The Foundations of Family Life Education Model: Understanding the Field

• Published date: 01 July 2020
• Author: Carol A. Darling,Dawn Cassidy,Marsha Rehm
• Date: 01 July 2020
• DOI: http://doi.org/10.1111/fare.12372

C A. DFlorida State University

D CNational Council on Family Relations

M RFlorida State University

The Foundations of Family Life Education Model:

Understanding the Field

Implementation of family life education (FLE)

can positively inuence individual and family

well-being by helping families to help them-

selves. However, because the nature of FLE is

not widely understood, a comprehensive model

highlighting and integrating fundamentals of the

practice is needed. The foundations of family life

education model (FFLE) is a visual illustration

that incorporates foundational principles of FLE

with changes in culture, context, content, prac-

tice, and family well-being across time. In addi-

tion to the visual representation of coreconcepts

dening FLE and their relationship with each

other, the model provides a unique conceptual-

ization by reframing the frequently referenced

10 content areas as concepts within the content,

context, and practice of the eld. The creation

of a graphic identity for the practice of FLE can

offer greater clarity and understanding regard-

ing the nature of FLE, thereby increasingoppor-

tunities for implementation and best practices.

For many years, family life educators have

actively promoted family well-being through

intentional learning. The foundation of family

Department of Family & Child Sciences, Florida State Uni-

versity, Tallahassee, FL 32306 (cdarling@fsu.edu).

Key Words: family life education, family life education

methodology, family life education practice, family well-

being, foundations of family life education.

life education (FLE) is based on research as it

relates to families and their environments, the

integration of this research into practice, and

effective dissemination to families and society.

However, FLE is not widely understood, and

therefore its full value to communities may

not be wholly realized. There are tools and

models related to best practices of FLE, such

as the framework for family life education

(Bredehoft & Walcheski, 2011), levelsof family

involvement (Doherty, 1995), domains of family

practice (DFP; Myers-Walls, Ballard, Darling,

& Myers-Bowman, 2011), and framework for

best practices (Ballard & Taylor, 2012). How-

ever, each considers specic aspects such as

the content, (FLE framework), practice (levels

of family involvement), or provider (DFP). A

comprehensive model that identies and orga-

nizes the fundamental concepts and identifying

features of FLE is needed. Therefore, the pur-

pose of this article is to present a cohesive visual

conceptualization of FLE that can contribute

to greater understanding and utilization of FLE

as an effective approach to improving family

well-being.

W I F L E

FLE incorporates a preventive, educational, and

collaborative approach to individual and family

issues (Darling & Cassidy, 2014). The purpose

and goals of FLE are “to increase knowledge

and develop skills so families may build on

Family Relations 69 (July 2020): 427–441427

DOI:10.1111/fare.12372