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Family Support Studies

Course Descriptions

FSS 125: Parent Leadership

Credits: 2.0

Examination of parent leadership and development in various community settings with emphasis on advocacy, recruitment, mentoring, change agency, and group leadership skills. Field study required.

Course Level Objectives

  1. Identify "change agency" strategies for parents.  [ACT] 
  2. Articulate and analyze opportunities and challenges for parent leaders.  [REASON] 
  3. Examine how community structures function and identify a role for the parent/citizen participation.  [REASON] 
  4. Identify and analyze community resources available to support diverse parent leaders.  [EXPLORE] 
  5. Identify and articulate strategies to build confidence and self-awareness in parent leaders.  [COMMUNICATE] 
  6. Develop personal support practices for parent leaders.  [ACT] 
  7. Analyze and assess personal strengths and leadership skills.  [REASON] 

FSS 126: Conflict Resolution

Credits: 3.0

Conflict resolution basics, including understanding patterns of conflict between families and public systems and strategies to defuse anger, prevent conflict and promote collaboration between parents, schools and other human services. Permit code required.

Course Level Objectives

  1. Identify common causes of conflict between parents, schools and other human services.  [REASON] 
  2. Describe and examine roles and behaviors that promote conflict.  [REASON] 
  3. Describe ways to manage and measure personal responses to anger.  [ACT] 
  4. Discover and develop personal communication and listening skills.  [COMMUNICATE] 
  5. Identify common cross-cultural misunderstandings when working with families and public systems.  [EXPLORE] 
  6. Develop and describe plans for conflict resolution using a multi-step approach.  [REASON] 

FSS 127: Education Translation Basics

Credits: 5.0

Basic translation and interpretation skills, including editing, listening and paraphrasing, and problem-solving when interpreting for non-English speakers in education settings. Field study required. Permit code required.

Course Level Objectives

  1. Review and practice skills for quality translations of school documents for parents.  [ACT] 
  2. Review and communicate common vocabulary and terminology used in education settings.  [COMMUNICATE] 
  3. Practice and demonstrate translation skills by completing sample translations.  [REASON] 
  4. Develop interpreting skills including analyzing, summarizing, paraphrasing, note taking and listening skills.  [REASON] 
  5. Review and analyze the ethics and current practices for successful interpretation of school rules, regulations and general information.  [EXPLORE] 
  6. Practice interpretation skills in a typical human services setting.  [ACT] 
  7. Research and describe career opportunities as education translators and interpreters.  [REASON] 

FSS 128: Understanding School Systems

Credits: 2.0

Gain knowledge and skills to support newcomer parents' understanding of school structures, schools' operations and parent rights and responsibilities. Emphasis given to promoting parents' participation in their children's education. Field study required. Permit code required.

Course Level Objectives

  1. Describe and analyze how school boards function and the role of the school board member.  [COMMUNICATE] 
  2. Describe how public schools are financed.  [COMMUNICATE] 
  3. Develop public speaking skills and confidence to present an issue to a school board.  [COMMUNICATE] 
  4. Identify and describe the leadership structure of a typical school district.  [ACT] 
  5. Develop strategies to assist parents to plan for meaningful parent/teacher conferences.  [ACT] 
  6. Describe and analyze gateways and challenges for parent leaders as they help parents understand the system.  [REASON] 
  7. Develop problem solving skills to help parents appropriately advocate for their children.  [ACT] 
  8. Develop strategies to help parents understand their rights and responsibilities in our schools.  [REASON] 

FSS 155: Special Topics

Credits: Maximum of 5.0 possible

Workshops with special focus on topics of current interest in the family support field. Topics will vary each quarter. S/U grade option.

Course Level Objectives

  1. Communicate the goals of the workshop.  [COMMUNICATE] 
  2. Identify culturally appropriate, mutually respectful, interventions and that support and strengthen families in any setting.  [REASON] 

FSS 175: Introduction to Family Support

Credits: 3.0

Introductory course to principle and practices of family support. Emphasis to create partnerships with families; explore and apply concepts of empowerment to personal experiences and work environments, demonstrate knowledge and skills in family support. Field study. S/U grade option.

