DEPARTMENT OF BEHAVIORAL SCIENCES
SYLLABUS AND PREASSIGNMENT
TERM II 2004-05
|
COURSE TITLE: |
PSY 350L-W5
Applied Developmental Science: Parenting (3) |
|
PREREQUISITES: |
PSY 204 or 205 (formerly 304/305), Lifespan or Child
Development |
|
INSTRUCTOR: |
Mary
Kay Jordan Fleming, Ph.D. mary_kay_fleming@mail.msj.edu - or-
859-331-0991 before Office
Hours: every Mon. and Fri. 10-12; 5-6 on class nights |
|
COURSE MEETS: |
Wednesdays |
|
REQUIRED TEXTS: |
·
Parenting
That Works: Building Skills That Last a Lifetime, by Edward ·
The
Youngest Minds,
by Ann and Richard Barnet. ·
Getting
Ready for School Starts at Birth: How to Help Your Child Learn in the Early
Years, by
Claire Lerner and Lynette Ciervo. ·
The
Ten Gifts of Good Parenting,
by Mary Kay Jordan-Fleming. [available
from instructor during first class] ·
|
|
|
|
Course
Description: This is an interdisciplinary course about raising responsible and
resilient children. Our studies will go well beyond the theories and research
of developmental psychology (learned in the pre-requisite course) to examine
issues of values, discipline, and mental and physical health. There will be an
emphasis on critical thinking,
analysis, and synthesis of scholarly information to solve real parenting problems.
Learning Outcomes:
With successful completion of this course, the student will be able to:
(1) apply principles of effective parenting (including discipline) to typical family problems and concerns;
(2) describe how heredity and environment affect children’s development, particularly how experience wires the brain;
(3) explain the major factors contributing to children’s resiliency;
(4) give examples/explanations of major challenges (e.g., personal and social conditions, public health threats, etc.) for contemporary parents; and
(5) analyze scholarly research on a parenting issue and critique/synthesize it into a clear presentation.
Completion of this course also contributes to the achievement of baccalaureate learning outcomes in Sociocultural Relationships, Interdisciplinarity, Critical Thinking, and Communication (see www.msj.edu/academics/courses/coursecat/0305/core/ for a complete list of baccalaureate outcomes).
Student Responsibilities:
This is an accelerated class which requires a great deal of self-discipline and independent study. Class meetings will be conducted in seminar format, requiring thorough preparation before class, participation in class, and respect for the experiences and opinions of others. The course requires moderately high amounts of reading (although not difficult) and writing, plus one oral presentation. Students will need access to several parents (of growing children) for informal interviews. Students will also need Internet access for readings and e-mail messages. Take-home assignments must be completed using Microsoft Word software. Classroom etiquette includes arriving promptly, remaining in class until the end of each meeting, and silencing all electronic devices. Because this is a highly-participative environment with very little lecture or note-taking, laptop computers may not be used in class unless specifically assigned.
Attendance Policy:
This class occurs in a highly compressed timeframe, meeting just five times. Attendance at every class session (from beginning to end) is required. If you know now that you will be unavailable for a class, it is best for you to withdraw. One exception may be made at the instructor’s discretion, in cases of true and serious emergency, and only if the student contacts the instructor before class and provides documentation of the emergency. Even in such cases, however, lost participation points cannot be made up.
Academic Integrity Policy:
Using the information, language, or thoughts of others in our own work requires identification and full citation of the source (person, book, article, etc.). Quoting or paraphrasing without naming the source is plagiarism and is subject to penalty as outlined in the Catalog. Familiarize yourself with this policy: www.msj.edu/academics/courses/coursecat/0305/acad_policies/honesty/.
Late Policy:
Accelerated courses leave little or no time for acceptance of late assignments. Tests, projects, and assignments are due on the days/times listed herein. Late submissions incur penalties as follows: 1-24 hrs. late = -25% credit; 25-48 hrs. late = -50%; more than 48 hrs. late = no credit.
My approach to extra
credit is that these opportunities should be available, and used, throughout
the term rather than at the end. Extra credit is offered as an insurance policy
against drowning – not as a lifeboat after you have drowned. You will have the
opportunity to earn extra-credit points on all assignments and tests.
