Family Science Review
Pedagogy
Jacki Fitzpatrick, Erin Kostina-Ritchey
ABSTRACT: This article summarizes use of a serious online game/simulation (SOGS) and assessment of students’ perceptions of the SOGS. In this teaching activity, students assume roles of resource allocators who decide which communities receive assistance during an epidemic. When the simulation ends, students see some consequences of their decisions. such as financial costs and death rates. One week after completing this SOGS, students took an anonymous survey which included open-ended short-answer essay questions. Two coders engaged in emergent content analysis of the essay responses. This analysis revealed two dimensions of positively and negatively-valenced themes. The results highlighted the value of conducting activity-specific assessments. Suggestions for future research and SOGS activities are offered.
Tammy S. Harpel, Erin Egan
ABSTRACT: The purpose of this paper is twofold. It describes the use of infant simulators to teach undergraduates about the experience of parenting. It also examines empirical evidence of the use of the infant simulator among undergraduates enrolled in parenting courses at two universities. In particular, the evaluative evidence explores lessons learned about parenting from the caregiving experience, along with the role of duration of the simulation on caregiving performance, reported caregiving difficulty, and lessons learned about parenting. Data from 261 students enrolled in undergraduate parenting classes at two universities were used for the evaluation. Qualitative findings indicated that students learned these lessons about parenthood: (1) It is demanding, (2) It requires patience, (3) A parent must be selfless, (4) Parents lose sleep, and (5) Single parenthood is difficult. Duration of the simulation was significantly associated with specific lessons. The evaluation data indicate that the simulator experience is a valuable learning tool for undergraduate students.
Raeann R. Hamon, Amanda G. Strong
ABSTRACT: This paper describes and assesses “Show me your family and I will show you mine,” an active learning technique used for engaging students with family development theory (FDT). Students draw pictures of their families at three different points in time: when they entered it, when they graduated from high school, and five years from now. After allowing time for interested students to share their drawings with the class, students are asked to reflect on a number of questions that help them apply theoretical assumptions and concepts to their own life experiences. Along with providing logistical details of the in-class activity, the authors assess the extent to which the activity helped students personally apply FDT theoretical concepts and assumptions in understanding their own families over time. Results suggest students are capable of analyzing their families at three points of time using an FDT theoretical lens and language, as well as reflecting on strengths and challenges of using the theory.
M. Elise Radina, Elizabeth A. Sharp
ABSTRACT: We continue the dialogue within Family Science about the pedagogical culture of qualitative research methods. Despite the rapidly growing enterprise of qualitative research, there has been minimal discussion in Family Science literature of content and teaching practices used in Family Science qualitative research methods courses. In response, we collected data primarily from graduate students enrolled in qualitative research methods courses and Family Science qualitative methods instructors. Using these data, we analyzed experiences and reflections of both groups. We offer recommendations for qualitative research methods in Family Science.
Meghan Dove, Bridget A. Walsh, Claudia Sanchez, Department of Family-School Partnerships Washoe County School District
ABSTRACT: As formal, nonformal, and informal educational settings work to improve participant involvement, understanding perceptions of physical and digital spaces can add insights for improving specific aspects of any educational setting. This exploratory study examines the use of the Washoe County School District [WCSD] family-friendly school assessment tools for gauging the extent to which school environments welcome families. The WCSD family-friendly school assessment tools consist of the walk-through rating scale (17 items), the website rating scale (11 items), and the phone survey (10 items). Metrics of inter-rater reliability (IRR) included percent agreements and Cohen’s kappa. Results from the walk-through rating scale and website rating scale reported good agreement. Inter-rater reliability for phone survey items was lower than for walk-through and website categories. Implications for this study focus on applicability of these tools within formal, informal, and nonformal educational settings.
Research Articles
Identifying Families at Risk For Out-of-Pocket Caregiving Costs Using a U.S. Population-based Sample
Elizabeth Crouch, Lori Dickes, Jan Probst, Kevin Bennett, Thomas Walker III
ABSTRACT:
This study focused on out-of-pocket expenditures from informal caregivers providing care to friends or family members. The main objective was to identify families most at risk for out-of- pocket costs associated with caregiving. Cross-sectional data from the “Family Caregiving and Out-of-Pocket Costs 2016”, a national study fielded by the Association of American Retired Persons (AARP), were used. Descriptive analyses and regression modeling were performed, using population weights. We found that caregivers with a child or children in the household had higher odds of out-of-pocket spending than did caregivers with no children in the household (aOR 1.97; 95% CI, 1.42-2.72). A dose-response relationship was present; those with high levels of caregiving burdens were more likely to report out of pocket costs compared to caregivers with a low burden indices (aOR 2.26; 95% CI, 1.66-3.07). These findings highlight the pressing need for further policy and program development targeting informal caregivers, particularly younger caregivers.
Jeremy B. Yorgason, Brandan Wheeler, Jen D. Wong, Kevin Stott, Susanne Olsen Roper, Kimberly D. Nielson Christensen
ABSTRACT: Informed by family stress and family resilience perspectives, this study examined couples’ experiences with comorbid chronic illnesses in later life. Using data from semi-structured interviews with 28 couples coping with type 2 diabetes and osteoarthritis, we used a qualitative approach to explore stressors and resilience processes associated with comorbid chronic illnesses. Five types of stressors and four types of resilience processes were reported by couple participants. Various stressor and resilience patterns emerged, depending on comorbid illness severity. Respondents reporting high severity in diabetes and osteoarthritis demonstrated fewer resilience processes than did those whose illnesses were not severe. Although most couples exhibited some resilience processes in response to illness-related stress, resilience processes appeared less often among those with self-ratings of high diabetes and arthritis severity and more often among those whose illnesses were less severe. Future research should address buffers of severe comorbid illnesses in later life.