last updated: 8/17/2009 LINKS DO NOT WORK IN THIS PAGE BUT WILL WORK IN OUR VISTA SITE
FCS 533
Complex Family Issues
Online or In Class (Classroom: 210 Harrelson Hall)
Tuesdays 5:30pm – 8:10pm
Professor: Andrew O. Behnke, Ph.D.
Office: 116 Ricks Hall
Phone: (919) 515-9156
andrew_behnke@ncsu.edu
Overview:
This course examines educational intervention strategies for family issues that pose particular difficulty for family life and parenting educators including critical issues such as addictions/ substance abuse; child abuse and neglect; domestic abuse; illness, death and dying; divorce/mediation; step-families & single parenting; risky youth behaviors (gang memberships, suicidal ideation, sexuality/ teen pregnancy); and rape and other acts of violence. The course will include a discussion of evidence-based prevention and treatment options for referring clients, and a debate of the role of FLEs in this process.
Students will be introduced to research in these areas and programs functioning to resolve some of these critical issues. Through this course, the dynamic and cyclical processes leading to these social problems will be studied, and students will apply their learning in a group field project.
Course Objectives:
By the end of the course, the students will be able to:
1. identify the available resources and programs for helping families with complex family issues.
2. outline the similarities and differences in various addictions.
3. distinguish between the models of primary prevention, treatment, and relapse prevention.
4. develop a group field project and describe their experience with this project in terms of an educational framework.
5. present an hour-long lecture on a topic of choice from this course.
Readings:
Many of this course’s readings will be drawn from the texts listed at the end of this syllabus which are available online. Link to My Readings at Library Reserves (called FCS 533). Students should purchase the following book for this course and for their future reference.
Walsh, F. (2003). Normal Family Processes: Growing Diversity and Complexity, 3rd Ed. New York: Guilford.
Class Schedule Dates subject to change, though the order of assigned readings will remain.
Date Topic Assignments Readings
Aug 25th Introduction to Family Dysfunction
Models of Primary Prevention, Treatment, and Relapse Prevention
Bilynsky, N.S., & Vernaglia, E.R. (1999).
Sept 1st Debate: Counseling vs. Educational Intervention
The current state of the mental health systemjavascript:showPage(-1, -1, 279838345091, ‘/Week_02/ppt 2.ppt’, ‘WEBCT_NO_ANCHOR_VALUE’, ‘3′); (ppt)
Proposal Due Walsh, F. (2003). Chapters 18 – 21
Early, T. J., & Glen Maye, L. F. (2000).
http://www.dhhs.state.nc.us/mhddsas/stateplanimplementation/index.htm
Sept 8th (ppt)
Reading Discussant 1 Walsh, F. (2003). Chapters 4 – 6
Sept 15th Child Abuse and Neglect Meet with Outside Expert: Diana Urieta 1st Brief Due
Kellogg, N. D. (2002).
Sept 22nd Domestic and Intergenerational Abuse (ppt)
Reading Discussant 2 Bednar, S.G. (2003).
Randle, R. O. (2006).
Campbell, J. C. (2005).
[For further suggested readings see: Gosselin, D. K. (2004)]
Sept 29th Alcohol Abuse (ppt)
Reading Discussant 3 Alford, K. M. (1998).
Copello, A., et al. (2002).
Fischer, K. E., & Kittleson, M (2000).
Oct 6th Other Substance Abuse (ppt)
consultation with Andrew about final project 2nd Brief Due
O’Leary, T., & Monti, P. M. (2004).
Ashley, O. S., et al. (2003).
Andrew will dedicate part of class to discuss issues with each group
Oct 13th Other Addictions (sexual/ internet/pornography) (ppt) Reading Discussant 4
Young, K. S., Griffin-Shelley, E., et al. (2000).
Millner, V. (2008).
Zitzman, S. (2007).
Murali, V., & Onuba, I. (2009).
Oct 20th Sex and Teen Pregnancy (ppt) Reading Discussant 5 Amato, P. R., & Maynard, R. A. (2007).
