Youth and Family Relationships Family, Youth, and Community Sciences FYC 4202, Section 0712 Spring 2014

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1 Youth and Family Relationships Family, Youth, and Community Sciences FYC 4202, Section 0712 Spring 2014 Time/Location: McCarty A 2186 Tuesday: 12:50-2:45PM Thursday: 1:55-2:45PM Instructor: Larry Forthun, Ph.D., CFLE Office: 3026 McCarty Hall D Office Phone: (352) lforthun@ufl.edu Course Website: Office Hours: Tuesday 9:30am to 11am, Wednesday 1:30pm to 3pm, or by appointment Assistant: Hassan Casanova Office: G091 McCarty B Office Phone: hcasanova@ufl.edu Office Hours: M 10AM-2PM, T 10AM-12:30PM, W 10AM-3PM, TH 10AM-1:30PM Course Description This course will examine youth development within the family system. It will review basic theory and research on youth development and how it is linked with family development, family processes, and extended family systems. Using theory and research when working with youth and their families will be highlighted. Required Textbook Harold, R.D., Colarossi, L.G., & Mercier, L.R. (2007). Smooth sailing or stormy waters? Family transitions through adolescence and their implications for practice and policy. Mahway, NJ: Lawrence Erlbaum Assoc. Required Readings Readings are available under Resources on the Sakai course webpage. A list of readings is attached to the end of the syllabus. 1

2 Course Objectives: To develop an understanding of: 1. The theories, methodology, and research findings that form our knowledge base about youth development and family relationships. 2. How the parent-child relationship influences both healthy and unhealthy psychosocial development during adolescence and emerging adulthood; 3. The diversity of youth and family relationships and the ecological contexts in which they are embedded (e.g., culture/ethnicity, religion, socio-economic status, family structure, etc.). 4. The link between theory and research and the practical application of these principles to families with adolescents and emerging adults. Course Requirements: Readings The student is expected to stay current with the reading assignments. The readings will provide the basis for class discussion and the student should read them prior to the class for which they are assigned. Participation In order to fulfill the objectives of this course it is expected that students attend class regularly and on time. Regular attendance both enhances the usefulness of class instruction as well as encourages better performance on assignments. Participation in class activities and discussions is also expected. You can earn up to 50 points for class participation, which cannot be earned if you are not in class. During class activities, each student will use appropriate interpersonal skills and conduct themselves in a courteous and respectful manner. Presentation You will have the opportunity to present one of your assignments in front of the class. The presentation can be no more than 10 minutes in length, but must be professionally prepared (e.g., note cards, PowerPoint, etc.). You will be graded on content, presentation skills, and timing. You will have the opportunity to sign up for the assignment you would like to present during the second week of class. Family Diagram The purpose of this assignment is to develop either a family genogram or a family ecomap. A family genogram is a diagram of one s family tree including information about marriages, divorces, age of family members, and other significant issues/events. The family genogram can also be used to identify boundaries, triangles, and the quality of the emotional relationships between family members. An ecomap is a diagram of the nuclear family and the 2

