School of Graduate and Continuing Studies
Olivet Nazarene University
Family Dynamics
PRM 471/671
DATES: July 25 – 29, 2016
Syllabus
Bachelor of Science: Practical Ministry
Master of Practical Ministry
for
Salvation Army Officers
© Month Year
Family Dynamics
Statement of Faith“As an educational enterprise of the Church of the Nazarene, we pursue truth in order to glorify the God and the Father of our Lord Jesus Christ: praying for the coming of the Spirit; remembering the promise of Scripture and tradition; keeping our hearts faithfully attuned to the voice of God; and being thoughtfully, acutely, and critically engaged.” 2002-2004 Catalog. Bourbonnais, IL: Olivet Nazarene University. /
Professor of Record: Captain Caleb B. Senn, MSW
Phone 810/493-0498 (mobile)
810/232-2199 (office)
Mailing Address 211 W. Kearsley, Flint, MI 48502
Instructor: Major Brenda Rhoads Herivel, MA, MSW
Phone 847/294-2080 (office)
847/722-5085 (mobile)
Mailing Address 5550 Prairie Stone Pkwy, Hoffman Estates, IL 60192
Instructor: Tony Merritt, LCSW
Phone 800/292-3399
Course Description/Overview
This course provides an academic, clinical and theological understanding of the family. Students of this course will be exposed to an integrated view of family dynamics based on current social-science research, clinical practice and biblical truth. Constructs such as covenant, grace, empowering and intimacy will form the framework for understanding family life and the challenge to maintain unique individuality within family unity. Topics such as: Biblical and theological foundations of the family, family origin and universality, marital structure, family structure and function, the impact of social factors on families, family diversity, birth order, multiculturalism, kinship roles, family development, marriage adjustment, international family variation, parenting, stages of individual and family life, and the influence of modernity and post-modernity on family life will be covered in this course.
Course Materials
TEXTBOOK/REQUIRED READING
Balswick, J.O. and Balswick, J. K. (2007). The Family: A christian perspective on the
contemporary home. Grand Rapids: Baker Academic.
RECOMMENDED READING
Garland, D. (1999). Family ministry: A comprehensive guide. Downers Grove, IL:
Inter-Varsity Press.
Ingoldsby, B. and Smith, S. (2006). Families in Global and Multicultural
Perspective (2nd ed.). Thousand Oaks: Sage Publications.
London, Jr. H. and Wiseman, N. (2003). Pastors At Greater Risk. Ventura:
Regal Books.
Mitchell W. & Mitchell M. (1997). Building Strong Families. Nashville: Broadman
Holman.
Renfro, P, Shields, B. and Strother, J. (2009) Perspectives on Family Ministry-
Three Views. Nashville: B & H Publishing Group.
Weeks, G. & Treat, S. (1992). Couples in treatment: Techniques and approaches
for effective practice. New York: Brunner Mazel.
Learning objectives
Upon completion of this course, the student will be able to:
· Understand and explain the Trinitarian model of family relationships
· Apply the Trinitarian model and its four-fold constructs for family life (Covenant, grace, empowerment and intimacy) in healing hurting families in the context of Christian ministry
· Understand and explain the systemic and developmental perspectives in relation to human interaction and family life
· Articulate the social dynamics that influence family structure and interaction
· Understand the Prepare/Enrich relationship assessment tool and articulate the benefits of using such a tool in the context of Marriage and family disruptions.
· Identify and define societal complexity as it relates to family life.
· Identify the different styles of conflict management and assist families in negotiating conflicts
· Identify the challenges faced by the post-modern family
· Identify the characteristics of functional and dysfunctional families
· Identify the dynamics of the student’s own family of origin and present family and relate it to their present ministry or work with families
Learning outcomes
The following outcomes are expected of each student for this course:
· Define “Family” from the perspective of theology, Family Systems Theory and Family Development Theory.
