Proposed Content Process And Tiered Levels

Recommended Framework for CertifyingRecommended Framework for CertifyingNYS Parenting Educators (9/25/09)NYS Parenting Educators (9/25/09)

Respectfully Submitted: Judy Nordstrom, Chair Sub-Committee on Credentialing, [email protected]

Materials acquired from:Sub-Committee on Credentialing: NYSPEP

North Carolina Parenting Education CredentialTexas Center for Parenting Education

Wisconsin Family Support & Parenting Education Programs – Children’s Trust FundCertified Family Life Education Credential – Nat’l Council on Family Relations

Dr. Betty Cooke: Family Life Educator; University of MinnesotaDeborah Campbell and Glenn Palm: University at St. Cloud, MN

Dr. William Doherty: Psychologist - University of Minnesota

With special thanks to: Judy Wolf, Cooperative Extension Wyn Frechette – Hillside Family Resource Centers

• “Training and Core Competencies – Major need for parenting education to have more training and support of practitioners. Pre-service and in-service education is in its infancy. Writers believe Writers believe core competency core competency trainingtraining is the future of the field.” is the future of the field.”

“Probably the most critical issue most critical issue facing the development of parenting education is that of how practitioners are how practitioners are trainedtrained, , supervisedsupervised,, and supportedsupported in their work with parents”.

Nick Carter 1996

• poorly prepared individuals naively involved in parent education situations beyond their level of expertise;

• anyone working with a few popular parenting books and videotapes

• growing oversimplification of complex parenting issues with offers of what appear to be easy, quick fix solutions;

• Solving parenting concerns as media entertainment; and

• parents seeking information and support without guidance as to what is accurate information and positive support.

Without Certification or Formal Recognition . . .

Cooke, Betty. Child Welfare Journal Sept/Oct 2006.

the field perpetuates:the field perpetuates:

Professions “certify” when . . . 1. The vocation becomes a fulltime occupation

2. When training Schools and curricula are established

3. When those trained establish a professional organization

4. When a name, admission standards, a core body of knowledge/practice

competencies are developed

5. When internal conflicts within the group and external conflicts from

other professionals with similar concerns leads to a unique role definition

6. When the public served expresses acceptance of the expertise of

Parenting Educators

7. When a code of ethics is developed (NCFR 2004)

Career Ladders for Professional Preparation & Recognition

5

• A career ladder is a series of defined levels where the nature of work is similar and the levels represent the organization’s typical requirements for career growth.

• A career ladder is a trajectory of upward mobility in which a person can step into the field at the point most appropriate for their professional level and voluntarily acquire the professional recognition.

• The National Parenting Education “Framework for Understanding Parenting Educator Professional Preparation & Recognition Systems” and the examples on it provide a guide for creating career ladders.

A variety of “professional recognition systems” . . .

REGISTRYREGISTRY

CREDENTIAL CREDENTIAL

CERTIFICATECERTIFICATE

LICENSELICENSE

List of practitioner names (self-referred)

A verification of competencies (portfolio or exam)

Seal of approval – set of courses or exam –w/ or without a degree

Official/legal permission to practice issued by responsibleauthority (may carry liability)

Implications of Parenting Educator Competencies

7

• Competencies provide a means for parenting educators coming from diverse professional backgrounds to assess their ability to do parenting education.

• They provide a standard for parents to judge the quality of their sources of information and support.

• They provide a basis on which to continue the discussion of developing certification and other accountability systems that will help assure the professionalism of the field of parenting education.

• MULTI-DISCIPLINARY ACCOUNTABILITY MULTI-DISCIPLINARY ACCOUNTABILITY (Application(Application ) (embeddedness)

• CERTIFICATION - CERTIFICATION - REFLECTIVE OF VARYING LEVELS OF REFLECTIVE OF VARYING LEVELS OF COMPLEXITYCOMPLEXITY

• VOLUNTARYVOLUNTARY

• INCLUSIVEINCLUSIVE - representing multiple --

• disciplines (i.e. early childhood; Family Consumer Science; social work; churches, etc)

• foundational theories

• represents both “content” and “process” (science & art)

• offers balance between – EDUCATION – TRAINING – EXPERIENCE EDUCATION – TRAINING – EXPERIENCE

Gathered information from those whose work mirrors (precedes) ours . . .

