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Approved by University Studies Sub-Committee. A2C2 action pending. SOCIOLOGY 474 INTERVENTION WITH
FAMILIES RATIONALE FOR THE ORAL
COMMUNICATION FLAG This is a required
course for two of the new B.A. Sociology Options in the catalog and can be taken as an
elective for the other options. As part of
the Program, all students are required to complete University Studies. Hopefully all courses taken at this institution
will require oral experiences that will enhance and improve the communication skills of
students. The requirements and
activities in Sociology 474 will specifically enhance and improve the oral and written
skills of students in the content areas of professional sociology. In order to promote these oral skills, the course
requires the following: 1. First
research project requires the student selecting a current research article from the
professional journals relevant to the content of the course. Each student is required to conference with the
instructor to review the quality and appropriateness of the research. The standards in judging the research are: · Content of the
research must be directly related to the content of the course. · The research must be
empirical and relate to primary research. · Special emphasis
should be given to oral communication in the context of ethnic, racial, religious, and
community variables. · The research must
achieve significant results or findings. · The research study
must be approved by the instructor. · Oral class
presentation is required. Structure of your write-up IV.
Your critical
evaluation. This project allows the
student to analyze the research process regarding the gathering of evidence, the format of
professional writing, and the documentation of support for research hypothesis in the
content area of sociology. Peer evaluation
and extemporaneous learning is promoted by students in class by being assigned to a group
of five students. Copies of the student
research will be circulated within the group. During
these extemporaneous sessions, discussions and constructive suggestions regarding the
sociological analysis (critical thinking) and writing style will be shared as a means of
improving the content and quality of paper. Each
student will revise their research paper based on this oral exchange. I will meet with each
of you several times to discuss the development and final draft of your research. Rough drafts will be discussed, and clear guidance
will be given in terms of suggestions for criteria regarding quality and content,
enhancement of writing style and mechanics. An
oral presentation will be required. Your oral
report will be approximately eight to ten minutes in length with an additional five-minute
period devoted to extemporaneous comments, questions, and discussion. Each student in class will complete a written
evaluation as per the attached. All students will be
responsible for all student research. All
research projects will be placed on reserve in the library.
I will randomly select ten student projects known only to me from all the
student research projects. You will select
six of the ten studies within the test booklet and complete well-organized and complete
in-class essay answers. 2. Second
research project involves interviewing a professional practitioner. Selection of the professional is the
responsibility of the student accompanied by conferencing with the instructor regarding
the appropriateness of the subject and the validity of the questions. Rough drafts will be discussed, and clear
guidance will be given in terms of suggestions for criteria regarding quality and content,
enhancement of writing style and mechanics. The
students are required to complete the project and present their findings to fellow
students. Your oral presentation will be
approximately eight to ten minutes in length with an additional five-minute period devoted to
extemporaneous comments, questions, and discussion. Each
student in class will complete a written evaluation as per the attached. The instructor will review all student evaluations
and meet with the student to review their oral presentation and discuss areas of
improvement. This project will provide the
student with the opportunity to collect information and knowledge directly from
professionals working in the field. Many of
these professionals have years of highly-valued experience. 3. The
student evaluation of the text requires in-class essay responses. Points are assigned on
the basis of complete, well-organized essay answers. 4. During the
semester, students are involved in at least two learning activities involving the analysis
of actual case studies involving intervention with families. Each of these assignments will require not only a
typewritten response, but also an oral presentation, followed by extemporaneous comments,
questions, and discussed. Your oral
presentation should place special emphasis on oral communication in the context of ethnic,
racial, religious, and community variables. Regarding the criteria
for the oral flag, the following are relevant: A. Earn significant
course credit through extemporaneous oral presentations. B.
Understanding
the features and types of speaking in their discipline. C. Adapt their
speaking to field specific audiences. The text and the case
study presentations place special emphasis on oral communication in context of ethnic,
racial, class, religious, and community audiences. D. Receive
appropriate feedback from teachers and peers, including suggestions for improvement. Student groups’
oral feedback will provide for revisions of students’ projects, and conferencing with
the instructor will provide significant and constructive feedback for student improvement
and change. The evaluation form completed by
students will form the basis for the student teacher conferences. E. Make use
of technologies used for research and speaking in the profession. Sociology 474,
Intervention with Families, will provide students with ample opportunity to utilize
legitimate scholarly research methods and have access to the technologies and professional
content in the WSU library. Professionals
will also interact with the class a number of times during the semester. Example: Head Start and Ron McGuire Family
Therapy. F. Learn the
conventions of evidence, format, usage, and documentation in their fields. The numerous and varied oral communication
experiences in Soc 474 will allow ample opportunity for students to practice and improve
their oral communication skills so as to meet the requirements for employment and graduate
school.
Oral Communication Evaluation Form Presenter’s Name
_______________________________
Date
_______________ Title of Presentation
_______________________________________________________
Name of evaluator
___________________________________
Instructor:
E.
