Over the past decade, fathering programs of various kinds have proliferated in a number of different contexts. These programs are faced with two critical issues. The first is the need for a practical, inclusive, yet challenging framework to guide effective practice in diverse settings. A definition of good fathering as generative fathering is presented. A conceptual model of reflective practice as applied to fathering programs is described. The presentation of the model of reflective practice includes discussions of practitioner relationships, characteristics of reflective practice in action, and critical virtues for practitioners. The potential positive and negative impacts of reflective practice on fathering programs are outlined. The paper concludes with an agenda for practitioner/researcher collaboration. (Author abstract)
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