Assessment of
Learning Outcomes (Grading):
Each course requirement carries some point value; the total number of points you earn determines your final course grade. Grades are assigned according to the following scale:
|
A = 90-100% |
B=80-89% |
C=70-79% |
D=60-69% |
F<60% |
Please note that C represents average performance; Bs and As are awarded for above average and excellent performance, respectively. The approximate values of various course requirements are as follows:
4 take-home
tests – essay format (50 pts. each)
|
200 pts. (67% of course grade)
|
|
In-class participation (10 pts. each for Meetings 1-4) |
40 pts. (13% of course grade) |
|
Oral presentation during Meeting 5 |
60 pts. (20% of course grade) |
|
TOTAL |
300 pts. |
The quality of writing (including mechanics such as spelling, punctuation, and grammar, as well as clarity, organization, citation of sources, etc.) contributes up to 25% of the total grade for all written assignments prepared in advance. Proofread carefully.
Course Outline
Meeting 1: Wed., Jan. 19 “Parenting Skills”
Preassignment for Jan. 19:
(a) Complete
the quiz (“Am I Ready to be a Parent?”) below, just for fun.
(b) If
necessary, refresh your memory about the meaning of the following terms from
your Child/Lifespan Development course: attachment (secure/insecure), parenting
styles (including types), Erikson’s stages, nature-nurture controversy, systems
theory, epigenetic theory. You may need to do this for other terms as the
course progresses.
(c) Read
the following:
·
Parenting That Works, pp. 3-119 and 267-323
·
www.drrobertbrooks.com/writings/articles/0103.html
·
www.drrobertbrooks.com/writings/articles/0104.html
·
www.drrobertbrooks.com/writings/articles/0106.html
(d) Send me an e-mail by Jan. 3 confirming your registration in the course. In the message, include a short paragraph about yourself including name, number of children (if any), experience with children (e.g, work, volunteer), and job (optional). This message will be shared with your classmates so do not include anything confidential. Send the message from the e-mail account you check most often as this is the account I will use for you. After I receive your intro message, I will e-mail the first take-home test to you.
(e) Complete Test 1 (typed in Microsoft Word) and
e-mail it to me as an attachment by Jan. 18 at
(f) Informally ask three parents (from different families) about the disciplinary challenges they have faced (e.g., “What have been the toughest disciplinary problems you’ve dealt with so far?” or “What advice would you give other parents about discipline?”). Record a very brief summary of their answers on a 3x5” file card and bring it to class on Jan. 19.
In-class
activities on Jan. 19:
PAQ survey of parenting styles; discussion of goal-setting and principles of effective discipline; discussion of interview data
Am I Ready to be a Parent?
1. What do I want out of life for myself?
2. How does having a child fit into this plan?
3. Am I prepared to give up the freedom, social life, time, and energy that it takes to raise a child?
4. Can I afford to raise and educate a child? (It costs roughly a million dollars to raise a child through the college years.)
5. Do I like children? Do I like doing things with children?
6. What do I expect to get from my child in return?
7. Do I get along with my own parents? Did they make mistakes I want to avoid?
8. Have I talked to my spouse/partner about having a child? What role does each of us play in the decision-making?
9. Could we share our love without jealousy?
10. What do I want for my child’s life?
Meeting 2: Wed.,
Feb. 2 “Parenting
for Intellect and Emotion”
Before class:
(a) Read the following:
· The Youngest Minds, pp. 9-220
·
The Ten
Gifts of Good Parenting
·
Getting
Ready for School Starts at Birth
(b) I will send Test 2 on Jan. 24. This test is
due back to me (Word attachment via e-mail) by Feb. 1 at
(c) Informally ask three parents (different families) what they think contributes to a child’s readiness for school. Focus on in-home activities rather than formal preschool preparation. Summarize the data on a 3x5 file card and bring it to class on Feb. 2.
(d) Begin thinking about the Semester Project due at the last class. See below for details.
In-class
activities on Feb. 2:
Discussion of brain development and the parent attitudes and behaviors that build intellect and emotional regulation; discussion of interview data
Meeting 3: Wed.,
Feb. 16 “Building
Resilience”
Before class:
(a) Read the following:
· The Youngest Minds, pp. 221-242 and 259-264
· www.drrobertbrooks.com/writings/articles/0105.html (take the quiz!)
