PLYMOUTH STATE UNIVERSITY
of the University System of New Hampshire
College of Graduate Studies
FOUNDATIONS AND MULTI-CULTURAL ASPECTS OF PARENTING
CO 5300.01
Winter 2010
Concord Campus
E-mail:lsandy@plymouth.edu
URL: http://oz.plymouth.edu/~lsandy
Office Hours by Appointment
Leo R. Sandy, Ed.D., NCSP
38 Mountain Vista Drive
New Hampton, NH 03256
Tel.(603) 279-4271 (H)
Tel.(603) 535-2287 (W)
Parenthood remains the greatest single preserve of the amateur / Alvin Toffler
The acquisition of knowledge about how to raise children to be well-adjusted adults
is not something that a wise society would leave to chance / Fine & Henry
Peace in society depends upon peace in the family / Augustine
We cannot pretend to work for the best interests of children while ignoring the needs of
their parents / Joyce L. Frett
You must be the change you want to see in the world / Mahatma Gandhi
COURSE DESCRIPTION
Focuses on developing competency in a variety of areas surrounding parenting
education including the following: understanding of parental issues and concerns within
diverse family systems, understanding the dimensions of parenting from birth to
adolescence, family literacy, and knowledge of multicultural perspectives in parenting.
This course addresses U.N. resolutions A/52/13 A Culture of Peace and A/53/243 A
Program of Action for a Culture of Peace.
TEXTS
Brooks, J. (2008). The process of parenting (7th ed). New York: McGraw-Hill
(ISBN: 13:978-0-07-313145-0)
Locke, D.C. (1998). Increasing multicultural understanding (2nd ed.). Thousand Oaks,
CA: Sage (ISBN: 0-7619-1119-7)
-2WEB PAGE
http://oz.plymouth.edu/~lsandy (for links to handouts, articles, and parenting
sites)
EVALUATION
Class Participation (includes attendance & punctuality)
Panel Presentations
Interview due 1-16
Service Learning Proposal due 1-9
Service Learning Paper due 1-30
Final Exam 1-30
20%
20%
20%
---20%
20%
CONTENT AREAS/ESSENTIAL QUESTIONS
1. What are developmentally appropriate parenting strategies?
2. What is temperament and why is it important for parents to understand it?
3. What are the different types and styles of families?
4. What are Newberger's Stages of Parental Awareness?
5. What are the traits of healthy families?
6. What is family literacy?
7. What is developmental discipline?
8. How can parenting promote peace and justice?
9. How are parents diverse?
10. What is parental involvement and how can it be promoted?
CHECK = Collaborative Holistic Experience Commitment Knowledge
C is for Collaborative
 home, school, community, work and society-at-large must work as partners. So
should this class
H is for Holistic
 the needs of people are best served by looking at the whole person - child or
adult. We need to avoid single cause theory, surface views and quick fix
approaches.
E is for Experience
 subject matter, events, and life are connected. It is important to reflect upon the
relationship between classroom learning and personal experiences. Your course
assignments, materials and methods will help you make these connections.
C is for Commitment
-3 because educators (counselors) have the future of people in their hands, they
must value learning and be lifelong learners. They must demonstrate
scholarship, hold high personal standards and show patience, caring, kindness,
and persistence. Educators (counselors)-to-be need to see these virtues
modeled by their professors. Helping is about affecting both hearts and minds
K is for Knowledge
 knowledge includes facts, skills, techniques, ideas, concepts, insights, contexts,
intuitions, perspectives, theories, models, philosophies, and methods of research
and assessment. It also involves reading, study, practice, diligence, doubt,
skepticism, playfulness, creativity, curiosity, questioning, analysis, and synthesis.
PERFORMANCE-BASED OBJECTIVES
Students will:
* discuss developmentally appropriate parenting strategies relative to children between
the ages of birth through adolescence (H,K)
* discuss problem-solving strategies that promote positive outcomes (K)
* describe childrearing approaches which promote and retard child development from
birth through adolescence (K)
* identify the needs and problems which children typically have at various age levels
between birth through adolescence (K)
* discuss the parenting implications of temperament (K)
* discuss parenting practices which promote the development of peace and justice
(H,K,Com)
* define salient terms and concepts relative to the course(K)
* discuss problems and solutions relative to nontraditional parenting situations (K,E)
* differentiate among Newberger's stages of parental awareness (K)
* describe the traits of a healthy/effective family (K,Com)
* discuss the relationship between discipline and moral development (K)
* discuss those parenting practices specific to diverse families (K)
* formulate social policy implications with regard to parenting (K,H,Com)
* explain ways to promote parental involvement (K,C)
METHODS OF INSTRUCTION
Lectures, small and large group discussion and activities, panel discussions, interviews,
videos, service learning proposals, and on-line resources.
