Proposed Content Process And Tiered Levels

  • 759 views
Uploaded on

Presentation by Judy Nordstrom of TEPE Training Institute at the Fall 2009 meeting of the NYS Parenting Education Partnership.

Presentation by Judy Nordstrom of TEPE Training Institute at the Fall 2009 meeting of the NYS Parenting Education Partnership.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
759
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
5
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Matrix build from LEFT to RIGHT / complexity Core Content applies to each successive tier Education Training and Experience categories (some interchangeable/synergistic) Dividing line between Levels 2 and 3 only apply to certification - If you’ve been trained to run groups – Incredible Years; Nurturing Fams – then run them RATIONALE: 3000+ published curricula (200 empirically proven to work) We can’t know CONTENT of all – but NO ONE curricula covers all you need to know to be a parent educator As Doherty’s V Levels of Family Involvement states: HUGE difference between information & advice (guidance) and dealing with COMPLEX, often CONTRADICTORY and EXCITABLE EMOTIONS (x # of parents in a group) This takes knowledge, practice, and probably mentored experience – Campbell & Palm (2003, Group Parent Education: Promoting parent learning and Support) - Novice – Intermediate – Master levels of expertise - Five areas of development: CONTENT; GROUP FACILIATION SKILLS; TEACHING SKILLS; SELF-AWARENESS; and UNDERSTANDING DIVERSITY