Sawhill, I. (2006).
Oct 27th Other Risky Youth Behaviors (ppt)
Reading Discussant 6
3rd Brief Due
Connell et al.
Koopmans, M. (1995).
Jackson et al. (2005).
Nov 3rd Accidents, Injuries, Illnesses, Death, and Dying (ppt)
Walsh, F. (2003). Chapter 17
Worden, J. W. (2001). Chapter 7 (pp. 149-172)
Nov 10th Andrew at NCFR conference this week no class. Schedule a time to talk to Andrew as a group. Group consultation with Andrew about final project Andrew will be available over Elluminate to discuss issues with each group
Nov 17th Rape and Other Traumatic Events (ppt)
Meet with Outside Expert:
Duane Deaver
Reading Discussant 7
4th Brief Due Rozee, P. D., & Koss, M. P. (2001).
Westefeld, J., & Heckman-Stone, C. (2003).
Nov 24th Thanksgiving Break
Dec 1st Strengthening Vulnerable Multicrisis Families (ppt)
Reading Discussant 8 Walsh, F. (2006). Chapter 9 (pp. 237-277)
Dec 8th Final report to class
Final Paper Due
Copyrighted Materials:
This course web site contains copyrighted materials and was developed for instructional purposes to be used by graduate students in FCS 533, Department of 4-H Youth and Family & Consumer Sciences at North Carolina State University. Students currently registered in this course are permitted to print or make copies of parts of this site for their own personal use in conjunction with completing the course. Text, audio files, images or design of this web site may not otherwise be distributed or modified in any manner without the prior written permission of the instructor.
This site may also contain material by various authors that is covered under additional copyright protection. In all cases this material will be clearly cited and may not be further disseminated without the express and written permission of the legal copyright holder. The user must assume full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials.
Instructional Delivery Format:
This course is primarily delivered via Elluminate [http://www.elluminate.com/] a full-featured Web conferencing tool that is free to all NC State students and faculty. This delivery medium allows students to fully participate from a distance. Elluminate provides the option for two-way audio, video, and file and application sharing. Live sessions will be recorded for later viewing, as well. The course is completely synchronous, meaning each class will meet during a specified class time (5:30-9:10 Tuesdays). Students may attend in person during this time (210 Harrelson Hall) or over their personal computer.
Dr. Behnke prefers to have a few students in class, it makes teaching easier, but is not required. (Please come to class if you can!) Students will also meet outside of class time to work on projects (see Team Meetings below). These synchronous methods allow for students to interact with one another and with Dr. Behnke in real time. Students should use a headset with microphone attached to a computer to be heard by the instructor and fellow classmates. These voice-canceling headsets are available to check out for the semester from Dr. Behnke. Students will need to follow a few steps to properly configure their computers to function properly with Elluminate (this is a snap). Additional information is available to help students get started with Elluminate.
Blackboard Vista Learning Management System:
While Elluminate is primarily a synchronous learning environment, the Blackboard Vista learning management system provides a set of instructional tools to facilitate learning, communication, and collaboration between an instructor and students that will most often be asynchronous in nature. Students and or the instructor do not have to be logged in at the same time. In the Vista FCS 533 course site students will find the course syllabus and links to most of the content for this class.
Vista is a password-protected learning environment, and students login using their Unity ID and Passwords to access their courses. If students ever have a problem accessing this course, contact the Help Desk at 919-515-HELP or help@ncsu.edu. Also, feel free to copy your email to the instructor so that we can be aware of any commonly occurring issues.
Browser: To access a Blackboard course it is essential to have a properly configured browser. Students can find information about the recommended browsers for Blackboard Vista and run a routine that performs a Browser Check by selecting the link on the Vista login page (http://vista.ncsu.edu). Once you ensure that you are using an acceptable browser, this exercise will help you determine if you have the proper plug-ins and settings to enable all of the tools on the site to functional properly. Instructions are provided on the Browser Check page.
