HDFS 461-561: Family Life Program Development
Fall 2016
Course Syllabus
Instructor: Robert Hughes, Jr., Ph.D.
Department of Human Development & Family Studies
Office: 143 Bevier Hall Phone: 300-6550
E-mail: hughesro@illinois.edu Hours: by appointment
Course Website: http://publish.illinois.edu/onlinefle/
Course Description
This course focuses on theoretical and practical aspects of planned efforts to influence the development of children, youth, and families in the context of communities. The course will focus primarily on online approaches to family life education that fosters competence and well-being of children and youth, positive parenting, and the health and well-being of adults. However, other program delivery models and methods will be examined and the basic program design and development process can be applied to any family life education program. The course examines a wide range of topics and the content of the course is based in part on student interests. (See last page for program topics that might be included. Topics in bold are planned for 2016. Dates are set aside for additional topics.) The semester project is chosen by students and many students in the past have focused on projects and activities they have already begun or developed as an interest during their program of study. This is a very flexible assignment and is tailored to students’ goals and interests. . Several of these projects have led to the creation of programs, publications, and conference presentations.
This course is broad overview of the issues involved in creating and evaluating programs. t. This course will examine the development of online program strategies including general online design skills for effective programs. We will address these issues through readings, classroom discussions, and projects
Seminar participants will:
1. Develop an understanding of theoretical approaches for program development.
2. Develop knowledge and skill in online instructional strategies in order to begin designing and conducting online family life education programs.
3. Become familiar with the stages and components needed to develop, implement, and evaluate a program.
4. Explore practical issues that need to be considered in program development.
Text/Readings
Most articles are available online via the University of Illinois’s Electronic Journals program through the library gateway at: http://www.library.uiuc.edu/.
Expectations
1. Participants will come to class prepared to discuss the readings and assignments. This means reading the articles, doing the assignments, reflecting on them, and summarizing key points or questions that they would like to bring up or discuss in class.
2. Participants will be engaged in discussions and take responsibility for promoting the engagement of other members.
3. Participants will take the initiative to define and pursue their own goals for the seminar and to share their efforts with other participants.
Course Requirements
Weekly Readings. Each week there are articles to read for class discussion. You are expected to read the material for class.
Family Life Education Program Article Reviews. The first review will be done by everyone in the class to make sure you get the idea. After that students will need to do two more family life program reviews (e.g., relationship education, sex education, bullying prevention, etc.). These reviews will correspond to your discussion assignments (see below). The grading of these assignments will focus on the thoroughness of the review Each discussion assignment will be worth 10 points for a total of 30 points.
Family Life Education Program Ratings. For each family life program area there are 1 or more example programs. Students will select 2 programs to review. These reviews will most likely correspond to your article review and discussion topic, but this is not required. Each of these program ratings will be worth 10 points for a total of 20 points toward your final grade.
Program Review Discussion. Students will have two opportunities to lead the class discussion and provide a review of family life program and content material (e.g., relationship education, sex education, bullying prevention, etc.). Students will work in pairs for this assignment. The grading of these assignments will include the review, discussion questions and the overall discussion. Each discussion assignment will be worth 5 points for a total of 10 points.
Program Development Working Plan. Over the course of the semester, this is a planning document to allow you the chance to work on the development of a “new” or “adapted” online family life program. There are 5 parts to this plan from problem analysis to evaluation that correspond to the features of the course. Each section in the document will be worth 5 points for a total of 25 points.
Classroom Participation. Both in class and online there will be opportunities to ask questions, make presentations, and to contribute ideas, resources, and insights. You are expected to be an active participant in this class. Ten percent of your class grade (10 points) will be assigned for participation.
Semester Project. A major project is due at the end the course. The purpose of the project is to explore a topic more in-depth. A variety of activities can fulfill this assignment. In the past students have written a review of a family life education on a particular topic, developed a lesson as a part of a larger program, planned an online program, or reviewed/critiqued programs on a specific topic. Students work with me to design a project that fits the student’s interests and develops their program design and instructional skills. The class presentation (5 points) and/or poster/paper (35 points) is worth 40% of your total grade.
Students with Disabilities
Students with disabilities who wish to request accommodations for any or all classes in which they are enrolled should contact the coordinator for Student Services with the Division at 333-4603 (voice or TTY).