Transcript

  • 1. Recommended Framework for Certifying NYS Parenting Educators (9/25/09) Respectfully Submitted: Judy Nordstrom, Chair Sub-Committee on Credentialing, NYSPEP [email_address] Materials acquired from: Sub-Committee on Credentialing: NYSPEP North Carolina Parenting Education Credential Texas Center for Parenting Education Wisconsin Family Support & Parenting Education Programs – Children’s Trust Fund Certified Family Life Education Credential – Nat’l Council on Family Relations Dr. Betty Cooke: Family Life Educator; University of Minnesota Deborah Campbell and Glenn Palm: University at St. Cloud, MN Dr. William Doherty: Psychologist - University of Minnesota With special thanks to: Judy Wolf, Cooperative Extension Wyn Frechette – Hillside Family Resource Centers
  • 2.
    • “ Training and Core Competencies – Major need for parenting education to have more training and support of practitioners. Pre-service and in-service education is in its infancy. Writers believe core competency training is the future of the field.”
    “ Probably the most critical issue facing the development of parenting education is that of how practitioners are trained , supervised , and supported in their work with parents”. Nick Carter 1996
  • 3.
    • poorly prepared individuals naively involved in parent education situations beyond their level of expertise;
    • anyone working with a few popular parenting books and videotapes
    • growing oversimplification of complex parenting issues with offers of what appear to be easy, quick fix solutions;
    • Solving parenting concerns as media entertainment ; and
    • parents seeking information and support without guidance as to what is accurate information and positive support.
    Cooke, Betty. Child Welfare Journal Sept/Oct 2006. the field perpetuates: Without Certification or Formal Recognition . . .
  • 4.
    • Professions “certify” when . . .
      • The vocation becomes a fulltime occupation
      • When training Schools and curricula are established
      • When those trained establish a professional organization
      • When a name, admission standards, a core body of knowledge/practice
      • competencies are developed
      • When internal conflicts within the group and external conflicts from
      • other professionals with similar concerns leads to a unique role definition
      • When the public served expresses acceptance of the expertise of
      • Parenting Educators
      • When a code of ethics is developed (NCFR 2004)
  • 5. Career Ladders for Professional Preparation & Recognition
    • A career ladder is a series of defined levels where the nature of work is similar and the levels represent the organization’s typical requirements for career growth.
    • A career ladder is a trajectory of upward mobility in which a person can step into the field at the point most appropriate for their professional level and voluntarily acquire the professional recognition.   
    • The National Parenting Education “Framework for Understanding Parenting Educator Professional Preparation & Recognition Systems ” and the examples on it provide a guide for creating career ladders.
  • 6.
    • REGISTRY
    • CREDENTIAL
    • CERTIFICATE
    • LICENSE
    List of practitioner names (self-referred) A verification of competencies (portfolio or exam) Seal of approval – set of courses or exam –w/ or without a degree Official/legal permission to practice issued by responsible authority (may carry liability) A variety of “professional recognition systems” . . .
  • 7.
    • Competencies provide a means for parenting educators coming from diverse professional backgrounds to assess their ability to do parenting education.
    • They provide a standard for parents to judge the quality of their sources of information and support.
    • They provide a basis on which to continue the discussion of developing certification and other accountability systems that will help assure the professionalism of the field of parenting education.
    Implications of Parenting Educator Competencies
  • 8.
    • MULTI-DISCIPLINARY ACCOUNTABILITY (Application ) (embeddedness)
    • CERTIFICATION - REFLECTIVE OF VARYING LEVELS OF COMPLEXITY
    • VOLUNTARY
    • INCLUSIVE - representing multiple --
      • disciplines ( i.e. early childhood; Family Consumer Science; social work; churches, etc)
      • foundational theories
      • represents both “content” and “process” (science & art)
      • offers balance between – EDUCATION – TRAINING – EXPERIENCE
  • 9.
    • Gathered information from those whose work mirrors (precedes) ours . . .
      • North Carolina – NCPEN and Univ. North Carolina
      • Texas – Center for Parenting Education; Univ. North Texas
      • Minnesota (only state that provides license)
      • Wisconsin – (parenting education and family support)
      • NEPEM/NEPEF – Cooperative Extention Model
      • Council on Family Relations (CFLE certification)
      • (Connecticut; Great Britain; Australia)
      • Levels of Family Involvement (Dr. William Doherty, U. MN)
      • Presentation to LAPEN – Dr. Betty Cooke; U MN (NPEN) (prof recog systems)
      • Presentation to LAPEN – Dr.’s Cooke, McDermott, and L. Pierce (ethics)
      • Friends Nat’l Resource Center – Risk and Protective Factors (CBCAP)
    (Center for Community Based Child Abuse Prevention)
  • 10.
    • Not in lieu of curricula certification (Healthy Fams; Nurturing Fams; Incredible Yrs)
    • Will not endorse - afford preference to any one training system / school
    • Help to eliminate the “stigma” of parenting education
    • Promote visibility – effect participation levels
    • Demonstrate level of accountability to the public (across systems-Legal; child protective)
    • Provide future growth for practitioners