Course Level Objectives

  1. Identify best practices of family support principles and premises.  [ACT] 
  2. Articulate how families support programs differ from traditional human services.  [COMMUNICATE] 
  3. Identify key services that can be found in family support programs.  [REASON] 
  4. Analyze the continuum of family support services ranging from prevention to intervention.  [REASON] 
  5. Describe the processes used to establish mutually respectful relationships with families.  [COMMUNICATE] 
  6. Identify the cross cultural communication skills needed by a family support practitioner.  [EXPLORE] 
  7. Review formal and informal assessment activities and strategies to measure specific needs of families.  [REASON] 
  8. Identify policies and laws that support the healthy development of families and their dependents.  [ACT] 

FSS 185: Parent Development: Working with Groups: CD

Credits: 3.0

Explore theory of parent development and different approaches to parenting information (home visiting, classes, support groups) that are culturally respectful of families. Includes parent leadership, group process, and curriculum development. Field study. S/U grade option.

Course Level Objectives

  1. Develop a personal theoretical framework for teaching or sharing parenting information and skills.  [REASON] 
  2. Review and critique several parenting education curricula for use with diverse families.  [ACT] 
  3. Compare diverse child-rearing styles, perspectives and family lifestyles.  [EXPLORE] 
  4. Articulate the role of parenting education for effective use in family support programming.  [COMMUNICATE] 
  5. Identify theories of parenting education that promote mutually respectful relationships for families and programs.  [ACT] 
  6. Identify culturally appropriate skills and knowledge to parenting practices for working with diverse families.  [EXPLORE] 
  7. Describe multiple viewpoints and perspectives in parenting education.  [EXPLORE] 

FSS 186: Home Visiting Skills

Credits: 2.0

Enhance skills and techniques for effective home visiting in various settings and age groups. Includes building relationships, setting goals and documentation, safety and ethics, observation and personal skill assessment. Field study. S/U grade option.

Course Level Objectives

  1. Describe key components of effective home visiting programs in two case studies.  [ACT] 
  2. Compare different models of home visiting to be used appropriately in diverse communities.  [EXPLORE] 
  3. Identify personal strengths and describe skills to develop mutually respectful relationships in the practice of home visiting.  [COMMUNICATE] 
  4. Identify and demonstrate qualities of a competent home visitor.  [ACT] 
  5. Identify common ethical and cultural issues in home visiting.  [REASON] 
  6. Demonstrate understanding of family support practices and apply them to home visiting.  [ACT] 
  7. Identify safe practices to use when home visiting.  [ACT] 

FSS 195: Building Community Partnerships

Credits: 3.0

Develop and practice collaboration skills to work with consumers, service providers and community organizations. Identify services for families and individuals in their community. Field study. S/U grade option.

Course Level Objectives

  1. Define and identify key elements of effective collaborations and partnerships.  [REASON] 
  2. Compare and contrast collaboration, coordination and cooperation.  [REASON] 
  3. Identify barriers to collaboration and strategies to address these barriers.  [REASON] 
  4. Identify collaborations for empowerment and collaborations for betterment.  [COMMUNICATE] 
  5. Effectively communicate observations and analysis of collaboration efforts logically and to a group.  [COMMUNICATE] 
  6. Demonstrate an understanding of capacity building and community asset building processes.  [COMMUNICATE] 
  7. Identify preferred communication styles for working in groups.  [COMMUNICATE] 
  8. Consider and identify the effectiveness of local collaborations to reach culturally and linguistically diverse community members.  [EXPLORE] 
  9. Identify unique, nontraditional methods used to lead community partnerships.  [EXPLORE] 
  10. Describe group process skills and be able to demonstrate how parents can apply these skill to become equal partners in community collaboration efforts.  [ACT] 
  11. Identify help giving behaviors that will allow less advantaged community members to play an equal role in decision making processes.  [ACT] 

FSS 198: Individual Project in Family Support

Credits: 1.0 to 5.0

Study of student selected topics of approved experiences in the field of family support. Courses may be repeated for a maximum of 10 credits. S/U grade option. Prerequisite(s): Instructor permission required.

