COLLEGE: MISSIONSUBJECT (DISCIPLINE) NAME):FAMILY CONSUMER STUDIESCOURSE NUMBER:31

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: BasicCourse Information

OUTLINE STATUS:

1.COLLEGE: Mission

2.SUBJECT (DISCIPLINE) NAME[1]): Family and Consumer Studies

(40 characters, no abbreviations

3.COURSE NUMBER: 31

4.COURSE TITLE: Marriage and Family Life

5.UNITS: 3

6.CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

Interpersonal growth and rewarding relationships are explored over the course of the family life cycle. Examines the impact of social , psychological, emotional and economic forces on family stability. Emphasis will be placed on the intergenerational nature of family relationships.
  1. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

Interpersonal growth and rewarding relationships are explored over the course of the family life cycle. Examines the impact of social , psychological, emotional and economic forces on family stability. Emphasis will be placed on the intergenerational nature of family relationships. / .
  1. INITIALCOLLEGE APPROVAL DATE: 6/75-
  2. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
    outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / AdvisoryDistrictwide Course Attributes

Other (describe) Course Description (Changed from current catalog)

  1. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture: / 3 / 54 / 3
Lab/activity (w/ homework):
Lab/activity (w/o homework):
Total: / 3 / 54 / 3

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

  1. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

.Prerequisites: no (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
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_eitherandorend
_eitherandorend

.Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Advisories: no (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend
  1. REPETITIONS --Number of times course may be repeated for credit (three maximum):(see: Section V, #9)
  1. OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

None.

