Community Based Family Life Education: The Family Life Council of Greater Greensboro, Inc.

Background: Family Life Education Methodology (FLEM) is an integral component of the family science collegiate curriculum. Given the range of topics and that material is not immediately interesting to students, teaching FLE courses is consistently reported as difficult. Purpose: The goal of this study is to evaluate an experiential learning approach to FLEM that addresses these pedagogical issues by expanding on the low, medium, and high dosage projects as proposed by Vaterlaus and Asay. Methodology/Approach: This approach was implemented with four FLEM classes in a midsize university ( N = 120). Students completed a low, medium, and high dosage project throughout each course, and completed written evaluations after each project, which were analyzed using qualitative analysis. Findings/Conclusions: Students reported multiple benefits for each project. The low dosage project was associated with learning what FLEM is, finding, and building on passions. The medium dosage project was associated with tangible and self-learning. The high dosage project was associated with outside learning and making a difference in the community. Implications: The proposed approach utilized multiple opportunities for experiential learning that appear beneficial for student learning. Replication is needed in other collegiate contexts to validate the approach.

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A Developmental Approach to Helping Families at Risk

Social Casework ◽

10.1177/104438948206300101 ◽

1982 ◽

Vol 63 (1) ◽

pp. 3-14 ◽

Cited By ~ 2

Author(s):

June B. Ruger ◽

Roberta H. Wooten

Keyword(s):

At Risk ◽

Family Life ◽

Family Life Education ◽

Parenting Skills ◽

Public Agencies ◽

Developmental Approach ◽

Family Service ◽

Education Group ◽

The Family ◽

Life Education

The resources of family service and public agencies are combined to help parents work toward the return of children in placement. This family life education group provides these at-risk parents with alternative parenting skills and may be the first step the family takes toward counseling.

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Comprehensive activation of students during education classes on family life in Polish schools

Studia Teologiczno-Historyczne Śląska Opolskiego ◽

10.25167/sth.830 ◽

2019 ◽

Vol 36 (2) ◽

pp. 207-220

Author(s):

Anna Zellma

Keyword(s):

Family Life ◽

Core Curriculum ◽

Family Life Education ◽

Marriage And Family ◽

Upper Secondary ◽

The Family ◽

Theoretical Assumptions ◽

Life Education ◽

Upper Secondary Schools ◽

Responsible Manner

Family life education classes in Polish schools are carried out on the basis of theoretical assumptions included in the core curriculum, programmes, handbooks and didactic materials. They indicate not only the objectives and the content, but also the methods of achieving them. It is rightly considered important to activate students in multiple ways in the fifth and sixth form of the primary school, first to third forms of the lower secondary school and in upper secondary schools. This principle assumes stimulating the comprehensive activity of students by arranging situations that serve the purpose of learning about issues concerning marriage and family, discovering family-oriented values and experiencing and acting in a responsible manner. Therefore, it requires the application of appropriately selected, varied forms, methods and didactic means in the family life education classes. This will help to individualise the process of education and to efficiently implement curriculum objectives and contents, thus enhancing the scope of students’ knowledge and experiences, as well as developing family-oriented attitudes.

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