HD 204-01, Family Systems: Understanding Family Interaction
Summer 2008
Instructor Information:
Marcelo Diversi
Education/Human
Development Building, Room 203
Phone: 360-546-9170
Fax: 360-546-9076
Office Hours:M, and W, 1:00 - 2:00 p.m., or by appointment
Email: diversi@vancouver.wsu.edu
Home Page:http://www.vancouver.wsu.edu/fac/diversi/diversi.html
Course Information:
Schedule:
M, W, 2:30-5:50 p.m.
Location:
Multi-media Building, Room 217
Description and Objective:
HD 204 (3 semester credits). This course is an overview of family interactions, communication, and psychosocial processes from a systems theory perspective. This course is part of the General Education program and fulfills a requirement for Social Sciences [S] credits.
Objectives and Rationale:
HD 204 is part of the WSU Vancouver General Education course offerings that are interrelated to the Vancouver Campus Theme, Global Change in a Local Context. The course is designed to provide an introduction to family systems theory and research and an understanding of family as a universal (global) experience. We will also examine complementary approaches, such as dialectical theory and symbolic interactionism, which have been used in the study of family processes. In this course, we will discuss research that shows how family systems in far away places of the planet affect our local family existence. We will discuss theory and research findings on family emotions, form and function, historical and cultural meanings, roles and rules, rituals and intimacy, intergenerational relations, family life cycle, and developmental issues.
This course will help students recognize the reality of diversity and change in contemporary families across the globe, and in particular in North America. Concepts will be covered in an introductory but integrated manner providing both an overview of the field and prerequisite understanding for students entering a variety of fields requiring knowledge of human development in the central context of the family.
Upon completion of this course, students will have been invited to reflect on and discuss the:
- Importance of examining individual development in the context of the family.
- Need to understand the family as a system in constant struggle for equilibrium.
- Basic theories guiding the field of family studies.
- Basic research findings in the subfield of family communication.
- Effective preventive and interventive school and community based family service programs.
- Students will also be expected to develop a critical perspective (i.e., awareness and appreciation) about family diversity at the local and global levels.
Prerequisites and Other Notes:
Required Texts and Other Materials:
Required Text:
Galvin, K.M., Bylund, C.L., & Brommel, B.J. (7th ed.) (2007). Family communication: Cohesion and change. Boston: Longman.
PLEASE NOTE: Additional short readings might be required for in-class and/or out-of-class activities. These readings will be made available through the Library and/or posted on Blackboard.
Connecting to Other Human Development Courses and Academic Disciplines:
This course is a foundational introduction to more specialized courses in Human Development (e.g., Child Development, Adolescent Development, Adult Development, Gerontology), as we will be using research from each of these areas to illustrate the advantages of examining development from a systems theory paradigm.
Family Studies has been an interdisciplinary field from its beginning, and as such, students will be exposed to a variety of studies and interpretive paradigms from related fields such as Sociology, Anthropology, Psychology, and Communications.
On Critical Thinking
Critical thinking is one of the WSU Learning Goals and one of the central aspects of our course. Critical thinking is the cognitive ability to understand a concept’s genesis, underlying assumptions, and competing versions, as well as one’s ability to think independently and from multiple perspectives. In this class, critical thinking will be a natural and necessary cognitive skill as we will bring a universal and experientially powerful concept, the “family,” to the center of our discussions. Students will be required to examine and deconstruct their own notions about the family, while also being asked to examine the cultural forces that have informed and shaped the diversity and complexity in the forms and functions of family across recent history. Class lectures, discussions, assignments, and reading material will present students with ideas and views about the family that challenge and compete with their own experiences of the family. Thus, in order to be successful in this class, it is inevitable that students become more sophisticated critical thinkers.
Classroom Requirements:
Class Participation:
The success of this course also depends on your participation and respect for others and their views about topics pertaining to the material presented. Of course, you do not need to agree with a different opinion, but ideas must be expressed, always, in ways to foster positive and constructive dialogue. Personal experiences shared in class are to be kept confidential.
Students are expected to come to class having read the assigned material for the day and be prepared to participate in discussions.
Caution: this course will examine theories and research on topics that can be sensitive and/or distressing to students. However, this is NOT a counseling or therapy course. You are encouraged to seek professional assistance if class material and/or discussion bring up emotionally distressing personal issues. For further guidance, please contact the Student Resource Center at (360) 546-9155.
Reasonable Accommodation:
Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved in advance by the Assistant Director for Student Development, located in VSSC room 20C or at 360 546-9155.
Inclement Weather and Other Class Cancellations:
When students have questions about classes being held during inclement weather, please contact the faculty support for the department. Faculty support will have information regarding class closures and will post that information on their voice mail messages. Please see the faculty support telephone number listed below:
Lynda Deedless 360/546-9721 Human DevelopmentAcademic Integrity:
Academic integrity is the cornerstone of the university and will be strongly enforced in this course. Any student caught cheating on any assignment will be given an “F” for the course and will be referred to the Office of Student Conduct.
Disability Accommodation:
Accommodations may be available if you need them in order to fully participate in this class because of a disability. Accommodations may take some time to implement so it is critical that you contact Disability Services as soon as possible. All accommodations must be approved through Disability Services, located in the Student Resource Center on the Lower Level of VSSC, (360) 546-9138.
