Graduate School of Education
FOUNDATIONS AND MULTI-CULTURAL PERSPECTIVES IN PARENTING
ED 580 Leo R. Sandy, Ed.D., NCSP Spring 1996 Rm. 119 Education Center Email: email@example.com Tel. (603) 888-1311 X8252
"Parenthood remains the greatest single preserve of the amateur." / Alvin Toffler
Brooks, J.B. (1994). Parenting in the 90s. Mountain View, CA: Mayfield. Locke, D.C. (1992). Increasing multicultural understanding.
Newbury Park, CA: Sage.
Class Participation (includes attendance & punctuality) 20%
Interview Paper Due March 6 25% Service Learning Project Paper Due April 3 25% Final Examination (April 17) 30% COURSE FORMAT
Students will also be placed in teams to run parent panels around special topics. The teams will be responsible for putting a panel of parents together and organizing a presentation. For the Service Learning Project, students will choose one or more course objectives and/or their own formulated objective(s) and develop a service learning project that relates to that objective. For example, one student may choose to speak to a group of parents about temperament; another may show a video and have a follow up discussion with parents; another may assist a parent educator who is giving a parenting education course; and still another may volunteer at a shelter for battered women and their children.
The Service Learning report will use the following format:
I. Learning Objective(s) (chosen from course syllabus) II. WHAT? (description of service provided) III. SO WHAT? (analysis of the experience vis-a-vis objectives; thoughts, feelings, and perceptions during and after the experience) IV. NOW WHAT? (action.What can you personally do to help meet the needs identified during the experience? Are there solicy implications of the needs observed?) V. Evaluations (evaluations from site supervisor (and from services
recipients if possible)
The interview paper should be approximately 12 pages in length in APA style. The purpose of this is for students to be aware of the diversity and complexity of the parental role. For the interview, the student may choose any one of the parent types which can include a young parent, older parent, single parent, parent of a challenged child, stepparent, working parent, gay parent, a parent of a particular racial or ethnic background, a fundamental Christian parent, or a parent of a child at any place on the developmental continuum. The paper should be in six parts:
I. Introduction (type of parent with anonymity) II. Interview Content (summary combined with verbatim) III. Analysis (interview content discussed in reference to course material) IV. Reflection (personal thoughts) V. Conclusion (implications for advocacy & social policy) VI. Appendix (list of interview questions) COURSE OBJECTIVES:
children between the ages of birth through adolescence
Dreikurs, Gordon, Gilmore, Briggs, and the behaviorists
development from birth through adolescence
various age levels between birth through adolescence
Amish, American Indians, Japanese Americans, Chinese Americans, Vietnamese Americans, Korean Americans, Mexican Americans and Puerto Rican Americans
JAN 17: COURSE INTRODUCTION, ORGANIZATION OF PANELS, DEVELOPMENT OF INTERVIEW QUESTIONS, & NEWBERGER'S PARENTAL AWARENESS STAGES. JAN 24: THE PRODUCTIVE FAMILIY, TEN CHARACTERISTICS OF EFFECTIVE FAMILIES. FILM: TRAITS OF A HEALTHY FAMILY. Parenting is a Cooperative Venture/ Brooks, Ch. 1; and Introduction: A Blueprint for Multicultural Understanding & A Model of Multicultural Understanding, Locke, Intro. and Ch. 1. JAN 31: COMPETENT VS INCOMPETENT PARENTS.FILM:BILL MOYERS WITH MIKE ROSE (LB 885..R67 I58) Encouraging Children's Positive Behaviors/ Brooks, Ch. 2; and African Americans/ Locke, Ch. 2. FEB 7: MAKING PEACE WITH CHILDREN & A PROBLEM-SOLVING APPROACH TO CHILDRENS' BEHAVIOR;. FILM: THE ART OF COMMUNICATION (30 Min./ERC). Establishing Close Emotional Relationships with Children/ Brooks, Ch. 3; and The Amish/ Locke, Ch. 3. FEB 14: DEVELOPMENTAL DISCIPLINE AND PROSOCIAL BEHAVIOR, PARENTAL IMPACT ON COMMON GROWTH PROBLEMS, & PARENTAL INFLUENCE VS CONTROL.Modifying Children's Behavior/ Brooks, Ch. 4; and Native Americans/ Locke, Ch. 4. FEB 21: PRENATAL INFLUENCES; DEVELOPMENTAL PARENTING OF THE INFANT, TODDLER, AND PRESCHOOLER; AND TEMPERAMENT. Infancy and Early Childhood/ Brooks, Ch. 5; and Japanese Americans, Ch.5. PARENT PANEL 1:PARENTING ACROSS THE AGES.
FEB 28: VACATION. NO CLASS
MARCH 6: WHAT CHILDREN NEED, SELF-CONCEPT, SELF-ESTEEM, AND
SELF-WORTH; & DEVELOPING RESILIENCY IN CHILDREN.FILM: PARENTING CHILDREN WITH SPECIAL NEEDS (30 Min. /ERC). The Elementary School Years/ Brooks, Ch. 6; and Chineses Americans/ Locke, Ch. 6.PARENT PANEL 2: PARENTING CHALLENGED CHILDREN.INTERVIEW PAPER DUE.
MARCH 13: PARENTING THE ADOLESCENT. FILM:ADOLESCENCE (30 Min./ERC).
Adolescence/ Brooks, Ch. 7; and Vietnamese Americans/ Locke, Ch. 7.
MARCH 20: NO CLASS
MARCH 27: FILMS: STRESS AND THE HEALTHY FAMILY and SINGLE
PARENTING. Parenting/Working/ Brooks, Ch. 8; and Korean Americans/ Locke, Ch. 8.
APRIL 3: FILM:THE TROUBLE WITH EVAN ( RJ.506 .B44 T76) [90 min.].
Parenting at Times of Change and Trauma/ Brooks, Ch. 9; and Mexican Americans/ Locke, Ch. 9. PARENT PANEL 3: DIVERSE FAMILY CONFIGURATIONS.SL PAPER DUE. APRIL 10: COURSE EVALUATION, PARENTING EDUCATION: AN OUNCE OF PREVENTION, AND COURSE REVIEW.Supports for Parents and Children/ Brooks, Ch. 10; and Puerto Rican Americans/ Locke, Ch. 10.
APRIL 17: FINAL EXAMINATION
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NEW SKILLS FOR FRAZZLED PARENTS (1 Hr./ERC) ADOLESCENT DEVELOPMENT ( 30 Min./Regina Library) BLENDED FAMILIES (30 Min./ERC)
Note: Should the need arise to contact me outside of class, I can be
reached at 46 Blueberry Hill, Lane, Gilford, NH 03246-6609. Tel. (603) 366-5728. Date: Thu, 8 Feb 1996 14:30:36 -0500 From: Leo Sandy <firstname.lastname@example.org>