Family Life Ed. Test 1

Front 1

The Expert Approach

Back 1

Basically, someone who is all knowing and lectures...

Front 2

The Facilitator Approach

Back 2

Often have no specific agenda. Shares info as a coequal. Humanistic approach, this approach is best used when the audience members posses a substantial amount of knowledge and are highly motivated learners.

Front 3

The Critical Inquirer Approach

Back 3

Asking questions and helping the learners teach themselves. Critical/humanist philosophical orientation, which promotes self-actualization of the learner.

Front 4

The Collaborator Approach

Back 4

Somewhere inbetween expert and facilitator approach. They bring a prepared agenda and curriculum but these materials are fitted around the needs of the participants.

Front 5

The Interventionist Approach

Back 5

They believe that education is not just learning for knowing but learning for living. Learners are engaged in step by step learning of desired behaviors, receiving instructor support and evaluation through the processes. Educators are liberators, not facilitators, who help learners become social activists! (radical philosohical, transformative learning)

Front 6

What are the 3 steps of Transformative learning?

Back 6

1. Learners engage in crical self-reflection about assumptions and present approaches. 2. Learners transform or revise their perspective and 3. learners actually adopt new ways of behaving, consistent with their renewed perspective.

Front 7

The Eclectic Approach

Back 7

These educators would use elements from all approaches to fit the situation. Most ideal approach.

Front 8

What is outreach FLE?

Back 8

outside classroom setting, usually to adults, designed to improve relationships in the family and home

Front 9

Principles of Outreach FLE:

Back 9

a. relevant to individuals couples and families across the lifespan. b. based of the felt needs of the individuals, couples, families and communities. c. Draws on material from many fields and is multiprofessional in its practice. d. Offered in many venues... including commnity workshops, video and print media, publications, the internet and many other settings. e. Is educational rather than therapeutic. F. Is respectful of diverse values and g. requires qualified family life educators to realize its goals.

Front 10

What is cooperative extension?

Back 10

there are extension agents (can do with a bachelors) throughout the county who are specialized in different areas (4-H). Where info about family life could be communicated to the local communited and carried out through the FLE programs.

Front 11

FLE philosophy:

Back 11

they purposefully guide and direct our efforts in FLE teaching.

Front 12

Give a breif history of FLE

Back 12

mothers groups. Middle class educated religious women are those who first started what could be considered “social work.”

Front 13

What is prevention science and what are the 3 levels of it?

Back 13

The goal of prevention science is to prevent or moderate dysfunctions within the family, marriage and individual. The three levels of prevention science are: Primary, secondary a tertiary.

Front 14

Primary Prevention Science:

Back 14

Primary prevention teaches knowledge and skills that families need in order to stop problems from arising or occurring.

Front 15

Secondary Prevention Science

Back 15

. Secondary prevention is when family life educators are working with an audience who already have some signs of risks and are intervening as well as teaching protective factors.

Front 16

Tertiary Prevention Science

Back 16

Tertiary prevention is when a family life educator is intervening with an audience who is under a significant amount of stress. Tertiary would be more like therapy than just taking a prevention course.

Front 17

What is prevention science focused on when applied to FLE?

Back 17

Prevention science, when applied in FLE teaching, focuses on understanding and then teaching about protective factors and risk factors for families. The most effective FLE programs are trying to reduce the risk factors while increasing the protective factors.

Front 18

What are the five stages in Duncan and Goddard’s framework for designing family life prevention programs?

Back 18

1. Problem Analysis 2. Program design 3. Pilot Testing 4. Advanced Testing 5. Dissemination

Front 19

Describe D&G's 1. Problem Analysis stage:

Back 19

In this stage, family life educators do their research on their target audience and community. They research about the problems they are facing and might even have a change to get to know the people they will be teaching beforehand. In this stage it is also important to learn about the risk factors involved in the target audience and community. All the family life educators research is worked into “teachable” ideas.

Front 20

Describe D&G's 2. Program Design stage:

Back 20

Based on information gathered in the Problem analysis stage, Family life educators in this stage come up with the criteria for their program according to the needs of their audience. They formulate goals, or “change objectives” they wish to see their audience accomplish by the end of their program. They come up with the methods they want to use to teach and activities that will be engaging and insightful. Family life educators in this stage will also determine the selectiveness, breadth and length of their program. It is also important in this stage to do careful recruitment and marketing plan.

