AM

Family Life Education Notes

The Gruff Father

  • The father loves his children but grew up in a rough environment.
  • His parenting patterns reflect his upbringing.
  • He uses a loud, dominating voice.
  • He is bossy and demanding with his children.
  • He speaks in matter-of-fact terms.
  • He has established rigid rules.
  • He interacts with his children with sarcasm that can be hurtful.
  • He operates from a well-defined one-up power relationship (superiors and inferiors).
  • There is no evidence of abuse, and he cares for his children.
  • He believes he is parenting in the best way for his children.

Mental & Behavioral Health Problems

  • A child in the community youth program struggles with depression.
  • The child also experiences other mental and behavioral health problems.

Educational Resources for Families

  • The agency's name is "Educational Resources for Families."
  • The agency helps children and families grow and develop in healthy ways.
  • This is achieved through research-based resources and programs.
  • The director wants family life educators to stay current with the latest research on family relationships and well-being.
  • The director wants the workers to be knowledgeable about other resources and family services within their community of approximately 100,000 people.

Domestic Violence

  • The goal is to decrease violence within close relationships.
  • YouTube video clips depicting actual violent scenes were used.
  • The video clips are intended to have a great impact on participants.
  • The goal is to help them understand the reality of the cycle of abuse within unhealthy relationships.

Unconfident Parents

  • A group of parents feel very inadequate.
  • They lack confidence in their role as parents.
  • They question their effectiveness as parents.

Reducing Behavioral Problems

  • Parents seek help with parenting a 10-year-old son.
  • The son has behavioral problems at school and in the neighborhood.
  • The parents hope that the child can be taught what is needed to reduce behavioral problems.

A Process for Examining Ethical Dilemmas (Alden, Cooke, & Palm)

  • Step 1: Identification of Relationships
    • Identify important relationships using the educator role as the focal point.
      • What is the relational field? What are all potential relationships in the case?
      • What is the primary caring relationship the educator needs to address?
        • Examples: educator to family member, educator to group, educator to another staff person.
      • What do we know about this relationship?
        • Quality, stage of development, etc.
  • Step 2: Application of Principles
    • Identify principles that apply to the important relationship(s).
    • Decide which principles may be relevant to guiding ethical behavior.
    • Are there any additional principles that might apply?
    • Which are the 3-4 most relevant principles? Why?
    • Spend time alone to select principles before discussing in a small group.
  • Step 3: Identification of Contradictions/Tensions
    • What are some potential/actual contradictions or tensions among or between relevant principles?
  • Step 4: Identification of Possible Solutions
    • Brainstorm possible actions by the parent and family life educator.
    • Consider the relationship(s), the relevant principles, and the virtues.
  • Step 5: Selection of Actions
    • Select one action or combination of actions that reflects adherence to the ethical principles.
    • All of the principles are important and should be addressed in a thoughtful and respectful manner.
  • Reference: Alden, A.A., Cooke, B., & Palm, G. (2009). Ethical thinking and practice for parent and family life educators. In D.J. Bredehoft & M.J. Walcheski (Eds.). Family life education: Integrating theory and practice (2nd Ed.) (pp. 236-237). Minneapolis, MN: National Council on Family Relations.