Editors Sharon M. Ballard and Alan C. Taylor bridge the gap between research and practice by examining and presenting key strategies for working with diverse populations, including those based on race and ethnicity, family structure, geographic location, and context. By defining 11 diverse groups and presenting their strengths and unique cultural characteristics, the editors present an evidence-based practice approach with each chapter, prescribing the best practices for working with these diverse groups in regard to general family life education (FLE) needs, educator characteristics, ethical considerations, marketing and recruitment, modes of learning, and environmental considerations. This book is essential for students who are preparing to work with families, as well as professionals engaging in FLE activities with diverse populations.
Chapter 1: Family Life Education with Court-Mandated Parents and Families
Family Life Education with Court-Mandated Parents and Families
Most family life education efforts are aimed at adults and use adult education principles. These principles were dubbed “andragogy” by Malcolm Knowles (1984) and include several assumptions: (1) adult learners are self-directed, so they need to know why the topics in educational settings are important; (2) they need to learn experientially; (3) they enter learning with specific problems they want to solve; and (4) they want to be able to apply the learning to their lives immediately (Kearsley, 2010). Those assumptions are challenged in some family life education situations, however. Sometimes family life education participants do not direct their own learning or are not allowed to focus on ...