Final exam study guide PDF

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HDFS 2280

Final Study Guide

12/02/18

You still must know THEORIES – as related to 10 substance areas ● Ecological Systems Theory o

This theory holds that development reflects the influence of several environmental systems, and it identifies five environmental systems that an individual interacts with. These include, but are not limited to, an individual's school, neighborhood, church, their family, and their peer ▪

● Family Systems Theory ● LifeSpan Development Theory Family Life Education – same concepts as included on Exam 1 ● What is family life education? (Walcheski, & Reinke and earlier slides) o

Provides opportunities for individuals and families to enhance and improve their lives by providing the knowledge and skills needed for effective family living.

● FLE framework (earlier slides & Walcheski, & Reinke) o

● 10 Substance Areas (earlier slides & Walcheski, & Reinke) 1. Families & Society ○ Understanding families and their relationships to other

institutions 2. Internal Dynamics of Families ○ Understanding family strengths and weaknesses and how family members relate to each other 3. Human Growth & Development Over the LifeSpan ○ Understanding the developmental changes of individuals in families throughout the lifespan 4. Interpersonal Relations ○ Understanding of the development and maintenance of interpersonal relationships 5. Human Sexuality ○ Understanding the physiological, psychological, & social aspects of sexual development throughout the lifespan 6. Family Resource Management ○ Understanding the decisions individuals and families make about developing and allocating resources, including… i. time ii. money and material assets iii. friends and neighbors iv. space 7. Parent Education ○ Understanding of how parents teach, guide and influence children and adolescents 8. Family Law & Public Policy ○ Understanding of the legal definition of the family and laws which affect the status of the family 9. Ethics ○ Understanding the character and quality of human social conduct and the ability to critically examine ethical questions and issues

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10. FLE Methodology ○ Understanding the general philosophy and broad principles of family life education in conjunction with the ability to: i. plan ii. implement iii. evaluate

Human Growth & Development (Walcheski, & Reinke: Chapt 17 & power point) ● Stages of development o o o o o o o o

Prenatal Infancy Early Childhood Middle Childhood Adolescence Emerging Adulthood Adulthood Later adulthood

● Domains of development o o o o o o

Physical Emotional Cognitive Social Moral Personality

Parent Education and Guidance –( Walcheski, & Reinke: Chapt 21) & PP ● Nine assumptions of parent education 1. Parents are the primary socializers of their children. 2. Parenting attitudes, knowledge, skills, and behaviors can be positively influenced by parent education efforts. 3. Parenting is a learned skill that can be strengthened through study and experience. 4. Parent education is more effective when parents are active participants in and contributors to their parent education programs. 5. The parent-child relationship is nested within and influenced by multiple social and cultural systems. 6. Programs should be responsive to diversity among parents. 7. Effective parent education may be accomplished by a variety of methods. 8. Both the parent and the child have needs that should be met. 9. The goal of parent education is strengthening and educating the parent (or caregiver) so that he or she is better able to facilitate the development of caring, competent, and healthy children.

● NC Parent Education Network/NC Parenting Educator Credential Family Life Education Methodology - Walcheski, & Reinke: Chapt 24 & PP ● The Planning Wheel Model o o

I Believe That: What are your and your agencies basic values? What I Want: What do you hope to accomplish? What are the needs of this audience?

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End Product: What are the outcomes that I want to achieve? How to Do It: What learning experiences will help to lead to my desired outcomes? Carry out the Plan: Implement the program Evaluate: Did I achieve my desired outcomes?

● Opportunities in family life education – e.g., parenting education, relationship education o

● Types & Settings of FLE programs ● Examples of family life education programs o Settings, modes of delivery, “canned” curriculum Family Resource Management - Walcheski, & Reinke: Chapter 20 & power point ● Types of Resources o o o o o o o

Time Money Material assets Energy Friends Neighbors Space

● Decision Making Process 1. 2. 3. 4. 5.

Define the problem. Identify the values and resources that are relevant to this problem. Brainstorm all possible solutions and the consequences of each solution. Evaluate each possible solution by identifying the pros and cons for each one. Choose the best solution and take the necessary steps to follow through with your decision. 6. Reflection on your decision and read just if necessary

● Definitions o Financial Literacy ▪ Ability to read, analyze, manage, and communicate about the personal financial conditions that affect material well-being.

o Financial Education ▪ Education that equips individuals and families with the ability to negotiate the money management issues necessary for them to make self-enhancing life choices.

● Results of poor financial literacy ● Financial Education Programs Family Law & Public Policy (power point & Walcheski, & Reinke: Chapt 22) & PP ● Family Functions and family policy ● Family perspective in policy making

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Final Study Guide

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Human Sexuality (Power point & Walcheski, & Reinke: Chapt 18) & PP ● Sexuality through the Lifespan ● Intimacy ● Learning about sexuality o Talking with Children Families and Individuals in Societal Contexts- Walcheski, & Reinke: Chapt 15 & PP ● Defining Family ● Myths and Facts about Families ● Historical Perspectives on Families Ethics (powe rpoint & Walcheski, & Reinke: Chapt 23) & PP ● Ethics vs. Morals o o o o o

Moral = society Ethical = individual Moral issues directly impact ethical issues Morals change over time Ethical Decision Making – consideration of ethical guidelines, standards or principles when faced with a dilemma in a professional setting.

● Common ethical issues in FCS o o o

Confidentiality Informed Consent Dual Relationships

● Ethical Thinking and Practice (Chapter 32: 233-239) o Three approaches to ethics ● Relational Ethics – examines the context of the relationship between the people involved. ● Principles – adhere to agreed upon principles for practice that guide everyday decisions and actions. ● Virtues Ethics – Recognizes moral competence, internal standards of excellence o

The ethical guidelines/case study process

Interpersonal Relationships (Walcheski, & Reinke; Chapt 19) & PP ● Benefits of good interpersonal skills ● Programs that teach interpersonal skills ● Impact of technology on interpersonal relationships Internal Dynamics of Families (Walcheski, & Reinke: Chapt 16) & PP Marriage and Relationship Education - Walcheski, & Reinke: Chapt 9 & power point ● Marriage Education Movement o o o

To strengthen marriage as a fundamental institution And lower the divorce rate Focuses on preventative treatment

● Dimensions of Marriage/Relationship Education Final Study Guide | 4

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Content Dosage Methods Timing Setting Target Audience Delivery ● Challenges and future directions o o o o o o o

There will be 2-3 questions regarding APA style for ● In-text citations and referencing a journal and book o Journal ▪

● Running headers o Running head: APA Homework (for title page) o APA HOMEWORK (for the rest of the paper) ● Citing indirect and direct quotes o Non-direct ▪ Wirth and Mitchell (1994) found that although there was a reduction in insulin dosage over a period of two weeks in the treatment condition compared to the control condition, the difference was not statistically significant.

o Indirect ▪ Patients receiving prayer had "less congestive heart failure, required less diuretic and antibiotic therapy, had fewer episodes of pneumonia, had fewer cardiac arrests, and were less frequently intubated and ventilated" (Byrd, 1988, p. 829).

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