Course Level Objectives

  1. Develop specific concepts or materials relevant to the future work of a Family Support professional.  [REASON] 
  2. Create a comprehensive activity which meets the course requirements of an existing family support studies course.  [ACT] 
  3. Assemble a completed project that incorporates the required course objectives.  [ACT] 

FSS 210: Leadership

Credits: 3.0

Study/practice leadership in diverse workplace/community settings. Develop skills to work with community leaders. Includes decision-making, conflict management advocacy, initiating change, and personal assessment. Field study. S/U grade option.

Course Level Objectives

  1. Identify effective leadership behaviors and actions.  [REASON] 
  2. Assess personal styles and leadership skills.  [COMMUNICATE] 
  3. Demonstrate knowledge of varying interactive leadership styles.  [ACT] 
  4. Demonstrate knowledge of five models of leadership.  [REASON] 
  5. Observe and describe a leader in the community, at work or on campus.  [COMMUNICATE] 
  6. Explore the connections between values, culture and leadership styles.  [EXPLORE] 
  7. Identify mutually respectful, leadership skills that facilitate community collaboration relationships in multi-ethnic, multicultural settings.  [REASON] 
  8. Examine how to promote natural leaders in communities.  [REASON] 

FSS 215: Family Systems: CD

Credits: 3.0

Apply ecological perspective of human development to family support practices. Examine family development in the context of economic environments: family neighborhood, community, and systems and values. Use observation, case and field study, goal setting. S/U grade option.

Course Level Objectives

  1. Demonstrate how an individual's social and economic environment shapes an understanding of their community.  [REASON] 
  2. Describe how family support programs incorporate an ecological perspective of the family.  [REASON] 
  3. Demonstrate case management skills that help families become resources to themselves and to others.  [ACT] 
  4. Describe how the interconnectedness of individuals, families, community settings, social institutions, structures and cultural values influences the family.  [EXPLORE] 
  5. Articulate how the "language of access" is required to receive services and supports from most institutions.  [COMMUNICATE] 
  6. Explore strategies to map community assets and explore community demographics.  [ACT] 
  7. Demonstrate culturally competent, relevant and flexible skills and knowledge to work with diverse families.  [EXPLORE] 
  8. Describe strategic planning processes, program self-assessment instruments and other efforts to improve services to families.  [COMMUNICATE] 

FSS 220: Family Support Field Practicum

Credits: Maximum of 5.0 possible

Apply, refine and expand knowledge and skills learned in previous courses. Demonstrate competencies in communication, cultural competence, promoting partnerships, working with families, building community, and helping families identify their own strengths and goals. Prerequisite(s): FSS 175, 185, 186, 195, 210, and 215.

Course Level Objectives

  1. Demonstrate proficiency in selected competencies chosen by the student and approved by the site supervisor and instructor.  [ACT] 
  2. Apply the nine principles of family support to their internship in the field of family support, early care and education, or other social/human services.  [REASON] 
  3. Conduct work assigned by their site supervisor in a professional manner.  [ACT] 
  4. Maintain records and develop a complete portfolio of their learning experience.  [COMMUNICATE] 

FSS 255: Special Topics

Credits: Maximum of 5.0 possible

Workshops with special focus on topics of current interest in the family support field. Topics will vary each quarter. S/U grade option.

Course Level Objectives

  1. Communicate the goals of the workshop.  [COMMUNICATE] 
  2. Identify culturally appropriate, mutually respectful, interventions and that support and strengthen families in any setting.  [EXPLORE] 
  3. Demonstrate knowledge and skills addressed in the workshop.  [REASON] 

FSS 298: Advanced Individual Project in Family Support

Credits: 1.0 to 5.0

Advanced study of student selected topics of approved experiences in the field of family support. Courses may be repeated for a maximum of 10 credits. S/U grade option. Prerequisite(s): Instructor permission required.

Course Level Objectives

  1. Develop specific concepts or materials relevant to the future Family Support professional.  [REASON] 
  2. Create a comprehensive activity which meets the course requirements of an existing family support education course.  [ACT] 
  3. Assemble a completed project for submission.  [REASON] 
  4. Measure their success on stated outcomes for this course.  [ACT]