FYC 3112 - University of Florida Family Youth and Community ...

FYC 3112 (5782) Contemporary Family Problems and Interventions
Fall 2011 Course Syllabus
Meeting Times and Location
M,W,F Period 7 (1:55-2:45) RNK 15E
Prerequisites
SYG 2000 Principles of Sociology AND
FYC 3001 Introduction to Family, Youth and Community Sciences AND EITHER
SYG 2430 Marriage and the Family OR
FYC 3001 Parenting and Family Development
Instructor:
Suzanna Smith, Ph.D., CFLE
Associate Professor
Human Development
Department of Family, Youth & Community Sciences
Office and Hours:
3041 McCarty Hall
352-273-3537
M 10-12 and T 1:30-2:30 or by appointment
Course Description
This course focuses on the major social and family problems contemporary families face, including
poverty, violence, and care of dependent elders. An emphasis is placed on family strengths and resiliency
as well as social programs that help families withstand and overcome difficulties. This course emphasizes
the role of society, race and gender in constructing family problems. (UF catalog)
Certified Family Life Education (CFLE)
Please note that the content of this course is approved by the National Council on Family Relations as
part of the University of Florida’s Certified Family Life Education (CFLE) Program in the Department of
Family, Youth and Community Sciences. This course is approved to meet professional requirements for
training in specific content areas that prepare a student to meet standards for provisional certification as a
family life educator. See the instructor or your advisor if you are interested in becoming a CFLE.
Key Concepts
The first key concept of this course is that families experience numerous “problems”--or stressors and
changes throughout their lives--and that with certain resources and ways of coping, families can survive
and even thrive. Certain theories about families help us make sense of how families process stressors
and changes and what helps them cope and adjust and even be resilient. Research on how families
respond to certain problems provides important information on what makes a family struggle or survive
and thrive. The second key concept is that family professionals assist families in coping with stress and
change by “intervening”, specifically through human services, family therapy, education, and family policy.
The best interventions are those that are based on research showing what works well to help families
address their problems.
Students often come to this class with a good background on some of the major changes in families’
lives, such as divorce or the transition to parenting. This course has a different focus on (a) interventions
as they relate to problems and changes, (b) family strengths and resilience rather than problems alone,
and (c) key theories to help future professionals analyze family problems. Importantly, this course
requires students to not only master concepts, but to develop analytic and application skills—for
analyzing family problems and determining the best and most appropriate interventions.

To accomplish this analytic and applied thinking, you will first need to:
• Thoroughly understand the theories presented in the first part of the course and utilize the
theories, particularly the Double ABCX theory, to analyze all the problems covered in the course.
• Master the concepts of each of the four interventions and use each appropriately to intervene with
a hypothetical family.
When you accomplish this, you will be taking the first steps in the basic work of a family professional.
Whether you intend to work with families, youth, or some other population, these skills for
conceptualization, analysis, integration, and application will help you identify and solve problems. The
course is structured to help you practice these skills in and out of class.
Main Course Goals
1. Provide objective information on the difficult problems US families face based on recent research.
2. Use theories to frame up how families react to and cope with these issues.
3. Introduce key ways of intervening with families to prevent problems or provide needed
assistance.
4. Provide opportunities to think critically about family changes, challenges, and interventions.
5. Provide opportunities to practice analysis and applications of learning to case studies
representing “real life” situations.
Course Objectives
Students who successfully complete this course will be able to:
1. Identify the major changes and challenges in modern family life.
2. Use theories of systems, development, stress and coping, and family resilience to explain how
families respond and deal with challenges.
3. Identify professional interventions.
4. Analyze a case study, applying knowledge of family problems, theory, and interventions to best
assist the family.
Course Format
To accomplish the course goals and objectives, this course will include: (a) introduction to concepts via
mini-lecture and question and answer with the large group; (b) group discussions, videos, written
assignments, and other activities to help us analyze family problems and determine the interventions that
will help them.
Required Readings and Other Material
Text:
You must bring your book (or the chapter for the day) to class every day unless otherwise
announced.
Price, S. J., Price, C. A., & McKenry, P. C. (Eds.). (2010). Families and change (4 th Ed.).
Thousand Oaks, CA: Sage.
When a chapter is assigned for a week, students are expected to have read the material by
Monday. Otherwise, the specific day for a reading will be listed. A copy of the text will be on
reserve in the Marston Science Library.
Other Readings:
Other readings can be accessed on the Internet, library e-reserve (ARES), or course e-learning
site, as indicated in the course calendar and/or announced in class.
E-Learning on Sakai:
Check daily for announcements, assignments, and handouts. I will do my best to have lecture
notes posted in advance so you can print these out and bring them to class, unless a class
activity is needed before viewing lecture notes. Laptop/netbook computers are not permitted in
class.
Videos:
Several videos are assigned throughout the semester. These are not purely for entertainment
(although some are entertaining!); they are an integral part of the course material, and you will be
asked to analyze these examples for course concepts and applications. Typically there will be a