• North Carolina – NCPEN and Univ. North Carolina

• Texas – Center for Parenting Education; Univ. North Texas

• Minnesota (only state that provides license)

• Wisconsin – (parenting education and family support)

• NEPEM/NEPEF – Cooperative Extention Model

• Council on Family Relations (CFLE certification)

• (Connecticut; Great Britain; Australia)

• Levels of Family Involvement (Dr. William Doherty, U. MN)

• Presentation to LAPEN – Dr. Betty Cooke; U MN (NPEN) (prof recog systems)

• Presentation to LAPEN – Dr.’s Cooke, McDermott, and L. Pierce (ethics)

• Friends Nat’l Resource Center – Risk and Protective Factors (CBCAP)(Center for Community Based Child Abuse Prevention)

1.1. Not in lieu of curricula certification Not in lieu of curricula certification (Healthy Fams; Nurturing Fams; Incredible Yrs)

2.2. Will not endorse - afford preference to any one training system / schoolWill not endorse - afford preference to any one training system / school

1.1. Help to eliminate the “stigma” of parenting education Help to eliminate the “stigma” of parenting education

2.2. Promote visibility – Promote visibility – effect participation levels effect participation levels

3.3. Demonstrate level of accountability to the public Demonstrate level of accountability to the public (across systems-Legal; child protective)(across systems-Legal; child protective)

4.4. Provide future growth for practitionersProvide future growth for practitioners

5.5. Positive long-term effects on wage earning capabilities Positive long-term effects on wage earning capabilities

Certified Parenting EducatorResource Assoc. (CPE-RA)

Certified Parenting Educator(CPE-1)

Certified Parenting Educator(CPE-2)

Certified Parenting Educator – (Master) (CPE-M)

1. Child & Adult Development

2. Health & Safety

3. Communication SkillsCommunication Skills

4. Understanding Diversity

5. Family Systems & Relationships

6. Education & Child Care Relationships

7. Adult Learning

8. Community Systems & Resources

9 Program Assessments & Evaluations

10. Social & Emotional Wellness

11. Nurturing Discipline

12. Why we all need parenting education

Documents and frameworks used and /or incorporated into this matrix include: W. Doherty’s V Levels of Involvement for Family Life Educators; Certification Standards established by North Carolina (NCPEN) and North Texas State (Center for Parenting Education); Strengthening Families Risk and Protective Factors

CORE

CO

NTE

NT

CORE

CO

NTE

NT • Emotional Intelligence

• Professional EthicsProfessional Ethics

• Adult LearningAdult Learning

• Levels of Professional Involvement

• Dev. Personal Philosophy

• Communication SkillsCommunication Skills

• Understanding Diversity

• Professional Identify & Boundaries

• Family Systems

• Effects of Gen. Poverty

• Systems Change theory

• Stages of Group Dev. & ProcessesStages of Group Dev. & Processes

• Strengths-based Service Provision

• Basic Counseling Skills

• Trauma Impacts & Recovery

• Use of Dialogue & CriticalUse of Dialogue & Critical Self-ReflectionSelf-Reflection

• Family Conferencing

• Supervisory Process

• Evaluation Methods

• Parent Development Parent Development

• Conflict Resolution/Problem SolvingConflict Resolution/Problem Solving

Process Skills Process Skills Process Skills Process Skills

• Curriculum Development

• Multi-modal design

• Mentor Experience

• Supervisory Skills/Experience

• Program Design

• Funding Strategies/Experience

Process Skills Process Skills

HS Diploma/GED 2 Yr Related Degree 4 Yr Related Degree MA or PhD Related Degree

Certified Workshop Attendance30 clock hrs. – 4 Content Areas

120 hrs Volunteer orPaid – Supervisor’s Rec.