    • Positive long-term effects on wage earning capabilities
  • 11. Certified Parenting Educator Resource Assoc. (CPE-RA) Certified Parenting Educator (CPE-1) Certified Parenting Educator (CPE-2) Certified Parenting Educator – (Master) (CPE-M)
    • 1. Child & Adult Development
    • 2. Health & Safety
    • 3. Communication Skills
    • 4. Understanding Diversity
    • 5. Family Systems & Relationships
    • 6. Education & Child Care
    • Relationships
    • 7. Adult Learning
    • 8. Community Systems & Resources
    • 9 Program Assessments &
    • Evaluations
    • Social & Emotional Wellness
    • Nurturing Discipline
    • Why we all need parenting
    • education
    Documents and frameworks used and /or incorporated into this matrix include: W. Doherty’s V Levels of Involvement for Family Life Educators; Certification Standards established by North Carolina (NCPEN) and North Texas State (Center for Parenting Education); Strengthening Families Risk and Protective Factors CORE CONTENT
    • Emotional Intelligence
    • Professional Ethics
    • Adult Learning
    • Levels of Professional
    • Involvement
    • Dev. Personal Philosophy
    • Communication Skills
    • Understanding Diversity
    • Professional Identify &
    • Boundaries
    • Family Systems
    • Effects of Gen. Poverty
    • Systems Change theory
    • Stages of Group Dev. & Processes
    • Strengths-based Service Provision
    • Basic Counseling Skills
    • Trauma Impacts & Recovery
    • Use of Dialogue & Critical
    • Self-Reflection
    • Family Conferencing
    • Supervisory Process
    • Evaluation Methods
    • Parent Development
    • Conflict Resolution/Problem Solving
    Process Skills Process Skills
    • Curriculum Development
    • Multi-modal design
    • Mentor Experience
    • Supervisory Skills/Experience
    • Program Design
    • Funding Strategies/Experience
    Process Skills HS Diploma/GED 2 Yr Related Degree 4 Yr Related Degree MA or PhD Related Degree Certified Workshop Attendance 30 clock hrs. – 4 Content Areas 120 hrs Volunteer or Paid – Supervisor’s Rec. INFORMATION INFORMATION & ADVICE FEELINGS & SUPPORT SUPPORT & INTERVENTION Group work ensues 10 Yrs Exp. Including Groups 5 Yrs Exp. Including Groups 3 Yrs Exp. Volunteer or Paid Workshop/Trng 60 clock hrs. plus Outline 4 Content Areas; Min 3 in red Workshop /Trng 120 clock hrs. Rec. 4 Highlighted Process Goals Recommended Framework for Certification of NYS Parenting Educators (9/09)
  • 12.
    • degrees
    • certificates (CDA; FDC; T.E.P. Ế .)
    • Outlines of knowledge (portfolio?)
    • Letters from supervisors
    • Clock Hours of practice and/or workshops
    • Yrs of experience doing the work
    • We might also want to consider . . .
    • Books read and annotated (The Adult Learner)
    • Mentorships (practicum - group work)
    • Issuing authority
    • Length of Issue
    • Costs
    • CEU’s – Req. for
    • Renewals
    • Ethics to adopt/shape
    Yet to be addressed :
  • 13. Certified Parenting Educator Resource Assoc. (CPE-RA) Certified Parenting Educator (CPE-1) Certified Parenting Educator (CPE-2) Certified Parenting Educator – (Master) (CPE-M)
    • 1. Child & Adult Development
    • 2. Health & Safety
    • 3. Communication Skills
    • 4. Understanding Diversity
    • 5. Family Systems & Relationships
    • 6. Education & Child Care
    • Relationships
    • 7. Adult Learning ????
    • 8. Community Systems & Resources
    • 9 Program Assessments &
    • Evaluations
    • Social & Emotional Wellness
    • Nurturing Discipline
    • Why we all need parenting
    • education
    Documents and frameworks used and /or incorporated into this matrix include: W. Doherty’s V Levels of Involvement for Family Life Educators; Certification Standards established by North Carolina (NCPEN) and North Texas State (Center for Parenting Education); Strengthening Families Risk and Protective Factors CORE CONTENT
    • Emotional Intelligence
    • Professional Ethics
    • Adult Learning
    • Levels of Professional
    • Involvement
    • Dev. Personal Philosophy
    • Communication Skills
    • Understanding Diversity
    • Professional Identify &
    • Boundaries
    • Family Systems
    • Effects of Gen. Poverty
    • Systems Change theory
    • Stages of Group Dev. & Processes
    • Strengths-based Service Provision
    • Basic Counseling Skills
    • Trauma Impacts & Recovery
    • Use of Dialogue & Critical
    • Self-Reflection
    • Family Conferencing
    • Supervisory Process
    • Evaluation Methods
    • Parent Development
    • Conflict Resolution/Problem Solving
    Process Skills Process Skills
    • Curriculum Development
    • Multi-modal design
    • Mentor Experience
    • Supervisory Skills/Experience
    • Program Design
    • Funding Strategies/Experience
    Process Skills HS Diploma/GED 2 Yr Related Degree 4 Yr Related Degree MA or PhD Related Degree Certified Workshop Attendance 30 clock hrs. – 4 Content Areas 120 hrs Volunteer or Paid – Supervisor’s Rec. INFORMATION INFORMATION & ADVICE FEELINGS & SUPPORT SUPPORT & INTERVENTION Group work ensues 10 Yrs Exp. Including Groups 5 Yrs Exp. Including Groups 3 Yrs Exp. Volunteer or Paid Workshop/Trng 60 clock hrs. plus Outline 4 Content Areas; Min 3 in red Workshop /Trng 120 clock hrs. Rec. 4 Highlighted Process Goals Recommended Framework for Certification of NYS Parenting Educators (9/09) CDA
    • mentoring /reflective practice
    • strengths-based service
  • 14. Recommended Framework for Certification of NYS Parenting Educators (9/09)
    • Have we captured the correct “core content”?
    • Are we missing any processes – where might they belong?
    • What additional factors might be considered for inclusion in
    • certification process?