Reifenstein refers to Reifenstein im Eichsfeld, a municipality in Thuringia and site of the first permanent school. īetween 18, the Reifenstein schools concept was initiated by Ida von Kortzfleisch, a Prussian noble woman and early German feminist. In High Schools or Secondary Schools, there is no specific home economics course, but students may choose related courses to take, such as Family Studies, Food and Nutrition, or Health and Safety. General health education is provided as part of a physical education class. In the majority of elementary (K-6) and public (K-8) schools in Canada, home economics is not taught. International cooperation in the field is coordinated by the International Federation for Home Economics, established in 1908. Sometimes it is also taught in primary education. History įCS is taught worldwide, as an elective or a required course in secondary education, and in many tertiary and continuing education institutions.
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In addition, home economics has a strong historic relationship to the field of human ecology, and since the 1960s a number of university-level home economics programs have been renamed " human ecology" programs, including Cornell University's program. The field has also been known by other names over many decades, including human sciences, home science, domestic economy, and (especially many decades ago) the domestic arts, the domestic sciences, or the domestic arts and sciences. In 1994, various organizations, including the American Association of Family and Consumer Sciences, adopted the new term "Family and Consumer Sciences (FCS)" to reflect the fact that the field covers aspects outside of home life and wellness. Psychologists are encouraged to participate in educational efforts in schools and community forums such as parent teacher association meetings or at YMCAs to buffer against these stressors.Family and consumer sciences was previously known in the United States as home economics, often abbreviated "home ec" or "HE". Research has shown that when given the appropriate tools for positive parenting, prevention of child abuse and neglect, and the fostering of resilience, children, youth and families can effectively cope with the stress that the economic downturn has produced. Psychology has amassed a body of knowledge in science and practice to help families address economic stress and to prevent child mental health problems, child maltreatment and intimate partner violence. All of these changes can have profound and lasting effects on the mental health of our nation’s children and youth, often causing problems in terms of anxiety, lowered self-esteem and other emotional/behavioral difficulties. Adolescents at this stage may be forced to postpone their plans for higher education and instead seek increasingly scarce jobs in order to contribute to the household economy. On a broader level, the worsening economy can impact funds for public schools and community health centers, which are seeing their budgets constrained just when their services are needed the most by our nation’s children, youth and families.Ĭhildren and youth are particularly vulnerable as they undergo critical developmental transitions, for example, graduating from high school.
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Higher poverty rates are associated with increased rates of family conflict, child neglect and abuse, and intimate partner violence. Within the nuclear family, stressors such as job loss, home foreclosure or loss in family savings place strain on parental relationships and on the family as a whole.įor already low-income families, the shock may be even more severe with basic needs such as food security, healthcare and shelter going unmet. Its effects are rippling through the multiple contexts in which children and youth are situated. The deepening economic crisis is profoundly impacting children, youth and families.