· Demonstrate and articulate their understanding of the Trinitarian Model of family relationships via written assignments and classroom discussions
· Understand and explain (verbally and in written form) how their own family’s structure and function has and/or is shaping their current family life
· Understand the challenges faced by the modern family and debate the impact of post-modernism on family life
· Articulate how culture and changing gender roles impact contemporary family life
· Understand and apply information related to family communication and negotiating conflict in their ministry/work with individuals and families
· Design and evaluate a conceptual program built for the family
· Create a genogram
Course Assignments
Pre-Course Assignments:
DUE: Prior to the start of class
Join the closed Facebook group page, “PRM 471/671 Family Dynamics July 2016”.
(This is not a requirement but will be most helpful in sharing information and finding helpful resources before and after the on-campus learning experience. Once you are registered, a request to join will be sent to you by the instructors)
DUE: First session of class (Monday, July 25, 2016)
Create a genogram and be prepared to present this to the class. The genogram should be prepared using Microsoft Power Point and brought to class on an external drive. The genogram should include at least three generations.
For help in making a genogram, visit these sites:
http://www.genopro.com/
http://www.wikihow.com/Make-a-Genogram
http://word-en.blogspot.com/2012/09/how-to-create-genogram-in-microsoft-word.html
http://genogramanalytics.com/index.html
Post Course Assignments:
Complete both of the following assignments:
1) Bible Study/Sermon Series – Biblical Characters and Family Dynamics
DUE: Please send electronically to Captain Caleb Senn on or before October 15, 2016. All assignments in this section will be scored by Captain Caleb Senn in accordance with the Bible Study/Sermon Series rubric.
Develop a four week bible study or sermon series on 4 different bible characters of your choice. You may construct the bible studies according to any Bible Study model with which you are comfortable. However, all four of the bible studies must be constructed using the same model. In your bible studies, give careful attention to the “Family Dynamics” of the characters and how these dynamics affect the person’s relationship with God and his or her service for God. The bible study series, when handed in, should be ready for you to take into an adult bible class and teach from it. You may complete this assignment in outline form, however the outline for each of the bible characters is to be no less than 3 pages in length. The total number of pages for this assignment is to be no less than 12 pages.
If you choose the option of developing a sermon series, make sure that the sermon type (narrative, expository extension, etc), sermon idea and sermon aim is clearly delineated in the manuscript. As with the bible study option, the sermon should be a finished work; ready to be delivered from the pulpit.
2) Comparative Family Research Paper
DUE: Please send electronically to Major Brenda Rhoads Herivel on or before November 15, 2016. All assignments in this section will be scored by Major Brenda Rhoads Herivel in accordance with the Family Research Paper rubric.
Using the material discussed in class, textbooks and other applicable resources, prepare a 10 (ten) page assessment of your Family of Origin or present family. This is to be prepared following the outline that you constructed during the course. You are to discuss the Trinitarian Model and the two sociological perspectives (Family Systems Theory and Developmental Theory) presented in class in your paper and assess your family in several of the areas discussed. Please make sure that your paper sufficiently addresses the issues raised by your Family of Origin Assessment, how you have or are working to resolve outstanding issues and the relevancy of these issues to your current ministry. This paper is to be written using APA style (The details of APA style are contained in “A Pocket Study Manual”).
Graduate Level Post Course Assignment:
This assignment is only to be completed by those students who are taking this course at the graduate level.
DUE: Please send electronically to Captain Caleb Senn on or before January 7, 2017. All assignments in this section will be scored by Captain Caleb Senn in accordance with the Graduate Post Course Assignment rubric.
Select a theoretical framework and conduct a comparative research study of:
1. Intergenerational relationships, or
2. Gender roles
To conduct your study, follow the steps listed below;
1. Read the descriptions below of the two topics and the research
questions. Select your topic.
2. Follow your instructor’s directions for completing the research project.
TOPIC 1: Intergenerational Relationships
The world’s elderly population is expanding rapidly because of extended life expectancy. As longevity has increased, so has the number of living generations in families. For the first time in history, it is not uncommon for three, four, and five generations of a family to be living. For many families throughout the world, grandparents, especially grandmothers, provide help with child care and household finances when needed.
Recent research has called attention to possible ethnic, racial, or cultural differences in grandparents’ roles. For example, in African American families in the U.S. elderly adults occupy a highly respected and significant position and often interact regularly with grandchildren. They are more likely than European Americans to live in three-generational households and to provide considerable emotional and instrumental aid to adult children and grandchildren (Taylor, chatters & Jackson, 1993; Tucker, Subramanian & James, 2004).
