| Summary: | 碩士 === 國立嘉義大學 === 家庭教育研究所 === 89 === Abstraction
The fathers of our society are often the absentees of community-wide family education. For the purpose of designing an effective Fathering Education Program (FEP), I precede an action research. This experimental study of FEP contains a series of steps, including (1) needs assessment, (2) procedural and substantive program planning, (3) program implementing and evaluating. By leading 16 fathers, age from 34-48 years old, named Fathers Supporting Group (FSG), there’re four aspects in research conclusions. First, fathers all attempt to learn skills for running a harmonic family and marriage relationships and to support as proper fathers. Second, FEPs must meet fathers’ real aspirations, such as timing and places selections, and FSG’s title designed. Third, the most effective FEP is supporting group format, with happy, non-pressure, and easy-going activities, such as discussing, role-playing, or problem-solving practicing. Forth, the fathers’ high participation rate indicates: (1) they want and need to have more opportunities in fatherhood learning, (2) their active learning motivations promotes their more self-disclosure in groups and better communicating skills within family. (3) effective FEPs request a safe, supporting peer-group learning atmosphere, (4) fathers should learning by doing, and learning in happiness.
|
|---|