Front 21

Describe D&G's 3. Pilot Testing stage:

Back 21

Family life educators will practice their program on other audience before they present it to their actual intended audience. It is important to have the the piolet testing auidences be as similar to the target audience as possible. In this stage the family life educator will also come up with an evaluation of the pilot tests and do any revisions if necessary.

Front 22

Describe D&G's 4. Advanced Testing stage:

Back 22

Advanced testing is often called summative or outcome evaluation. The goal of advanced testing is to see if the program really accomplishes the “change objectives” intended. The processes of advanced design include coming up with an experimental design, implementing the revised program, analyzing the data and continuing to refine the program.

Front 23

Describe D&G's 5. Dissemination stage

Back 23

Dissemination is when family life educators try and promote their program to more people and continue teaching their effective program to different audiences. The goal: widespread adoption of the program.

Front 24

What is Merrill's Components Dispaly Theory (CDT)?

Back 24

Merrill’s CDT is a system of instruction used to design a guide in developing any kind of FLE presentations, training and publications. The Primary Presentation Forms of CDT consists of your mode of delivery and the kind of content.

Front 25

What are the two modes of delivery for CDT?

Back 25

For mode of delivery you can use Expository, which is to present, tell or show or Inquistory, which is to question, ask or having the learners practice.

Front 26

What are the two kinds of contents of CDT?

Back 26

The kind of content consists of using generalities or Instances.

Front 27

Through the modes of delivery and kind of contents are the components developed. What are they?

Back 27

First EG: to tell a rule or principle.
Second, Eeg: to give an example or story that supports the principle.
Third, IG: to invite learners to express the rule in their own way and
last, Leg: asking the learners to think of their own experiences that illustrate the principle.

Front 28

Why are stories a good instructional tool and how do they fit into CDT?

Back 28

Instead of only stating what the principle is, stories are effective because they make teaching more interesting and applicable. Stories help learners remember the principle better too. More than one story can be shared to illustrate different parts of the principle. Using stories are expository instances.

Front 29

Describe the goal of IG within Merril’s CDT model.

Back 29

Inquisitory generalities are used to restate the principle with out “parroting” it back. This can happen by asking the audience what they have recalled and learned. The object of IG is to encourage participants to take action in their lives by applying the principle taught.

Front 30

Describe/Explain Instructional Balance.

Back 30

Instructional balance is using good balance between the Family Life Educators expert skills and facilitator skills; both the audience and the educator are doing the talking and participating. Also, it is a balance between generalities and instances, using the principle and illustrating it through stories given. Learning is best facilitated when there is a balance between the two.

Front 31

Does CDT apply to instruction outside the classroom? How so?

Back 31

Yes, because FLE printed publication and online computer software are also ways CDT is taught.

Front 32

What is meant by “mixing the elements of instruction”?

Back 32

Instead of always going step by step in order of the primary presentation forms of CDT (EG, Eeg, Ig, Ieg), learn to mix them up and be flexible. Teaching is much more effective when it is random and exciting.

Front 33

List the First Principles of Instruction:

Back 33

1. Instruction addresses Real Problems 2. Activating Existing Knowledge 3. The Power of Demonstration 4. Applying New Knowledge 5. New Knowledge Integrated Into the Learner's World

Front 34

Describe 1. Instruction Addresses Real Problems in First Prin. of Instruc.

Back 34

a. Every family life has struggles and the family life educator can address these by: telling stories, asking for personal stories, out of class work or interviews of other families. This helps the class learn identify the issues and eventually help solve them

Front 35

Describe 2. Activating Existing Knowledge of First Princ. of Instruc.

Back 35

a. Learning is facilitated when existing knowledge is activated as a foundation for new knowledge, is what this principle teaches. Ask the class to share what they already know and build upon it.

Front 36

Describe 3. Demonstration of the First Princ. of Intruc.

Back 36

a. This third principle states that when new knowledge is demonstrated to the learner, learning is facilitated. Demonstrate through examples from stories, practicing, etc.

Front 37

Describe 4. Applying New Knowledge of the First Princ. of Instruc.

