FDC Overview:
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The Cornell Family Development Credential (FDC) Program emerged in the mid-1990s from a research-policy collaboration between the Department of Human Development from Cornell University’s College of Human Ecology, and the Work Group on Family Support created by New York State’s Council on Children and Families (CCF). This came about when CCF, representing fifteen major state family-serving agencies, sought Cornell’s expertise to reorient state family services from the deficit approach to a strengths-based partnership approach. This group recommended establishing the Family Development Credential to teach front-line family workers how to apply Cornell research on the ecology of human development and parental empowerment with their families and communities, and to teach agency leaders to effectively reorient policies and systems.
Family Matters Newsletters
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| Kentucky Family Development Credential Project |
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FDC Forms Library
READING & PORTFOLIO ASSIGNMENTS
Berea Training Site
| Class Dates |
Reading Assignments |
Oct 8, 9, 10 |
Chap 1 (pp 27-66)
Chap 2 (pp 69-91) |
Nov 18, 19 |
Chap 3 (pp 93-124) |
Dec 16, 17 |
Chap 4 (pp 125-169) |
Jan 13, 14 |
Chap 5 (pp 171-195)
Chap 6 (pp 197-216) |
Feb 10, 11 |
Chap 7 (pp 217-260) |
Mar 10, 11 |
Chap 8 (pp 263-281)
Chap 9 (pp 283-337) |
Apr 21, 22 |
Chap 10 (pp 339-369)
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Murray Training Site
- Enrollment -- click here for roster of students (corrected 09-22-2008)
- Training Site:
- Murray Board of Education
West Conference Room
208 S. 13th Street
Murray, KY 42071
| Class Dates |
Reading Assignments |
Oct 22, 23, 24 |
Chap 1 (pp 27-66)
Chap 2 (pp 69-91) |
Nov 19, 20, 21 |
Chap 3 (pp 93-124)
Chap 4 (pp 125-169) |
Dec 10, 11, 12 |
Chap 5 (pp 171-195)
Chap 6 (pp 197-216) |
Jan 21, 22, 23 |
Chap 7 (pp 217-260)
Chap 8 (pp 263-281) |
Feb 25, 26, 27 |
Chap 9 (pp 283-337)
Chap 10 (pp 339-369) |
Portfolio Assignments (Berea & Murray sites)
| Item |
Required Content |
| Statement of Confidentiality |
Each Portfolio must include a Portfolio Statement of Confidentiality form, signed by the worker and the Portfolio Advisor. |
| Activities to Extend Learning |
For each chapter, a worker is to choose three questions from the "Activities to Extend Learning" section, but do not complete all the questions in a particular section. Example: in a particular chapter, a worker might choose to respond to questions A 3, D 4, and F 5 (if they exist in that chapter). Make sure to include the Activities to Extend Learning & Skills Practice Plan form (signed by your Portfolio Advisor). By the end of the Chapter 10, workers will have prepared responses to 30 Activities to Extend Learning questions, 3 for each of the 10 chapters. |
| Skills Practice |
For each chapter, a worker is to choose one question from the “Skills Practices” section. Make sure to include the Skills Practice Reflection form (signed by your Portfolio Advisor). By the end of the Chapter 10, workers will have prepared 10 skills practices, 1 for each of the 10 chapters. |
| Family Development Plans |
Each Portfolio must include three (3) Family Development Plans reflecting appropriate practice with one family over a period of time. All identifying information about the family (names, address, etc.) should be removed. |
| Reflection on One Family's Progress Documented Through the Family Development Plan |
Each Portfolio must include a one page statement in which the worker reflects on what s/he did or did not do, or say, to facilitate change, the skills used by the family, the outcome, and whether it was expected, and what the worker learned from the process. |
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