Purpose: The aim of this study was to design and validate a family education curriculum framework in the field of prevention and coping with social harms of students.
Materials and Methods: This research is a combination of exploratory (quantitative-qualitative) research. In the qualitative section, 15 specialists and professors in the field of social injuries, educational psychology and curriculum were selected by purposive sampling method. In this section, the interview method, background review and study of sources, texts and upstream documents were used to obtain concepts, phrases and keywords related to the framework and the initial qualitative data were obtained. By content analysis method, qualitative data were analyzed and the initial framework was formed. Qualitative validation criteria were used to validate the initial framework.
Findings: The results of the qualitative analysis of the interview obtained from 14 organizers revealed 56 final codes (factors) which were the most important factors in each organizer according to the samples. In the quantitative part, the statistical population consisted of two groups: the first group of all teachers of family education courses in Bushehr province who were selected by simple random sampling method 105 people and the second group of all parents of students studying in Bushehr province who using 115 people were selected by stepwise cluster sampling method. A researcher-made questionnaire was used to collect quantitative data. Formal and content validity methods and factor analysis were used to assess the validity of the questionnaire.
Conclusion: The results of the quantitative section showed that the curriculum framework was favorable for the teachers of the family education course and the parents of the students. The results also showed that in terms of research samples (teachers and parents) the framework of the family education curriculum in the field of prevention and coping with social harms of students has the desired feasibility.