Prevention in family services : approaches to family wellness / edited by David R. Mace.
- Date:
- [1983], ©1983
Licence: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Credit: Prevention in family services : approaches to family wellness / edited by David R. Mace. Source: Wellcome Collection.
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![Guerney, Guerney, and Sebes [225] well as jointly. If a program of psychosocial instruction is to reach its full potential, its specific application in social situations, in the world of work, and in family settings, it needs to be separately considered and practiced in vivo and/or through role playing. The family— perhaps the most important of the three areas—is probably the area most likely to be overlooked by educators if the principle of attending specifically to each applicable life setting is not followed. FACILITATING THE CHANGE In contemplating how increased training of family wellness in schools might be facilitated, a number of factors should be considered. In the realm of traditional subject matter, in the coming decades we think technological aids—particularly audio-visual aids that will be linked to computer terminals making them responsive to the individual needs of each individual student—may release much teacher time for work best done by humans, and that would certainly include psycho¬ social instruction. Certain others things need also to occur, however, to facilitate a greater emphasis on family-oriented psychosocial instruction. The first is educating the educators themselves as to the legitimacy and value of psychosocial instruction in facilitating cognition, voca¬ tional productivity, the welfare of the students, and the welfare of their future families. Second, the educators must in turn show the public that psychosocial education, and especially family-oriented psychosocial education, is an economically sound investment in the welfare of their children, themselves, and the nation. Third, the programs must be further perfected and their vocational and family focus made clearer and stronger. Fourth, teachers themselves need to acquire the attitudes and skills they will be teaching to the students. Finally, teachers will need to be well trained to conduct this special kind of teaching. Teaching appropriate attitudes, skills, and instruc¬ tional methodology for psychosocial instruction should not be left for teachers' postgraduate instruction. Such attitudes and skills enhance teacher effectiveness in all areas of instruction, not just affective education per se. It should be an important part of basic educational instruction. Those links in the facilitative chain are interdependent, and their forging must be synchronized. Probably the most difficult link to](https://iiif.wellcomecollection.org/image/b18037604_0228.JP2/full/800%2C/0/default.jpg)