Some of the course content may also require specific browser plug-ins (ie., Flash Player, Adobe Acrobat Reader) to operate. You will be advised of any content that requires a specific plug-in to be loaded on your computer and you will be directed to a site for a free download of that plugin. Links to many plug-ins are available at: http://vista.ncsu.edu/help/plugins.php
Students with Disabilities:
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students, 1900 Health Center, Box 7509, NCSU. Phone: 919-515-7653. http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
Academic Integrity:
The NCSU Student Code of Conduct covers all work done in this course.
Any suspected violations will be promptly reported. Academic dishonesty will result in an automatic failing grade for the course. Student plagiarism has become a problem in our college and will not be tolerated even once.
http://www2.ncsu.edu/prr/student_services/student_conduct/POL445.00.1.htm
Attendance:
Students who miss class due to excused absence should work with the instructor to make up missed work. Documentation for excused absences are required by the instructor during the following class period.http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php
Grading:
This course will be evaluated using an A to F plus/minus system as follows:
A+ = 98-100 C+ = 77-79
A = 94-97 C = 74-76
A- = 90-93 C- = 70-73
B+ = 87-89 D+ = 67-69
B = 84-86 D = 64-66
B- = 80-83 D- = 60-63
F = 59 and below
Please note: Late assignments are not accepted unless students have a university recognized excuse (religious holiday, death in family, medically excused absence due to illness, inclement weather.) Assignments are due by 4:00pm on the due date. After that time, 3% will be deducted for each day that it is late (including weekends). Papers will NOT be accepted after the third day.
Students will be evaluated as follows:
Participation
Introductory Statement in VISTA 2%
Participation 14%
Participation total 16%
Group Deliverables
Four Reading Briefs (6% each) 24%
Elluminate Session Leading 15%
Participation total 39%
Final Project
Proposal 2%
Consultation 5%
Teamwork Assessment 8%
Product (Manuscript, DVD, etc.) 30%
Final project total 45%
_______
100%
Course Requirements:
All assignments will be turned in online in Blackboard Vista in the link entitled Assignments Dropbox. This method will help Dr. Behnke to know exactly when things were turned in and by whom.
Participation
Introductory Statement: A less than one-page introductory statement, including your background, interests, expectations of this course, and contact info. This is to be posted on the “Introduce Yourself” link on the Blackboard VISTA website. It is due on the first day of class at 5:00 pm. The introductory statement will constitute 2% of each individual’s final grade.
Attendance and Classroom Participation: We encourage each student to participate actively in discussions. Students will not, however, be evaluated on the basis of the number or length of comments in class. Participation will be based on 1) your contribution to other students’ learning and 2) your willingness to assume responsibility for making the class discussion work. Participation will constitute 14% of each individual’s final grade.
Group Deliverables
Throughout this course you will work with others as a team of 2-3 students. You must wait until all groups have at least 2 members before you can sign up on a group as a third group member. The sign-up sheet is on the Vista course site homepage. You probably know that this is not easy, but is a significant part of work in Family Life and Parenting Education, as almost no educator works alone all of the time. As an incentive to do well as a team, if Dr. Behnke hear of significant challenges in a group Dr. Behnke may be forced to split up the team and require individuals to do the work on their own, which will be more difficult.
Class Reading Briefs: Four briefs will be due throughout the semester. Each team of 2-3 students will write a 2-3 page brief together. The brief is an informal statement of the team’s reflection on all the readings to be due by class that week (e.g., for the first paper write about the articles Bilynsky through Kellog) and how these readings might be incorporated as both conceptual and substantial resources for the team project. The weekly brief is to be electronically submitted to Dr. Behnke in VISTA before class as shown on the schedule above. The timing of the submission will provide Dr. Behnke a view of the team’s grasp of the readings, and will allow him to structure the day’s discussion, possibly using these ideas directly as teaching materials. The 4 briefs (6% each) will constitute 24% of each individual’s final grade.
