Walking the Talk: A Study of Training in Five National Family Support Programs.

Autor/inn/en	Porter, Toni; Rice, Rena
Institution	Bank Street Coll. of Education, New York, NY. Center for Family Support.
Titel	Walking the Talk: A Study of Training in Five National Family Support Programs.
Quelle	(1995), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Early Intervention; Family Programs; Interviews; Parent Child Relationship; Parent Education; Parenting Skills; Parents as Teachers; Program Descriptions; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Family program; Familienprogramm; Interviewing; Interviewtechnik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	Although family support programs vary in program goals and service delivery, their common features constitute an approach for working with families. The purpose of this study was twofold: (1) to gather basic information about how programs prepare their staff to use the family support approach and to identify commonalities and differences in their training; and (2) to create a framework to analyze training for family support in general. Methods for the study included selecting programs for case studies, collecting data from the training materials, interviewing program directors and training staff, and creating a framework for comparing the training. Training manuals were obtained from the selected programs: Parent Services Project, Minnesota Early Learning Design Program for Young Moms, Avance, Parents as Teachers Birth to Three, and the Home Instruction Program for Preschool Youngsters. Findings came under several areas: (1) program description, including training goals and trainees' characteristics; (2) program philosophy; (3) program goals, including the explicitness of goal statements, intended populations, and consistency; (4) training curriculum content, including topics covered, information on content, process, and procedure, and the balance and consistency of content; (5) training process, including consistency with adult learning principles, teaching strategies, duration and number of training sessions, setting, and group size; (6) design of materials, including organization and text accuracy; and (7) acknowledgment of cultural diversity, including explicitness of recognition, customs and traditions, language, parenting styles, gender, and socioeconomic status. (Two appendices list the family support training curricula and profile the family support programs. Contains 10 references.) (Author/KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC