The Family Development Credential Program is an 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: Upon successful completion of the course, students will be able to: explain the core principles underlying the empowerment and family support approach to family development, as opposed to the deficit approach; name major roles played by family development workers; explain ways family systems influence family members; identify a personal vision for work, which can serve as a source of motivation and direction for setting goals; set goals for oneself, yearly, monthly, weekly and daily, to help one focus on what is most important; identify sources of stress in one’s life and design a personal stress management and wellness program; build mutually respectful relationships with families; begin positive relationships with families, build those relationships, and end the relationships in ways that avoid dependency yet support families’ future development; develop sensitivity to families; communicate effectively with families, co-workers, and people from other agencies or community organizations (e.g., listening, I messages); use verbal and non-verbal communication effectively (handling conflict, confronting people); explain what cultural competence is, why it is vital for family workers, and ways in which it is a life-long process; become aware of and sensitive to cultural competency and diversity; give examples of various kinds of oppression and how they can be internalized, creating barriers to growth and change within individuals and groups; discuss and apply seven basic principles of empowerment-based assessment in working with families; discuss an example of a culturally appropriate assessment; discuss why specialized services are often needed to help families reach their goals for healthy self-reliance; discuss what services are available in the local area and how to find and access these services; discuss the purpose of support and advocacy groups in order to encourage families to participate; become familiar with group process (advocacy, support, family groups); discuss the role of support in family work and set up and facilitate meetings; discuss the differences among coordination, cooperation, and collaboration, and choose the most appropriate method for each situation that requires working together with others.
Part 2, Field Service Component: Upon successful completion of the course, students will be able to: work the family support approach into ongoing programs; assist families in reflecting on factors that have contributed to their current situation, while still focusing on present and future goals; develop a plan for working on a strengths basis with supervisors, based on an understanding of personal goals and needs and those of supervisors, sharing information, and lending support; adjust verbal and non-verbal communication, given the cultural backgrounds of families one is working with; use ongoing assessment to promote family self-reliance; conduct assessments focused on the family’s current situation and future goals with appropriate confidentiality; treat family information with respect for the family’s confidentiality; establish rapport and mutually respectful relationships with families in the families’ homes; use the Family Development Plan to focus home visits on the family’s goals, and avoid over-dependence; develop a resource guide to local services at the local and state level; support families as they use specialized services, making sure the services support the family’s self-reliance goals; work skillfully with families who have many complex problems; help families identify and strengthen their informal helping networks; help families facilitate their own family conferences; set up and facilitate meetings; collaborate effectively with individuals, including families and other workers; collaborate effectively with other agencies; help families provide their own case management.