INFORMATION INFORMATION & ADVICE FEELINGS & SUPPORT SUPPORT & INTERVENTIONGro

up w

ork

ensu

es

10 Yrs Exp. Including Groups5 Yrs Exp. Including Groups3 Yrs Exp. Volunteer or Paid

Workshop/Trng 60 clock hrs. plusOutline 4 Content Areas; Min 3 in red

Workshop /Trng 120 clock hrs. Rec. 4 Highlighted Process Goals

Recommended Framework for Certificationof NYS Parenting Educators (9/09)

degrees

certificates (CDA; FDC; T.E.P.Ế.)

Outlines of knowledge (portfolio?)

Letters from supervisors

Clock Hours of practice and/or workshops

Yrs of experience doing the work

We might also want to consider . . .

• Books read and annotated (The Adult Learner)

• Mentorships (practicum - group work)

• Issuing authority• Length of Issue• Costs• CEU’s – Req. for Renewals• Ethics to adopt/shape

Yet to be addressedYet to be addressed: :

Certified Parenting EducatorResource Assoc. (CPE-RA)

Certified Parenting Educator(CPE-1)

Certified Parenting Educator(CPE-2)

Certified Parenting Educator – (Master) (CPE-M)

1. Child & Adult Development

2. Health & Safety

3. Communication SkillsCommunication Skills

4. Understanding Diversity

5. Family Systems & Relationships

6. Education & Child Care Relationships

7. Adult Learning ????

8. Community Systems & Resources

9 Program Assessments & Evaluations

10. Social & Emotional Wellness

11. Nurturing Discipline

12. Why we all need parenting education

Documents and frameworks used and /or incorporated into this matrix include: W. Doherty’s V Levels of Involvement for Family Life Educators; Certification Standards established by North Carolina (NCPEN) and North Texas State (Center for Parenting Education); Strengthening Families Risk and Protective Factors

CORE

CO

NTE

NT

CORE

CO

NTE

NT • Emotional Intelligence

• Professional EthicsProfessional Ethics

• Adult LearningAdult Learning

• Levels of Professional Involvement

• Dev. Personal Philosophy

• Communication SkillsCommunication Skills

• Understanding Diversity

• Professional Identify & Boundaries

• Family Systems

• Effects of Gen. Poverty

• Systems Change theory

• Stages of Group Dev. & ProcessesStages of Group Dev. & Processes

• Strengths-based Service Provision

• Basic Counseling Skills

• Trauma Impacts & Recovery

• Use of Dialogue & CriticalUse of Dialogue & Critical Self-ReflectionSelf-Reflection

• Family Conferencing

• Supervisory Process

• Evaluation Methods

• Parent Development Parent Development

• Conflict Resolution/Problem SolvingConflict Resolution/Problem Solving

Process Skills Process Skills Process Skills Process Skills

• Curriculum Development

• Multi-modal design

• Mentor Experience

• Supervisory Skills/Experience

• Program Design

• Funding Strategies/Experience

Process Skills Process Skills

HS Diploma/GED 2 Yr Related Degree 4 Yr Related Degree MA or PhD Related Degree

Certified Workshop Attendance30 clock hrs. – 4 Content Areas

120 hrs Volunteer orPaid – Supervisor’s Rec.

INFORMATION INFORMATION & ADVICE FEELINGS & SUPPORT SUPPORT & INTERVENTIONGro

up w

ork

ensu

es

10 Yrs Exp. Including Groups5 Yrs Exp. Including Groups3 Yrs Exp. Volunteer or Paid

Workshop/Trng 60 clock hrs. plusOutline 4 Content Areas; Min 3 in red

Workshop /Trng 120 clock hrs. Rec. 4 Highlighted Process Goals

Recommended Framework for Certificationof NYS Parenting Educators (9/09)

CDA

• mentoring /reflective practicementoring /reflective practice• strengths-based service strengths-based service

Recommended Framework for Certificationof NYS Parenting Educators (9/09)

1. Have we captured the correct “core content”?

2. Are we missing any processes – where might they belong?

3. What additional factors might be considered for inclusion in certification process?