A PROPOSED FRAMEWORK FOR PROGRAMME DESIGN

Powell and Cassidy (2007:120-132) propose a framework for programme design in their book Family Life Education. This framework offers a checklist with basic principles that should be considered when designing a parent education programme. The proposed framework is based on research concerning needs assessment, group interaction, theories of change, and evaluation. They discuss a number of principles that should be considered in order to establish an effective parenting programme. These principles are as follows:

Subject/Topic: When considering the design of an educational programme, the topic must first be considered. Often one tends to think in broad terms. However, a programme designer should ensure real-life problems are considered. Learning takes place when there is a bridge between knowledge and real-life application.

Time: Time is needed in order to bring about behaviour change. When designing a programme it is essential to consider the time frame versus the content in mind. A balance needs to be found between too long and too short. More people will commit to a once-off educational experience than to a long-term experience, even though learning and change take place long-term.

Audience: Knowing one’s target audience and their needs are crucial in the design process. An educational programme that does not meet the audience at their point of need is ineffective. One needs to take into account the differences that occur

Content: When considering the content, which is to appear in the programme being designed, one needs to ensure that it is based on current scientific research.

Although we live in an information age, not all information is based on research.

One can easily rely on information gathered through opinion and circumstance, without academic backing. Once content is selected on the basis of sound academic work, one has to ensure that learning takes place. Merely disseminating content does not equate to learning taking place. Active learning requires thought and skill on the facilitator’s part, as well as interest and motivation on behalf of the participant. Powell and Cassidy (2007:124) suggest that one should involve the learner early and often, and keep the amount of information low and digestible, for enhanced learning to take place.

Outcomes: Learning outcomes are crucial, as learners want to know what they can expect to benefit from the learning experience. Facilitators rely on learning outcomes to evaluate the effectiveness of the learning process and whether there was a long-lasting effect on the attitudes and behaviours of the learners. Learning outcomes are actions by the learner that are both observable and measurable.

When considering the outcomes of a learning programme, the following are taken into account:

1. Vision is at the centre of planning. Vision describes the bigger picture or mission statement behind the programme.

2. Goals relate to the vision and are broad and general ideals to be achieved through the programme.

3. Objectives relate to the specific steps and principles that lead to the achievement of the goals.

4. Learning outcomes address the response of the learners to the programme.

These are observable behaviours that indicate understanding and application of the objectives.

teaching method used, as well as the size of the group. Materials may include note-taking equipment for the presenter and participants, materials to disseminate information verbally, visually or through interactive means. A facilitator should always be prepared, as well as have a backup plan should things fall through.

Despite the vast array of materials available, the facilitator remains the most effective tool in the learning process. The enthusiasm and belief a facilitator has in the content, and the skill the facilitator has in developing a learning environment, will ensure successful learning takes place.

Presentation: The discussion of presentation will take place in 4 sections:

1. Presentation techniques - When considering presentation techniques, the facilitator must take into account the size of the group. Smaller groups will allow for interaction, while larger groups will rely more on presentation of information.

Formal presentations may discourage participant input, while informal, relaxed methods encourage audience participation. However, one should remember that large groups can still apply content to their personal situations through self-assessment and other techniques which may not rely on group interaction, or through breaking up into smaller groups to discuss information on a personal level.

2. Time allotted - When presenting a programme, one needs to take into account the time allotted. One should ensure that participant’s time is respected and that the programme remains within the given time frame. During presentation of the programme, the facilitator should focus on one or two learning outcomes and reinforce them in several different ways to ensure learning and retention.

3. Learning Styles – When presenting the content of the programme one can engage in merely lecturing. This is also known as the still method of teaching – the learner sits still while the facilitator instils. However, this method is the least effective method of teaching as little information is retained. Therefore, one should endeavour to use a variety of presentation methods. One should appeal to the variety of learning styles that may be present in the group. The most effective method of learning is found when learners engage a number of their

4. Teaching methods – Methodologies in teaching are extensive. However the following are the most common interactive methods used in educational programmes: audiovisual methods with feedback, dyadic discussions, paper-and-pencil assessments, role-play, modelling, handouts and interactive kinaesthetic experiences.

Feedback: A significant, yet often forgotten part of the programme design is feedback and evaluation of the programme. Feedback allows the designer to asses the current programme, and adapt and make changes for future presentations.

Because this is such a crucial phase of programme design and effectiveness, it will be discussed in detail in a later section.

Follow-up: Another area that is often left out of programme design is follow-up of participants after the completion of the programme. Follow-up ensures that new skills and attitudes are reinforced despite the conclusion of the programme itself.

Support groups are often used to offer ongoing support to participants. However, few are willing to commit to ongoing support, despite its effectiveness long-term.

4.4 DESIGN OF A THERAPEUTIC MODEL FOR PARENTS TO ENHANCE THE