THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number: SOWO 802, Fall 2008
Course Title: Family Stress
Location and Time: TTK Building, Room 107, Tuesday, 2:00pm-4:50pm
Instructor:
Joanne Caye, M.S.W.
School of Social Work
TTK Building, Rm 419
Phone: 919-962-3598
Email: jscaye@email.unc.edu
Office Hours: Mon. 11:00am-1:00pm, and by appointment
Course Description: A review of theories and research on family functioning and
interaction in social context; an examination of family coping and adaptation
associated with developmental transitions and environmental stressors.
Course Objectives: By course end, students will:
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Understand shifts in family structure and functioning in the context of changes
in the institutions of work and community in the United States, especially
those trends and issues that differentially affect oppressed groups.
Understand the development and role of explanatory and practice theory in
social work informing social interventions with families.
Understand concepts, selected theory and research concerning family stress,
Understand concepts, selected theory and research concerning internal family
functioning and interaction.
Understand concepts, selected theory and research describing the role of
personal resources, family resources, and informal and formal social support
in the coping and adaptation process.
Apply models of family functioning and interaction to inform and analyze
social interventions with families and children.
Required Texts
Ingoldsby, B. B., Smith, S. R., & Miller, J. E. (2004). Exploring family theories. Los
Angeles, CA: Roxbury Publishing Company. (ISBN 1-931719-17-9) [Paperback]
Lipper, J. (2003). Growing up fast. New York: Picador. (ISBN 0-312-42223-9).
Kozol, J. (1996) Amazing Grace: The lives of children and the conscience of a nation.
New York: Harper Collins. (ISBN 0-06-097697-7) [Paperback]
All of these books can be purchased used.
Supplemental reading materials can be found ONLINE:
1) At the URL stated in the reading list
OR
2) Through an electronic academic journal accessible through UNC Libraries
(http://www.lib.unc.edu/) marked as “UL” (for “UNC Libraries”)
OR
3) Via Blackboard (http://blackboard.unc.edu/) “BB” (login and find SOWO
802 )
CLASS ATTENDANCE
It is expected that students will attend all classes or notify the instructor in advance
and make arrangements to obtain class notes from other students if there is a
compelling (illness, family emergency) reason to miss a class. The instructor will not
place notes in student boxes or leave messages concerning what was covered or
what is due. The Class Participation and Contribution grade is explained below.
EXPECTATIONS
Learning can only truly occur in a space where all participants feel respected and
safe. Therefore all class participants, student and instructor, will be expected to
interact in a collegial manner, challenging ideas while respecting people.
Written assignments have a fair amount of flexibility so that students can pursue
learning around areas of particular interest. If you have ideas or suggestions for how
a particular assignment might be adapted to be more challenging for you, we hope
you will bring this to our attention. Please check with us before making any changes
or adaptations.
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P),
Low Pass (L), and Fail (F). The numerical values of these grades are:
H: 94-100
P: 80-93
L: 70-79
F: 69 and lower
A grade of P is considered entirely satisfactory. The grade of Honors (“H”) — which a
limited number of students attain--signifies that the work is clearly excellent in all
respects.
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HONOR CODE:
It is the responsibility of every student to obey and to support the enforcement of the
Honor Code, which prohibits lying, cheating, or stealing in actions involving the
academic processes of this class. Students will properly attribute sources used in
preparing written work and will sign a pledge on all graded coursework certifying that
no unauthorized assistance has been received or given in the completion of the work.
All written assignments should contain a signed pledge from you stating that, “I have
not given or received unauthorized aid in preparing this written work.” Credit will not
be awarded for unpledged work.
POLICY ON LATE PAPERS:
A paper is considered late if it is handed in any later than the start of class on the day
it is due. Late papers will lose 2 points per day, including weekends.
The instructor will approve extensions only under extraordinary circumstances. In
such cases, the student must seek approval from the instructor before the paper is
due.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course should notify the
instructor if they wish to have special accommodations in instructional format,
examination format, etc., considered, and should obtain a supporting letter from the
UNC Department of Disability Services (http://disabilityservices.unc.edu).