·
www.drrobertbrooks.com/writings/articles/0405.html
·
www.drrobertbrooks.com/writings/articles/0406.html
· Sroufe article – on electronic reserve (I will give the URL in class)
· Borkowski, Ramey, and Stile article – electronic reserve
(b) I will send Test 3 on Feb. 7. This test is due
back to me (Word attachment via e-mail) by Feb. 15 at
(c) Begin planning the Semester Project. Get instructor approval of the topic.
In-class
activities on Feb. 16:
Creation of a mental map/model of parenting to build resiliency
Meeting 4: Wed.,
Mar. 2 “Challenges
to Contemporary Parenting”
Before class:
(a) The following is a small sample of the many challenges facing today’s parents. Read the assigned articles for 8 of the 9 topics listed. (For extra credit, read all 9.)
1. Poverty:
·
www.childrensdefense.org/familyincome/childpoverty/basicfacts.asp
·
www.nccp.org/media/lat03d-text.pdf
2. Health:
·
www.childrensdefense.org/childhealth/generalhealthfacts.asp
3. Obesity:
·
www.cdc.gov/nchs/products/pubs/pubd/hestats/overwght99.htm
·
http://aappolicy.aappublications.org/cgi/reprint/pediatrics;112/2/424.pdf
·
www.obesity.org/subs/childhood/prevention.shtml
4. Maternal Depression:
· Embry & Dawson – electronic reserve
5. Divorce:
· Cummings – electronic reserve
· Parenting That Works, pp. 163-175
6. Daycare:
· The Youngest Minds, pp. 243-257
7. Advertising, Toys, Media:
·
www.watchoutforchildren.org/watch_out.pdf
· Parenting That Works, 131-162
·
www.actagainstviolence.com/specialtopics/mediaviolence.html
·
www.psychologymatters.org/videogames.html
8. Youth Sports:
·
www.drrobertbrooks.com/writings/articles/0202.html
·
www.drrobertbrooks.com/writings/articles/0203.html
9. War:
· Berman – electronic reserve
(b) I will send Test 4 on Feb. 21. This test is
due back to me (Word attachment via e-mail) by Mar. 1 at
(c) Continue planning your Semester Project due on March 23. Remember that you must have instructor approval of the topic.
In-class activities on March 2:
Discussion of challenges; additions to mental map/model created in last class
Meeting
5: Wed., Mar. 23
Before class:
Choose a parenting topic of personal interest for your Semester Project. This is an entirely creative opportunity to find/do something wonderful and educate the class about it – a great book, some terrific websites, data from in-depth interviews with parents or professionals, news items around a particular theme, etc. The sky is the limit so long as you get prior approval. Here are some examples of projects, but don’t let these limit your imagination!
· historical and contemporary approaches to discipline (you might read some old and new books on discipline and describe how practices have changed over the years)
· cross-cultural approaches to discipline
· parent education websites (find and critique some scholarly resources on a parenting topic of your choosing)
· interviews with pediatric health (e.g., pediatricians, sports medicine), legal (family law) or social-service professionals (e.g., parent educators, social workers assigned to adoption or maltreatment investigations) about a topic of interest
· interviews with parents who have unusual experiences or perspectives (e.g., parents of international adoptees, parents raising children with two cultural and/or religious backgrounds, parents of bilingual children, parents of multiples, etc.)
· contrast popular books with different approaches to infant care and development (e.g., Babywise and The Attachment Parenting Book)
Each Project must include a scholarly component – an analysis/critique of literature, a comparison with theories or principles in your textbooks, etc. – and at least two cited references. Prepare a written report of no more than 5 pages (typed, double-spaced, standard font such as Times New Roman or Arial, point size 12, 1” margins all around) not including the bibliography or cover page.
Oral reports (5-7 minutes each) of Semester Projects will be given in class on March 23. The oral report may be in standard (stand-up-and-talk) format, or a PowerPoint presentation, or a show-and-tell – whatever is appropriate to the topic and purpose. You may bring display items, if appropriate. (Talk to me ahead of time if your props are alive or too large to fit through the door J)
In-class activities on March 23:
Submission of written Projects; oral presentations; wrap-up discussion