Mary Bercovitz Fohlin

Bio: Mary Bercovitz Fohlin is an academic researcher. The author has contributed to research in topics: Teacher education & Sensitivity training. The author has an hindex of 1, co-authored 1 publications receiving 8 citations.

Teacher characteristics and the inclusion of sex education topics in grades 6-8 and 9-11.

Abstract: The project purpose was to determine whether selected personal characteristics of health science teachers of school grades 6-8 and 9-11 were related to 1 measure of sex education teaching performance--the inclusion of topics within the instructional unit. The study population was limited to 269 health science teachers in public schools in Indiana with 94 teaching within grades 6-8 and 175 teaching in grades 9-11. Some significant relationships were established between the teacher characteristic variables and the 60 sex education topics. None of the teacher characteristics variables were consistently related to the inclusion of the topics when considering the topics as a group although significance was found more frequently at the 9-11 grade than at the 6-8 grade level. More significant relationships were established for the variable erotophila-erotophobia (persons who associate primarily positive emotions with sexuality are considered erotophilics and individuals associating primarily negative emotions with sex are classified as erotophobics) than for any other teacher characteristic. Erotophilic individuals more often included the birth control topics within sex education instruction. For the teachers in grades 9-11 those with the masters degree in health education were more likely than those without the advanced degree to include sexual behavior-related topics.

Should family life education be required for high school students?: An examination of the issues.

Abstract: This paper is an outgrowth of the National Council on Family Relations (NCFR) concern for effective public policy and was commissioned to examine the number 1 priority issue from the 1983 Public Policy Survey: "Requiring high school students to take a course in family life education." 88% of the NCFR members responding to this survey agreed with this issue while 12% disagreed. This paper reviews and critiques the scholarly literature relevant to this issue and examines the major arguments both for and against requiring high school students to take a course in family life education. The Gallup Opinion Polls reported that in 1978 77% approved of the teaching of sex education in the high schools. Numerous surveys have indicated that many schools offer little or no family life education and that what is offered is often an elective for students. Family life education has been purported to have both positive and negative impacts on student knowledge attitudes and behaviors. Findings suggest that while family life education and sex education may not accomplish all of the goals established by the proponents of such education neither does it have the negative impact perceived by the opponents. There is also little evidence to answer empirical questions concerning the values dimension of family life education. It is clear that empirical and philosophical investigation of the question will be a continuing need.

Family Life Education: Teacher Selection, Education, and Training Issues--A Selected Bibliography.

Abstract: In her seminal review paper describing the major events affecting family life and sex education during the "turbulent sixties," Somerville (1971a) accurately predicts that "the issue of who shall teach will undoubtedly persist well into the 1970's" (p 28) At the present time a number of groups including home economists, health educators, sociologists, and social science educators, are attempting at a national level to develop curricula in the area of family life education The Center for the Family, American Home Economics Association, for example, is developing a national curriculum guide, 5th through 12th grade, in family living After setbacks of the 1960's at the hands of anti-sex education groups, family life education appears to be entering into a new era of development The national Parent Teachers Association, for example, is advocating that "parenting" education be a part of the curricula in the nation's secondary schools Another indicator of the new trend in family life education is the recent reactivation of the Committee on Standards and Certification by the Education Section of the National Council on Family Relations, under the direction of Richard Kerckhoff of Purdue University The goals of the Committee are to improve professional standards and to develop a specific set of competencies for family life

Inservice Education in Family Life Education

Abstract: L'6ducation de vie de famille est un phenomene relativement nouveau dans nos 6coles canadiennes. Vu la nature du sujet, la selection et la formation des educateurs de vie de famille merite une attention particuliere. De nos jours, la methode d'6ducation en atelier est la plus favorable a l'amelioration des qualifications des educateurs de vie de famille. Cet article decrit le travail accompli dans un atelier intensif d'une semaine qui s'est tenu A Calgary, Alberta, et qui etait destine aux educateurs et conseillers d'education de vie de famille. On y trouvera egalement l'evaluation de l'atelier par les participants. La formule intensive s'est averee la plus reussie lorsqu'il s'est agit d'atteindre les buts fixes: c'est-a-dire acquerir plus amples connaissances sur le sujet de vie de famille, approfondir la comprehension de soi et permettre aux membres de cette meme profession de faire connaissance. Certaines implications de cette experience pour d'autres ateliers d'education de vie de famille sont aussi examinees. According to surveys conducted by The Vanier Institute of the Family (I97I) and by The Canadian Education Association (Deiseach, I977), family life education is a relatively recent phenomenon in Canadian schools. A number of forces appear to have led to this development: rapid social changes which are placing new demands on individuals and on families, new knowledge which is being generated about human and family development and behavior, and the expressed concerns of many individuals and families for the quality of their lives. For whatever reason, family life education in the schools is a growing field of study and one which generates a great deal of interest and controversy. A review of family life education literature indicates that there is no single approach to family life education in the schools (Arcus, in preparation). In general, family life education focuses on such topics as personal development, interpersonal relationships, human sexuality, family living, and human growth and development over the life cycle. Within the schools, any effort in family life education may include any one or more of these topics, offered within a number of different departments (such as home economics, guidance/counselling, social studies, health/physical education). It may be offered at any grade level from K to I2, and for any length of time, from a single special lecture to a full year's course. Family life education may be offered within the school program in credit courses or be a part of after-school, extra-curricular activities. Regardless of the approach, however, one of the major concerns in family life education has been teacher preparation. It is clear from a

Preparation and Practices of Secondary Family Life Education Teachers in Home Economics and Other Disciplines.

Abstract: This study investigated the academic background and instructional practices of California family life education (FLE) teachers from home economics and other disciplines. A total of 661 principals and 415 teachers in schools with a ninth and/or tenth grade completed surveys examining teacher and course characteristics. Principals reported that approximately half of the FLE teachers in the state held credentials in home economics. Teacher reports concerning academic prepara tion indicated that home economics teachers were significantly more likely than teachers in all other areas except nursing to have obtained preservice training in family life, and to have attended continuing education courses and conferences on the subject. However, home economics teachers were significantly less likely than their colleagues in health, physical education, and nursing to have acquired preservice training in health. Teachers from all disciplines provided coverage of numerous FLE topics in their curricula, with home economics teachers handling significantly longer courses and being more likely to address communication, decisionmaking, marriage, and family issues than teachers from the other areas. FLE programs tended not to be broadly evaluated, but home economics teachers differed significantly from their colleagues in their greater use of measures of student satisfaction. Implications of the findings for preservice and inservice preparation of secondary home economics teachers are discussed.