SPRING 20 SYLLABUS.doc - California State University Long...

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California State University, Long Beach Department of Family and Consumer Sciences Child Development and Family Studies SPRING 2020 Professor Lorraine Carson Sections: 12, 13, 14, 15, and 16 Class Meets: Monday/Wednesday 12:30 to 1:45 in HHS1-204 Monday/Wednesday 2:00 to 3:15 in HHS1-204 Tuesday/Thursday 12:30 to 1:45 in HHS1-201 Tuesday/Thursday 2:00 to 3:15 in HHS1-200 Tuesday/Thursday 5:00 to 6:15 in SPA-105 Instructor: Professor Lorraine Carson email: [email protected] Office Hours : Tuesdays & Thursdays: 3:30 to 4:45, and / or by appointment Office : To be determined GOALS : CDFS 319I introduces class members to an interdisciplinary perspective of family stress, the Double ABCX Model of Family Stress and Coping. Both normative and non- normative stressors are examined. The significant role cultural definitions and family members' perceptions play in defining stressful events and in responding to stress is explored. Ethnicity and gender are given significant attention throughout the semester as key determinants in shaping family members' perceptions and responses to family stress. OBJECTIVES: Upon successful completion of CDFS 319I, students should be able to: a. Explain the strengths and weaknesses of three interdisciplinary models applied in family stress and coping literature, the Double ABCX, Family Resiliency, and Circumplex Models. b. Analyze the effects of race, ethnicity, gender, and social class on families’ perceptions of and capacity to cope effectively with stress. c. Distinguish between normative family transitions as predictable family demands from non-normative family stressors and crises which may be unanticipated and unpredictable. d. Identify common problems associated with the bi-directional spillover/crossover from work, school, social network into the family and from the family into these same contexts.
2 e. Define the value exploring diversity has in guiding families to use coping coping strategies traditionally linked to cultures other than their own to strengthen their response to normative and non-normative stressors. f. Demonstrate improved competencies in writing processes as demonstrated by their abilities to develop their ideas into a coherent narrative structure; g. Draft written assignments which follow course requirements and use standard conventions of written English; h. Effectively integrate instructor and peer feedback on written drafts into final required written projects; i. Synthesize scholarly articles to written narrative applications of course models to personal/family experiences; j. Apply all American Psychological Association (APA) rules regarding references and citations of scholarly and popular written or digital media; REQUIRED TEXT : 1. Readings Packet at Copy Pro (Palo Verde & Atherton) & SOME articles available through e-Reserves . Look up under instructor’s name. If this doesn’t work, look under James Koval.

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