Temple University has established a competency-based training program designed to foster the knowledge and skills that workers who interface with individuals and families need to assure maximum effectiveness in the delivery of helping services. Under the Temple Family Development program, the curriculum for Strengths-based Family Workers builds on several other training programs and academic curriculums that have been used over the past decade. The course content builds on the following 6 core competencies for an effective Strengths-based family worker: demonstrates professionalism and commitment to ethical practice; recognizes strength in diversity and difference, demonstrating sensitivity in practice;understands and utilizes the power of clear, non-judgmental communication; demonstrates self-care and lifelong learning; applies strengths-based principles to practice with families; and applies strengths-based principles to agency and community services. The Temple program is unique in its focus on the development and documentation of knowledge and skills needed for working with families. Workers who complete the program are better able to facilitate a family's ability to set and reach their own goals. Workers learn skills related to communication, problem-solving, action planning, critical thinking and evaluating performance and then share these skills with those who they are helping while supporting the dev elopement of skills in the help-seekers. The SFW training model incorporates a variety of evidenced-based training methodologies for the adult learner, that include: current supplemental readings, lectures, accelerated learning environment, group discussions, role plays and simulations, just-in-time training, activities in learning communities and portfolio development to include written exercises, guided design, and mentorship of a trained learning coach. Additionally, the training model uses a combination of classroom, on-line, and field experiences following a framework from Dunst, et.al: introduce, illustrate, practice, evaluate, reflect, mastery, and identification of next steps in the learning process. Major topics include: Strengths-based Family Development and the Help Giving Cycle, broad definition of culture, communication skills, impact of bias, importance of self-care, culture and communication, strengths-based assessment and measuring progress, developing plans with families, community engagement, cross cultural awareness, lifelong learning, family community and agency systems, and supporting and strengthening families through transitions and endings. NOTE: The classroom component concludes with a written examination. The field service component concludes with the student's submission of a portfolio of competency-based activities and exercises to be used in assessing the student's grasp of the skills and competencies required to receive the credential.