Section II: Course Content and Objectives

  1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Introduction to marriage and family life. Critical thinking, definition of family and its function in society. Goals of marriage and family as an institution. Research Methods, Perspectives of marriage and family relationships.
Family structures in our society. Qualities of strong resilient families. Research suggests eight major qualities shared by all strong, healthy families: commitment,appreciation, good communication patterns,desire to spend time together,a strong value system,ability to deal with crisis and stress in a positive manner,resilience,self-efficacy,
Roles and how they affect our lives.Who are
You? Gender convergence and role equity,
masculine and femine aspects of role development. Gender-role stero types;biological versus environmental.
The dual worker family: the real American revolution. A discussion on work and family as a source of conflict
Learning to love – what is it all about?
Are love and marriage good for you? What is love? Stages of development –from self-love in infancy to adult heterosexual love. Love over time:from passionate to compassionate.
Communications in intimate relationships. The three foundation blocks of successful communication-Commitment,Growth Oreintation, and Non-coercive Atomosphere.Cuses of communication failure. Men and women: do they speak the same language? Communication and family conflict. Family life in the information age.
Identifying problem ownership, self –assertion, empathia listening, non-verbal communication,feedback, negotiating and problem solving. Communication and family conflict. Conflict may lead to the destruction of a family unit. Conflict management. Anger management.
Motivation and Emotion. The difference between intrinsic and extrinsic motivation. Basic emotions. Influence of facial expressions on internal emotional states.
Dating, single life, and mate selection. Changing sexual mores, date rape and courtship violence.
The issue of cohabitation: unmarried-couple households. The legal issues of common-law versus Marriage. Engagement – the One and Only. Predictive marital success factors.
Marriage, Intimacy,Expectations, and the Fully Functioning Person. Defining marital success.Fulfilling needs in marriage.
Marital expectations and the self-actualized person in the fully functioning family,
You and the State: legal aspects of marriage.
Personality inventory.
Human Sexuality. Perspectives that explain gender role development. According to Masters and Johnson, the phases of the human sexual response cycle. Factors that have been suggested as possible derteminants of a gay or lesbian sexual orientation.
Socialization of the child.
What is SEX? Sex and the aging process, Sex and drugs, Sexually transmitted diseases.
Video on Sexually transmitted diseases.
Family Planning, Pregnancy, and Birth.
Family planning decisions. Infertility. Pregnancy and prenatal development. The birth process.
Adoption –parents without pregnancy.
Challenges of Parenthood. Effects children have on marriage.The single parent family.
Parental effectiveness. Diversity in child-rearing values amd practices. Father’s role. Television, video games, and the internet as surrogate parents. Child rearing discipline and control.
The Growing Child in the Family. Infancy through the young adult.
Personality Theory and Assessment. Levels of consciousness. Freud’s systems of personality and psychosexual stages of development. Views of the neo-Freudians vs. views of Freud. Contributions of the Humanistic theorists like Piaget, Erikson(eight psychosocial developmental stges) to the study of personality and social development. Personality assessment.
Adolescense and Adulthood. The physical and psychological changes that occur as a result of puberty. Three parenting styles. Physical and psychological changes associated with later adulthood.
The family in crisis:
Psychological Disorders. Abnormal behavior. Theorietical approaches that attempt to explain the causes of psychological disorders. Anxiety disorders; mood disorders; schizophrenia.
Video discussion. Three components of an attitude. Agression; prejudice and discrimination. Group discussion.
.
Coping With Crisis: Divorce, Death, Loss of Job.
Stress is a killer. Stress reduction techniques.
Types of stressor events:internal, normative,ambiguous,volitional,chronic,
Culmulative,external,normative, nonamiguous,nonvolitional,acute,isolated. Defense mechanisms, death in the family, grief and bereavement, accidents, injuries and catastrophic illness,family violence,child abuse, sibling abuse,parental abuse by children,poverty and unemployment,military – time of war, drug and alcohol abuse
Family Life Stages: Middle Age to Surviving Spouse. Re-Marriage- a way if life. Middle-age : the empty nest. Retirement. Widowhood as the last stage of marriage. The Grandparenting role. / 3
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3 / Define and differentiate between the scientific and experimental methods; discuss the goals of marriage and family relationships; compare and contrast the major perspectives in human development as it relates to the function of the family in today’s society,
Define and distinguish between a nuclear, immediate, blended, single parent, extended family and their effects on human behavior; analyze the role of the family member in our society; define qualities of strong and resilient families.
Distinguish the difference between qualities that define the differences in families; discuss the roles we play; compare and contrast gender convergence and role equity; masculine versus femine; biological contrasted to environmental; discuss and evaluate sources of conflict in the dual earner family.
Evaluate the different stages of love and how they form in our society; define love, distinguish between the developmental stages of love;
contrast the theories on love; explore the natural transition of love relationships over a life-time.
Describe the five skills necessary to successful communication and compare and contrast the basic differences in the way men and women communicate. Construct communication exercises such as the 10-10-10 and assess its value by applying the techniques with family members.
Compare and contrast various components of problem solving ie. You, I -, and we statements; discuss defining the problem,set up conditions supportive of problem solving, elimination of generalization, discrimination and how brain storming occurs in broadening the range of possible solutions; distinguish between positive reinforcement, negative reinforcement and punishment; analyze the disadvantages of punishment.
Analyze the 5 negative types of couple interaction that are predictive of relationships failure: contempt,criticisim,defensiveness,stonewalling, and belligerence and be able to dramatize scenerios that would offer conflict solutions and anger management.
Differentiate between intrinsic and extrinsic motivation; compare and contrast different theories of motivation and appraise the results as they affect relationships.
Differentiate between desireable personal characteristic and values; define cohabitation and the specific aspects that it includes; distinguish between cohabitation and marriage; analyze different legal outcomes; examine the 3 components of predictive marital success; similar attitudes,
Values, and beliefs.
Analyze the nature vs. nurture controversy as it applies to marriage expectations; compare and contrast different needs in marriage ie. sexual needs, material needs, social and psychological needs.
Discuss what constitutesthe 7 characteristics that identify a self-actualized person (Maslow’s self-actualization theory). Examine the California marriage laws.
Use the personality inventory to examine the learning styles and personal characteristics that make a person unique. Evaluate your personality strenths and weakness.
Examine the biological factors that determine whether a person is male or female; distinguish between Master and Johnson’s 4 phases of the human sexual response cycle; define what is meant by sexual orientation; discuss various biological factors that have been suggested as possible determinants of gay or lesbian sexual orientation. Differentiate between male and female sexuality roles, Determine factors that affect sex and the aging process. Question the effects of drug use on sexual behavior. Compare and categorize sexually transmitted diseases and rate their effects on society.
Examine the readiness of a couple to have children. Describe the various stages of prenatal development from conception to birth.
Students will discuss the US abortion laws (Roe v. Wade, January 22, 1973) and the ramifications.Compare and contrast the 3 most commonabortion techniques :dilation and curettage, vacuum, and saline abortion.
Explore reproductive alternatives for couples who are infertile. Students will be able to distinguish the various stages of the birth process.
Analyze the influence and effectss that children have on their parents’ marriage(i.e.,Brody,Mc Bride et al., Nomaguichi and Milkie); examine the 5 costs to couples presented by parenthood;compare the pros and cons of the research findings(Sharpe,
Mac Dermid et al.,Bradbury). Compose a cause and effect for different disciple approaches, score the effectiveness from one to ten.
Identify the challenges of the single parent family.
Compare the growth stages in children from infancy through young adulthood and assess the effects on the family at each stage.
Examine various personality theories including Freud, Jung, Adler, Horney, Allport, Eysenck, Maslow & Rogers; compare and contrast different assessment methods. Examine humanistic views of Piaget and Erikson on the psycho-social development of children.
Compare the 2 types of studies developmental psychologists use to investigate age-related changes: compare and contrast dominant and recessive genes and when they are expressed in an individual’s traits;define temperament and maturation; examine the 4 attachment patterns identified in infants; compare and contrast Piaget’s cognitive stages of development with Erikson’s psychosocial stages of development and Kohlberg’s moral humanistic views of Piaget and Erikeson on the psychosocial development of children.
List the steps in determining a family crisis.
Examine the criteria that might be used to differentiate normal from abnormal behavior; compare and contrast the current perspectives that attempt to explaine the causes of psychological disorders.
Examine the development of prejudice according to social learning theory; discuss strategies for reducing prejudice and discrimination. Define the “by-stander” effect; examine causes of aggressive behavior.
Examine the causes of stress. Formulate a plan to reduce stress. Practice stress reduction techniques. Measure the effects of a personal stress reduction plan.
Examine the effects of defense mechanisms on the family structure. Compare and contrast the variety of crisis that may affect the family. Rate the methods to cope with crisis.
Assess the value of proper retirement planning.
Evaluate the consequences of being widowed.
Review the responsibilities and benefits of the role as a grandparent.
Demonstrate proficiency in the areas covered in this course.
Total Lecture hours* / 54
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total Lab hours* / 0