viewing guide to help you identify key concepts and analyze key parts of the video; these viewing
guides may be collected at the end of class as an activity grade.
Email and office hours:
Email is a great way to communicate with me, as are office hours. Please use my regular ufl.edu
address (sdsmith@ufl.edu); please do not email me on Sakai.
Assignments
All students must complete the following:
1. Three exams
2. Consistent classroom attendance and active, skilled participation.
3. About 10 application assignments based on in-class work and homework.
4. An information sheet and course contract.
There is one Extra Credit assignment (optional).
Exams: 3@100=300 points. See course calendar for target dates. These dates may be adjusted as
needed. The format may include short answer, essay, T/F, definitions, matching, and multiple choice.
Additional information about testing policies is found under #6 of the “Other class policies” section.
Attendance and Participation: 100 points, ongoing
First Classes Attendance Policy
The official UF Policy is as follows: Students who do not attend at least one of the first two class meetings
of a course or laboratory in which they are registered, and who have not contacted the department to
indicate their intent, can be dropped from the course. Students must not assume that they will be
dropped if they fail to attend the first few days of class. The department will notify students dropped from
courses or laboratories by posting a notice in the department office. Students can request reinstatement
on a space-available basis if documented evidence is presented. This is a high demand course and
seats are limited; you must secure your seat by attending one of the first two days of class.
Semester Attendance and Participation Policy
Attendance is required in all classes and roll will be taken periodically, at unannounced times. You must
be present, on time, and in class for the entire period to receive credit. Students who arrive late or leave
early will not earn attendance points for that day. You may NOT have another student sign in for you or
answer for another student if roll is called; both students will lose attendance points.
You may request excused absences that meet University policies published in the Undergraduate
Catalog and by providing written, professional documentation before or immediately when you return to
class. You must provide any excuses when they occur, not later in the semester. Excuses for absences
will not be accepted after 4 weekdays after the absence. It is your responsibility to get notes from
classmates and make up missed work, as agreed upon in advance with the instructor.
Excused absences include:
1. sick days (documented by a medical practitioner);
2. death of an immediate family member (funeral program or other acceptable documentation);
3. conferences or authorized UF travel;
4. 12 day rule (athletes);
5. religious holidays; and/or
6. UF approved holidays.
For the University of Florida policy, see:
http://www.registrar.ufl.edu/catalog/policies/regulationattendance.html. Please avoid scheduling medical
appointments or family trips during class periods; these are not excused absences. Please note that you
are responsible for getting any information you miss. I do not provide notes for students who miss class.
Get to know someone you can call for notes, should you need to miss class.
In addition to attendance, positive class participation is important and can raise borderline grades.
Students are expected to keep up with the course readings and to be prepared to discuss these in class,
to participate in class activities, to ask questions of speakers, and to be ready to answer questions about
the readings or course material if called upon. Students will be randomly called upon to summarize their
understanding of lectures and readings; everyone will have a fair chance to be called upon! If students

