SYLLABUS

Family Relationships

Type of information Content
Name of the lecturer (s) Gerard D. Hoefling
Academic degree Ph,D. (The Pennsylvania State University)
Affiliation Drexel University
Course title Family Relationships
Course type
(lecture,seminar,lab)
Lecture, 30h, 4 ECTS
Brief course
description
The course is designed to provide students with a fundamental understanding of
how science approaches the study of families, and the changing role and
function of families across time.
Full course description This course will focus upon the family as a dynamic, interactive, changing force
in contemporary life. How families respond to and influence change will be
examined. Social changes that have occurred and continue to occur in Western
culture will be studied and their influences upon familial relationships will be
explored. Such influences will be considered within the context of fundamental
theories applied to the study of families and family life. This course will also
study the nature of family relationships across the life-span, paying particular
attention to the fluctuating nature and meaning of those relationships as they
occur at various stages of familial development. The course will begin with an
introduction to the major theoretical perspectives governing the study of family
relationships. This information will provide the student with a fundamental
understanding and appreciation of the various ways in which science
approaches the study of families and family relationships. In addition to lectures
students will be responsible for guiding group discussions of assigned readings
and for generating reaction papers related to topical films presented in class.

List of topics Lecture topics will include but are not limited to:

Introduction and review of the syllabus
Searching for definitions of family and relationships. What do we mean?
The Family in History and Culture
The Family Life Cycle
Developments in Family Theory
Symbolic Interactionism and Role Theory
Biosocial Theory
Biosocial Theory
Social Exchange Theory
The Ecological Perspective
Feminist Theory
Family Systems Theory
Prerequisites for
students*
None
Learning outcomes Students will gain insight and understanding of the robust nature of family
dynamics and how such relationship shape the developing individual, and how
such relationships adapt to the changing needs of the familial structure over
time. Students will be able to demonstrate an understanding of societal
(political, religious, economic, historic) factors that define family function, as
well demonstrate understanding of the consequences of intraindividual
communication within families.
Assessment methods
and criteria
Essay exam, paper, two reaction papers, class participation and oral
presentation.
Grades and Grading:
Grades for this course will be generated from a combination of one
examination, one paper, two reaction papers, one presentation, and class
participation. All assignments are expected to be completed as scheduled.
Exceptions may be allowed ONLY with a verifiable excuse.

Grading:
Points:
Examination 50
Presentation 40
Paper 40
Reaction Paper (2) 25 (per paper)
Participation 20
Total Points: 200

Grade Distribution:
Tr ans l at ed t o:
190-200 = 5!
177-189 = 5
165-176 = 4.5
153-164 = 4
140-152 = 3.5
120-139 = 3
119 and less = Fail


EXAM
There is one exam composed of short answer and essay questions covering
materials presented during class. There will not be any make-up exams. The
only acceptable excuse for missing an exam will be a verifiable excuse. See
following comments regarding verifiable excuses.

WRITING ASSIGNMENTS
There will be three writing assignments for this course; one major paper and
two brief reaction papers. All written assignments are expected to be completed
and submitted at the beginning of class on the scheduled date. Assignments
turned in at the end of class or later in the same day will be considered one day
late.
All papers must adhere to current APA guidelines and must be submitted on the
time and date given in this syllabus. All late papers will have one letter grade
deducted for each day late. Papers placed in the instructors mailbox or under
his door will similarly be considered late and will have grades deducted
dependent upon when the instructor actually finds the paper. The only excuses
considered for a late paper will be a verifiable excuse (refer again to verifiable
excuses). Plagiarism is cheating and can result in immediate dismissal from
this University.







Reaction Papers:
There will be two reaction papers required for this course. Each paper will be in
response to a film presented during class. The student will be required to
provide a thoughtful response to the film that includes his or her perception of
the central theme of the film. This should not be a review of the film but rather
an explanation of the message of the film. The students subjective reaction to
that message should include an explanation of the merits of the film in terms of
broadening understanding of family relationships. The reaction paper must be a
minimum of three full typed pages.

