Name_____________

 

FAM 554: WORKING WITH PARENTS

 

SPRING 2001

 

A. O’Malley, Ph.D.                                                   Office: 305a Funkhouser

TR 2:00-3:15                                                               Office hours:   W 1:30-2:30

FB B13                                                                                               

                                                                                                           

Tel. 257-1648              Fax 224-0379                     aomall@pop.uky.edu and/or ajomall@aol.com

 

Teaching Assistant: Shan Kemp               Shan9397@aol.com

Office hours: M 1:30-3:30                                 Tel. 245-2544 (no calls after 10:00pm)

FB 215

 

COURSE DESCRIPTION

 

“Principles, techniques, and resources relevant to working with parents as individuals, couples, and families.  Survey of related literature on parent effectiveness and parent education is included with relevant field experiences.  Lecture and laboratory.

 

WEBSITE                                                                  COMPANION WEBSITE

 

www.uky.edu/Classes/FAM/357                                        www.prenhall.com/berger

 

 

REQUIRED TEXTBOOKS

 

            Berger, E.H. (2000).  Parents as partners in education: Families and schools working together.  Upper Saddle River, NJ: Merrill.

 

            Family Resource Coalition of America (2000).  America's Family Support Magazine, vol. 18.

 

            Foster, J. D. (1999).  Redesigning public education: The Kentucky Experience.  Lexington, KY: Diversified Services.

 

Swierk, M., & Moore, K. (2000).  Nurturing brain development.  New York, NY: Glencoe McGraw-Hill.

 

OBJECTIVES

 

·        To understand the societal and cultural forces which affect the psychosocial development of children and parents.

 

·        To develop an awareness of diversity in family structure, lifestyle, needs, and strengths of parents in contemporary society.

 

·        To increase one’s understanding of the parenting process over the life span.

 

·        To increase one’s appreciation for the need to work with parents in culturally appropriate ways.

 

·        To develop a personal philosophy for collaborative work with parents.

 

·        To become knowledgeable about parent education programs and resources available in the community.

 

·        To examine the role of teachers, parents, and community leaders in implementing the Kentucky Education Reform Act.

 

INSTRUCTIONAL METHODS

 

The course format will be lecture-discussion.  Class discussion and exercises are important components of the learning process.

 

Reasonable accommodations: If you have a special need that may require an accommodation or assistance, please inform the instructor of that fact as soon as possible and no later than the end of the second class meeting.

 

COURSE REQUIREMENTS

 

1.      Class attendance and participation.  Attendance is an essential ingredient of class participation.  Each student is expected to attend all class sessions and to participate in class discussions and exercises.

 

Students are entitled to an excused absence for the purpose of observing major religious holidays.  However, the instructor must be notified in writing by the second class meeting.

 

2.      Reading assignments are to be completed prior to each class session.  This is essential.  Class lectures, discussions, and exercises assume that the student has control of the reading material.

 

3.      Exams:  There will be two exams (covering the reading assignments, class exercises, class discussions, lecture material, and handouts).  Exams must be written in blue or black ink in blue examination books.  Make-up exams will only be given in the case of documented excused absences.  Make-up exams may differ in format from exams given during regularly scheduled exam times.

 

4.      Book review and Presentation: Each student will read and write a written review/evaluation of a parenting book (to be approved by the instructor).  A summary of the review will be presented in class.

 

5.      Philosophy Paper.  Each student will write a 3-5 page (typed and double spaced) paper describing his/her philosophy of working with parents.  The paper is to be written in APA format and to draw upon assigned readings, class discussions, etc.

 

6.      Creation of a Newsletter for Parents.  Details to be discussed in class.

 

7.      Internet Exercise.  To be explained in class.

 

8.      Agency Visits (2).  To be explained in class.

 

9.      Graduate Student Project: To be "contracted" with the instructor by the third class meeting.

 

 

All assignments will be thoroughly discussed and explained during class sessions.  Handouts detailing components of assignments, formats for assignments, grading criteria, etc. will be available in class when the assignments are discussed or on the course web site.  Students are responsible to get missed hand-outs from their classmates.

 

All assignments are to be typed.  Handwritten/handprinted assignments will not be read by the instructor.

 

CONCEPTUAL FRAMEWORK

 

The conceptual framework utilized in this course will follow the Reflective Decision Maker Model which encourages reflective thinking, open mindedness, and the ability to challenge personal beliefs by continually seeking new information.

 

In addition, this course will utilize concepts of the Human Ecological Systems Perspective and Systems Theory, which emphasize the reciprocal influence of systems (i.e., individual, family, community, and the larger cultural world).  Further emphasis will be placed on concepts of Developmental Theory and Constructivist Theory.  The importance of active learning and personal meaning in the learning and development process will be stressed.