-4COURSE FORMAT (flexible)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
VIII.
IX.
X.
VI.
Readings Discussion
Video
Break
Video cont’d and Follow Up Discussion
Lecture/Discussion
Lunch
Lecture, Class Activity or Panel Presentation
Panel Evaluation and Discussion
Video
Break
Video cont’d and Follow Up Discussion
Reflections of the Day’s Class
(9:00-10:00 AM)
(10:00-10:30 AM)
(10:30-10:45 AM)
(10:45-11:30 AM)
(11:30 AM-12:15 PM)
(12:15-12:45 PM)
(12:45-2:00 PM)
(2:00-2:30 PM)
(2:30-3:00 PM)
(3:00-3:15 PM)
(3::15-4:00 PM)
(4:15-4:30 PM)
Note: The times for the panel discussions will be based on the convenience of the
speakers.
Incomplete grades are strongly discouraged and should only be requested for
emergency situations. If an IC grade is given, students will have one full semester to
complete the course requirements. After that, the registrar will record an F grade that
will stand, and the course will have to be retaken if it is a requirement.
Late assignments Consistent with graduate level expectations, all assignments are
expected on their due dates. However, exceptions to this rule may be made due to
circumstances beyond the control of students such as family emergencies, illness,
injury, power outages, computer malfunctions, accidents and other situations. Because
of these potentialities, students are advised to complete their assignments in advance of
the due date. Also, students should back up their work so that computer crashes will
not delay assignments. If possible, the student should request an extension for the
assignment from the instructor before the assignment is due. If this is not possible, the
student should contact the instructor as soon as possible after the due date. If an
extension is granted, the assignment should be submitted no later than one week from
the due date. In cases where the reason for the delay may require a longer time period
to complete, the decision to allow a longer extension will be made on a case-by-case
basis. Students may be asked to provide documentation to verify their request for an
extension. Assignments that are handed in beyond the due date for which no extension
is granted will not be accepted and will result in a failing grade for the assignment.
Students will maintain an informal weekly reading journal on the assigned weekly
readings and bring it to class for use in the discussion sessions. The journal should
include reflective comments as well as one or two open-ended discussion questions
relative to the reading. If you choose to use a structured format, the PMI system is
useful (Plus: what you liked or agreed with about some aspects of the reading and why;
Minus: what you disliked or disagreed with and why; and Interesting: what you found
insightful, new, and provocative and why).
-5-
Students will also be placed in four teams to run parent panels around special topics.
These teams will be responsible for putting a panel of parents together and organizing a
presentation around parenting children of varying ages, parenting challenged children,
parenting within a nontraditional family context (single parents, gay/lesbian parents,
etc.), and parenting from an ethnic perspective (e.g. Arab American, Hispanic American,
Vietnamese American, Croatian American, Sudanese American, etc.) A panel should
consist of three to four parents so as to allow a sufficient opportunity for discussion
within the allotted time. The panel presentations will be evaluated on designated forms
by the audience members, and the instructor. Students may serve as panel members
where appropriate. (Note: if class size is small, students will interview a parent
from each category and report their findings in class and choose one for the
interview paper).
The interview paper should be 9 to 13 pages in length in APA style. The purpose of
this is for students to be aware of the diversity and complexity of the parental role. For
the interview, the student may choose any type of parent, e.g. a young parent, older
parent, single parent, parent of a child with special needs, stepparent, working parent,
homeless parent, a parent who is gay/lesbian, a parent of a child who is gay/lesbian, a
parent of a particular racial or ethnic background, a fundamental Christian parent, or a
parent of a child at any place on the developmental continuum. The parent chosen may
also be a panel member. The paper should be in six parts and these headings should
appear on the paper:
. Introduction (a description of the parent [with anonymity],why you chose this
type of parent to interview, and what the focus of your paper will be, e.g., single
parenting)
.
II. Analysis (interview content discussed in reference to course material, i.e.
specific references to readings, etc.,e.g., quote and/or paraphrase specific passages.
Here it is important to keep your main focus in view)
III. Reflection (personal thoughts)
IV. Conclusion (implications for social policy & personal advocacy)
. Appendix (Q & A interview)
Service learning involves learning through service - a way to gain insight into the
course material by giving knowledge away to or sharing expertise with those with a
need to know. For the Service Learning Project or Proposal, students will choose one
or two course objectives and/or their own formulated objective(s) and develop a service
learning project (or proposal for summer and winter sessions) that relates to the
objective(s) [7 to 8 pages]. The project must relate directly to the course material. The
paper must use the following headers:
I. INTRODUCTION: A basic statement of what you plan to do, why you chose
this particular kind of service, and what your intended outcomes are.
