Tag - family science

Applying Bronfenbrenner’s Ecological Systems Model in Family Court

DOI: 10.26536/LHGY3086

  • Lawrence G. Shelton, Human Development and Family Science Program, University of Vermont
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Abstract

The work of Urie Bronfenbrenner is a key framework in Family Science, yet there are many areas where it has seldom been applied, including in the processes experienced by divorcing families in Family Court. Acknowledging the paucity of scholarship applying ecological systems theory to these topics, the paper offers instructive interpretations of personal practice experience in these roles. Described are two of several career roles in Family Court available to professionals trained in family science and how Bronfenbrenner’s ecological systems model of development is applicable in that work. Careers described are providing training and consultation for attorneys and judges and conducting custody evaluations. Bronfenbrenner’s model affords consistent and useful principles for both roles. The processes of separation and divorce are described as a series of ecological transitions that affect not only family structure, but the relationships that make up the family system, as well as family members’ participation in other ecosystems. Changes in relationships and ecosystems affect development by requiring individuals to adapt. Family Court itself is an ecosystem with roles, activities and macrosystem beliefs that are often stressful for family members and that may increase risks to family relationships and development. Discussion considers areas where Family Scientists can use Bronfenbrenner’s model to contribute to improved research and practice for divorcing families.

2024 Volume 28 Issue 2, Family Science Review, Special Issue, , , , ,
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Using Relational Feminism as an Approach to Practice in Working with Families in Special Education

DOI: 10.26536/ORHS4776

  • Jennifer P. Cottle, Human Development, Family Studies, & Counseling Department, Texas Woman’s University
  • Catherine Dutton, Human Development, Family Studies, & Counseling Department, Texas Woman’s University
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Abstract

Families of children with disabilities have unique relational needs that may be addressed by practitioners in the field of family science. In this article, we discuss how relational feminism was used as an approach to working with families in a rural Special Education program to facilitate success for very young students with neurodevelopmental disorders and non-specified disabilities. This article provides a brief history of families’ roles in Special Education advocacy, along with the tenets of relational feminism. We discuss ways that relational feminism was used to create connections within the professional community, and with marginalized families. We also discuss the strengths and limitations of using relational feminism to promote connection and voice for families of marginalized and vulnerable individuals in the public education context.

2024 Volume 28 Issue 2, Family Science Review, Special Issue, , , ,
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Approaching Academic Advising of Undergraduate Students in HDFS Through the Lenses of Identity Development Theories

DOI: 10.26536/BBCX1212

  • Erin F. Boyd-Soisson, Department of Human Development and Family Science, Messiah University
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Abstract

Many colleges and universities utilize faculty advisors for academic advising. In this model, faculty advise students in their discipline on curriculum requirements, as well as career and academic goals. Faculty often report feeling that they have had little training or support for their role as an academic advisor. Faculty advisors in the field of human development and family science (HDFS), however, are uniquely positioned for academic advising as they are trained experts in many of the known factors associated with effective advising. One area closely related to advising that HDFS faculty are highly knowledgeable about is identity development and exploration. Therefore, HDFS faculty can utilize their in-depth knowledge of Erikson’s, Marcia’s, and Arnett’s theories of development to inform their role as advisors.

2024 Volume 28 Issue 2, Family Science Review, Special Issue, , , ,
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Applying Family Theories to the Field of Child Life

DOI: 10.26536/YTOF2161

  • Amanda C. Ginter, Department of Family Studies and Community Development, Towson University
  • Diane H. Kegan, Department of Family Studies and Community Development, Towson University
  • Lisa A. Martinelli Beasley, Department of Family Studies and Community Development, Towson University
  • Danna Ramirez Gomez, Department of Family Studies and Community Development, Towson University
  • Virginia Gourley, Department of Family Studies and Community Development, Towson University
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Abstract

The following manuscript explores the application of family science theories to the field of child life. Ecological systems theory, family systems theory, and conflict theory will be presented and applied to child life. These theories explain the responsibilities and experiences of the specialist, their relationship with patients and families, and their own challenges in the work environment. The discussion section details the strengths and limitations of the selected theories, along with an explanation of why other theories were excluded from this analysis. Implications will be addressed.

2024 Volume 28 Issue 2, Family Science Review, Special Issue, , , , ,
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Child Life through the Lens of Family Stress Theory and Family Systems Theory

DOI: 10.26536/BANJ5111

  • Annie N. Insley, Child Life, Prisma Health Children's Hospital - Midlands
  • Erika N. Sheaffer, Child Life, Children's Hospital of Philadelphia
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Abstract

Certified Child Life Specialists are an integral part of the healthcare team, who address children and families’ psychosocial needs and help children and families cope throughout their healthcare experiences. The history of child life, description of the interventions provided by Certified Child Life Specialists, and educational preparation needed for child life certification will be discussed. Certified Child Life Specialists (CCLS) use family science theories in their interventions with patients and families. Two of the family science theories that influence assessments and interventions are family stress theory (Boss, 1988; Hill, 1949; McCubbin & Patterson, 1983) and family systems theory (Smith & Hamon, 2022). Certified Child Life Specialists utilize these theories to provide support to families and create resources for positive coping and adjustment to their hospital experience. These theories will be discussed, and case studies will be examined to illustrate how Certified Child Life Specialists integrate these theories into their practice.

2024 Volume 28 Issue 2, Family Science Review, Special Issue, , ,
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Implementing Learner-Centered Teaching Strategies in Family Science

DOI: 10.26536/DZUL6421

  • Jenna C. Scott, Department of Human Development and Family Science, Florida State University
  • Cynthia B. Wilson, Department of Human Development and Family Science, Florida State University
  • Kristen H. Greene, Department of Human Development and Family Science, Florida State University
  • Nari S. Jeter, Department of Human Development and Family Science, Florida State University
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Abstract

Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.

2024 Volume 28 Issue 1, , ,
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Implementing a Flipped Classroom Approach in an Introductory Family Science Course

DOI: 10.26536/LUJH2788

  • Maya Autret, Montclair State University, Department of Family Science and Human Development
  • Autumn Bermea, The Ohio State University, Department of Human Sciences
  • Jacqueline Bible, Montclair State University, Department of Family Science and Human Development
  • Kristin Matera, Montclair State University, Department of Family Science and Human Development
  • Brad van Eeden-Moorefield, Montclair State University, Department of Family Science and Human Development
    Note: All authors contributed equally and share first authorship.
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Abstract

This paper details the redesign and implementation of an introductory Family Science and Human Development (FSHD) undergraduate course. The redesign implemented a flipped classroom approach, grounded in constructivist theory and active learning methods. A flipped classroom approach shifts traditional lecture-based classwork to an application-focused, interactive curriculum. More specifically, it shifts students from being passive learners to active, co-constructors of knowledge. Doing so deepens learning through the centering of students, along with their peers, through meaningful exchanges that help prepare them to work in the field with diverse people and families. While flipped classrooms are becoming increasingly popular, given their link to improved learning outcomes, here we seek to address a gap in the literature concerning its application within FSHD, which is well-suited for such an adaptive, flexible, and dynamic pedagogical approach. We particularly highlight our development and use of podcasts and fact sheets to replace textbooks and in-class activities that promote not only the application of content but also skill development.

2024 Volume 28 Issue 1, , , ,
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Undergraduate Students’ Attitudes Toward Marriage Equality: Changes in an Introductory Family Science Course

DOI: 10.26536/ZCTL3235

Author

  • Nikki DiGregorio, Department of Family Studies and Community Development, Towson University

  • Trent W. Maurer, School of Human Ecology, Georgia Southern University

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Abstract

This study explored undergraduate students' changes in attitudes toward marriage equality in an introductory family science course. Students enrolled in the course were exposed to teaching activities centered largely around prejudice and discrimination to examine their effectiveness in facilitating the development of more positive attitudes toward marriage quality. The results of quantitative analyses revealed that substantial numbers of students became more supportive of marriage equality over time in this course. Qualitative analyses of written open-ended student responses utilizing the constant comparative method resulted in three emergent themes: support of marriage equality, increased understanding of marriage equality, and opposition to marriage equality. Collectively, the findings of this exploratory study indicate that the teaching method utilized was effective in fostering the development of more positive attitudes toward marriage equality. Implications for future research, replication, and adaptation in other disciplines are discussed.

2023 Volume 27 Issue 3, , ,
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Challenges Experienced by Students during Study Abroad: Implications for Family Science Faculty

DOI: 10.26536/NOBD1239

Authors

  • Sarah Taylor, California State University, Long Beach
  • Tiffany L. Brown, California State University, Long Beach
  • Nilufer Medora, California State University, Long Beach
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Family science literature has documented the benefits of studying abroad on students’ overall development. However, research has focused less on the challenges that students experience while studying abroad. This study aimed to explore the challenges family science students experienced in a semester-long study abroad program. Qualitative data were collected from 80 students participating in the Semester at Sea study abroad program. Participants responded to an open-ended survey question. Researchers used qualitative content analysis techniques to analyze data and identify common themes. Six major themes emerged from the data. Students experienced: 1) cognitive challenges; 2) social challenges; 3) academic challenges; 4) cultural challenges; 5) logistical challenges, and 6) emotional challenges. Students reported challenges across a variety of domains during the study abroad voyage. Understanding these challenges experienced by students may help family science faculty know where study abroad students can be further supported. Faculty should emphasize students’ cognitive preparations and support students in processing their experiences throughout their study abroad program. Faculty should also prepare students to return home and manage the guilt they may experience.

2023 Volume 27 Issue 2, , , ,
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