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
  1. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Cox, Frank D.. (2006) Human Intimacy, Marriage, the Family, and Its Meaning, Tenth Edition. Thomson and Wadsworth Publishers.
  1. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Covey,Stephen R.. (1998) The 7 Habits of Highly Effective Families: Building a Beautiful. Ist. Golden Books Publisher.
Dobson, James C.,(1996) Love Must Be Tough. Focus On The Family publisher.
Lamanna, Mary Ann., (2003) Marriages and Families: Making Choices in a Diverse Society. Eighth Edition. Random Publishers.

Video entitled :

LOVE by Leo Buscaglia, Communication: The Art of Listening,

The Miracle Months by Nova –

Stress Reduction –

Who Moved My Cheese

Character : Doing the Right Thing

7 Steps of Successful Families

Familes of Diversity -

  1. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Writing assignments for all chapters with assignments that reflect critical thinking. Formulate plans for problem solving, crisis intervention and stress reduction. Midterm will have 5 essay questions and final will be an essay of not less than 350 words that demonstrates proficiency in the course concepts.
  1. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Library and internet research.
Two book reports
Communication 10-10-10 exercise, analysis of personality inventory, evaluation of self-realization, problem solving assignment that shows process, crisis and stress reduction plan, Weekly assigments that relate to the topic.
  1. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.