II.
WHAT? (description of service provided - what you expect to do at the
site in the form of service)
-6III.
SO WHAT? (analysis of the experience - how what you did or plan to do
relates to the course material): here you need tie together your personal objective(s),
needs of the site, and related course material; state your thoughts, feelings, and
perceptions relative to the experience; and comment on how you know that this service
learning project meets or has met a community need. If this is a proposal, then it
becomes more research oriented and you must answer the question WHY? In
other words, what is your justification or rationale for doing this service? What
does research say about the merits of what you plan to do, e.g. parent education
experts?
IV.
NOW WHAT? (action. What can you personally do to help meet the needs
identified during the experience? Are there public policy implications of the needs
observed?). If this is a proposal, then you must discuss future plans about results
you anticipate, and how to build on this project and extend it.
V.
Evaluations (your performance through evaluations from site service
recipients if applicable. Services provided within a school or agency must have letters of
verification on letterhead stationary. The assumption is that you will carry out this
project the following full semester even if it is currently a proposal. Thus, you will
need to discuss your plans with supervisory personnel at your intended site and
provide a letter of documentation on letterhead stationary from a supervisor
indicating that s/he has approved your service learning project. Your paper will
not receive a grade without this letter of verification
COURSE SCHEDULE
1-2
AM
1-2
PM
1-9
AM
Course Introduction, Organization of Panel Teams, Development of Interview
Questions, Planning Service Learning Projects; and What is Service
Learning? What is a healthy family?
Lecture: Parental Impact on Common Growth Problems & The Healthy Family
Videos: Family Influences and Traits of A Healthy Family
Format of the Interview Paper, Licenses for Parents, & Parenting Across the
Span of Childhood
Readings: Concepts, Goals and Strategies of Parenting; Seekig Guidance;
Cultural Influences, Introduction and Ch. 1-3/ Brooks; and A Nation of
Wimps:
http://www.psychologytoday.com/articles/pto-20041112-000010.html
Parenting Education: An Ounce of Prevention; Communication Skills,
and Problem-Solving Strategies and Family Literacy
(http://www.famlit.org/site/c.gtJWJdMQIsE/b.1423091/k.6B7E/What_Is_Family_Li
teracy.htm)
Readings: Nurturing the Emotional Relationship and Supporting Children’s
Growth and Development, Ch. 4 & 5/ Brooks
Video: The Trouble with Evan and Drug Free Kids
-71-9
PM
Parenting from Birth through Preschool, Stages of Parental Awareness and
Temperament
Readings: Parenting at Developmental Stages and Parenting from Birth through
Preschool, Ch. 6-8/ Brooks
Videos: Ages and Stages: Birth through Age 5 and Flexible, Fearful & Feisty
Service Learning Proposal Due
1-16
AM
Parenting School Age Children and Adolescents, Moral Development,
Developmental Discipline and Prosocial Behavior, & Corporal Punishment
Readings: Parenting School Age Children and Adolescents, Ch. 9-11/ Brooks
Panel 1: Parenting Across the Ages and Stages: Infancy through Adolescence
Videos: Shaking, Hitting and Spanking and What Makes Teens Tick?
1-16
PM
Service Learning Paper Format, Parent Styles/Types, and Parental
Influence Vs. Control
Readings: Parenting Adults, Parenting and Working, Parenting in Diverse Family
Structures, and Parenting at Times of Loss, Trauma, Disaster, or
Violence, Ch. 12-15/ Brooks
Lecture: Bronfenbrenner’s Ecological Systems Approach
Panel 2: Parenting Children with Special Needs
Videos: Stress and the Healthy Family and Families with Young Children with
Special Needs: Understanding Families
* Interview Papers Due
1-23 Discussion of Interview Papers
AM Readings: A Model of Multicultural Understanding, African Americans, Older
Order Amish and Native American Indians, Ch. 1-4/ Locke
Panel 3: Parenting within Diverse Family Structures (biracial parents, blended
family, single parents, gay/lesbian parents, fundamental Christian parents,
grandparents as guardians, dual custody parenting, parent at war,
stepfamilies and foster parents)
Video: Walking in Both Worlds
1-23 Promoting Parental Involvement in Schools and Its Effects
PM Videos: Involving Families in Education and Principals Speak Out
Readings: Chinese and Japanese Americans, Ch. 5 & 6/Locke
-8-
1-30 Discussion of Service Learning Papers
AM Readings: Korean and Vietnamese Americans, Ch. 7-8/ Locke
Panel 4: Parenting Across Diverse Ethnic Cultures within the U.S.