are not prepared, pop quizzes will be given toward your attendance and participation grade. Negative or
problem behavior will result in lost participation points and removal from class if necessary.
Application Assignments: Points range from 5-20 for a total of 135 points, ongoing.
Throughout the semester, assignments in-class and homework assignments will help you apply
concepts. These include video viewing guides, small group discussions, quizzes, and individual
written work. In class assignment will not be announced in advance. Three homework
assignments will be posted with the due date and instructions in advance. Unless you have an
approved absence, you must be in class to receive points for in-class assignments.
Information Sheet and Course Contract: 20 points, DUE in class August 26. This short
biographical form and attached picture helps me begin to get to know you. The course contract
confirms that you understand some key expectations of the course. This is your first written
assignment. Instructions are posted on Sakai.
Getting to Know You Extra Credit: 20 points
One of the things I love about teaching is getting to know students! This becomes more difficult in
larger classes like this one. For this reason, there will be meeting times scheduled for you to meet
me in my office for a 15 minute chat the first few weeks of school. I will send around a sign-up
sheet, but if you cannot come at the scheduled times, I will work with you to find a suitable time.
Please note that this assignment must be completed by September 9 for you to receive credit.
This is the only extra credit assignment this semester, so be sure to schedule it in if you want
the additional points. Please notify me if for some reason you cannot get to our appointment.
Choose your time carefully, as another slot may not be available if you miss your appointment.
Grading
This course will not be graded on a curve. No letter grades will be given until the final grade. To receive
an A, students must clearly have achieved excellent performance, not just racked up points. This means,
outstanding contributions to class activities and discussions, regular attendance, articulate and complete
written work, preparation for class and ability to respond to instructor questions, and A scores on tests.
Student grades are based on the following:
3 Tests @ 100 each 300 54%
Class Attendance & Participation 100 18%
Information Sheet and Course Contract Application assignments 20 4%
Application Exercises 130 24%
TOTAL 550 100%
Extra Credit: 20 points
The key question I will ask when grading your assignments and determining your final grade is, “Did this
student demonstrate clear understanding of the concept and research findings, and appropriately applied
concepts and knowledge to intervention with families” In addition, when determining your final grade I
will ask, “Did this student consistently attend class and contribute in positive, productive ways to the
classroom environment and other students’ learning”
Grading Scale
% Grade Grade
92 A 72-76.9 C
90-91.9 A- 70-71.9 C-
87-89.9 B+ 67-69.9 D+
82-86.9 B 62-66.9 D
80-81.9 B- 60-61.9 D-
77-79.9 C+

Other Course Policies
1. ATTENTION. Scholars point out that learning begins with one thing: attention. Please be
on time, put aside distractions (#2 below) and be ready to participate in class, through
listening, talking, watching and (occasionally) playing. When your peers or the instructor
are speaking, give them your full attention. We can all learn from each other.
2. DISTRACTIONS. Be in your seat on time and be ready to begin. Class ends when the
class is dismissed.
• Turn off your cell phone or other electronic devices before class.
• Do not have side conversations or text during class.
• Do not engage in other activities during class (e.g., sleeping, preparing for another class,
writing notes to your neighbor, or reading the paper or a novel!).
• Lap top use is not permitted in class.
3. LEARNING ENVIRONMENT. In the University setting we are striving to create a learning
environment that fosters intellectual, emotional, and social growth. My goal is that our class
will be a comfortable place for everyone, where we can have interesting and lively
discussions of ideas and experiences based on a climate of mutual respect, and that no
matter our views, we all have a semester of learning! Please follow these basic guidelines to
help foster such an environment. Keep the dialogue respectful of your peers and of the
instructor. Be sure to stay objective, nonjudgmental, and non-confrontational; do not use
profanity. Group work must also be cooperative and collaborative. This is so important. Poor
classroom behavior has several possible results: a warning, a meeting with the instructor; the
loss of attendance and participation points, and referral to the Dean; the student may be
asked to leave the class, be reported, or removed, following UF policy.
4. LATE ASSIGNMENTS. Written assignments are due in class and/or to Turn it In on the
due date and time, as indicated by the instructor. In class activities are due in class.
Please do not email your assignments. Late assignments will not be accepted unless you
have written, professional documentation for a reason consistent with UF policy (see
Attendance policy above).
5. MISSED EXAMS. Missed exams will result in a zero, unless you have written,
professional documentation for a reason consistent with UF policy (see Attendance
above). Your documentation must be provided to the instructor immediately upon your
return to class. Make-up exams will be given at the instructor’s discretion, but if given,
must be completed within the work week of the student’s return to class. Make up exams
will not be given after this time frame. Please make these arrangements in advance of
the exam date, not after the exam! For example, if you are deathly ill, email me and make
sure you visit the student health center.
6. TESTS. All in-class tests and quizzes must be completed without the aid of notes, the
book or readings, or with assistance of any kind from your peers, whether electronic
technology, handwritten notes, or sharing answers during assessments.
• My policy is that nothing is permitted on your desk except your test booklet that I provide, and
a pencil and pen. Specifically, the following items are not permitted on your desk during
testing: drinks, snacks, jewelry, cell phones, other electronic devices, books, notes, purses,
tissues, other papers, and backpacks. You may not have a water bottle at your desk (get a
drink before the test). Do not wear a hat or hood during the exam; if you do, you will be asked
to remove this. Before the exam begins, stow all CLOSED backpacks, purses, and any other
materials below your seat or at the front of the room. Cheating on exams will result in
referral to Student Judicial Affairs.
• The instructor will keep track of the time and write the remaining time of the test on the board
at 10 minute intervals, beginning at 30 minutes left. You do not need to have your cell phone
on your desk.
• Exams will be provided in class. You do not need to bring a blue book or paper.
• Students will not be permitted to leave the classroom once the exam begins!
• Bring a plain #2 graphite pencil (not mechanical) for the Scantron portion of the test. If you do
not have one, a pencil will be provided by the instructor.