3 interactions of family members with important social systems and relationships outside the immediate family. Once the diagram is complete, you are asked to write a two page paper that evaluates your family diagram. First, you should explain how your use of symbols, placement of family members, connecting lines, and boundaries represent the relationships within your family (for a genogram) or with social systems outside of the family (for the ecomap). Then, analyze your family system from a family systems perspective and describe both the strengths and needs of your family. Video Clip Analysis YouTube and other video-sharing websites provide an opportunity to view movie clips, TV episodes, and original videos that feature youth and their families. The purpose of this assignment will be to (a) identify an appropriate video clip that features interactions between youth and other family members, and (b) analyze the clip using theories and concepts reviewed in class (e.g., family systems, family development, communication, etc.). In selecting clips, content must be applicable to class and accessible to view online or CD/DVD. Keep clips to a PG-13/TV14 rating no nudity, explicit sexual content, and excessive language. Guidelines for this assignment are available on Sakai. Review of Literature For this assignment you must select a current topic in youth and family relationships and review the recent research literature. You should reference at least 5 articles, chapters, and/or books, and your sources should be from the professional empirical literature. At least 3 of the references should be no more than 5 years old. Photocopy the abstract or executive summary of each referenced source and attach it to the end of the paper. The paper should be no more than 4 pages in length and should follow the guidelines for written work. Educational Publication Taking the knowledge gained from the review of literature and course content, you are asked to write an educational publication that targets either a youth or adult audience. The publication will be structured to (a) provide an overview of the topic, (b) describe the topic in the broader context of child/adolescent development, (c) discuss what we know from current research, and (d) offer recommendations for application in the lives of youth and families. This publication could be written in a style similar to a newspaper article, a magazine article, or other professional publication. However, the paper should be formatted consistent with the guidelines for written work. Specific guidelines for this assignment will be distributed during class. Online Quizzes Five online quizzes will be given over the course of the semester. Response formats include true/false and multiple-choice. Unlike traditional in-class quizzes, you will have the opportunity to explain your answers. This is not a group activity and you are expected to 3

4 complete the quiz independently (see honor code). You must take each quiz online by the scheduled date and time. If problems arise while trying to take or submit a quiz on Sakai, contact the TA via immediately. The lowest grade of one of the quizzes will be dropped. Late Assignments Five (5) points per day will be deducted from all late assignments. Assignments are due during the assigned class period and points will be deducted at the conclusion of class. Assignments will not be accepted if they are more than 1 week late and a grade of zero will be given. If there are circumstances beyond your control that make it difficult to get your assignment in on time, contact the course instructor or TA as quickly as possible to explain the delay. Digital Tools Cell phones should be stored away from view during class with the ringer on silent or off. Laptops can be used for instructional purposes only (e.g., note taking, group activities, etc.). Texting, ing, chatting, or surfing are distracting to your classmates and the instructor. Students who disrupt the classroom environment will be asked to leave for the day and will not be awarded attendance points. Guidelines for Written Work All written work for the course must comply with APA (6th Ed.) guidelines. That is, it must be typed on 8 1/2" X 11" white paper, 1" margins, and appropriate headings and subheadings. The font should be 11-12pt (Times New Roman or similar). All papers should be proofread before they are turned in with special attention to correcting any and all spelling, grammatical, and punctuation errors. Professional use of the English language is expected. If you quote, paraphrase, or summarize the work of others, you must cite your source. Plagiarism will not be tolerated and can result in failure. University Policy Attendance and Make-Up Work Requirements for class attendance and make-up exams, assignments and other work are consistent with university policies that can be found at: Online Course Evaluation Process Student assessment of instruction is an important part of efforts to improve teaching and learning. At the end of the semester, students are expected to provide feedback on the quality of instruction in this course using a standard set of university and college criteria. These evaluations are conducted online at Evaluations are typically open for students to complete during the last two or three weeks of the semester; students will be notified of the 4