APA FORMAT:
The School of Social Work faculty has adopted APA style as the preferred format for
papers and publications. A summary was distributed at orientation. The following
web sites provide additional information:
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http://www.apastyle.org/elecref.html (APA Style for material in electronic
formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general
information about documentation using APA style)
http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of
Style which was originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Harvard Writing
Center, links to on-line reference material and many other useful sites for
authors)
http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial
help at Phillips Annex 962-7710)
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ASSIGNMENTS
Assignment #1: Quizzes (30% of grade):
Five class sessions will begin with a short quiz on the assigned readings and course
material covered in the previous two classes. The content of the quizzes is NOT
cumulative across the semester. Note: this will include content when presentations
are made by fellow students. Students can refer to class notes, handouts, and
assigned readings while taking the quizzes. Since only 20 minutes will be allowed for
the quizzes, familiarity with info from the previous two weeks is important to be able
to answer the questions. Each quiz is worth 20 points, and will accumulate over the
semester to 100 points. Quizzes will comprise 30% of your overall grade, and cannot
be made up at a later time.
Assignment #2: Group Presentation (30% of grade):
Purpose: Translating theoretical content to issues likely to be encountered in a social
work career is a necessary skill to develop. In the current world of evidence based
practice, professional social workers need to be able to research an issue and
articulate their findings and then connect those research findings to a real life case.
Stress has profound effects on the lives of families and individuals with whom you
will work, client and colleague alike.
Instructions: Students (in groups of two- three) will share responsibility for planning
and implementing a 60 minute class session.
General Instructions:
1. Select a topic/issue from the list below, or determine you own, with
professor’s agreement.
2. Each group will develop a hypothesis question(s) which will focus their
research and presentation. Once the group has developed a hypothesis, you
are ready to begin researching the literature.
3. The group completes a literature search to determine what is known about
the issue, especially what relates to the hypothesis. Supporting research for
the topic chosen is required.
4. Assign a reading that pertains to your topic area two weeks ahead of the
presentation date. Bring a hard copy of the article for the instructor so that it
can be put on Blackboard, or email an electronic copy of the article.
5. Each presentation should speak to the following items:
• The ways your topic affects stress levels within the family or individual
• How perception of your issue has changed over time What has
happened in society to allow this change to take place? Has the
change in perception increased or decreased the stress experienced
by persons included in your target issue?
• How culture, class, ethnicity, and gender affect perception and level of
stress pertaining to this issue.
• What strengths and resilience might mitigate the effect of the
stressors?
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What strategies have been developed to help the individual/ family
deal with this issue and reduce stress?
• Explain how research on the issue supported or nullified the groups
initial hypothesis
• Are there any facets of this issue that are particularly sensitive or
controversial?
6. Identify at least five references for each student in the group. References
may include journal articles, books, websites, videos, pertinent YouTube sites,
among others.
7. Completion of an evaluation of group involvement. A brief checklist will be
provided to students for this purpose.
Possible issues may include:
• Physical Disabilities and family stress
• Mental Illness and family stress
• Attitudes toward marriage (partnership), infidelity, and family stress
• Launching of children and family stress
• Diverse sexual orientations and gender perceptions and family stress
• Attitudes toward death, burial rituals (speed, burial vs. cremation, ethnic
expectations) and family stress
• Employment relocation/ distance from family and family stress
• Cultural assimilation and family stress
• Chronic Illness and family stress
• Addiction and family stress
• Family Violence and family stress
• Living in a war zone (soldier or civilian) and family stress
Evaluation [Group grade] based on:
• Specificity, obvious critical thinking, and clarity of hypothesis
• Quality, diversity, and content of literature search
• Quality of presentation,
• Engagement of class in discussion
• Connection of issue to theoretical constructs
• Comprehensive attention to items to be considered
• Collaborative involvement of all group members
• Discussion of support or null of hypothesis
• Self evaluation of group involvement
• Rigorous bibliography
Dates to choose from:
September 30
October 7
October 21
October 28
November 4
5
Assignment #3: Case Study of Family Stress (25% of grade)
Purpose: This assignment requires the student to analyze a client family, assessing
origins and outcomes of stressors, and supports available to the family. The student
will complete the assessment using specific theoretical constructs taught during the
course, and suggest interventions to help the family reduce or alleviate that stress.