Elluminate Session Leading: Each student will have an opportunity to lead the class in a discussion of the week’s assigned readings. Students will present each week at the beginning of class. Each student should choose the module for which they will serve as a discussion leader. The sign-up sheet is on the Vista course site homepage. You will email a list of questions (5-8 questions) based on the module’s assigned readings and use these to moderate an in class roundtable discussion about the readings over Elluminate. Each student should develop a brief ppt presentation (5-10 slides) to guide the discussion and prepare to talk for 30 minutes to an hour.
Your questions should spark discussion and help to promote critical thinking skills on the part of your classmates. You may ask them to compare different aspects of the readings, find common threads among several articles, or to suggest examples from their personal experience that apply to principles described in the readings. Both assigned groups must post the questions on the Discussion Board by 5:00 pm on the Monday night prior to there Tuesday class session. This will provide time for the instructor to review the questions and to request clarifications or offer suggestions for other modifications, if necessary. You are not required to respond to these questions online, but you will need to read them ahead of time to prepare your thoughts for discussion in class. The session leading will constitute 15% of each individual’s final grade.
Elluminate Session Leading Grading Rubric
___ Initial questions posted on time.
___ Questions reflect insightful understanding of the assigned readings on the part of the student discussion leaders.
___ The group effectively encouraged/led discussion throughout the discussion period.
___There is evidence that all group members collaborated effectively and that all members actively participated in the assignment.)
Final Project
The final project will constitute 45% of each student’s grade, but will be graded in project percentage increments. The project will represent a culmination of learning and application. Each team of 2-3 students will meet during the first and second class to decide on a project that can be accomplished during the short 16-week semester. This project could include (one or a combination of the following): the creation of a curriculum, an educational fact sheet series, a short educational video, a short series of workshops with a PowerPoint presentation for each workshop, a train-the-trainer series, OR some other approved creative program.
Proposal and Consultation: Dr. Behnke will work with each team to decide on these projects during the first and second class. Tentatively, each group will be asked to defend the preliminary relationship between each group’s theoretical framework and educational strategies. Bring questions during consultation weeks, and Dr. Behnke will explore feasible solutions with each group. Real and challenging issues often arise in the field. Each group’s proposal of 1-2 pages will constitute 2% of each individual’s grade. The consultations with Dr. Behnke will also constitute 5% of each individual’s grade.
Team meetings: An approximately 1-hour weekly research team meeting should be arranged by teams of 2-3 students to start in the second week of the course. Each team should arrange a time and location for each meeting during the first class, so bring a calendar each week. Teams may consider meeting in person, by telephone, or over a web application (Elluminate, etc) as desired. Group discussion, mutual support, division of labor, recognizing and amassing each individual member’s strengths, and coalescing into an organic unit striving for a well-focused project are just few, among many other benefits afforded by a healthy group. Dr. Behnke hopes that each student will take full advantage of group collaboration and actively contribute to the learning climate of the team. This is a test of each student’s ability to collaborate; an expertise needed in the field.
Teamwork Assessment: At the end of the semester each student is asked to assess their own and their co-workers’ participation in the team, and contribution therewith. The teamwork assessment constitutes 8% of each individual’s final grade.
Final Product and Optional Presentation: A final product representing each team’s project will be delivered to Dr. Behnke before or during the last class. Each team will then have the opportunity to share their product/project via a brief (15 min) presentation of their work to the class. This final product will constitute 30% of each individual’s grade.
End-of-course Evaluations:
Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors.
Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm
Listed Readings (also online at Readings): ADDITIONAL READINGS TO BE ADDED SOON.
Walsh, F. (2006). Strengthening Vulnerable Multicrisis Families. In F. Walsh, Strengthening Family Resilience (pp.237-277). New York: Guilford.
Gosselin, D. (2004). Heavy Hands: An Introduction to the Crimes of Family Violence. New York: Prentice Hall.
Alford, K. M. (1998). Family roles, alcoholism, and family dysfunction. Journal of Mental Health Counseling, 20(3), 250-261.
