This program, which leads to the awarding of the Credential for Strengths-Based Family Workers (SFW), is a competency-based, integrated learning experience, involving both a classroom and field service component. Many of the following learning objectives apply to both the classroom instruction and the field service component; however, they are listed under separate sections to better illustrate how the skills and knowledge acquired in Part 1 are applied in Part 2. Part 1, Classroom instruction: Identify competencies for strengths-based family work and key elements of various family theories; identify power relationships between help seekers and help giver; identify key elements in critical reflection; describe use of reflection in learning; identify key elements of the Effective Help Giving Cycle, provide a broad definition of culture; identify help seeking traditions and beliefs of different cultures; define cultural competence and cultural humility; explain key communication techniques that help workers communicate effectively with families and others; identify key elements of a framework for problem solving, mediation and conflict resolution; explain the extent to which a culture's norms and values may oppress, marginalizes, alienate, or create or enhance privilege and/or power; identify how culture relates to well-being and status; identify protective factors that promote well-being; describe a support system for protective factors; describe the human physical response to stress; describe cross-cultural communication challenges and models; define key elements of cross cultural relationships; identify the difference between positional power and personal power; describe various questioning techniques to elicit necessary information and identify the elements of powerful questioning; describe how to assist families in transforming their concerns into well-defined needs and goals; identify a framework for securing appropriate initial information, discuss reasons why plans and outcomes are reflective of the frequently changing needs and concerns of families; discuss the information that should be included in action planning with families; describe ways to evaluate program quality with different cultures; describe system encounter issues with different organizations; propose ways to address service challenges for different cultures; describe cultural factors related to disparity and identify patterns of disparity; discuss the importance of key issues related to confidentiality and ethical challenges of sharing information via technology; describe adult learning principles; discuss why building and maintaining effective relationships within a network of interdisciplinary systems is essential in family development work; define key elements of inter-agency collaborations and describe the worker role in agency and community. Part 2, Field Service and Portfolio Development Component: The competency-based portfolio work demonstrated in writing will confirm the worker's knowledge, skills and attitudes necessary for strengths-based work and assure maximum effectiveness. A learner's assessment plan will be completed on three occasions in order to identify competencies for strengths-based family work and allow the learner to identify which areas will be focused on and what strategies will be taken in order to increase competence. A Helping Relationship Inventory will be completed two times with a family to monitor their relationship with that family in order to support and maintain a collaborative relationship. It will further identify key elements of effective help giving cycle; identify power relationships between help seekers and help givers; and identify key elements of critical reflection. Culture will be defined and the worker will identify help seeking traditions and beliefs of different cultures; identify their own culture and define cultural competence and cultural humility. Using effective communication skills such as open ended questions, non-verbal messages, and emphatic responding, the worker will have a conversation about culture with either a co-worker or a family and will generate discussion to find out more about their key cultural influences. The worker will identify their bias through an assessment and complete a plan in order to address their bias. A Self Care Plan will be completed to understand the relationship between individual well being and ability to help others; describe physical response to stress; identify protective factors that promote well being; define toxic stress and identify techniques and activities that promote well being. The worker will practice problem solving in the workplace using effective communication skills; identifying key elements of problem solving; conflict management, negotiation and mediation. Three Family Goal Plans will be completed with the families to help them build skills such as brainstorming; setting priorities; focusing on a specific goal; action planning; assessing progress; identifying next steps; reflecting and celebrating. Many of the assignments include a process for critical reflection and will contain written reflections on a few key classroom activities.