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Each student will choose a family from his/her field placement about whom
the student will be able to gather specific information. [If this is not possible,
the student can meet with the professor to determine what family is available
for this assignment]
• The student will complete a genogram of the family, covering at least three
generations.
• Using a specific perspective (from the theories taught in the course), the
student will complete a comprehensive assessment of the stressors and
strengths of both individuals in the family, and the family as a whole.
• The student should consider the possible origins of such stress/support
[taking care to avoid linear thinking!] and what the research suggests might
be outcomes of the stressors/supports.
• The student should make a plan of specific interventions which are focused
on reducing, eliminating or enhancing the ability of the family to cope with the
stressors. What does the research say about best ways to reduce risk factors
and increase protective factors for this family? Don’t forget informal as well
as formal support systems. What steps would it take to put your interventions
in place? How would you engage the client family in this process? How are
their wishes and needs to be considered?
Product:
An eight to ten page paper, double spaced, using APA format that covers the
information outlined above. One page should be the genogram, which may be drawn
or completed on computer using genogram shareware. Either format is acceptable,
as long as it is readable, and includes major events, and emotional connections
between members of the family.
Due Date: November 25
Class Participation (15%)
Active participation in class involves regular attendance, completion of the readings
and involvement in class discussions. Classroom learning is a group event, and
respectful attention to the ideas and input of all students increases the potential for
an enriching experience. The more students are able and willing to bring outside
relevant examples into the room, the more all will understand the topic at hand.
Course Evaluation and Grading:
Presentation (group)
Quizzes (5)
Case Study
Attendance and Participation
30%
30%
25%
15%
100%
6
Points
94 – 100
80 – 93
70 – 79
< 69
Grade
H
P
L
F
COURSE SCHEDULE
August 19-Session one:
Course Introduction
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Course Organization and Expectations
Discussion of Presentations
Stress
o Definitions
o Context
• PTSD
• What does stress do to people?
Readings:
Ingoldsby, Smith, & Miller (2004). Introduction (pp. 1-7).
August 26-Session two:
Stress associated with adult developmental milestones
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Stress in the context of singles & couples
Changes in perceptions of marriage/ couples/ dissolution over time
Do changes in perceptions cause stress? Why or why not?
What has economics have to do with family stress?
Economic Hardship Scale
Readings:
Ingoldsby et.al. Goode, W.J.(2004) The theoretical importance of love. 17-28
Cherlin, A.J., (Spring, 1998) Marriage and marital dissolution among black
Americans., Journal of Comparative Family Studies. (Special Issue:
Comparative Perspectives on Black Family Life vol.1) 147-159. BB
Welch, K. (2007) Coupling: From singlehood to marriage. In Family Life Now: A
conversation about marriages, families and relationships. Boston: Pearson.
(pp. 276-314) BB
Welch, K.(2007) Uncoupling: Relationship deterioration and divorce. In Family Life
Now: A conversation about marriages, families and relationships. Boston:
Pearson. (pp.434-455) BB
September 2-Session three
Stress associated with issues of childhood & family life
Quiz #1-
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Changes in perceptions of childhood over time
Changes in expectations of parents over time
What is the “place” of school in current society? Has that changed?
Readings:
Anthony, L. G., Anthony, B.J., Glanville, D.N. Naiman, D.Q., Waanders, C. & Shaffer, S.
(2005) The relationships between parenting stress, parenting behaviour and
preschoolers’ social competence and behaviour problems in the classroom.
Infant and Child Development. 14, 133-154. BB
Richman, J. M., & Bowen, G. L., & Woolley, M. E. (2004). School failure: An
ecointeractional developmental perspective. In M.W. Fraser (Ed.), Risk and
resilience in childhood: An ecological perspective (2nd ed., pp. 133-160).
Washington, DC: NASW Press.
