The understanding of the family life education methods and principles is an underlying theme in each Child and Family Studies course. The knowledge of teaching and evaluating the family life education principles was mainly discussed in the course Human Ecology/Child and Family Studies 4065. The most important topic explained in this course was the ten content areas of family life education as established by the National Council of Family Relations. The ten content areas include: families and individuals in societal contexts, internal dynamics of families, human growth and development across the lifespan, human sexuality, interpersonal relationships, family resource management, parent education and guidance, family law and public policy, professional ethics and practice, and family life education methodology. These ten content areas are the same topics the Child and Family Studies curriculum is based.
In addition to the ten content areas of family life education, CFS students learned the various approaches or roles in family life education. These roles are expert, facilitator, critical inquirer, collaborator, interventionist, and eclectic. To approach family life education in an expert role means to be the subject matter authority on a particular subject. To take a facilitator approach means to be co-learners in the learning process of a subject matter. To be a critical inquirer in family life education means to question the learners to persuade them to critically think about the subject matter. To use the collaborator approach means to provide the participants with research-based evidence on the subject matter. To take on the interventionist role in family life education means to make people aware and reflect on the subject matter. To approach family life education in an eclectic role means to be flexible and sensitive to each subject matter.
Also, Human Ecology/Child and Family Studies 4065 also entailed the discussion of the three levels of prevention in the human services field. The three levels of prevention include primary, secondary, and tertiary. Primary prevention is defined as prevention before problems arise. Secondary prevention is prevention after some problems have occurred but trying to prohibit even worse problems. Lastly, tertiary prevention is prevention for those who have experienced severe problems and risks already. The knowledge of knowing one’s target audience and being able to evaluate a program is critical to obtain as a CFS graduate. Because these students are likely to be working in organizations promoting a policy or program, to have the ability to correctly target a presentation or program to a specific population and also to evaluate the program or presentation is crucial to be successful.
HUEC/CFS 3067: Field Experience in Family, Child & Consumer Science
HUEC/CFS 4065: Family Life Education
HUEC/CFS 4067: Internship in Child and Family Studies
In addition to the ten content areas of family life education, CFS students learned the various approaches or roles in family life education. These roles are expert, facilitator, critical inquirer, collaborator, interventionist, and eclectic. To approach family life education in an expert role means to be the subject matter authority on a particular subject. To take a facilitator approach means to be co-learners in the learning process of a subject matter. To be a critical inquirer in family life education means to question the learners to persuade them to critically think about the subject matter. To use the collaborator approach means to provide the participants with research-based evidence on the subject matter. To take on the interventionist role in family life education means to make people aware and reflect on the subject matter. To approach family life education in an eclectic role means to be flexible and sensitive to each subject matter.
Also, Human Ecology/Child and Family Studies 4065 also entailed the discussion of the three levels of prevention in the human services field. The three levels of prevention include primary, secondary, and tertiary. Primary prevention is defined as prevention before problems arise. Secondary prevention is prevention after some problems have occurred but trying to prohibit even worse problems. Lastly, tertiary prevention is prevention for those who have experienced severe problems and risks already. The knowledge of knowing one’s target audience and being able to evaluate a program is critical to obtain as a CFS graduate. Because these students are likely to be working in organizations promoting a policy or program, to have the ability to correctly target a presentation or program to a specific population and also to evaluate the program or presentation is crucial to be successful.
HUEC/CFS 3067: Field Experience in Family, Child & Consumer Science
HUEC/CFS 4065: Family Life Education
HUEC/CFS 4067: Internship in Child and Family Studies
HUEC/CFS 4065
Comprehensive literature review on sex education programs
(Grade: A)
Comprehensive literature review on sex education programs
(Grade: A)
HUEC/CFS 4065
Ethnographic study of two neighborhoods
(Grade: A)
Ethnographic study of two neighborhoods
(Grade: A)
HUEC/CFS 4065
Critique on marriage education websites
(Grade: A)
Critique on marriage education websites
(Grade: A)