Major Paper:
For your major paper you will be required to examine your own family. You
will do so in a very specific fashion utilizing theories and perspectives mastered
in this course. You will use Family Systems Theory and the Ecological
Perspective to describe the homeostatic mechanisms of your family and two
different junctures of the Family Life Cycle. These two periods of the cycle will
coincide with when you were first entering school and when you entered
puberty. Both periods obviously mark episodes of significant biological, social,
and emotional change and you will have to rely upon thoughtful introspection
and rigorous familial research in order to accomplish this task. While the
specifics of the theories and perspectives to be incorporated will be reflected in
how well you articulate your understanding of each, the details of how they fit
your familial experience will be unique to you. Now that you have read all this
and felt your anxiety level go up, relax and take my word for it; this is not as
grim as it sounds. (It is actually fun.) I will give you more details and guidance
in class.

Group Presentation:
Each student will be assigned to a small group. Each group will have two
responsibilities. First, each group will be responsible for leading class
discussion of assigned readings provided by the Instructor from the text, Family
In Transition. Second, each group will be responsible for preparing discussion
questions for the presenting group as well as designing two short answer
examination questions from each assigned reading.
Presentations: Presentations will of course be in class and each group is allowed
total freedom in terms of how the material will be presented and how discussion
will be generated. General rules of decorum and mutual respect will be
expected but aside from such modest constraints, students are permitted and
encouraged to use their imaginations and talents to the fullest. Presentations
must include a brief overview of the topic, a subjective reaction(s),
identification of the theoretical perspective, an alternative perspective, and
implications if any for social policy and research. Presentations should not
exceed ten minutes in order to allow time for response and discussion. Two
presentations will be made on each day of presentations.
Questions: Groups not presenting on a given day will be responsible for
submitting two thoughtful questions from the scheduled readings. These
questions will be reviewed by the instructor for possible incorporation into your
second examination. These questions will be considered in your participation
grade. Sooo, in order to earn credit make sure you generate an intelligent
question that would warrant a thoughtful response. Students not attending
presentations will have their participation graded halved.




CLASS PARTICIPATION
This is an advanced level course and as such, each student is expected to be
fully prepared to discuss material on a daily basis. While lecturing will certainly
be a regular feature of the course students are encouraged to add insights,
opinions, and questions. Classes will occasionally be devoted to discussion of
prepared topics. Such prepared topics are listed as group presentations on the
syllabus. Students not presenting on an assigned day will still be required to
participate by preparing questions in writing from the assigned readings. In
addition each group member will provide an evaluation of his or her group
members based upon their respective levels of participation.

CLASS ATTENDANCE
You are expected to come to class but you are adults and are free to make your
own decisions. The vast majority of information presented during lectures will
not be found in the assigned reading. You are responsible for all information
presented during class including, lecture material, schedule changes, films, and
assignment details. While roll will not be taken, the student should remember
that attendance will have obvious consequences in terms of a participation
grade and preparation for examinations; besides your presence makes this a
better class for all of us.

Films: Films are not selected for this course as a break or source of
entertainment and attendance at scheduled films is expected but missing films
does have implications for participation. Information presented in films will be
considered testable material. In addition, as indicated on the syllabus certain
films will be used to generate reaction papers. Absence from a film cannot be
made-up and if it happens to be a personally owned film I do not loan them to
anyone.

Learning activities and
teaching
methods
Most material will be presented in lecture format and class discussion. Film will
be utilized as a vehicle for thoughtful examination of family dynamics (reaction
paper), and students will also have the opportunity to present small group oral
presentations on selected topics relevant to family relationships. Topics will
include but are not limited to:
The Theoretical Importance of The Family
Decline of The Family: Conservative, Liberal and Feminist Views
Should The Government Promote Marriage?
Raging Hormones, Regulated Love: U.S. and the Netherlands
Grounds For Marriage: How Relationships Succeed/Fail
The Future of Marriage
Childrens Adjustment Following Divorce: Risk and
Resilience Perspectives
Divorce Culture: A Quest for Relational Equality in
marriage
Research on Domestic Violence
Transracial and Open Adoption: New Forms of
Family Relationships
How Families Still Matter: A Longitudinal Study of Youth in Two Cultures
Readings will be provided by the Instructor.
Bibliography S Skolnick, A.S., & Skolnick, J.H., (2010) Family In Transition (16
th
ed.)
Boston, MA: Pearson Education, Inc.
** Students will not be required to purchase text. Readings will be made
available by Instructor. **




Remarks A Word About Grades
I realize this is an advanced level course and as a consequence most if not all of
you are highly motivated by grades. However, college and the learning
experience that makes it so unique is about much more than academics. Do not
sell yourself short by allowing an over-emphasis upon grades undermine what
is truly a rare and valuable opportunity to explore your full potential. Do not
fear making a mistake!
Grades and grading represent an imperfect measure of knowledge and ability.
We are never as dumb or as smart as we too often allow ourselves to believe.
Grades are useful only in terms of the degree to which they can instruct the
student about strengths and weaknesses as well as the degree to which they
serve to motivate the student to increase effort and explore potential. Grades
though important should not be the primary reason for or reward of scholarship.
It should be remembered that a grade of C is a fine grade and indicates the
student has met many of the basic requirements of a given course. While it is
likely that everyone taking this course has the potential to earn the highest
grades, the difference between grades is more often reflective of differing
experience and test-taking ability rather than only intellect. For others the
difference may rest in effort and attention to detail. In a writing sensitive course
such as this, such effort and attention can be rewarded and enhanced by paying
close attention to the writing tips and guidelines provided by the instructor.
(That is what is commonly referred to as a hint).

VERIFIABLE EXCUSES
It is the responsibility of the student to attend all scheduled examinations. The
only excuses considered for missing an examination will be a verifiable medical
excuse specifically stating the students inability to attend class OR a verifiable
death in the family. Verifiable means written proof. Medical excuses must
specifically state that the student was too ill to attend an examination. Thus a
note from University Health Services stating that the student was in fact
physically in the building on a specific date or asserting that the student stated
he or she was too ill to attend class does NOT constitute a verifiable medical
excuse. Similarly, a serious family illness or death needs to be verified in
writing from a reputable source. It is recognized that illness and tragedy do
occur and any student with a verifiable excuse for either such circumstance will
be given every consideration. With that said some further clarification of
verifiable excuses should be provided. Weddings, graduations, family
reunions, sorority/fraternity obligations, celebrations, tiger tamings, revolutions,
ship launchings, missed busses, grounded aircraft, derailed trains, cars with flat
tires, job interviews, unreliable friends or roommates, unrequited love, or
printers that do not print, and discs that do not work are NOT verifiable
excuses.

If you have a conflict with another class regarding a scheduling or
assignment issue, please take care of it with the other Instructor. A conflict with
another class is not a verifiable excuse.

TEACHING PHILOSOPHY
Teaching is a reciprocal activity in which the instructor presents ideas to which
both the student and instructor mutually respond thereby creating a dialogue. In
this way both parties endeavor to know.





RESPONSIBILITIES OF THE INSTRUCTOR
- Be as accessible as possible.
- Be open to questions and criticisms.
- Make explanations of material as clear as possible.
- Be clear in teaching.
- Provide clear explanations of grading system.
- Be fair in the creation of examinations.
- Provide concise directions for preparation for
examinations.
- Begin and end lectures in a timely fashion.
- Treat each student fairly, equally, and with respect.
- Challenge students to think critically and prepare them
for the rigors professional life.
- Return grades in a timely manner.
- Come to class fully prepared.
- Maintain humor.

RESPONSIBILITIES OF THE STUDENT
- Have readings completed prior to class.
- Attend classes and take notes.
- Be aware of all test and assignment dates (including
changes).
- Be aware of and honor the demands of The Academic
Integrity Code.
- Provide documentation for all legitimate absences
and/or special needs.
- Attain notes for missed classes.
- Refrain from in-class use of cellular telephones.
- Food, drink, or newspapers brought to class will be
properly disposed of after class or will be forbidden.
- Reading newspapers or working on other assignments
during class is not acceptable.
- Avoid private conversations during lectures and/or
films.
- Address any grading concerns NO LATER than two
days after grades are returned.
- Ask questions.
- Disagree and be skeptical.
- Avoid being blindly led.
- Think independently.
- Offer input and share insight and/or experience.
- Employ proper academic writing skills.
- Arrive on time!
- Sleep at home.
- Submit all written assignments as hard-copy
- Proofread. Proofread. Proofread.
- Maintain humor.