Rivers, I. (2004) Recollections of bullying at school and their long-term implications
for lesbians, gay men, and bisexuals. Crisis: The Journal of Crisis Intervention
and Suicide Prevention. 25(4) 169-175.BB
September 9-Session four
Family Stress Theory
Families in Community
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Explanatory theory
Practice theory
Social Support
Readings:
Ingoldsby, Chapter Six. Family Stress Theory, 137-147
Bowen, G. L., Richman, J. M., & Bowen, N. K. (2000). Families in the context of
communities across time. In S. J. Price, P. C. McKenry & M. J. Murphy (Eds.),
Families across time: A life course perspective. Los Angeles, CA: Roxbury
Publishers. 117-128 BB
Lipper, J. Chapter One, Pittsfield. 1-52.
Mancini, J. A., Bowen, G. L., & Martin, J. A. (2005). Community social organization: A
conceptual linchpin in examining families in the context of communities.
Family Relations, 54, 570-582. BB
September 16--Session five:
Family Stress Theory
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Quiz #2
Risk and resiliency
Social Support-how is it measured?
Readings:
Boss, P.(2002) Family Stress Management: A contextual approach. Chapter 4,
Coping, adapting, being resilient…or is it managing? 71-90.
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Wadsworth, M.E., and Santiago, C.D. (2008) Risk and resiliency processes in
ethnically diverse families in poverty. Journal of Family Psychology 22(3) 399410.
Walker, R.L. (2007) Acculturation and acculturative stress as indicators for suicide
risk among African Americans. American Journal of Orthopsychiatry. 77(3),
386-391.
FYI: Website requesting Social Support for Bhopal, India survivors. Retrieved online
August 11, 2008:
http://www.bhopal.net/delhi-marchers/factsheets/socialsupport.pdf
September 23--Session Six:
Family Stress Theory Application
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Analysis of the community and residents in Kozol’s book
Intervention Planning
Reading:
Kozol, J. (1996) Amazing Grace: The lives of children and the conscience of a nation.
New York: Harper Collins.
September 30--Session Seven:
Symbolic Interactionism Theory
Presentation-group #1
• Concepts of Symbolic Interractionism
Readings:
Ingoldsby, Chapter Four Symbolic Interactionism Theory 81-92.
Bartoli, E. and Gillem, A.R. (2008) Continuing to depolarize the debate on sexual
orientation and religion: Identity and the therapeutic process. Professional
Psychology: Research and Practice. 39(2) 202-209.
Lipper, J. (2003) Colleen. (pp135-164) In Growing up fast
MacLean, T.L. (2008) Framing and organizational misconduct: A symbolic
interactionist study. Journal of Business Ethics. 78 3-16.
October 7--Session Eight:
Mundane Extreme Environmental Stress (MEES)
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Presentation Group #2
Quiz 3
Concepts of Mundane Extreme Environmental stress (MEES) Model
Readings:
Carroll, G. (Summer 1998) Mundane extreme environmental stress and African
American families: A case for recognizing different realities. Journal of
Comparative Family Studies 29. 271-285. BB
Hatzenbuehler, M.L., Nolen-Hoeksema, and S, Erickson, S.J., minority stress
predictors of HIV risk behavior, substance use, and depressive symptoms:
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Results from a prospective study of bereaved gay men. Health Psychology
27(4) 455-462.
Lipper, J. (2003) Shayla & C.J. (167-216) In Growing up fast
Olson, S.L., and Banyard, V. (1993) Stop the world so I can get off for a while:
Sources of daily stress in the lives of low-income single mothers of young
children. Family Relations. 42(1) 50-56. BB
October 14---- FREE DAY No Class!!
October 21-Session Nine:
Exchange Theory
Presentation Group #3
• Concepts of Exchange Theory
Readings:
Ingoldsby, B.B. Chapter Three Exchange Theory, 55-80
• Murry, V. M., Brown, P. A., Brody, G. H., Cutrona, C. E., & Simons, R. L. (2001).
Racial discrimination as a moderator of the links among stress, maternal
psychological functioning, and family relationships. Journal of Marriage and
Family, 63, 915-926. BB
• Crosbie-Burnett, M., Foster, T. L., Murray, C. I., & Bowen, G. L. (1996). Gays’ and
lesbians’ families-of-origin: A social-cognitive-behavioral model of adjustment.