In many cultures, the elderly traditionally hold a place of prestige and authority. However, in countries undergoing rapid urbanization and industrialization, there may be tension between younger and older generations as “traditional” and “modern” value systems come into conflict (Huston, 2001). Similarly, for some immigrant young people who want to assimilate to U.S. culture, grandparents may be a source of embarrassment for their “old-fashioned” (i.e., traditional) beliefs and practices (Halgunseth, 1994).
Research Questions
The purpose of this project is to compare intergenerational relationships in different cultures. Select two countries in the world for a library research project.
Library Research on Two Countries. Use library materials to review the literature on grandparents’ roles in two countries. One country should have a growing elderly population (e.g., Japan) or a history of reverence for older adults (e.g., China). Answer the following questions:
1. What are the traditional roles of grandparents in both cultures?
What are the differences between grandmothers’ and grandfathers’
roles and degree of involvement with grandchildren?
2. How has the grandparent role changed in both countries in the past
10-20 years? Why have these changes occurred (e.g., high mobility
of younger generations or changing value systems)?
3. How have the changes you identified affected intergenerational
relationships between older and middle, as well as older and
younger generations?
TOPIC 2: Gender Roles
Women worldwide have certain things in common. They are almost always responsible for the fundamental aspects of family life including child care, family health, and household care and management. Women differ in their degree of participation in labor force activities. This depends on a number of opportunities and constraints, such as available employment;, women’s level of education and training; their family income; societal, family and personal attitudes toward women’s employment and family roles; religious doctrines and cultural traditions; and child care or elder care responsibilities. Decision making within families also varies. In some cultures or classes, men are the primary decision makers, whereas in others husbands and wives share some decisions.
In many families in industrialized as well as developing nations, traditional gender roles are changing. This often creates tension in families as men and women struggle to negotiate and to redefine their family responsibilities while meeting their individual needs and aspirations.
Research Questions
The purpose of this exercise is to compare women’s and men’s work and family responsibilities in different cultures.
1. Conduct a case study of one family not of U.S. origin, OR
2. Design a research study of gender roles in two countries in two different
world regions.
Option 1: Case Study of a Family. This option gives you hands-on research experience. Before you begin, familiarize yourself with the research literature on gender roles in the country or countries and world region you plan to study. Identify one family not of U.S. origin and interview both the husband and the wife.
Option 2: Research Project. This option allows you to plan a research project to learn more about gender roles in a country or countries. This will involve identifying a study sample collecting data, and overcoming problems you might encounter as you attempt to answer the questions below. Work with your instructor to plan this project.
For either option, answer the questions that follow:
1. What are the family responsibilities of husbands and wives from the country or countries you selected for study? What are the religious, economic, and social roots of gender roles in family and employment?
2. How are these men and women involved in income-generating activities within or outside the home?
3. Who is responsible for decisions about household tasks? Household expenditures? Children’s health or activities? Women’s income-generating activities and men’s income-generating activities?
4. Are husbands’ and wives’ traditional responsibilities and attitudes toward men’s and women’s roles changing?
Attendance, Participation, and Tardy Policy
As you are aware, the School of Graduate and Continuing Studies is required to closely monitor the attendance of all learners enrolled in our programs. It is very important that the student attend every hour of instruction. Attendance is taken in the morning and afternoon. Students may not miss more than three hours of instruction and receive full credit for the course – and only with prior approval of Director of SACEP, Professor of Record and instructor.
All absences should be reported to Professor of Record.
Instructors will address tardiness on an individual basis. Learners are expected to arrive for class on time and remain for the entire session.
Participation is not the same as attendance. Participation requirements are determined by the instructor and may include prohibitions against non-class related use of computer or phone during class.
ACADEMIC INTEGRITY — (SCHOOL OF GRADUATE & CONTINUING STUDIES)
Academic violations and dishonesty are defined as deception of others about one's own work or about the work of another. Examples of academic violations include, but are not limited to: