Course Syllabus
Outcomes
- Implement principles of the BYU-Idaho learning model.
- Summarize the physiological and behavioral effects of distress on the individual.
- Identify the nature, positive implications, and potentials of stressors.
- Demonstrate empathy and compassion towards those struggling with stressors.
- Describe the roles of family structures to the well-being of the family.
- Evaluate the usefulness of family stress models.
- Develop plans for altering ineffective familial stress responses.
- Apply gospel principles and practices that facilitate healthy responses to stressors.
- Collaborate effectively in assessing and responding to family stressor scenarios.
Description
This course is a study of families under stress, including the many external and internal influences that play a role in determining a family's experience of stress. An ecological model will be used to understand potential risk factors that pose problems for families, along with protective factors that help families to be resilient. An applied focus will be maintained to learn of ways to help families under stress.
Learning Model Architecture
Students will prepare by completing the assigned readings each week. Students will teach one another as they participate in discussion boards, review and collaborate on case studies, and participate in weekly activities. Finally, students will ponder and prove by applying learned concepts in papers, exams, and a project.
Pre-Requisites
Junior or Senior standing.
Required Materials
- Ballard, M. R., (2012).Counseling with our councils: Learning to minister together in the church and in the family, Revised Edition. Salt Lake City, Utah: Deseret Book Company.
Compare Prices for your textbooks through the University Store Comparison Site. They will show you all of the options from the University Store plus several online options to help you find the best price.
Note - Campus students have free access to this book via the university's library portal, as long as they read it on campus. Thus, campus students do not need to purchase this book (unless they want to) if they commit to and plan on accessing the readings while on campus. Unfortunately, this service is not available off campus. Also, only one chapter of this book will be assigned as reading for the course, however, it is worth the purchase since that chapter provides valuable information that is pertinent to your learning in the course. The book as a whole will also as an excellent source for you beyond this course.
- Webcam & microphone
- Free Google and Prezi accounts must be set up (in absence of existing ones)
- All other materials are accessible via I-Learn for free
Grading Policies
Grading Scale
This course will use the standard BYU-Idaho grading scale:
| A | 93-100% | C | 73-76% |
| A- | 90-92% | C- | 70-72% |
| B+ | 87-89% | D+ | 67-69% |
| B | 83-86% | D | 63-66% |
| B- | 80-82% | D- | 60-62% |
| C+ | 77-79% | F | 0-59% |
Grade Components
Grades will be determined as follows:
- 30% Projects
- 30% Case Studies
- 25% Weekly Learning Activities
- 10% Paper
- 5% Weekly Reflective Journal
Projects
You will be required to complete two projects this semester. The first will be a course Concept Map, graphically demonstrating connections between the various concepts, models, and tools from this course. This concept map will be developed throughout the semester, with drafts submitted during Lessons 4, 8, and 12. This concept map will be developed and shared via Prezi, an online visual presentation tool.
The second project will be the much smaller Family Systems Project, in which you will create a tangible representation of your family as a system. You will create some object that represents how your family functions as a system, in keeping with family systems theory. You will submit photos and a brief paper regarding the project online.
Case Studies
As noted above, case studies will be used throughout the course with the intent of providing opportunities to learn via authentic individual and family experiences. A combination of methods will be used to facilitate discussion of the cases in class, but it is imperative that students are prepared to fully engage in professional-quality discussions, both teaching and learning together.
Students will be responsible for helping to facilitate the discussions and to make observations and other contributions that are thoughtful, germane, and useful in building our combined skill sets. Students will carefully review the cases to determine the nature of stressors, realistic dangers and opportunities associated with the stressors, principles and theories applying to the case, proposed responses to the challenges, and suggestions for offering outside assistance. Grades will be based on the quality of contributions.
Weekly Learning Activities
Throughout the semester, there will be a variety of smaller learning activities to help you develop and demonstrate skills relative to this course. These may include small quizzes, practice exercises, discussion boards, etc.
Please don't overlook or minimize the significance of these activities; their cumulative effects are great, both in terms of learning and assessment. Most importantly, each activity provides opportunities to both demonstrate and develop your skills and knowledge. None of these weekly activities is "busy work", and all were created as a means of challenging and practicing your abilities on the topics of the week.
Papers
Two papers are required. Each should be written in APA format.
Online Reflective Journal
Introspection and reflection are means of pondering and proving, in keeping with the Learning Model. You will make journal entries regarding the connections you have made, the ways in which your perceptions are growing and changing, and your commitment to utilize those tools beyond the class.
Disclaimers
Philosophy
The greatest interest of this course is to primarily focus on "formative assessment" (teaching feedback and encouragement) as opposed to "auditive assessment" (traditional grading). Therefore, most of the assignments and grading will be based upon completion and participation. It is expected that students will give their best to learning, and the student is likely to be the best judge as to how well that has been accomplished. While your instructor will be committed to facilitate learning opportunities, you will be expected to do likewise.
Google+
Google Hangouts, a Google+ tool, is a free web conferencing tool required in this course. As such, a Google account will be required (you are welcome to use an existing account). Google Hangouts will be used a couple of times throughout the semester to facilitate synchronous meetings in small groups; those meetings will have to be recorded so that the instructor can review them and grade each group and group member accordingly. Please understand that there is no alternative to these Google Hangouts assignments, and that failing to set up a Google account (in the absence of an existing one) will make it impossible for you to complete these assignments. You are encouraged to become familiar and play around with Google Hangouts ahead of your first assignment that requires its use. Tutorials are provided in the course as well as through Google's website.
Prezi
Prezi is a free interactive presentation tool required in this course. It will be used for the completion of a 3-part project and, like Google, requires the creation of an account (in the absence of an existing one). You are encouraged to become familiar and play around with Prezi ahead of your first assignment that requires its use. Tutorials are available through Prezi's support website.