Inservice Education in Family Life Education

Abstract

L'6ducation de vie de famille est un phenomene relativement nouveau dans nos 6coles canadiennes. Vu la nature du sujet, la selection et la formation des educateurs de vie de famille merite une attention particuliere. De nos jours, la methode d'6ducation en atelier est la plus favorable a l'amelioration des qualifications des educateurs de vie de famille. Cet article decrit le travail accompli dans un atelier intensif d'une semaine qui s'est tenu A Calgary, Alberta, et qui etait destine aux educateurs et conseillers d'education de vie de famille. On y trouvera egalement l'evaluation de l'atelier par les participants. La formule intensive s'est averee la plus reussie lorsqu'il s'est agit d'atteindre les buts fixes: c'est-a-dire acquerir plus amples connaissances sur le sujet de vie de famille, approfondir la comprehension de soi et permettre aux membres de cette meme profession de faire connaissance. Certaines implications de cette experience pour d'autres ateliers d'education de vie de famille sont aussi examinees. According to surveys conducted by The Vanier Institute of the Family (I97I) and by The Canadian Education Association (Deiseach, I977), family life education is a relatively recent phenomenon in Canadian schools. A number of forces appear to have led to this development: rapid social changes which are placing new demands on individuals and on families, new knowledge which is being generated about human and family development and behavior, and the expressed concerns of many individuals and families for the quality of their lives. For whatever reason, family life education in the schools is a growing field of study and one which generates a great deal of interest and controversy. A review of family life education literature indicates that there is no single approach to family life education in the schools (Arcus, in preparation). In general, family life education focuses on such topics as personal development, interpersonal relationships, human sexuality, family living, and human growth and development over the life cycle. Within the schools, any effort in family life education may include any one or more of these topics, offered within a number of different departments (such as home economics, guidance/counselling, social studies, health/physical education). It may be offered at any grade level from K to I2, and for any length of time, from a single special lecture to a full year's course. Family life education may be offered within the school program in credit courses or be a part of after-school, extra-curricular activities. Regardless of the approach, however, one of the major concerns in family life education has been teacher preparation. It is clear from a