Best Practices in Family Life Education

Ballard, Sharon M.; Taylor, Alan C.

doi:10.4135/9781452240473.n1

Cited by 11 publications

(26 citation statements)

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Section: Complementary Strengths Of Cupid and Flementioning

confidence: 99%

“…FLE also recognizes concepts that have evidence of effectiveness as best practices (Ballard & Taylor, ). In “CFLE Context: A Framework for Best Practices in Family Life Education,” Ballard and Taylor () emphasized program content, program design, and the family life educator and noted that the aforementioned three components should work in tandem with context, culture, and the needs and strengths of the population being served (Ballard & Taylor, ; Ballard, Tyndall, Baugh, Bergeson, & Littlewood, 2016). Best practices also include understanding how to plan and implement proactive adaptations (Ballard et al, ) to evidence‐based curriculum, which creates opportunities for CFLEs to plan enhancements to home visiting curriculum, such as Parents as Teachers, to infuse it with hallmarks and principles of FLE.…”

Section: Complementary Strengths Of Cupid and Flementioning

confidence: 99%

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Competency Alignment and Certification for Preservice Home Visitors

et al. 2019

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Objective To explore home visitor expanded competencies aligned with family life education (FLE) competencies to inform the knowledge, skills, and attitudes addressed in preservice home visitor training. Background Home visitor preparation in higher education should be informed by widely accepted competencies. Method We aligned FLE competencies with the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID) competencies into a framework of knowledge, skills, and attitudes to promote practices in the field while preparing to earn the Certified Family Life Educator (CFLE) credential. This framework was developed through an iterative process with stakeholders. Results The full alignment includes 10 competencies. Implications This comprehensive alignment may inform the scholarship of teaching and learning in home visiting coursework and FLE content area coursework. This alignment may also promote developing new courses on home visiting, enhancing existing courses to address home visiting competencies, or modifying existing pedagogy. In the future, National Council on Family Relations CFLE‐approved programs may want to incorporate the content of this alignment into their courses to promote the ability of preservice home visitors to apply for the CFLE credential.

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Section: Complementary Strengths Of Cupid and Flementioning

confidence: 99%

Section: Complementary Strengths Of Cupid and Flementioning

confidence: 99%

Competency Alignment and Certification for Preservice Home Visitors

et al. 2019

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“…Life Education Ballard and Taylor's (2012) Framework for Best Practices in Family Life Education includes FIGURE 1. Framework for Best Practices in Family Life Education.…”

Section: Framework For Best Practices In Familymentioning

confidence: 99%

“…Practitioners sometimes struggle with identifying the best way to adapt EBP to fit their needs. In this article, the Positive Parenting Program (Triple P) is used to provide an in-depth case example of adapting and implementing EBP through the lens of Ballard and Taylor's (2012) Framework for Best Practices in Family Life Education. The authors outline framework elements that guided this adaptation, such as consideration of context and culture, program content and format, program design, and the role of the family life educator.…”

mentioning

confidence: 99%

“…Yet reactive adaptations may be necessary to ensure that participant needs are being met or that program fidelity is being maintained when unexpected situations arise. Ballard and Taylor's (2012) Framework for Best Practices in Family Life Education provides a comprehensive view of programs, including the various implementation factors, and is a useful tool for making proactive program adaptations. The purpose of the present article is to provide a case example in which we illustrate the process of adapting and implementing EBP using the Framework for Best Practices in Family Life Education as a guide.…”

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Framework for Best Practices in Family Life Education: A Case Example

et al. 2016

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Evidence‐based programming (EBP) in family life education is in high demand because it has a higher likelihood of achieving desired outcomes than non‐evidence‐based programming. Although EBP can promote program sustainability and fidelity, the implementation of EBP in real‐world settings can be challenging. Practitioners sometimes struggle with identifying the best way to adapt EBP to fit their needs. In this article, the Positive Parenting Program (Triple P) is used to provide an in‐depth case example of adapting and implementing EBP through the lens of Ballard and Taylor's (2012) Framework for Best Practices in Family Life Education. The authors outline framework elements that guided this adaptation, such as consideration of context and culture, program content and format, program design, and the role of the family life educator. Suggestions are provided for employing this framework to overcome barriers to implementation and ultimately increase program sustainability to improve the lives of families.

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Responsive Family Life Education in the Age of Intersectionality

Kincade

Fox

2021

Gender, Race, and Class in the Lives of Today’s Teachers

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Best Practices in Family Life Education

Cited by 11 publications

References 0 publications

Competency Alignment and Certification for Preservice Home Visitors

Competency Alignment and Certification for Preservice Home Visitors

Framework for Best Practices in Family Life Education: A Case Example

Responsive Family Life Education in the Age of Intersectionality

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