Approved by University Studies Sub-Committee.  A2C2 action pending.
Approved by Faculty Senate October 24, 2005

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
Source: All relevant information. Author’s name, title of research.
I.                      Objectives of the research – why was it conducted?
II.                     Methods: Analysis of sample and research design.
III.                   Results and findings of the research, including emphasis on oral communication as an                intervention strategy in the context of racial, religious, community, and family
                        variables.

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.
The oral communication experience in Sociology 474, Intervention with Families, allows students a significant opportunity to attain a professional proficiency.  Each research project requires an oral presentation followed by extemporaneous comments, questions, and discussion.  Extemporaneous oral student feedback within the small groups of students will be the basis for improving and revising student research.  Peers will evaluate each oral presentation including the extemporaneous response of the presenter during the class presentation.  Credit will be assigned accordingly for extemporaneous oral responses.

 

B.             Understanding the features and types of speaking in their discipline.
The second research project involves interviewing a professional practitioner.  This experience allows a student to interact firsthand with a professional.  During the semester, a number of professional presenters will be invited to interact with students.  This experience allows students an opportunity for professional oral exchange.  Examples: Head Start and Ron McGuire Family Therapy.

 

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 _______________________________________________________

 

Criterion

 

Comments

 

Organization (introduction, findings, conclusion)

 

 

 

 

Volume, Enunciation, Eye Contact, Gestures

 

 

 

 

Delivery (too fast, too slow)

 

 

 

 

 

Extemporaneous answers to questions

 

 

 

 

Other

 

 

 

 

 


For each criterion, rate the presentation between 1(very poor) and 20 (very good).

 

 

Name of evaluator ___________________________________

 

 

 

 

 

 

 

 

 

 



 


 

SYLLABUS

 INTERVENTION WITH FAMILIES SOC 474

3 Semester Hours

SPRING SEMESTER 2005

 

 

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:
A.             Introduction (Chapter 1)

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)
            1.             Poor Families

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
Source: All relevant information. Author’s name, title of research.
I.                      Objectives of the research – why was it conducted?
II.                     Methods: Analysis of sample and research design.
III.                   Results and findings of the research, including emphasis on oral communication as an                intervention strategy in the context of racial, religious, community, and family
                        variables.

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 _______________________________________________________

 

Criterion

 

Comments

 

Organization (introduction, findings, conclusion)

 

 

 

 

Volume, Enunciation, Eye Contact, Gestures

 

 

 

 

Delivery (too fast, too slow)

 

 

 

 

 

Extemporaneous answers to questions

 

 

 

 

Other

 

 

 

 

 


For each criterion, rate the presentation between 1(very poor) and 20 (very good).

 

 

Name of evaluator ___________________________________

 

 

 

 

 

 

 

 

 

 

 


 

 

References and Bibliography

Berg, I.K. (1994). Family-based services: A solution-focused approach. New York: Norton.
Biglan, A. (1995). Changing cultural practices: A contextualist framework for intervention             research. Reno, NV: Context Press.
Black, M.M., & Krishnakumar, A. (1998). Children in low-income, urban settings: Interventions             to promote mental health and well-being.              American Psychologist, 53, 635-646.
Borduin, C.M., Mann, B.T., Cone, L.T., Henggeler, S.W., Fucci, B.R., Blaske, D. M., &             Williams, R.A. (1995).  Multisystematic treatment of serious juvenile offenders: Long-term             prevention of criminality and violence.  Journal of Consulting and Clinical Psychology, 63,       569-578.
Bowen, M. (1978). Family therapy in clinical practice.  New York: Jason Aronson.
Boyd-Franklin, N. (1989). Black families in therapy: A multisystems approach.             New York:             Guilford Press.
Boyd-Franklin, N., Aleman, J.D.C., Jean-Gilles, M.M., & Lewis, S.Y. (1995).             Cultural                                     sensitivity and competence: African-American Latino, and Haitian families with
            HIV/AIDS.      In N. Boyd-Franklin, G.L. Steiner, & M.G. Boland (Eds.), Children,
            Families, and HIV/AIDS: Psychosocial and therapeutic issues (pp. 53-77). New York:
            Guilford Press.
Bry, B.H., (1982). Reducing the incidence of adolescent problems through preventive                                 intervention: One- and five-year follow-up. American Journal of Community    
            Psychology, 10, 265-276.
Bry, B.H. (1994). Preventing substance abuse by supporting families’ efforts with community                         resources.  Child & Family Behavior Therapy, 16, 21-26.
Bry, B.H., & Green, D.M. (1990). Empirical bases for integrating school- and family-based                 interventions against early adolescent substance abuse.  In R. McMahon & R. Peters                                  (Eds.), Behavior disorders of adolescence: Research, intervention, and policy in clinical and             school settings (pp. 81-97). New York: Plenum Press.
Clark, L. (1985a). SOS: Help for parents. Bowling Green, KY: Parents Press.
Comer, J.P., & Hamilton-Lee, M.E. (1982). Support systems in the Black community. In D.E.                 Biegel & A.J. Naparstek (Eds), Community support systems and mental health (pp. 121-             136). New York: Springer.
de Shazer, S. (1982). Patterns of brief family therapy: An ecosystem approach.  New York:                   Guilford Press.
Dishion, T.J., & Patterson, S.G. (1996). Preventive parenting with love, encouragement and                limits: The preschool years. Eugene, OR: Castalia.
Eyberg, S.M. (1988). Parent-child interaction therapy: Integration of traditional and
            behavioral concerns.  Child & Family Behavior Therapy, 10, 33-46.
Falicov, C. (1998). Latino families in therapy: A guide to multicultural practice. New York:               Guilford Press.
Gibbs, J.T. (1998). African American adolescents. In J.T. Gibbs & L.N. Huang (Eds.),
            Children of color: Psychological interventions with culturally diverse youth (pp. 171-
            214). San Francisco: Jossey Bass.
Helms, J.E., & Cook, D.A. (1999). Using race and culture in counseling and psychotherapy:                       Theory and process.  Needham Heights, MA: Allyn & Bacon.

 


 


Kagan, R., & Schlossberg, S. (1989). Families in perpetual crisis.  New York: Norton.McGoldrick, M., Giordano, J., & Pearce, J.K. (eds.). (1996). Ethnicity and family
            therapy (2nd ed.).  New York: Guilford Press.
Miller, D. (1989). Family violence and the helping system.  In L. Combrinck-Graham (Ed.),             Children in family contexts: Perspectives on treatment (pp.413-436). New York:
            Guilford Press.
Rickel, A.U., & Becker, E. (1997). Keeping children from harm’s way: How national policy               affects psychological development. Washington, DC: American Psychological Association.
Sanders, M.R., & Dadds, M.R. (1993). Behavioral family intervention. Needham Heights,
            MA: Allyn & Bacon.
Sue, D.W., & Sue, S. (1990). Counseling the culturally different. New York: John Wiley & Sons.
Wills, T.A., Blechman, E.A., & McNamara, G. (1996). Family support, coping, and competence.             In E.M. Hetherington & E.A. Blechman (Eds.), Stress, coping, and resiliency and             children and families. Mahwah, NJ: Erlbaum.