Fischer, K. E., & Kittleson, M (2000). The relationship of parental alcoholism and family dysfunction to stress. Journal of American College Health, 48, 151-167.
Bilynsky, N.S., & Vernaglia, E.R. (1999) Identifying and working with dysfunctional families. Professional School Counseling, 2, 305-317.
Martin, D., & Martin, M. (2000). Understanding dysfunctional and functional family behaviors for the at-risk adolescent. Adolescence, 35, 785-796.
Bednar, S.G. (2003). Substance abuse and woman abuse – A proposal for integrated treatment. Federal Probation, 67, 52-69.
Copello, A., Orford, J., Velleman, R., Templeton, L., & Krishnan, M. (2002). Methods for reducing alcohol and drug related family harm in non-specialist settings. Journal of Mental Health, 9, 329-342.
Worden, J. W. (2001). Grief and Family Systems. In J.W. Worden, Grief counseling and grief therapy (pp.149-172). New York: Springer Publishing,
Koopmans, M. (1995). A case of family dysfunction and teenage suicide attempt: Applicability of family systems paradigm. Adolescence, 30 (117), 87-94.
Kellogg, N. D. (2002). Child sexual abuse: A marker or magnifying glass for family dysfunction? Social Science Journal, 39 (4), 569-582.
Early, T. J., & Glen Maye, L. F. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, 45 (2), 118-130.
Cohen, G. J. (2002). Helping children and families deal with divorce and separation. Pediatrics, 110 (5), 1019-1023.
Strohschein, L. (2005). Parental divorce and child mental health trajectories. Journal of Marriage & Family, 67 (5), 1286-1300.
Ferran, E. (1998). Model programs and cultural proficiency in service delivery: Principles and pitfalls. Journal of Child & Family Studies, 7 (3), 263-268.
Amato, P. R., & Maynard, R. A. (2007). Decreasing nonmarital births and strengthening marriage to reduce poverty. The Future of Children, 17 (2), 117-141.
Sawhill, I. (2006). Teenage Sex, Pregnancy, and Nonmarital Births. Gender Issues, 23 (4), 48-59.
Campbell, J. C. (2005). Assessing dangerousness in domestic violence cases: History, challenges, and opportunities. Criminology & Public Policy, 4 (4), 653-671.
Rozee, P. D., & Koss, M. P. (2001). Rape: A century of resistance. Psychology of Women Quarterly, 25 (4), 295-312.
Randle, R. O. (2006). Review of preventing violence in relationships: Interventions across the life span. Journal of Psychiatry & Law, 34(4), 555-565.
Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention. The Counseling Psychologist, 31, 221-239.
Jackson, M. S., Bass, L., & Sharpe, E. G. (2005). Working With Youth Street Gangs and Their Families: Utilizing a Nurturing Model for Social Work Practice. Journal of Gang Research,12 (2), 1-17.
NEW READINGS:
O’Leary Tevyaw, T.A., & Monti, P.M. (2004). Motivational enhancement and other brief interventions for adolescent substance abuse: Foundations, applications, and evaluations. Addiction, 99(S2), 63-75.
Zitzman, S. (2007). Pornography viewing as attachment trauma in pair-bond relationships. Dissertation Anals.
Young, K. S., Griffin-Shelley, E., Cooper, A., O’Mara, J., & Buchanan, J. (2000). Online infidelity:A new dimension in couple relationships with implications for evaluation and treatment. Sexual Addiction & Compulsivity, 7, 59-74.
Millner, V. S. (2008). Internet Infidelity: A Case of Intimacy With Detachment. The Family Journal, 16, 78-82.
Murali, V., & Onuba, I. (2009, May). Management of internet addiction. General Practice Update, 2(5), 32-35.
Ashley, O., Marsden, M., & Brady, T. (2003, February). Effectiveness of substance abuse treatment programming for women: A review. American Journal of Drug & Alcohol Abuse, 29(1), 19-53.
© 2009 Department of 4-H Youth and Family & Consumer Sciences
