infinite classes of events or things. This definition lends itself to the notion of a abstract framework, a theory that has not come full circle. Gardners theory of Multiple Intelligences fits this description. Although there are several intelligences define which possess a sound theoretical foundation, eight to be exact, there are additional intelligences hold in the wings for validation therefore supporting the notion of the conceptual framework.Gardners theory is relevant to family life education, in part collect to its flexible and expandable nature but mostly because the family is a phenomenal, liberal body that needs room to evolve, just as MI theory continues to do. References Brindis, C and Davis, L et al. (1998) Designing effective family life education programs. Advocatesforyouth. org. quaternity sections. Retrieved April 13, 2008, from www. advocateforyouthorg/PUBLICATIONS Lavee, Y. , & Dollahite, D. C. (1991) The linkage between theory and research in family science. Journal of jointure and the Family, 53, 361-373.