Family Relations, 45, 397-403.
• Lipper, J. (2003) Amy & Bernard (53-104) Growing up fast
October 28-Session Ten
Conflict Theory
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Presentation Group #4
Quiz #4
Concepts of conflict theory
Readings:
Ingoldsby, B. B., Chapter Five, Conflict Theory 103-115
Buckler, K., and Unnever, J.D. (2008) Racial and ethnic perceptions of injustice:
Testing the core hypotheses of comparative conflict theory. Journal of Criminal
Justice. 36. 270-278.
Coenders, M., Lubbers, M., Scheepers, P., Verkuyten, M. (2008) More than two
decades of changing ethnic attitudes in the Netherlands. Journal of Social
Issues 64(2) 269-285.
Conflict theory utilized in the study of criminology:
Study the conflict website: Retrieved January 9, 2008
http://www.criminology.fsu.edu/crimtheory/conflict.htm
Lipper, J. (2003) Sheri (pp217-266) In Growing up fast
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November 4-Session Eleven:
Feminist Family Theory
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Presentation Group #5
Concepts of feminist theory
Readings:
Ingoldsby, B. B Chapter Eight. Feminist Family Theory 187-216.
Gentry, Q.M., Elifson, K. and Sterk, C. (2005) Aiming for more relevant HIV risk
reduction: A Black feminist perspective for enhancing HIV intervention for lowincome African American women. AIDS Education and Prevention, 17(3), 238252.
Lawson, D.M., Dawson, T.E., Kieffer, K.M., Perez, L.M., Burke, J., and Kier, F.J. (2001)
An integrated feminist/Cognitive-behavioral and psychodynamic group
treatment model for men who abuse their partners. Psychology of Men and
Masculinity. 2(2) 86-99.
Lipper, J. (2003) Jessica (pp267-316) In Growing up fast
November 11-Session Twelve:
Planning Interventions to Reduce or Manage Stress
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Quiz #5
Why Evidence based practice?
Interventions based on risk and resilience factors
Readings:
Ledermann, T, Bodenmann, G and Cina, A. (2007) The efficacy of the couples coping
enhancement training (CCET) in improving relationship quality. Journal of
Social and Clinical Psychology 26(8). 940-959.
Pincus, D.B. and Friedman, A.G. (2004) Improving children’s coping with everyday
stress: Transporting treatment interventions to the school setting. Clinical
Child and Family Psychology Review 7(4) 223-240. BB
Powers, J. D., Bowen, G. L., & Rose, R. (2005). Using social environment assets to
identify intervention strategies for promoting school success. Children &
Schools, 27, 177-187. BB/UL
November 18 Session Thirteen
Interventions, con’t.
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Enhancing social support
Planning your own interventions
Readings:
Benight, C.C., Ciesiak, R., Molton, I.R., and Johnson, L.E. (2008) Self-evaluative
appraisals of coping capability and posttraumatic distress following motor
vehicle accidents. Journal of Consulting and Clinical Psychology 76(4) 677685.
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Ortega, S., Beauchemin, A. and Kaniskan, R. B. (2008) Building resilience in families
with young children exposed to violence: The Safe Start Initiative pilot study.
Best Practices in Mental Health 4(1) 48-64.
Schechtman, Z. and Gilat, I. (2005) The effectiveness of counseling groups in
reducing stress of parents of children with learning disabilities. Group
Dynamics: Theory, Research, and Practice. 9(4) 275-286.
November 25-Session Fourteen
Stress in the Agency
Traumatic Stress Symptoms in Professional Helpers
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Secondary Stress Symptoms
Centering
Readings:
Schure, M.B., Christopher, J. and Christopher, S. (2008) Mind-body medicine and the
art of self-care: Teaching Mindfulness to counseling students through Yoga,
Meditation, and Qigong. Journal of Counseling and Development 86. 47-56.
Searle, B.J. (2008) Does personal initiative training work as a stress management
intervention? Journal of Occupational Health Psychology. 13(3) 259-270.
December 2 Session Fifteen
Evaluation and Feedback
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Discussion of class experience
Check Out
Evaluations
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