HD 302-01, Parent Child Relationships
Spring 2008
Instructor Information:
Jane Lanigan
Education/Human
Development Building, Room 225
Phone: 360-546-9715
Fax: 360-546-9076
Office Hours:
Tuesday, Wednesday, 10:30-11:30 a.m., or by appointment
Email: lanigan@vancouver.wsu.edu
Home Page: http://www.vancouver.wsu.edu/fac/lanigan/lanigan.htm
Course Information:
Schedule:
T, Th, 9:10-10:25 a.m.
Location:
Multi-media Classroom Building , Room 217
Objectives:
The purpose of this course is to help students:
- Apply various theoretical approaches to the exploration of parent/child relationships across the lifespan
- Identify the influences that have shaped their view of parent/child relationships.
- Recognize that parent/child relationships are diverse, yet equally valid.
- Communicate research based, best practices parenting information to a general audience.
Prerequisites and Other Notes:
Required Texts and Other Materials:
Required Text:
Brooks, J.B. (2008). The process of parenting. (7th ed.) Boston, MA: McGraw Hill.
Blackboard URL:
Family Album Radio URL:
http://www.familyalbumradio.org/
Top of Page
Classroom Requirements:
Exams:
There will be two in-class exams worth 100 points each. The final exam will be a take home exam worth 110 points. Objective and short essay questions will be derived from the assigned readings, handouts, regular and guest lecture, student presentations, and audiovisual materials. A study guide will be provided to direct your preparation. You will have one class period to take the in-class exams. No makeup exams will be given without a valid medical excuse (a note from a doctor) or evidence of an extraordinary circumstance. All make-up exams must be taken within one week of the regularly scheduled exam unless otherwise arranged.
Reflection Journal:
Students will respond to 8 of 14 reflection questions. Responses should be no longer than one typed page. Responses will be compiled in a folder to be collected periodically. Students are expected to respond to each reflection the week it is assigned. After the assigned week, students may not respond to that reflection question. Each response is worth 10 points.Parenting Education Assignment:
Individual students will develop and record or perform a 2 minute podcast for Family Album Radio which includes a written script with citations. In addition, students will develop an annotated parent resource list related to the same topic. Expectations regarding the podcast and annotated resource list can be found on blackboard and at the end of the syllabus. The parent education assignment will be worth 120 points of your overall grade.
In-Class Responses:
There will be four graded opportunities for students to respond to speakers, class activities or topics either individually or as a group. Responses will be worth 10 points and graded pass/fail. The in-class activities cannot be made up. Students with a valid medical excuse (a note from a doctor) or evidence of an extraordinary circumstance will be given an alternative assignment.Grading:
Summary of Grade Requirements:
| Requirement | Points | Grade Percentage |
|---|---|---|
| Exam 1 | 100 points | 18% |
| Exam 2 | 100 points | 18% |
| Final Exam | 110 points | 20% |
| Reflection Journal | 80 points (8 @ 10 points each) |
15% |
| Parenting Education Project | 120 points | 22% |
| In-class Responses/Activities | 40 points (4 @ 10 points each) |
7% |
| Total | 550 points | 100% |
Grading Scale:
The standard Human Development grading scale is as follows:
| Grade | Percent | Percent |
|---|---|---|
| A | 100-94 | 515-550 |
| A- | 93-90 | 493-514 |
| B+ | 89-87 | 476-492 |
| B | 86-83 | 454-475 |
| B- | 82-80 | 438-453 |
| C+ | 79-77 | 421-437 |
| C | 76-73 | 399-420 |
| C- | 72-70 | 383-398 |
| D+ | 69-67 | 366-382 |
| D | 66-60 | 328-365 |
| F | 59 or below | Below 328 |
Grade Appeals:
Grade appeals must be submitted to the instructor in writing, preferably by email, within one week after the return of the assignment. Provide justification for the grade change and state how many points you feel should be added to your grade. No verbal appeals will be considered. Final course grades must be appealed within one week of receipt of the grade.