Back 37

a. One of the most important principles, applying new knowledge means having the class apply their new knowledge into action and practice. This can be done through after class assignments in real world or instructional settings. The most effective way to learn is through error, in this way the learners can learn what happened and how to avoid error in the future

Front 38

Describe 5. New Knowledge Integrated Into the Learner's World of the First Princ. of Instruc.

Back 38

a. As an educator, help make practical plans and goals for the learners. These can help integrate their new knowledge into their own lives. Some ideas of this are having the learners keep a journal, or having them teach their knowledge to someone else.

Front 39

What is the simple formula for effective teaching?

Back 39

Relevance, Respect and Participation (expound)

Front 40

Describe adult learners by contrasting them with child learners.

Back 40

In a child learning setting, the student adjusts themselves to the curriculum established but in an adult learning setting, the curriculum must be based around the adult students. This is because the adults value experience and hearing the experiences of others. The educator of an adult class is most effective when they bring knowledge yet facilitate those participants with experience and problem solving abilities.

Front 41

Describe the implications of conflict personality model for FLE

Back 41

A conflict personality theory is the idea that as humans we have conflict in society and with each other because of our inherit need for personal gratification. When implied to FLE, the conflict model tries to reduce conflict within the family or relationships by satisfying their own needs and respecting the needs of others

Front 42

Describe the implications of consistency personality model for FLE

Back 42

a consistency model poses that all humans want to reduce the tension or difference between expectation and reality, in other words in a FLE setting, people have their own level of “stimulation” they are used to and when they are under stimulated or bored, they want more stimulation and when they are over stimulated they want less

Front 43

Descrive the implications of fulfillment personality model for FLE

Back 43

The fulfillment model takes a more humanistic approach and instead of comparing two odds conflicting against each other, the focus is on realizing one’s abilities and striving towards ideals. In a FLE setting, it would be appropriate to assure class members that they feel accepted and belonged and the educator sympathizes with them.

Front 44

what does the authors mean by “relationship as the basis for helping.”

Back 44

The author by this statement is suggesting that in the educator learner relationship and in relationships in life, what matters most is the quality of the relationship. In the book they use the example of the parent child relationship and how a child’s well-being is based on this nurturing relationship. They are use the example of how in a therapeutic relationship, the client many time will say the result and outcome of their therapy depended on the relationship they had with their therapist.

Front 45

What are the six processes of joining all about?

Back 45

Emphasizing the positive! appreciating (family) strengths and identifying those strengths.

Front 46

What is the difference between FLE and therapy?

Back 46

The main difference between FLE and therapy is that FLE has more boundaries and is not as personal of a basis as therapy is. If too many personal feelings are expressed in a FLE atmosphere, the results can be damaging. Also there is a difference between emotional intensity and normative and non-normative probs.

Front 47

What are Ginnotts Stages of Engaging an auidence?

Back 47

1. Recitation 2. Sensitization 3. Learning of concepts 4. Teaching and practice of better skills. According to his theory, the most important part of "engaging" and audience is making the audience feel accepted valued and appreciated.

Front 48

What is the best way to think about teaching???

Back 48

The opportunity for people to gather together to solve problems. The best educators help the participants find ideas within themselves.

Front 49

Transformative learning theory:

Back 49

I feel like engaging an audience isn’t just a verb or something you do, but it is a quality of the educator, but be an engaging person. Especially in the theory when It talks about educators who are sympathetic and who hold integrity are the educators that are most effective.

Front 50

Teaching Method: Leading Group Discussion

Back 50

Produces active involvement. A good thought-provoking question can help start a discussion. Use structuring, linking and summarizing. Don't always answer questions right away, ask participants what they think.

Front 51

Teaching method: Fish Bowl

Back 51

This is when there are two circles formed, one on the outside and one on the inside, and both circles have opposing views. only the inner circle talks at a time and then after they are done discussing the outter circle comments of what was said and what they saw.

Front 52

Teaching Method: Buzz Groups

Back 52

When the class is divided into smaller groups to discuss something and then have a spokesperson after to talk about what they discussed. Good for the group leader to go around during that time and listen and talk when appropriate.