• Exams will not be returned, but students can review their tests in the instructor’s office.
Written assignments and viewing guides will be returned to students to help prepare for
exams.
A Special Word on Writing and Speaking
Your writing reflects your thinking. Often, students enrolled in this course are transitioning from lower to
higher level university courses. Your coursework to this point may have involved memorizing definitions
and regurgitating these for a test. In this course, your ability to communicate well shows that you are
thinking and internalizing concepts so you can apply them. This is our goal, rather than simple
understanding of definitions. Here are a few guidelines on writing and speaking in class.
Writing:
• Write clearly and precisely. Don’t be vague—this shows that your thinking is vague, or that
you don’t understand or know the material.
• Elaborate. Explain thoroughly. Use examples and illustrations to make your point clear.
• Make logical transitions from one paragraph and idea to another.
• Use paragraphs to organize your ideas.
• Answer the question.
• Avoid jargon and slang. Use standard speech and writing conventions.
If you are unsure about your writing skills, the Teaching Center at Broward Hall can help.
http://www.at.ufl.edu/rwcenter/hours_location.html
Speaking:
• People often have opinions they like to share. Go beyond opinions to show that you are
thinking objectively about the facts presented in class and readings and analyzing this
material. Its’ easy to spout off opinions—show you are thinking about the concepts.
• Personal experience is a good place to start, can illustrate how things work, and can help you
apply concepts. It’s also a good way to connect with others. Be aware that at times personal
experience may limit your thinking. You may be asked to think of experiences in other ways.
• Share the floor, When you speak, be to-the-point. Try not to drift. Let others speak too.
• Shy people, I encourage you to speak out as much as possible to develop the essential art of
speaking in front of a group. Small group experiences may be more comfortable, and there
will be plenty of these during the semester.
Getting Help with your Academic Work
The instructor is available at regularly scheduled times to assist students with this class. If you cannot
meet during office hours, please set up an appointment for another time. It is best to get help as
problems occur. Do not wait until the end of the semester when it is difficult to correct situations that
occurred earlier in the semester.
Communication
Check your .ufl email every day for notices about class sent through the course listserv. Sometimes
students don’t check their email and they miss important information. You are responsible for checking
your ufl email for information about class. Please use my ufl.edu address; do not email me on the e-
learning site. If you have emailed me at my ufl address and a day passes and you have not heard back
from me, please feel free to email again or call. At times email goes to junk mail or spam filter, or I have a
day of meetings, and while I try to keep up, there is sometimes a lag. The important thing here is to
communicate whenever you need help, and to follow up if necessary.
Academic Honesty
The University requires all members of its community to be honest in all endeavors. Cheating, plagiarism,
and other acts diminish the process of learning. When you enroll at UF you promise to be honest. Your
instructor fully expects you to adhere to the academic honesty guidelines you signed when you were
admitted to UF.
As a result of completing the registration form at the University of Florida, every student has signed the
following statement: “I understand the University of Florida expects its students to be honest in all their
academic work. I agree to adhere to this commitment to academic honesty and understand that my failure
to comply with this commitment may result in disciplinary action up to and including expulsion from the

University.” Furthermore, on work submitted for credit by UF students, the following pledge is either
required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this
assignment.”
This policy will be vigorously upheld at all times in this course. Academic dishonesty of any sort will not
be tolerated. Students are expected to do their own work, use their own words in papers, and to reference
outside sources appropriately, following APA guidelines. You must do all written work independently,
even if it is based on previous group discussions. Students who violate the Academic Honesty agreement
can expect to receive an “E” in this class and be referred to Student Judicial Affairs.
Services for Students with Disabilities
The Dean of Students Office provides individual assistance to students with documented disabilities
based upon the need and impact of the specific disability. There is no requirement for a student to selfidentify
his/her disability. However, students requesting classroom accommodations must register with the
Dean of Students Office in 202 Peabody Hall, 392-1261 (Voice)/392-3008 (TDD). Please don’t hesitate to
contact me if you have questions or concerns in this regard.
UF Counseling Services
Resources are available on campus for students having personal problems or lacking clear career
and academic goals, which interfere with their academic performance. These resources include:
1. University Counseling and Wellness Center http://www.counseling.ufl.edu/cwc/
3190 Radio Road, 392-1575
2. Center for Sexual Assault Recovery, Student Health Care Center, 392-1161, sexual
assault counseling;
http://www.police.ufl.edu/pdf_files/Comprehensive%20Sexual%20Assault%20Brochure%
2007.pdf
3. Career Resource Center, Reitz Union, 392-1601, career development and counseling.
Software Use
All faculty, staff, and students of the University are required and expected to obey the laws and legal
agreements governing software use. Failure to do so can lead to monetary damages and/or criminal
penalties for the individual violator. Because such violations are also against University policies and rules,
disciplinary action will be taken as appropriate.
NOTE: The instructor reserves the right to correct or adjust the syllabus and calendar as needed.