Extra Credit:
Students are encouraged to volunteer at the NW Parenting and Family Education Conference to be held on campus over spring break. Volunteers will receive 10 points of extra credit. Students unable to participate may receive extra credit for attending a parenting education workshop or event that has been pre-approved by the instructor.
Late Assignments:
Written materials are expected to be submitted at the beginning of class on the assigned due date. Assignments received after that time will be penalized five points per working day (M-F). Papers may be faxed to the department number listed in the syllabus. Please include the instructor’s name and course number on the cover sheet. Papers may be left in the student drop box on the second floor of the EHD building. Papers may be sent via email to meet the deadline requirement, but a print copy must be submitted for grading.Procedure for Submitting and Retrieving Papers:
The Human Development Department maintains a student drop box for submitting assignments to Human Development faculty. Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box. The box is checked several times daily and the contents distributed according to the faculty name written on the envelope. Do not submit assignments by putting them in the file cabinet. The file cabinet is used only for returning graded assignments to students and for students to pick up copies of non-graded class materials such as handouts. All graded material will be returned in an envelope with the student’s name and course number on the outside and placed in the alphabetical files by LAST name.
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 email to further communication between students and instructor. Students at WSU Vancouver have access to free email by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home email account is also acceptable. Students are responsible for maintaining an accurate email on blackboard throughout the semester.
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 outlines the student conduct and academic integrity process: http://www.vancouver.wsu.edu/ss/student_conduct.htm.Attendance:
Role will not be taken except as required by the registrar. However, the instructor reserves the right to deduct up to 20 points from the final exam grade for excessive absences, habitually leaving class early or arriving late. If you have a specific issue, or anticipate an absence, please notify the instructor via email to avoid point deductions.
Participation:
Students are expected to come to class prepared to discuss the assigned reading and engage in class activities. Comments and diverse opinions will be welcomed in an atmosphere of mutual respect. Any personal information shared in this class will not be discussed outside of the classroom with others.Weather Closure:
If you have a question about classes being held during inclement weather, please contact Lynda Dezellem at (360) 546-9721. She will have information regarding class cancellation and post closure information on her voice mail.
Written Assignments:
In addition to the specified criteria, all assignments will be evaluated for content, form, completion of assignment requirements, grammar, and composition. All assignments, unless otherwise noted, must be word-processed, double-spaced, ONE SIDE OF THE PAGE ONLY. Assignments do not need to be in APA format for style or referencing unless specified. All assignments must include your name, course number, date, and assignment type.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 through the Assistant Director of Student Services, VMMC 24.
Schedule:
Tentative Course Outline
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | Jan 8 | Syllabus/Overview Introduction to Family Album Radio |
| Jan 10 | Parenting as a Process Do Parents Matter? Brooks, Chapter 1, pg 2-9 and pg 21-37 Begin Creating Frame of Reference RJ1: Respond to David Lykken's plan for a parenting license. Is it a good idea? What would you require for a "parenting license"? |
|
| 2 | Jan 15 | A Historical Perspective, |
| Jan 17 | Theories of Growth and Development; Learning and Stage Theories Brooks Chapter 2, pg 43-58 RJ2: From the year of your birth, trace the social influences acting on your parents as they raised you. |
|
|
Jan 22 | Theories of Growth and Development: Systems, Ecological and Other Theories Brooks Chapter 2, pg 58-67 |
| Jan 24 | Who are the Parenting Experts? Brooks Chapter 2, pg 68-78 RJ3: Describe how you think you have changed your parents as individuals as they have reared you. (You may elect to interview your parents for information). Study Guide Posted on Blackboard |