Student Conduct and Academic Dishonesty
Per the WSU Vancouver Student Handbook, students are, "Expected to show due respect for ... the rights of others". Students should be familiar with the Washington State University standards of conduct. The following web site for the WSU Vancouver Student Handbook provides information on student conduct and the academic integrity process: www.vancouver.wsu.edu/ss/handbook/conduct.htmlAcademic Integrity
Academic integrity is the cornerstone of the university and will be strongly enforced in this course. Any student caught cheating on any assignment will be given an “F” for the course and will be referred to the Office of Student Conduct.
Academic Calendar:
The WSU Vancouver Academic Calendar for the current semester is located at the following web site http://www.vancouver.wsu.edu/ss/calendars.htm. Please refer to this document for important dates and deadlines throughout the semester.
Electronic Mail
All students are required to be on e-mail to further communication between students and instructor. Students at WSU Vancouver have access to free e-mail by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.
Academic Requirements:
Assignments
Self-Reflective Short Paper: This is a short paper on your views of the family. Give your definition of “the family” and examine the forces that have shaped and informed it across history (as far as you know it). The main goal here is for me to get a sense of what you already know about the family, and NOT an evaluation of your knowledge at this point. Technical specifications: 2-3 typed pages, 12-point font, 1 inch margins, and letter paper. It is worth 10% of the total grade.
Reflective Papers: You will be expected to read the assigned texts ahead of time and in preparation for class discussion. In order to demonstrate your understanding of the readings, you will be required to write four short papers reflecting on the theories and research presented in your assigned readings. I will also have a general question for you to answer in each of the five papers. Due dates, specific chapters, and reflective questions can be found in the schedule of classes at the end of this syllabus. I will explain this assignment further on the first day of class. Technical specifications: 2 typed pages, 12-point font, 1 inch margins, and letter-size paper. Each reflective paper is worth 15 points; together they are worth 60% of the total grade.
Final Group Project: Your final will be the presentation of a semester-long project on “The Changing Forms and Functions of the American Family in the Last Century.” This will be a small group project. The group will write a short paper (five-page limit) and prepare a short presentation for the end of the semester. In order to discuss the progress of this project throughout the semester, you will be asked to turn in two outlines for feedback (see Schedule below for dates). We will set final presentation dates once we form the groups, but expect to present in the last two classes in June. Accompanying papers will be due on the day of your group’s presentation. This final project is worth 30% of your total grade (paper = 10%, presentation = 20%). I will provide you with a rubric for this assignment detailing how your paper and presentation will be graded.
E-Portfolio: Students in this course will produce several artifacts that can be used in the creation of their WSU Vancouver E-Portfolios. Specifically, students will produce written papers on topics from Family Systems related to Self in Society (one of the university’s Learning Goals), as well as a final group project on applied family studies research in community outreach programs, promoting WSU Vancouver Learning Goals such as Self in Society, Communication, Information Literacy, and Critical Thinking. Students will be encouraged to include these artifacts in their E-Portfolio at the end of the semester.Procedures for Submitting and Retrieving Papers and Assignments:
All assignments must be turned in during class time directly to the instructor. Conflict of schedule must be discussed with instructor ahead of deadline for alternative procedures. IT IS HIGHLY RECOMMENDED THAT A COPY OF ALL ASSIGNMENTS TURNED IN BE SAVED ELECTRONICALLY AND THAT YOU ALSO KEEP A PAPER (HARD) COPY. All student papers will be maintained in Dr. Diversi’s file cabinet for six weeks following the posting of grades at the end of each semester. After six weeks, all papers, tests, etc. will be shredded.
Grading:
| Assignment | Percentage |
|---|---|
| Self-Reflective Paper | 10% |
| Reflective Papers (15 points each paper) | 60% |
| Final Group Project (10% paper, 20% presentation) | 30% |
Grades (100 point scale):
| Grade | Percent |
|---|---|
| A | 100-94 |
| A- | 93-90 |
| B+ | 89-87 |
| B | 86-83 |
| B- | 82-80 |
| C+ | 79-77 |
| C | 76-73 |
| C- | 72-70 |
| D+ | 69-67 |
| D | 66-60 |
| F | 59 or below |
Schedule:
Tentative Course Outline
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | May 5 | Introduction and Syllabus |
| May 7 | Family Communication, Ch 2 Communication Cultures and Patterns, Ch 4 Self-reflective Paper Due |
|
| 2 | May 12 | Family Intimacy, Ch 5: Explain the relationship between intimacy and communication in the family system |
| May 14 | Group Project Day: Changes in American Families Work in Group |
|
| 3 | May 19 | Power in Families, Ch 7: Describe each of the FIVE power bases/resources discussed in Chapter 7. Give a real life example for each power base/resource. |
| May 21 | Conflict in Families, Ch 8 | |
| 4 | May 26 | Memorial Day Holiday: No Class |
| May 28 | Family Stress, Ch 9 and 10: How do communication and power change in the family life-cycle? What are the main sources of stress for American families? Reaction Paper #3 Due Outline 2 Due in Class |
|
| 5 | June 2 | Courtship, Additional text (TBA) Marital Relations, (TBA) |
| June 4 | Parent-child Relations (TBA) |
|
| 6 | June 9 | Media and Families (TBA) Presentations 1; Paper Due |
| June 11 | Communication and Well-being, Ch 12 Presentations 2; Paper Due |
Top of Page
Useful Links:
You may find some useful information at web sites listed on the department resources page.