2018 Volume 22 Issue 2

Silvia K. Bartolic, Editor

Introduction: This issue of Family Science Review represents a nice mix of teaching and substantive research  topics conducted by colleagues in the field of Family Science. In this issue, there are three teaching related articles: 1) Obtaining a “Global Lens” through International Service Learning: A Framework for Family Science Courses, 2) Using Stories to Teach Ethics in Family Science and 3) Redesigning a Family Life Education Methods Course using Experiential Learning and Interactive Videoconferencing as well as two substantive topical articles: 1) Investigating the Connection between Relationship Attitudes and Perceived Health in College Students and 2) Five Personality Types Based on Big Five: A Latent Class Analysis. This issue also debuts our first article in the Professional Development and Reflection Corner (PDRC): Survival Tips for New Family Science Professionals. These articles are but a small example of the diverse topics Family Science Professionals study. I hope you enjoy reading them as much as I did.

I also want to thank Dr. Ray Pence, Dr. Charlene VanLeeuwen, Dr. Tracy Tachiera, Dr. Debra Berke, Serena Li and Emma Russo for their respective roles in assisting with the production of this issue. I also want to extend my sincere gratitude to all of the FSR reviewers for their essential advice and suggestions which strengthen the quality of the papers published.

If you have an idea for a special issue, have questions about submitting to FSR or wish to become a reviewer, please don’t hesitate to contact me: FamSciReview@familyscienceassociation.org

Edgar C. J. Long, Katie Reck, Jeffrey J. Angera, Shelby Martin and Olivia Hartman

ABSTRACT: To strengthen academic and personal development among future professionals, scholars across academia are encouraging participation in study abroad and service learning courses. Faculty in some disciplines have combined these two pedagogical approaches as International Service Learning (ISL). The ISL approach may be particularly beneficial for Family Science students preparing to become globally oriented Certified Family Life Educator scholars (CFLEs). Based on calls from CFLEs for increased student real-world experience serving diverse, cross-cultural populations, this manuscript provides a Family Science ISL framework. Using examples from this framework, the paper discusses applicable CFLE core competencies and makes recommendations for future course replication.

Kari Morgan

ABSTRACT: The issues our students will face as practicing family science professionals are complex and require the ability to translate and apply ethical principles and guidelines. Family science faculty members are responsible for sensitizing students to situations they may face in professional practice, supporting them in developing ethical reasoning skills and awareness of moral and ethical behavior, and introducing students to the notion of ambiguity related to ethics and ethical situations (Kitchener, 1986). Addressing these goals in the classroom can be challenging. Faculty need tools to teach this critical content in meaningful, engaging, and effective ways. One pedagogical approach that can address these needs is the use of stories. This paper shares one faculty member’s experience with using stories as a means of teaching ethics in the family science classroom. Recommendations and guidelines for practice are also addressed.

David D. Law, Latrisha Fall, Rachel Arocho, Sheree Meyer and Kimra Ross

ABSTRACT: This study describes the redesign of a family life education methodology course to be consistent with andragogic principles and give geographically dispersed students a real-life experience delivering a marriage enrichment workshop to community couples in real-time via interactive videoconferencing (IVC). The process of teaching students to become effective family life educators using these principles and technologies is described, and the success of the class is evaluated. The results suggested that students felt experiential learning delivered over IVC was an effective forum for preparing to become family life educators. Results from the couples who received the workshop also supported that effective learning had taken place as students were proficient in delivering the workshop. This study is evaluated within the context of the Scholarship of Teaching and Learning and it concludes with recommendations for other teachers who may want to design similar learning experiences for their students.

Brandon K. Burr, J. Brooke Kuns and Ami M. H. Frost

ABSTRACT: Previous literature has identified a strong link associating relationship health with physical and emotional health. However, very little information examines the link between attitudes toward various relationships (i.e., marriage and cohabitation) and perceived health in college student samples. Such examinations with college age students may be particularly important because emerging adulthood can be a time of amplified risk in terms of relationships and other areas of life. As emerging adult attitudes toward relationships and relationship practices change, ongoing investigations connecting relationship attitudes and health will also be important to more effective planning of educational and intervention endeavors on college campuses. This study uses a marital horizons lens to examine the link between various attitudes toward marriage and cohabitation with health in a sample of 288 college students. Results show that relationship attitudes uniquely predict perceived health above and beyond personal demographics and socio- economic factors. A discussion of implications for practitioners and researchers is provided.

Xiaohui Li, Ping Yao, Katharine Didericksen, Juyoung Jang and David Olson

ABSTRACT: From a sample of 4,522 individuals (2,261 couples, both husbands and wives), five personality types emerged through the use of latent class analysis with data collected on the SCOPE (Social, Change, Organized, Pleasing, and Emotionally Steady) personality inventory (a Big Five assessment used by PREPARE-ENRICH couples assessment). The five personality types identified were Well-Rounded, Stable, Flexible, Unstable Organized, and Unstable Distant. Comparative analysis was conducted by comparing males versus females across the five types, clinical couples versus non-clinical couples, and the husbands versus wives as a couple for both non-clinical and clinical couples. Results revealed that males and females tended to have different types of personalities. However, there was no significant difference in personality types when comparing non-clinical and clinical couples. About one-fifth of the couples married someone with a similar personality type. No significant differences existed between the non- clinical couples and clinical couples in terms of the spouse personality similarity.

Nikki DiGregorio

ABSTRACT: Transitioning into an academic position can be challenging on a number of levels. Using examples from my first two years as an Assistant Professor of Child and Family Development in a rural town outside Savannah, Georgia, I illustrate my professional journey as a family science educator. A feminist standpoint framework (Harding, 1987; Hartsock, 1998) embedded within the overarching theme of life course theory (Bronfenbrenner, 1986; Elder, 1998; Hareven, 1987) lends itself to chronicling this process, via reflection on my experiences and those of my students in the setting of family science education. The paper ends with concrete recommendations and tips for new professionals within family science.