|
| 4 | Jan 29 | Parenting Experts, continued Identify Parenting Education Assignment Topic |
| Jan 31 | Exam #1 RJ4: Which parenting expert discussed in class, the book or through your personal experience seems most useful to you in helping parents? Why? Reflection Journal/First Collection |
|
| 5 | Feb 5 | Cultural Influences on Parenting Brooks Chapter 3, pg 79-111 |
| Feb 7 | Cultural Influences on Parenting among Asians, |
|
| 6 | Feb 12 | The Influence of Socioeconomic Status Brooks Chapter 3, pg 112-125 |
| Feb 14 | Emotional Relationships Understanding and Expressing Feelings Brooks, Chapter 4, pg 126-143 and 151-153 RJ6: Remember a time you felt close to your parent. What factors contributed to that closeness? Remember a time you felt distant from your parent. What factors contributed to the distance? |
|
| 7 | Feb 19 | Dealing with Family Stress and Negative Feelings. Brooks Chapter 4, pg 143-151 |
| Feb 21 | Parenting in Times of Trauma Brooks, Chapter 15, pg 498-509 RJ7: Growing up, what was the first experience related to death that you remember? (Relative, pet, neighbor etc.) Discuss how your parents interacted with you regarding that death. |
|
8 |
Feb 26 | Establishing Healthy Lifestyles Brooks Chapter 5, pg 162-175 |
| Feb 28 | Discipline Issues Brooks Chapter 5, pg 189-197 RJ8: How do you feel about spanking? discuss the factors that have influenced your view. |
|
9 |
Mar 4 | Parenting Programs Resources for Parenting Educators Exam Review Brooks Chapter 5, pg 158-161 and 176-189 |
| Mar 6 | Exam #2 RJ9: Can a parenting educator who has never raised a child be effective in his or her role? Explain your response. Reflection Journal/Second Collection |
|
| Mar 10-14 | Spring Vacation, No Class NW Parenting and Family Education Conference, March 12-14 |
|
10 |
Mar 18 | The Transition to Parenting Special Issue: Adoption Brooks Chapter 6 |
| Mar 20 | Parenting Infants - Preschoolers Tasks and Concerns of Parents Brooks Chapters 7-8 RJ10: Think about if, why and when you want(ed) children. List and describe factors influencing your decision. |
|
11 |
Mar 25 | Parenting School Age Children |
| Mar 27 | Parenting Adolescents Brooks Chapters 10-11 RJ11: Think about your sexual learning. What role did your parents play? What if anything, do you wish had been different? What would you do the same? |
|
12 |
Apr 1 | Work and Family Brooks Chapter 13 |
| Apr 3 | Workday |
|
13 |
Apr 8 | Teen Parent Panel Parenting Education Project Resource List Due |
| Apr 10 | Parenting Throughout Adulthood Brooks Chapter 12 RJ13: Imagine your teenage daughter is pregnant. How would you react? Would you react differently if the pregnancy involved your teenage son? Explain why or why not. |
|
14 |
Apr 15 | Diverse Family Structures: Divorce and Single Parent Families Brooks Chapter 14, pg 461-477 |
| Apr 17 | Diverse Family Structures: Blended Families, Gay and Lesbian Parents Brooks Chapter 14, pg 478-487 RJ14: Should parents in unhappy (but not violent) marriages stay together for the sake of children? Explain your response. Take Home Exam Distributed Reflection Journal/Final Collection |
|
15 |
Apr 22 | Foster Families Child Maltreatment Brooks Chapter 14, pg 487-494; Chapter 15, pg 509-533 |
| Apr 24 | Family Album Podcasts | |
16 |
April 28 - May 2 | Take Home Exam Due April 29 at Noon |
Parenting Education Project :
Time Line |
|
|---|---|
| 01/29/2008 | Identify parent education project topic and partners |
| 04/08/2008 | Parent Resource List due (Print copy to instructor; electronic copy posted on Blackboard Discussion Board). |
| 04/03/2008 | Workday |
| 04/24/2008 | Family Album Podcast script due. Recorded or live padcast presented. |
Podcast Script: Each script must contain 3 parts:
The grading rubric for this assignment will be posted on Blackboard. |
Parent Resource List: Develop a handout that lists and briefly describes additional resources for parents regarding your selected topic. The Parent Resource List MUST contain a minimum of 6 resources including at least:
Remember your audience (parents) when selecting items to include on the list and writing the description of the items. Students will submit a print copy of the resource list for grading to the instructor and post an electronic version of the resource list on the Blackboard discussion board for classmates. The grading rubric for this assignment will be posted on Blackboard. |
Useful Links:
You may find some useful information at web sites listed on the department resources page.