G. Bublitz Catalog
Description:
This course provides an
introduction to intervention with families involving home, school, and community resources
in the facilitation of support and problem solving. Theoretical
frameworks, research, and skills are covered. Prerequisite:
Soc. 150, Introduction to
Sociology Course Objectives This course stresses
intervention with families with a special emphasis on intervention skills. The specific goals of
the course are as follows: 1. To introduce the student to
intervention with families, theory, and research. 2. To acquaint the student with
home-based school, and community intervention regarding family problems and crisis. 3. To develop student competence with
regard to intervention skills and strategies with a special emphasis on oral communication
in the context of ethnic, racial, religious, and community communication. 4. To develop effective and
appropriate oral communication as an intervention strategy. TEXT
TO BE USED
Required Reaching Out
in Family Therapy: Home-Based, School, and Community Intervention, by Nancy
Boyd-Franklin and Brenna Hafer Bry, The Guilford Press, 2000. Optional Clinical
Intervention with Families, Mark A. Mattaini, NASW Press, 1999.
Course Outline: 1. History and Present
Status 2.
Multisystems Approach 3.
Advantages of Reaching Out 4.
Confidentiality and Ethical Issues B.
Socioeconomic,
Cultural and Racial Issues (Chapter 2) 3.
Racial and Cultural Differences
(Black and Latino families) C.
Home-Based Intervention 1. A Framework for
Home-Based Intervention (Chapter 3) 2.
Multigenerational Fathers in
Families in Crisis (Chapter 4)
3. Working with Children and
Their Families (Chapter 5) 4.
Working and Adolescents and Their Families (Chapter 6) D.
School and Community Work 1.
Working with
Schools and Preschools (Chapter 7) 2.
Community
Interventions (Chapter 8) 3.
A Multisystems Case Example
(Chapter 9) E.
Research
and Supervision 1.
Research Evidence for Home-Based,
School, and Community Interventions (Chapter 10) 2.
Supervision and Skills (Chapter 11)
Student Evaluation The requirements and
activities in Sociology 474 will specifically enhance and improve the oral skills of
students in the content areas of family intervention.
In order to promote these oral skills, the course requires the following: 1. First
research project requires the student selecting a current research article from the
professional journals relevant to the content of the course. Each student is required to conference with the
instructor to review the quality and appropriateness of the research. The standards in judging the research are: · Content of the
research must be directly related to the content of the course. · The research must be
empirical and relate to primary research. · Special emphasis
should be given to oral communication in the context of ethnic, racial, religious, and
community variables. · The research must
achieve significant results or findings. · The research study
must be approved by the instructor. · Oral class
presentation is required. Structure of your write-up IV.
Your critical
evaluation. This project allows the
student to analyze the research process regarding the gathering of evidence, the format of
professional writing, and the documentation of support for research hypothesis in the
content area of sociology. Peer evaluation
and extemporaneous learning is promoted by students in class by being assigned to a group
of five students. Copies of the student
research will be circulated within the group. During
these extemporaneous sessions, discussions and constructive suggestions regarding the
sociological analysis (critical thinking) and writing style will be shared as a means of
improving the content and quality of paper. Each
student will revise their research paper based on this oral exchange. I will meet with each
of you several times to discuss the development and final draft of your research. Rough drafts will be discussed, and clear guidance
will be given in terms of suggestions for criteria regarding quality and content,
enhancement of writing style and mechanics. An
oral presentation will be required. Your oral
report will be approximately eight to ten minutes in length with an additional five-minute
period devoted to extemporaneous comments, questions, and discussion. Each student in class will complete a written
evaluation as per the attached.
All students will be
responsible for all student research. All
research projects will be placed on reserve in the library.
I will randomly select ten student projects known only to me from all the
student research projects. You will select
six of the ten studies within the test booklet and complete well-organized and complete
in-class essay answers. 2. Second
research project involves interviewing a professional practitioner. Selection of the professional is the
responsibility of the student accompanied by conferencing with the instructor regarding
the appropriateness of the subject and the validity of the questions. Rough drafts will be discussed, and clear
guidance will be given in terms of suggestions for criteria regarding quality and content,
enhancement of writing style and mechanics. The
students are required to complete the project and present their findings to fellow
students. Your oral presentation will be
approximately eight to ten minutes in length with an additional five-minute period devoted to
extemporaneous comments, questions, and discussion. Each
student in class will complete a written evaluation as per the attached. The instructor will review all student evaluations
and meet with the student to review their oral presentation and discuss areas of
improvements. This project will provide the
student with the opportunity to collect information and knowledge directly from
professionals working in the field. Many of
these professionals have years of highly-valued experience. 3. The
student evaluation of the text requires in-class essay responses. Points are assigned on
the basis of complete, well-organized essay answers. 4. During the
semester, students are involved in at least two learning activities involving the analysis
of actual case studies involving intervention with families. Each of these assignments will require not only a
typewritten response, but also an oral presentation, followed by extemporaneous comments,
questions, and discussed. Your oral
presentation should place special emphasis on oral communication in the context of ethnic,
racial, religious, and community variables. Attendance You are expected to
attend class. Roll may be taken on
occasion as a means of checking attendance. Class
attendance is important and may influence your grade. Grading will be
assigned on the basis of total points accumulated during the semester. Relative grading curves will be compiled by the
professor on the basis of total points accumulated during the semester and students will
be informed accordingly. The final grade will
be assigned on the basis of a relative grading curve reflecting the student’s total
number of points earned during the entire semester.
Oral Communication Evaluation Form Presenter’s Name
_______________________________
Date
_______________ Title of Presentation
_______________________________________________________
Name of evaluator
___________________________________
References and
Bibliography Berg, I.K. (1994). Family-based
services: A solution-focused approach. New York: Norton.
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