Type:
Resource:
Instructor Manual
Parent-Child Relations: An Introduction to Parenting
Edition:
9th
Author(s):
Jerry J. Bigner Clara Gerhardt Clara Gerhardt
Instructor’s Resource Manual for
Parent-Child Relations: An Introduction to Parenting Ninth Edition Jerry J. Bigner Colorado State University, Professor Emeritus
Clara Gerhardt Samford University Prepared by Clara Gerhardt Samford University
Preface Each Parenting course should carry the unique stamp of its instructor. Instructors are the experts concerning what works for them and their students, and for that reason a support manual can at best only be a stepping stone towards the goals the instructor has in mind. It is up to instructors to flesh out the themes they regard as important within their specific context using their individual pedagogic strengths. The support material addresses the learning outcomes that open each chapter and serve as guidelines for content and instruction. Bullet points summarize the topics an instructor could address to achieve these learning outcomes. The suggested interactive class activities can be adjusted to suit the needs of the instructor and the class size. The most useful websites are listed at the end of each textbook chapter. Many contain helpful suggestions, mini video clips and interactive material to supplement classroom instruction. Typically this course is taught in semester format of 16 weeks which coincides with the 16 book chapters. A chapter a week could be covered (or omit some material), to allow time for evaluations and exams. Using web based teaching platforms such as Blackboard® and Moodle®, contribute to efficiency and free up available class time. Both textbook authors have taught Parenting courses for almost two decades in very diverse settings, requiring different pedagogical approaches. Dr. Bigner taught very large classes. Dr. Gerhardt perfected active- and problem-based learning techniques in smaller settings. She also supervised parent educator implementations in non-academic and in therapeutic settings. We appreciate constructive suggestions and hope that you share our enthusiasm about the topic of Parenting. Welcome to the instructor’s manual accompanying Parent-Child Relations: An Introduction to Parenting, 9th Edition.
Clara Gerhardt, MBA, PhD : Samford University
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Table of Contents Part I Parent-Child Relations in Social Context CHAPTER 1 The Ecology of Parent-Child Relations
1
CHAPTER 2 Cultural Perspectives
4
CHAPTER 3 Theoretical Perspectives on Parent-Child Relations
7
CHAPTER 4 Parenting Styles and Strategies
11
Part II The Work of Parenting CHAPTER 5 The Transition to Parenthood
14
CHAPTER 6 Pregnancy and Childbirth
16
CHAPTER 7 Parenting Infants and Toddlers
19
CHAPTER 8 Parenting Preschoolers
22
CHAPTER 9 Parenting School-Age Children
25
CHAPTER 10 Parenting Adolescents and Young Adults
28
Part III Challenges for Contemporary Parents and Children CHAPTER 11 Parenting in Single-Parent Family Systems
31
CHAPTER 12 Parenting in Blended Family Systems
33
CHAPTER 13 Adolescent Parents
35
CHAPTER 14 Family Formation and Parenting in Same-Sex Couples
37
CHAPTER 15 Parent-Child Relations in High-Risk Families
39
CHAPTER 16 Best Practices in Parent-Child Relations
41
Audiovisual Resources
43
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CHAPTER 1: The Ecology of Parent-Child Relations Learning Outcomes After completing this chapter, readers should be able to 1. Explain the current views that support formal parenting education. 2. Explain the implications of the different perspectives concerning parent–child relations. 3. Explain the social factors that contributed to the changing trends in parenthood over the past century. 4. Describe the factors that contribute to the parenthood role, and reflect on the relevance of each of these factors during the life-span development of the parent.
Addressing Learning Outcomes
Explain the current views that support formal parenting education. ▪
In the past formal parenting education was undervalued (pp.3-4).
▪
Currently formal parenting education is voluntary and optional (except for foster parenting, or court ordered participation in parenting courses) (p.4).
▪
Parenting skills can be improved and optimized with formal training.
▪
Better outcomes for children, better outcomes for parents.
Explain the implications of the different perspectives concerning parent–child relations. ▪
Parenthood is a social construct; based on complex interacting assumptions. It provides a societal context for procreation, and ensures raising of the offspring (pp.5-7).
▪
The parental subsystem is part of a larger societal system (p.7).
▪
Parenting is bidirectional; influences between parent and child go in both directions (p.7).
▪
It is a developmental role; it changes as both parents and children progress on lifespan. It
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continues for the duration of the lifespan (p.9). Explain the social factors that contributed to the changing trends in parenthood over the past century. ▪
The emotional and societal value of children in our current society (p.10).
▪
Compare to the value in historic times, facing very high infant mortality rates (p.10). (Refer to Figure 1-1, p.10).
▪
The gradual development of a more child oriented society, where laws and public policy address the needs of children; recognizing the uniqueness of child lifespan development. (Refer to Table 1-1, pp.8-9).
▪
Note the role of the United Nations (UNESCO) and their universal aspirational goals for the well being of children globally (p.15). These goals are described in greater detail in Chapter 16 (p.347).
▪
Note that there can be many variations of the persons taking on the parenting roles, discuss the important concept of coparenting (p.5).
Describe the factors that contribute to the parenthood role, and reflect on the relevance of each of these factors during the life-span development of the parent. ▪
The text describes eight interacting factors that contribute to parental role behavior.
▪
The manner in which the primary parenting functions of providing care are played out, are influenced by the above interacting factors (pp.16-20).
Interactive Class Activities Family-of-origin influences. Students can work in groups or in pairs to recall one negative experience of having been parented that they are willing to share. This is followed up by one positive memory. Note it is important to end on a positive note. Generate a list of desirable outcomes in terms of constructive parenting based on the class responses.
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Media Review of Family Functioning. Ask students to survey current popular magazines for advertisements that portray families at certain stages of the family life span. Allow the entire class to view these. Discuss the ways that media influences contribute to a romanticized view of family functioning that may portray a one-sided image of family life. Movie Clips. Show a three minute clip of a chaotic family, and then a three minute clip of a well functioning family. Contrast and compare.
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