Front 53

Teaching Method: Personal Narrative

Back 53

Stories have an emotional quality that reaches the heart fo participants more quickly than didactic teaching can. Stories with moral content also build the moral intelligence of adults and children alike

Front 54

Teaching Method: Skill Training

Back 54

Describe a skill, model a skill, practice the skill in a nonstressful setting and situation, receive reinforcement and corrective feedback, use the skill in a real setting.

Front 55

Teaching Method: Role-Playing

Back 55

Allows people to practice a skill that has been learned. Scripted and spontaneous. Explain the role-play well. They are useful to contrast a negative ex. against a positive ex. Principles of roleplaying
1. Can't just be for entertainment
2. Situation must be emotional
3.Be careful when selecting actors.

Front 56

Teaching Method: Games

Back 56

Facilitate ACTIVE learning. Good for younger audiences. If some answer is wrong that someone guesses, etc. on a game, then a good oppurtune time for correction. Give prices and incintives.

Front 57

Teaching Method: Object Lessons

Back 57

Causes participants to refect on and question assumptions in ways that have the otential to promote action.

Front 58

Teaching Method: Homework Assignments and Learning Contracts

Back 58

Provide a vital oppurtunity to practice and model the skills they use.

Front 59

Teaching Method: Idea Reinforcers

Back 59

Type of summerize main ideas and hand out at end of class

Front 60

Teaching Methods: Myth Vs. Reality

Back 60

Oppurtunity to correct mistaken perceptions about family issues. True/false quizzes.

Front 61

Teaching Method: Movie clips

Back 61

*

Front 62

McDermott's varation in values: The Individual

Back 62

Some cultures value teamwork coperation rather than competition and the individual, they have different view of what is more important

Front 63

List the five guidelines for diversity

Back 63

Know Your Audience, Know Yourself, Explore Your Limits, Evaluate Program Material for Diversity, and Be Flexiable.

Front 64

Define vision, goals, and objectives.

Back 64

A vision is broader than goals and objectives, which are more specific with objectives being the most specific. A vision is more of a desired outcome while goals teach how these outcomes are taught and learned and objectives are how the goals are accomplished in a measureable way.

Front 65

Why are pretests NOT a good idea?

Back 65

They are not a good idea because the participants of a program might not fully understand a behavior or concept taught to them by the program and beforehand may think they were better at the behavior than they were after the program (response shift bias) It is better to ask after the program is done, if the participants were good at the behavior before they started the program. Also, because if participants practice a certain undesired behavior and that’s why they are going to the program, they can feel harshly judged by a pretest.
You want to show that they got better.

Front 66

3. Describe how to use logic models in program evaluation, including a definition of the terms: inputs, outputs, outcomes.

Back 66

The logical model is a step by step process for program evaluation. In the first step, a person must first begin with an effective needs assessment and the priorities related to the vision In mind. In the next step a person must think of Inputs, (human, financial, material and knowledge resources) that can be applied to the problem or need. (what already is there that is helpful to the program or what you bring) Output asks the question “what are the processes that will be used to effect change?” These include the activities and participants involved in the program. The last step is outcome, which can be short term or long term. Short term outcomes such as knowledge and skills, are easier to measure than long term outcomes.

Front 67

Transformative learning approach to evaluation

Back 67

Gathering information of program evaluation not just by paper, pencil and numbers. (Ex. Interview)

Front 68

Under what conditions would you use a “results mapping” approach to program evaluation?

Back 68

if you have a smaller group, like a case study. Personalize a bunch of numbers in a table. If you are trying to get funding. If numbers are harder to get.

Front 69

Define vision, goals, and objectives.

Back 69

A vision is broader than goals and objectives, which are more specific with objectives being the most specific. A vision is more of a desired outcome while goals teach how these outcomes are taught and learned and objectives are how the goals are accomplished in a measureable way.

Front 70

Why are pretests NOT a good idea?

Back 70

They are not a good idea because the participants of a program might not fully understand a behavior or concept taught to them by the program and beforehand may think they were better at the behavior than they were after the program (response shift bias) It is better to ask after the program is done, if the participants were good at the behavior before they started the program. Also, because if participants practice a certain undesired behavior and that’s why they are going to the program, they can feel harshly judged by a pretest.
You want to show that they got better.

