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Hes470 - Unit Rational Weebley

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64 views4 pages

Hes470 - Unit Rational Weebley

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Running head: UNIT RATIONALE

HES470: Unit Rationale for Gateway 180 Family Strengths Lesson Abby Peskorse Fontbonne University

UNIT RATIONAL Rationale of Family Strengths Workshop for Transitioning Homeless Adults Gateway 180 is an emergency shelter for families and single women in need of immediate housing in St. Louis City. It offers shelter, meals, social services, and programs to

help the residents prepare for their future in more permanent housing(Gateway 180, 2011, pp.1112). As a part of their offered programs, a workshop will be presented to a group of their residents on Family Strengths. The audience of learners consists of single mothers and fathers, couples with children, and single women with no children in their care. Their ages range between late teens, and early fifties. The framework of the workshop is built to address several of the Family and Interpersonal Relationship competency areas as described in the National Standards for Family and Consumer Sciences Education. The unit analyzes: the family as the basic unit of society, the effects of change and transitions over the life course, strategies to overcome communication barriers in the family, and the role of family in teaching culture and traditions across the life span(NASAFACS, n.d.). Complementary to these competencies and drawing from research, the lesson focuses on family analysis, family communication, and family ritual. These align with several qualities that were universally found in strong families: appreciation and affection, positive communication, and enjoyable time together (Asay & DeFrain, 2012, pp. 9-11). During their journey out of homelessness the learners need to focus on their family relationships and keep them on a path moving forward and it is a particularly relevant time to do so. Part of the Family Strengths Perspective notes that, Strengths are often developed in response to challenges. A couple and familys strengths are tested by lifes everyday stressors, as well as significant crisis (Asay & DeFrain, 2007, p. 6).

UNIT RATIONAL In order to connect with the adult audience the workshop is built to promote equality between the educator and the learners. In applying Malcolm Knowles adult learning theory (Knowles, 1996, pp. 253-264) to the presentation it is structured it in the following ways: because adults need to know why they should learn something, or feel a benefit from increasing

knowledge, the presentation will begin with having the learners reflect deeply on who comprises their family, and what those family members mean to them. They will draw a family portrait and write down positive qualities of the family members, as well as goals and hopes they have for their family. The creativity of the activity also addresses the adult learners need to be selfdirected. After establishing the importance of their family the focus will switch to problemcentered learning. The group will discuss what good and bad communication looks like. Information will be presented that supports strong communication as a facet to strong families and then the learners will act out a simulated parent to child conversation and note how to improve its effectiveness. To conclude the lesson and promote the value of the audiences past experiences the educator and learner will be discussing tradition and ritual as they relate to ones self-identity and family connectivity. After establishing the importance of tradition and ritual as they relate to family strengths the learners will create and commit to implement a new tradition or ritual that includes their entire family. The overall goal of the presentation is to incite in the learners the want to change their current behaviors, and to give them useful tools to do so. Their barriers can seem overwhelming given their current circumstances, its important to reinforce to them the value of family, and bolster their confidence in their abilities to steer the family in a positive and connected direction.

UNIT RATIONAL References Asay, S.M., & DeFrain, J. (2007) Strong families around the world: An introduction to the family strengths perspective. Marriage and Family Review, 41(1/2), 1-10. doi:10.1300/J002v41n01_01 Asay, S.M., & DeFrain, J. (2012, May) The international family strengths model. World Congress of Families. Academic seminar conducted from Madrid, Sprain. Knowles, M. (1996). Adult Learning. In Robert L. Craig (Ed.). The ASTD Training and Development Handbook (pp.253-264). NY: McGraw-Hill National Association of State Administration of Family and Consumer Science. (n.d.) National Standards for Family and Consumer Sciences. Retrieved from: http://www.nasafacs.org/national-standards--competencies.html

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