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NEW YORK STATE DEPARTMENT OF STATE

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• Titles of evaluated learning experiences

• Descriptions and credit recommendations

Descriptions and credit recommendations

Empowerment Skills for Leaders
Location: Various locations throughout New York State.
Length: 40 hours (10 weeks); includes 10 hours of workplace implementation.
Dates: January 2003 – January 2009.
Objectives: Discuss the core concepts and competencies used by family workers training in the Family Development Credential program; identify one’s own leadership style and vision for transforming one’s organization through the principles of empowerment-based leadership; apply techniques to reduce stress and increase feelings of self-empowerment in one’s daily activities; use empowerment-based communication techniques to build mutually respectful relationships with families, staff, co-leaders, and others; employ skills in strength-based assessment that balance empowerment-based support with accountability for outcomes; participate in community-based professional development programs focused on the principles of empowerment-based leadership and family development.
Instruction: This course provides professional development for frontline supervisors and other leaders in using empowerment-based leadership in their agencies. Instruction focuses on ways to build organizational capacities in areas of empowerment-based supervision, interagency collaboration, strengths-based assessment, multicultural competence, and personal self-empowerment. Course participants complete assignments and a final project, which emphasize the principles and practices of an empowerment-based approach to leading an empowered workplace, developing multicultural competence in interagency collaborations, transforming the workplace, supervising from a strengths-based perspective, and reflecting on personal self-empowerment.
Credit recommendation: In the upper division baccalaureate degree category, 2 semester hours in Human Services, Human Resource Management, Management, Social Work, Sociology, Psychology, Leadership, or Public Administration (1/04).

New York Family Development Credential Program
Location: Various approved facilities throughout New York State.
Length: Version 1: 110 hours over one year (45 hours didactic; 65 hours preparing for and supporting the supervised field experience); in addition, a minimum of 100 hours of supervised competency-based field experience. Version 2: 90 hours over one year (45 hours didactic; 45 hours preparing for and supporting the supervised field experience); in addition, a minimum of 100 hours of supervised competency-based field experience.
Dates: Version 1: September 1996 - August 2003. Version 2: September 2003 - Present.
Objectives: Version 1 or 2: The Family Development Credential Program is an integrated learning experience, involving both a classroom and field service component. Many of the following learning objectives apply to both the classroom instruction and the field service component; however, they are listed under separate sections to better illustrate how the skills and knowledge acquired in Part 1 are applied in Part 2. Part 1, Classroom Instruction: Explain the core principles underlying the empowerment and family support approach to family development, as opposed to the deficit approach; name major roles played by family development workers; explain ways family systems influence family members; identify a personal vision for work, which can serve as a source of motivation and direction for setting goals; set goals for oneself, yearly, monthly, weekly and daily, to help one focus on what is most important; identify sources of stress in one’s life and design a personal stress management and wellness program; build mutually respectful relationships with families; begin positive relationships with families, build those relationships, and end the relationships in ways that avoid dependency yet support families’ future development; develop sensitivity to families; communicate effectively with families, co-workers, and people from other agencies or community organizations (e.g., listening, I messages); use verbal and non-verbal communication effectively (handling conflict, confronting people); explain what cultural competence is, why it is vital for family workers, and ways in which it is a life-long process; become aware of and sensitive to cultural competency and diversity; give examples of various kinds of oppression and how they can be internalized, creating barriers to growth and change within individuals and groups; discuss and apply seven basic principles of empowerment-based assessment in working with families; discuss an example of a culturally appropriate assessment; discuss why specialized services are often needed to help families reach their goals for healthy self-reliance; discuss what services are available in the local area and how to find and access these services; discuss the purpose of support and advocacy groups in order to encourage families to participate; become familiar with group process (advocacy, support, family groups); discuss the role of support in family work and set up and facilitate meetings; discuss the differences among coordination, cooperation, and collaboration, and choose the most appropriate method for each situation that requires working together with others. Part 2, Field Service Component: Work the family support approach into ongoing programs; assist families in reflecting on factors that have contributed to their current situation, while still focusing on present and future goals; develop a plan for working on a strengths basis with supervisors, based on an understanding of personal goals and needs and those of supervisors, sharing information, and lending support; adjust verbal and non-verbal communication, given the cultural backgrounds of families one is working with; use ongoing assessment to promote family self-reliance; conduct assessments focused on the family’s current situation and future goals with appropriate confidentiality; treat family information with respect for the family’s confidentiality; establish rapport and mutually respectful relationships with families in the families’ homes; use the Family Development Plan to focus home visits on the family’s goals, and avoid over-dependence; develop a resource guide to local services at the local and state level; support families as they use specialized services, making sure the services support the family’s self-reliance goals; work skillfully with families who have many complex problems; help families identify and strengthen their informal helping networks; help families facilitate their own family conferences; set up and facilitate meetings; collaborate effectively with individuals, including families and other workers; collaborate effectively with other agencies; help families provide their own case management. NOTE: The classroom component concludes with a written examination. The field service component concludes with the student’s submission of a portfolio of competency-based activities and exercises to be used in assessing the student’s grasp of the skills and competencies required to receive the credential.
Instruction: Version 1 or 2: The Family Development Credential (FDC) Program is intended to help redirect the way health, education, and human services are delivered to families. This redirection is moving systems away from crisis-oriented and fragmented services toward an empowerment and family support-based approach, emphasizing prevention, interagency collaboration, and a greater role for families in determining services. The FDC Program is an integrated learning experience, involving both a classroom and field service component, the latter under the mentorship of an FDC field advisor. Topics covered include: family development: a sustainable route to healthy self-reliance; worker self-empowerment; building mutually respectful relationships with families; communication; cultural competence; ongoing assessment; home visiting; helping families access specialized services; facilitating family conferences, support groups, and community meetings; collaboration.
Credit recommendation: Version 1 or 2: Part 1 only: In the lower division baccalaureate/associate degree category, 3 semester hours (didactic) in Child and Family Development, Human Services, Human Sciences, Social Sciences, Social Work, or related disciplines. Part 1 and 2: In the lower division baccalaureate/associate degree category, 7 semester hours (3 didactic and 4 field service) in Child and Family Development, Human Services, Human Sciences, Social Sciences, Social Work, or related disciplines (11/97) (10/02) (10/07 revalidation). NOTE: The Family Development Credential is awarded only to those who complete Parts 1 and 2.

Updated 6/16/08

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