5 specific times when they are open. Summary results of these assessments are available to students at Academic Honesty As a student at the University of Florida, you have committed yourself to uphold the Honor Code, which includes the following pledge: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. You are expected to exhibit behavior consistent with this commitment to the UF academic community, and on all work submitted for credit at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment." It is assumed that you will complete all work independently in each course unless the instructor provides explicit permission for you to collaborate on course tasks (e.g. assignments, papers, quizzes, exams). Furthermore, as part of your obligation to uphold the Honor Code, you should report any condition that facilitates academic misconduct to appropriate personnel. It is your individual responsibility to know and comply with all university policies and procedures regarding academic integrity and the Student Honor Code. Violations of the Honor Code at the University of Florida will not be tolerated. Violations will be reported to the Dean of Students Office for consideration of disciplinary action. For more information regarding the Student Honor Code, please see: Software Use: All faculty, staff and students of the university are required and expected to obey the laws and legal agreements governing software use. Failure to do so can lead to monetary damages and/or criminal penalties for the individual violator. Because such violations are also against university policies and rules, disciplinary action will be taken as appropriate. Services for Students with Disabilities The Disability Resource Center coordinates the needed accommodations of students with disabilities. This includes registering disabilities, recommending academic accommodations within the classroom, accessing special adaptive computer equipment, providing interpretation services and mediating faculty-student disability related issues. Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation 0001 Reid Hall, , Campus Helping Resources Students experiencing crises or personal problems that interfere with their general well-being are encouraged to utilize the university s counseling resources. The Counseling & Wellness Center provides confidential counseling services at no cost for currently enrolled students. Resources are available on campus for students having personal problems or lacking clear career or academic goals, which interfere with their academic performance. 5

6 University Counseling & Wellness Center, 3190 Radio Road, , Counseling Services Groups and Workshops Outreach and Consultation Self-Help Library Wellness Coaching Career Resource Center, First Floor JWRU, , 6

7 Tentative Fall Agenda Date Topic/Due Dates Reading Jan. 7 Introductions, Review Syllabus, The Family Syllabus Topic 1: Understanding Youth and Family Development Jan The Family System Chapter 1 Reading 1 Jan Diagramming Families Reading 2 Jan Youth Development and the Family Chapter 3 Jan. 30 Feb. 4 Presentations Family Diagram due Jan. 30 Topic 2: Parenting and Parent-Child Relationships Feb 4-6 Parenting Styles Reading 3 Feb. 11 Communication and Conflict Quiz 1 due Feb 11 Reading 4 Reading 5 Feb. 13 Secrecy and Deception Reading 6 Feb. 18 Parenting Practices Reading 7 Feb Presentations Video analysis due Feb. 20 Feb Topic 3: Youth and Family Life Relationship Processes Within and Outside Families Quiz 2 due Feb 25 SPRING BREAK MARCH 1-8 NO CLASS Chapter 4 March School, Education, and Youth Development Chapter 5 Mar. 18 Work in the Lives of Youth and Families Chapter 6 7

8 Date Topic/Due Dates Reading Mar Presentations Review of Literature due March 20 Topic 4: Contexts of Youth and Family Relationships Mar Race, Ethnicity and Culture in Youth and Reading 8, 9, 10 Families Quiz 3 due March 27 April 1 Family Structure and SES in Youth and Reading 11 Families April 3 GLBT Families and Parenting Reading 12 Apr. 8 Religion/Spirituality and Family Relationships Reading 13 Apr Presentations Educational pub due April 10 Topic 5: Prevention and Intervention in Youth and Family Relationships Apr Prevention and Intervention in Youth and Reading 14 Families Quiz 4 due April 15 Apr. 22 Family Therapy with Troubled Youth Reading 15 April 23 Quiz 5 8

9 Assignment Due Dates Date Jan. 30 Feb. 20 Mar. 20 Apr. 10 Assignment Family Diagram Video Analysis Review of Literature Educational Publication Quiz Due Dates Date Quiz Feb. 11 Quiz 1 Feb. 25 Quiz 2 Mar. 27 Quiz 3 Apr. 15 Quiz 4 TBA Quiz 5 Grading Information Requirement Points Possible Attendance/Participation 50 Family Diagram 50 Video Analysis 50 Review of Literature 50 Educational Publication 50 Presentation 25 Quizzes (20 points each; drop lowest score) 80 Extra Credit (based on student proposal) Up to 10 Total 355 9

10 Grading Scale Points earned in class Letter Grade equivalent A A- B+ B B- C+ C C- D+ D D- E Letter Grade Grade Points A A- B+ B B- C+ C C- D+ D D- E WF I NG S- U Grades and Grade Points For information on current UF policies for assigning grade points, see 10

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