 

 

 

 

 

 

 

 

STANDARDS

 

The Interdisciplinary Early Childhood Education (IECE) certification is designed around nine Teacher Standards that were developed as a result of the Kentucky Education Reform Act.  The standards describe a specific emphasis on the three (3) standards listed below:

 

            Standard IV     The early childhood educator shall assess children's cognitive, emotional, social, communicative, adaptive, and physical development; organize assessment information; and communicate the results appropriate to the purpose of the assessment

 

            Standard VI     The early childhood educator shall collaborate and consult with the following to design, implement, and support learning programs for children: Staff in a team effort; volunteers; families and primary caregivers; other educational, child care, health and social services providers in an interagency and interdisciplinary team; and, local, state, and federal agencies.

 

            Standard VIII   The early childhood educator supports and promotes the self-sufficiency of families as they care for and provide safe, healthy, stimulating, and nurturing environments for young children.

 

 

GRADING

 

The final grade for the course will reflect attendance and class participation as well as the scores earned on the various assignments.  Points will be assigned in the following manner:

 

            Exam 1…………………………………………....100 points

            Exam 2……………………………………………100

            Class attendance, participation, exercises……….…50

            Book review and presentation……………………...50

            Philosophy paper…………………………………...50

            Newsletter………………………………………….75

            Internet exercise……………………………………25

            Agency visits……………………………………….50

            Graduate student project…………………………..100

            Total (Undergraduate)……………………………..500

            Total (Graduate)…………………………….. ……600

 

Grades on late papers will be reduced 1/2 grade (5%) for each day late except in the case of documented excused absences as defined in the student handbook

 

Students are required to complete all assignments and presentations in order to earn a grade of “C” or better for the course.  Upon completion of all assignments, grades will be determined in the following manner:

 

Undergraduate Grade Scale                                         Graduate Student Grade Scale

 

450 - 500 = A                                                              540 - 600 = A                                              

400 - 449 = B                                                              480 - 539 = B

350 - 399 = C                                                              420 - 479 = C

300 - 349 = D                                                              0 - 419     = E

0-299       = E

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACADEMIC STANDARDS

 

All members of the academic community are expected to produce their own scholastic work.  When using outside sources, students are to give credit for ideas and information taken from others.  The minimum penalty for cheating and plagiarism is an “E” in the course.

 

TENTATIVE SCHEDULE

 

DATE                                                 TOPIC                                    READING

 

Jan 11                          Introduction to Course                         Syllabus

                                    Who is Parenting?

 

Jan 16-18                     Parenting: A Systems Perspective                   B-1

 

Jan 23                          Parenting: A Life Span Perspective                   Nurturing…,

                                                                                                            Fam. Support, p. 9-11

                                                                                   

Jan 25                          Lab #1: Library/Bookstore Assignment            B-2

 

Jan 30-Feb 1                Parenting: A Multicultural Perspective            B-3, Fam. Support

                                                                                                            p. 20-21 & 31-33

                                                                                                                       

 

Feb 6-8                        Family/School/Community Partnerships            B-4, Fam. Support

                                                                                                            p. 59-60

                                                                                               

Feb 13                         Lab #2: Agency Visit                                         B-5                                         

 

Feb 15                         Midterm Exam

 

Feb 20-22                    Techniques for Developing Partnerships            B-6

 

Feb 27                         Book Reviews Due

 

Mar 1                           Lab #3: Agency Visit

 

Mar 6-8                       Parent Involvement: School-Based               B-7

                                    Programs

 

Mar 13-15                   Academic Holiday

 

Mar 20                         Supporting Families in Home-Based                B-8, Fam. Support

Programs                                                            p.35-37

 

Mar 22                         Supporting Families in Center              Fam. Support Mag.

                                    Based Programs                                 

                                    Philosophy Papers Due                            

 

Mar 27                         Lab #4: Newsletter Preparation

 

Mar 29                         Family Strengths, Challenges, &               TBA

                                    Resources

 

Apr 3                           Parent Education: The Mass Media                 TBA

 

Apr 5                           The Kentucky Experience: Part I                Redesign. Pub. Edu.

                                                                                                            p. 1-22, 68-91, &

                                                                                                            92-114

 

Apr 10                         The Kentucky Experience: Part II              Redesign. Pub. Edu.

                                    Reports of Agency Visits Due                   p. 132-156 & 235-256

 

Apr 12                         Lab #5: Newsletter Preparation

 

Apr 17                         Working with Parents of Children                   B-9

                                    With Exceptionalities

 

Apr 19                         The Abused Child                                       B-10

                                    Presentation of Newsletters

 

Apr 24                         Lab #6: Internet Assignment

 

Apr 26                         Advocacy for Parents and Their                      B-11 & Appendix

                                    Children

                                    Internet Assignments Due

 

FINAL EXAM: Wednesday, May 2, 10:30 a.m.