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The National Extension Parenting Educators’ Framework. DeBord, K., Bowers, D., Goddard, H.W., Kirby, J., Kobbe, A.,. , Mulroy, M., Myers-Walls, J., Ozretich, R., (2001). National Extension Parenting Educators Framework. Who are parenting educators?

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the national extension parenting educators framework

The National Extension Parenting Educators’ Framework

DeBord, K., Bowers, D., Goddard, H.W., Kirby, J., Kobbe, A.,. , Mulroy, M., Myers-Walls, J., Ozretich, R., (2001). National Extension Parenting Educators Framework.

Who are parenting educators?

What gives “us” the right to call ourselves parenting educators?

What credentials are already available ?

How will a framework help?

content nepem
National Extension Parent Education ModelSmith, Cudabeck,Goddard, Myers-Walls, 1994Content - NEPEM

Care for Self






process nepep
Both sides

(content and process) complete the model







Process - NEPEP
  • Understanding personal biases, strengths
  • Growing and knowing self as you relate to others
  • working toward personal/professional goals

Parenting educators should assess their skills and seek training options that fill identified needs (Braun, Coplon, & Sonnenschein, 1984). In

order to be effective educators, it is important for parenting educators to develop a philosophical basis for teaching about families and

thoroughly consider where personal beliefs have originated (Powell & Cassidy, 2001).

  • Knowing:
    • theoretical frameworks, principles, schools of thought
  • Grounding program in research
  • Help parents find practices consistent with their values and philosophies

Parents and parenting educators are best equipped when they can apply multiple frameworks to guide childrearing. Because different frameworks provide different advantages in dealing with different situations, it is helpful for parents to be familiar with a variety of perspectives. When that breadth of knowledge is combined with good problem-solving skills, parents are more likely to be able to respond helpfully to their children’s struggles (Brock, Oertwein, & Coufal, 1993).

  • Program planning
  • Needs assessment
  • Objectives
  • Implementation
  • Evaluation

Few packaged curricula provide all the resources necessary for addressing the specific needs and interests of a particular group without the facilitator supplementing that curriculum with other

teaching tools (Brown, 1998). Done well, this customization is one mark of a professional parenting educator. Done poorly, such blending of resources and philosophies can confuse the participants and complicate the evaluation process (Medway, 1989).

  • Teaching methods
  • Challenging parents to higher parenting goals
  • Including parents in process
  • Recognizing various learning styles

Participants do not exist in a vacuum; they bring with them a variety of psychosocial experiences that influence their perception of learning as well as their ability to understand and utilize the content and skills taught (Hilgard, 1967). Although group instruction is a popular and effective method for providing information to parents, it is not the only way.

Today’s parents require alternative methods for receiving parenting information.Other variables that contribute to success are the relationship among the learners, rapport and communication, opportunities for participation, value and belief systems that hold meaning for the learners, and clearly stated expectations and goals (Galbraith, 1991).

  • Recognizing and responding to differences:
    • culture, family form, needs, resources, schedules
  • Minimize power differences, cultivate connections and relationships within and across cultural, ethnic, and other group characteristics

When basic needs are not met, or the family is experiencing a crisis, the care of children is likely to be compromised, not to mention the parent’s ability to focus on learning new parenting strategies. Families experiencing extreme economic stress, unemployment, substance-abuse, or marital conflict are at greatest risk of child neglect and maltreatment (Baumrind, 1994; Dunst & Leet, 1994).

  • Community advocacy
  • Networking
  • Monitoring trends
  • Shape policy
  • Connecting to build the field of parenting education

As a field of study, parenting education has been described as being large, complex, rapidly growing, and having little or no infrastructure to help it more forward (Carter, 1996).No one knows exactly how parenting education will develop in the 21st century, but that is safe to say the field will remain complex and challenging for its practitioners (Palm, 1999).|

uses of the framework
Uses of the Framework
  • Emerging academic programs (MN, NC)
  • Professional development (ME)
  • Credentialing programs (NC, TX)
  • Research and further development (CYFERnet)
  • Website
  • pdf. File
  • Handout in website
  • What do you NOT understand?
  • What NEPEF dimension would you like more training with?
  • What observations/ comments do you have?