FYC 3112 Course Calendar (tentative)
Fall 2011
This course calendar is my plan for what will be covered when, based on my best judgment about our
pace. There may be changes over the course of the semester. If you miss class, you are still responsible
for finding out about changes and updates that were made during class.
Monday
Aug 22
Wednesday
Aug 24
Friday
Aug 26
Monday
Aug 29
Wednesday
Aug 31
Friday
Sept 2
Overview and Expectations of Course
Information sheets, contracts, and explanation of extra credit
Historical perspectives on Families
Read Supplemental Reading #1 Coontz, for today
Growing family diversity
Information sheet and course contract DUE
Read Supplemental Reading #2 U.S. Census: America’s families and living arrangements
and bring table to class (elearning)
What are family problems
Group work today in class. Preparation: How would you define family problems
Ways of looking at families: Family Systems Theory
Lecture and demonstration
Ways of looking at families: Family Development Theory
Read Supplemental Reading #3 McGoldrick & Carter for today
Monday
Sept 5
Wednesday
Sept 7
Friday
Sept 9
Monday
Sept 12
Wednesday
Sept 14
Friday
Sept 16
Monday
Sept 19
Wednesday
Sept 21
Friday
Sept 23
Labor Day Holiday—NO CLASS
Ways of looking at families: Stress, Coping and Resilience
Read Ch. 1 of text for today and
Read Supplemental Reading #4 Walsh, “A family resilience framework” for today
Ways of looking at families: Case example in class
Homework Application Assignment #1 DUE on Turn it In by 12:30 pm and a hard copy in
class
Be sure to be in class for the case example! Attendance WILL be taken
Case example, cont., and analysis—systems, development, and stress and resilience
theories
Small group work
How could this family be helped Case example analysis, cont
Read Ch. 8, text, for today
How could this family be helped Discussion and Overview of family interventions (lecture)
Economic Stress
Read Ch. 9 text for today
Guest Speaker: Dr. Michael Gutter
Economic Stress: Poverty
Homework Application Assignment #2 DUE TODAY on Turn it In and bring a hard copy to
class
Economic Stress &
Review for Test 1

Monday
Sept 26
Wednesday
& Friday
Sept 28 &30
Monday-
Friday
Oct 3-7
Monday-
Friday
Oct 10-14
Monday-
Friday
Oct 17-21
Monday &
Wednesday
Oct 24 & 26
Friday
Oct 28
Monday &
Wednesday
Oct 31 &
Nov 2
Friday
Nov 4
Monday &
Wednesday
Nov 7 & 9
Friday
Nov 11
Monday-
Friday
Nov 14-18
Monday
Nov 21
Wed
Nov 23
Friday
Nov 25
Monday &
Wednesday
Nov 28 &30
TEST 1: Covering all in-class work, handouts, and assigned readings
Parenting Stress
Read Ch. 2 of text
Marital Distress; Divorce
Read Ch. 10 of text by Monday
Read Supplemental Reading #5 for this week: Psychotherapy
Divorce; Stepfamilies
Read Ch. 11 of text by Monday
Later Life/Aging Families
Read Ch. 3 and pp. 108-111 of text by Monday
Death, Dying and Grief
Read Ch. 4 of text by Monday
TEST 2: Covering all material since the last test
Gay and Lesbian Families
Read Ch. 12 of text by Monday
Homecoming—NO CLASS
Military Families
Read Ch. 17 of text by Monday
Remember our Veterans and their Families
Veteran’s Day—NO CLASS
Immigrant Families, African American Families
Read Ch. 13 of text for Monday
Read Ch. 14, of text for Friday
Work and Family
Lecture and discussions
Work and Family
Homework Application Assignment #3, submit to Turn it In by 5 pm
Thanksgiving Holiday—NO CLASS
Work and Family
Reading TBA

Friday
Dec 2
Monday
Dec 5
Wednesday
Dec 7
Theories of Change
Read Supplemental Reading #6 Prochaska for today
Wrap up and Review for Test 3
TEST 3: All material since Test 2 and major course concepts
Have a wonderful break!