The family education professionals should know that both work directly with children as with adults, the entire family that is involved. The aid which the professional provided the recipients experience aims that have been effective in the face "to their situation" with his own effort and will feel able to face the future without professional help or with very limited support. Family Educators must learn to plan in partnership with parents, for example, everything in relation to children. This involves recognizing and negotiating goals, understanding the characteristics and needs of children and plan what you are going to do and reflect on achievements. as these. It should also be part of an interdisciplinary team (social worker, psychologist, lawyer, social services assistant, ect …), create a team of educators. That is, in a particular space, it is preferable to extend the territory to act with several teachers who assign a single Educator / aa a territory reduced.
The educator is the facilitator of change instrument, although, a team ensures diversity (gender, character, age, experience …) and allows a better approach to different family situations. You need a sufficient personal maturity to confront family problems. It is difficult for young teachers to maintain the proper distance to various family problems: adolescent crisis, difficulties in raising children, marital crisis, etc. This work does not have a fixed schedule (although it works in Social Services) and a well-defined tasks. Follow up is familiar, in many cases, do unexpected things at unexpected times.
Clearly, there is a particular time if necessary but must spend more hours outside the workday proper. With regard to the tasks in the programming down what they are, but there are others that may arise and break the scheme was planned and who should have them. Examples of this team is essential to feel to overcome frustrations, tensions … It is also necessary to believe in the ability of individual change and the need for social change. Time and situation is different: there will be times that are measured more rapid changes (habits, hygiene, food …) that occur in reception centers, supervised apartments and resorts, the changes that occur at home. In the family environment developments are much slower, but more significant and permanent. These features can discourage at first, but perseverance and confidence in the change were key factors that must be developed and maintained with these families.