Front 71

3. Describe how to use logic models in program evaluation, including a definition of the terms: inputs, outputs, outcomes.

Back 71

The logical model is a step by step process for program evaluation. In the first step, a person must first begin with an effective needs assessment and the priorities related to the vision In mind. In the next step a person must think of Inputs, (human, financial, material and knowledge resources) that can be applied to the problem or need. (what already is there that is helpful to the program or what you bring) Output asks the question “what are the processes that will be used to effect change?” These include the activities and participants involved in the program. The last step is outcome, which can be short term or long term. Short term outcomes such as knowledge and skills, are easier to measure than long term outcomes.

Front 72

Under what conditions would you use a “results mapping” approach to program evaluation?

Back 72

if you have a smaller group, like a case study. Personalize a bunch of numbers in a table. If you are trying to get funding. If numbers are harder to get.

Front 73

What is "results mapping?"

Back 73

Almost like a "case study." Evaluates one specific person from the study.

Front 74

What are the pros and cons to program evaluation?

Back 74

-Necessary evil
why? Costs.
What are the costs? Time, resources, difficult to design, difficult to analyze, disappointing feedback.
Benefits? Continued funding, possible validation of program, program refinement. It can be your friend!

Front 75

What are the pros and cons to program evaluation?

Back 75

-Necessary evil
why? Costs.
What are the costs? Time, resources, difficult to design, difficult to analyze, disappointing feedback.
Benefits? Continued funding, possible validation of program, program refinement. It can be your friend!

Front 76

Jacob's 5-tiered model: Tier 1 Preimplementation

Back 76

Purpose- Establish fit between community need and program
Tasks- Conduct a community needs assessment. Revise program pans and focus based on needs assessment data

Front 77

Jacob's 5-tiered model: Tier 2 Accountablity

Back 77

Purpose- Determine who is getting the program and if it is reaching the intended auidence.
Tasks- Accurately determine the numer and characteristics of people served, such as through examining sociodemographic data from program surveys

Front 78

Jacob's 5-tiered model: Tier 3 Program Clarification

Back 78

Purpose- Gather feedback from program staff and participants on how to improve program content and delivery.
Tasks- Collect client satisfaction data. Collect staff data on program fidelity, fit of processes with goals and objectives, needed adjustments

Front 79

Jacob's 5-tiered model: Tier 4 Progress Toward Objectives

Back 79

Purpose- Document program effectiveness and short-term outcomes
Tasks- Collect outcome data using reliable measures tied to goals and objectives

Front 80

Jacob's 5-tiered model: Tier 5 Program Impact

Back 80

Purpose- Document program effectiveness and long-term outcomes Recommend model programs for widespread dissemination
Tasks- Collect sophisticated data analysis to show effectiveness that uses random assignment, longitudinal data collection and complex analyses.

Front 81

McDermott's varations in values: Communication Standards

Back 81

Englsih may be limited in some participants and therefore they may be reluctant to speak. Educator must be sensitive and communicate a way that honors the participants preferences.

Front 82

McDermott's varation in values: Action Orientation

Back 82

Some culture value not wasting precious time while others value reflective and meditative time.

Front 83

McDermott's varation in values: Time Orientation

Back 83

Some cultures value the history of ancestors while other dominate american cultures value looking into the future and optimistic foresight is valued.

Front 84

McDermott's varation in values: Work Ethic

Back 84

*poverty is not a sure sign of laziness! Many have different views of success and work hard but are still in poverty

Front 85

McDermott's varation in values: Family Structure

Back 85

educators must resist the temptation to impose our meaning on living configurations that may be different from our own.

Front 86

What is skilled dialouge and what are the components?

Back 86

Skilled dialouge challenges the notions that cultural competence is primarily the result of extensive knowledge about cultures.
Respect- just validate and bevlieve that people do the things that they do because it makes sense to them.
Reciprocity- acknowledges that every person has experience and perceptions of value, and they are valuable to you.
Responsiveness- Humility, being open to mystery. Educators need as much knowledge as the participants.

Front 87

What is "3rd space"?

Back 87

Accomidating what knowledge the educator brings, what experience and unique needs the student needs and bring it together for what works best for them.