This document provides an overview of family life education. It begins by defining family life education as concepts and experiences that influence attitudes towards family living, relationships, and sexual development. It then outlines the aims of family life education as supplementing education provided by families, developing good character, and providing a moral and spiritual code for healthy living. The rest of the document discusses topics like the family life cycle, types of values taught in family life education, roles of family life educators, and factors that can increase family disorganization.

1. FAMILY LIFE EDUCATION
PRESENTED BY:
LAMNUNNEM HAOKIP
MSC (N) 1ST YEAR
SNSR, SU
UNDER THE SUPERVISION OF
MS. SHILPY MITTAL MA’AM

2. INTRODUCTION
Family life Education is an education in values and
relationships.
The individual lives in a family or community of
persons where life consists of a series of inter-
relationships.
It is preparing young people to live a full and
harmonious life by giving them the knowledge and
skills to develop satisfying and stable relationships
and a sound system of values.

3. DEFINITION
Family life education refers to those educational
concepts and experiences that influence attitudes
towards family living, personal relationships and sexual
development” (Department of Education, Virginia
{USA}, 1978)

4. MEANING
Family life Education is a broad and flexible field.
It contributes to the total growth and well being of the
family – physical, mental, emotional, economic and
spiritual –can be included under the umbrella of
family life education.
family life education has its roots in many disciplines
including sociology, social work, psychology,
anthropology, biology, Education, history.

5. AIMS OF FAMILY LIFE EDUCATION
Family Life Education aims to supplement the
education given bythe family, especially by the
parents in the home.
It aims to develop a good character or personality
in the growing adolescent.
It seeks to provide theyouth with a good moral
and spiritual code, conducive to health living.
PAMPHLETS

6. Wherever parents abdicate their responsibility due to
various reasons, Family life Education will seeks to fill
this gap in the school or college.
Whenever needed and feasible, parent education
through counseling and other means can be
attempted.

7. OBJECTIVES OF FAMILY LIFE EDUCATION
Toinculcate a sound system of values with correct
priorities.
Tohelp the youth to acquire in the process ofgrowing
up, the skills necessary to develop and maintain
satisfying and stable relationships.
To help the problem student to adjust better to home
and college situations.

8. Toestablish as part of the syllabus a meaningful course
in family life education, marriage and vocation and
responsible parenthood.
Toset up a referral system for health, for study and
personal problems, in other words, a counseling cell.
Toestablish a meaningful rapport with students, staff
and administration which will make the college a
community in the fullest sense of theword.

9. FAMILY LIFE CYCLE
Bearing families :
The married partners are learning to live with each
other for the firsttime.
Differences are found to appear from time to time and
couple should iron them out and establish meaningful
marriage.
FLASH CARDS

10. Child bearing families:
Couples enter first conception. With the
Coming of a child, finance, leisure time,
entertainment, privacy will change.
Proper child care becomes important.
Attention is diverted or shared between
newcomer and the spouse.

11. 3. Families with pre – schoolchildren:
Parents need to cater for the critical needs and
interests of pre – school children to stimulatetheir
growth and development.
By this time parents think about the questionof
having or not having more children.

12. 4.Families with school children:
Families with school going children have to pay
attention to the child’seducation and growth needs.
The parents are also expected to collaborate with the
demands and expectations of the school in helping the
child in studies and in developmentaspects.

13. 5.Families with adolescents:
Adolescents have special problems that need the
help of parents and this stage can be very crucial for
them and their children.
As the teenagers approach adulthood parents must
ensure a balance between freedom and responsibility
by helping their children to plan and then to execute
the plans will be beneficial and productive in various
life situations.

14. 6.Families as launching centers:
After the young adults have gone into work or studies,
parents begin to feel a certain sense of loneliness.
It is oftenreferred to as ‘the empty nest
syndrome’. At the same time they also have the need
to maintain a supportive home base for thechildren.

15. 7.Families in the middle years:
This is a trying time for a couple who have to adjust to
a different life again away from the children and away
from work.
At this stage that hobbiesare developed earlier in life
can keep their occupied during the time after
retirement.

16. 8.Families in the late years:
The family members need to learn to copewith
problem and living alone at thisstage.
Society’s expectations will keep children away
from the concerns of aged parents very often
helpers like home nurses may have to provide the
required services tothe parents.

17. FAMILY RESOURCES : MASLOW’S HIERRARCHIAL NEEDS

18. TYPES OF VALUES IN FAMILY LIFE
EDUCATION
Values have been recognized as a theme in family life
education and as a problem confronting family life
educators. The types of values are:
Moral or Ethical Value
Religious value
Cultural Value
Personal Value CHART

19. FAMILY LIFE EDUCATOR
Family life educators come from a variety of
backgrounds. They are:
Home-makers
Teachers
Engineers
Lawyers
Social workers
Doctors
Managers
Counselors
Psychologists
Policy makers

20. FLE takes place in a variety of places like:
School
College
Universities
Social service agencies
Corporate settings
Government agencies

21. Education of a family life educator
They must have bachelor’s degree from any
recognized universities.
Enrol themselves for the Masters in Family Life
Education course of two years duration offered by UIM-
FRTI.
Upon completion they can join the South Asia
Association of Family Life Education.
Certified FLEs will obtain regular training, mentoring,
support and resources for the ongoing family life
educational efforts.

22. FACTORS WHICH INCREASE THE RISK OR
DISORGANIZATIONS IN THE FAMILY.
Inadequate Teacher Training and Changes In School
Functioning and Curriculum
Families with Disabilities and Multiple Crisis
Mental illness as Other Handicapping Conditions

23. SUMMARY
&
CONCLUSION

24. BIBLIOGRAPHY / REFERENCE
Neelam Kumari. A Textbook of sociology. 2nd edition. Pee
Vee (Regd.) pp 56 – 63.
Duncan, S.F and Goddard, H. W. (2011). Historical and
philosophical perspectives. (2nd ed) Family Life Education:
Principles and Practives for effective outreach. Pp 3-13.
T.K Indrani. Textbook of Sociology 2nd edition. Jaypee The
Health Sciences Publishers. pp 45 – 51.
https://www.uimfrti.org/frti/
https://www.ncfr.org/cfle-certification/what-family-life-
education#:~:text=Family%20Life%20Education%20is%20th
e,%2C%20and%20strengths%2Dbased%20approach
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