Video: Diversity Rules
1-30
Children and the Media, Parenting for Peace and Justice
PM
(http://www.spiritualitytoday.org/spir2day/843614mcginnis.html and
Justice) & Discussion of Service Learning Proposals
Readings: Mexican and Puerto Rican Americans, Jewishness in America and
Muslims in the United States, Ch. 9-12 and Epilogue
Video: Teach the Children: On Television*Course Evaluation, Final
Examination and Service Learning Paper due
CACREP STANDARDS ADDRESSED
2. a. multicultural and pluralistic trends, including characteristics and concerns between
and within diverse groups nationally and internationally
2. b. attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities
2. c. individual, couple, family, group, and community strategies for working with diverse
populations and ethnic groups
2. d. counselors’ roles in social justice, advocacy and conflict resolution, cultural selfawareness, the nature of biases, prejudices, processes of intentional and unintentional
oppression and discrimination, and other culturally supported behaviors that are
detrimental to the growth of the human spirit, mind, or body
2. e. theories of multicultural counseling, theories of identity development, and
multicultural competencies; and
3. a. theories of individual and family development and transitions across the life-span;
3. c. human behavior including an understanding of developmental crises, disability,
exceptional behavior, addictive behavior, psychopathology, and situational and
environmental factors that affect both normal and abnormal behavior;
3. d. strategies for facilitating optimum development over the life-span; and
5. b. an understanding of essential interviewing and counseling skills so that the student
is able to develop a therapeutic relationship, establish appropriate counseling goals,
design intervention strategies, evaluate client outcome, and successfully terminate the
counselor-client relationship.
5. d. a systems perspective that provides an understanding of family and other systems
theories and major models of family and related interventions.
6. b. group leadership styles and approaches, including characteristics of various types
of group leaders and leadership styles;
6. e. approaches used for other types of group work, including task groups,
psychoeducational groups, and therapy groups;
-9SCHOOL PSYCHOLOGY STANDARD
3 a: Counseling and Work with Children and Families.
F
ollowing a proposal made by UNESCO, the United Nations General Assembly
in 1998 (resolution A/52/13) defined the Culture of Peace as consisting of
values, attitudes and behaviours that reject violence and endeavour to prevent
conflicts by addressing their root causes with a view to solving problems
through dialogue and negotiation among individuals, groups and nations. The 1999
United Nations Declaration and Programme of Action on a Culture of Peace (resolution
A/53/243) called for everyone – governments, civil society, the media, parents,
teachers,politicians, scientists, artists, NGOs and the entire United Nations system – to
assume responsibility in this respect. It staked out eight action areas for actors at
national,regional and international levels:
Culture of peace: eight action areas . . .
. . . peace in our hands
1. Fostering a culture of peace through education by promoting education for all,
focusingespecially on girls; revising curricula to promote the qualitative values, attitudes
and behavior inherent in a culture of peace; training for conflict prevention and
resolution, dialogue, consensus-building and active non-violence . . .
2. Promoting sustainable economic and social development by targeting the
eradic ation of poverty; focusing on the special needs of children and women; working
towards environmental sustainability; fostering national and international co-operation to
reduce economic and social inequalities . . .
3. Promoting respect for all human rights by distributing the Universal Declaration of
Human Rights at all levels and fully implementing international instruments on human
rights . . .
4. Ensuring equality between women and men by integrating a gender perspective
and promoting equality in economic, social and political decision-making; eliminating all
forms of discrimination and violence against women; supporting and aiding women in
crisis situations resulting from war and all other forms of violence . . .
- 10 5. Fostering democratic participation by educating responsible citizens; reinforcing
actions to promote democratic principles and practices; establishing and strengthening
national institutions and processes that promote and sustain democracy . . .
6. Advancing understanding, tolerance and solidarity by promoting a dialogue
among civilizations; actions in favour of vulnerable groups, migrants, refugees and
displaced persons, indigenous people and traditional groups; respect for difference and
cultural diversity . . .
7. Supporting participatory communication and the free flow of information
and knowledge by means of such actions as support for independent media in the
promotion of a culture of peace; effective use of media and mass communications;
measures to address the issue of violence in the media; knowledge and information
sharing through new technologies . . .
8. Promoting international peace and security through action such as the promotion
of general and complete disarmament; greater involvement of women in prevention and
resolution of conflicts and in promoting a culture of peace in post-conflict situations;
initiatives in conflict situations; encouraging confidence-building measures and efforts for
negotiating peaceful settlements .
ESCO