Introduction to the Special Issue: Family Science Careers Through the Eyes of Theory
- Raeann R. Hamon, Department of Human Development and Family Science, Messiah University
Approaching Academic Advising of Undergraduate Students in HDFS Through the Lenses of Identity Development Theories
Jenn Greiving2024-10-15T19:36:45-05:00- Erin F. Boyd-Soisson, Department of Human Development and Family Science, Messiah University
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.
Applying Family Theories to the Field of Child Life
Jenn Greiving2024-10-15T19:37:09-05:00- 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
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.
Child Life through the Lens of Family Stress Theory and Family Systems Theory
Jenn Greiving2024-10-15T19:38:02-05:00- Annie N. Insley, Child Life, Prisma Health Children's Hospital - Midlands
- Erika N. Sheaffer, Child Life, Children's Hospital of Philadelphia
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.
Child Life in Practice: Applying Theories in the Emergency Department and on a Pediatric Unit
Jenn Greiving2024-10-15T19:38:33-05:00- Karin Rourke, Department of Family and Consumer Sciences, Western Michigan University
- Jou-Chen Chen, Department of Family and Consumer Sciences, Western Michigan University
- Karen Blaisure, Department of Family and Consumer Sciences, Western Michigan University
Abstract
Certified child life specialists (CCLS) serve as an integral component of the health care team by attending to the psychosocial concerns that arise as children and their families face stressful situations. The CCLS provides individualized care to meet the developmental needs of infants, children, teens, and young adults and assists in coping with medical-related stressors, using play as a main healing modality. As they engage, assess, and educate, CCLS use play for therapeutic purposes and provide education to children and their families regarding diagnosis, treatments, procedures or tests needed, strategies for coping and managing pain, and the medical environment. In this article, two theories and one process that help guide the work of the CCLS are applied in a scenario: Bronfenbrenner’s bioecological theory of human development (Bronfenbrenner, 2005), Lazarus and Folkman’s (1984) transactional theory of stress and coping, and the APIE process (Wilson et al., 2006). CCLS use theory to assess, plan, and provide appropriate interventions to promote optimal care of patients.
Implementing Learner-Centered Teaching Strategies in Family Science
Jenn Greiving2024-04-16T19:03:28-05:00- 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
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.
Integrating Genograms and Expanded Family Development Theory in an Application Project for a Family Science Course
Jenn Greiving2024-04-16T17:11:32-05:00- Olena Nesteruk, Department of Family Science & Human Development, Montclair State University
Abstract
This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.
What’s Missing in Introductory Family Science Textbooks? Where is the Theory, Methods, and Application?
Jenn Greiving2024-04-19T12:39:56-05:00- Robert Hughes, Jr., Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
- Emily Young, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
- Brianna Baymon, Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign
Abstract
One of the central purposes of an introductory family science textbook is to introduce students to the theory and research methods that are commonly used in the discipline and to the applications of research to practical issues confronting families. We examined seventeen textbooks published between 2012-2019 regarding the amount of content devoted to theory, research methods, and application. The authors systematically coded content in the textbooks based on an examination of the Tables of Contents and the Subject Index. The results indicate that most introductory textbooks include limited content about theory and research methods. Also, despite the emphasis of the profession on the translation of research, introductory textbooks did not include much information about family life education or family therapy. There was more coverage of family policy, but the authors rarely included a discussion of the policy process or how research can inform policy. These results can assist instructors in selecting textbooks for courses and assist authors in the development of future textbooks.
Implementing a Flipped Classroom Approach in an Introductory Family Science Course
Jenn Greiving2024-04-16T14:50:52-05:00- 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.
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.