Tentative Weekly Schedule & Readings
08/22 Course Overview—Program Development
8/24 Content and Program Example—Divorce Education
Bowers, J. R., Mitchell, E. T., Hardesty, J. L., & Hughes, R., Jr. (2011). A review of online divorce education programs. Family Court Review, 49(4), 776-787. doi: 10.1111/j.1744-1617.2011.01413.x
*Schramm, D. G., & McCaulley, G. (2012). Divorce education for parents: A comparison of online and in-person delivery methods. Journal of Divorce & Remarriage, 53(8), 602-617. doi: 10.1080/10502556.2012.721301
Focus on Kids http://focusonkids.missouri.edu/
Little Children: Big Problems—Divorce http://www.sesamestreet.org/parents/topicsandactivities/toolkits/divorce
Hughes, Huffington Post: http://www.huffingtonpost.com/robert-hughes/
08/29 Program Development Process—From Start to Finish
Hughes, R., Jr. (1994). A framework for developing family life education programs. Family Relations, 43(1), 74-80. doi: 10.2307/585145
Hughes, R., Jr., Bowers, J. R., Mitchell, E. T., Curtiss, S., & Ebata, A. T. (2012). Developing online family life prevention and education programs. Family Relations, 61, 711-727. doi:10.1111/j.1741-3729.2012.00737.x
Hughes, R., Jr., Ebata, A. T., Bowers, J. B., Mitchell Thomann, E., & Curtiss, S. L. (2015). Strategies for designing online family life education. In M. J. Walcheski & J. S. Reinke (Eds.), Family life education: The practice of family science (3rd ed.). Minneapolis, MN: National Council on Family Relations.
08/31 Content and Program Example: Marriage Education
Duncan, S. F., Steed, A., & Needham, C. M. (2009). A comparison evaluation study of web-based and traditional marriage and relationship education. Journal of Couple & Relationship Therapy, 8(2), 162-180.
*Loew, B., Rhoades, G., Markman, H., Stanley, S., Pacifici, C., White, L., & Delaney, R. (2012). Internet delivery of PREP-based relationship education for at-risk couples. Journal of Couple & Relationship Therapy, 11(4), 291-309. doi:10.1080/15332691.2012.718968
Forever Families: http://foreverfamilies.byu.edu/Default.aspx
Relationship Reality TV– http://www.alabamamarriage.org/network/realitytv.php
Fireworks: http://www.k-state.edu/wwparent/courses/fireworks/index.html
9/5 Labor Day – No class
9/7 Content & Program Example: Families & Healthy Behavior
*Celio, A. A., Winzelberg, A. J., Dev, P., & Barr Taylor, C. (2002). Improving compliance in on-line structured self-help programs: Evaluation of an eating disorder prevention program. Journal of Psychiatric Practice, 8, 14-20.
Whittemore, R., Gray, M., Lindemann, E., Ambrosino, J., & Jaser, S. (2010). Development of an Internet coping skills training program for teenagers with Type 1 diabetes. Computers, Informatics, Nursing, 28, 103–111. doi: 10.1097/NCN.0b013e3181cd8199
9/12 Reading the Scientific and & Practical Literature
Adler-Baeder, F., Higginbotham, B., & Lamke, L. (2004). Putting empirical knowledge to work: Linking research and programming on marital quality. Family Relations, 53(5), 537-546.
Hughes, R., Jr. (in preparation). Reading the scientific and practice literature for family life education applications.
Nielsen, L. (2014). Woozles: Their role in custody law reform, parenting plans, and family court. Psychology, Public Policy, and Law, 20(2), 164-180. doi:http://dx.doi.org/10.1037/law0000004
9/14 Content and Program Example—Challenging Family Situations—Stress management
Cranwell, J., Houghton, R. J., Golembewski, M., Fischer, J. E., & Hagger, M. (2014). Increasing self-regulatory energy using an internet-based training application delivered by smartphone technology. Cyberpsychology, Behavior, and Social Networking, 17(3), 181-186. doi:doi:10.1089/cyber.2013.0105
Rose, R. D. (2014). Self-guided multimedia stress management and resilience training. The Journal of Positive Psychology, , 1-5. doi:10.1080/17439760.2014.927907
*Rose, R. D., Buckey, J. C., Jr., Zbozinek, T. D., Motivala, S. J., Glenn, D. E., Cartreine, J. A., & Craske, M. G. (2013). A randomized controlled trial of a self-guided, multimedia, stress management and resilience training program. Behaviour Research and Therapy, 51(2), 106-112. doi:http://dx.doi.org.proxy2.library.illinois.edu/10.1016/j.brat.2012.11.003
Sesame Workshop material for military families https://www.familiesnearandfar.org/resources/
New Parent — http://www.newparent.com/
9/19 Problem Analysis – Needs Assessment—audience & context
Semester Project Discussion.
Hargittai, E., & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Communication & Society, 11(2), 239-256.
Wiley, A. R., & Ebata, A. (2004). Reaching American families: Making diversity real in family life education. Family Relations, 53(3), 273-281.
9/21 Content and Program Example—Transition to Parenthood
Brady, E., & Guerin, S. (2010). “Not the romantic, all happy, coochy coo experience”: A qualitative analysis of interactions on an Irish parenting web site. Family Relations, 59(1), 14-27.
*Feil, E. G., Baggett, K. M., Davis, B., Sheeber, L., Landry, S., Carta, J. J., & Buzhardt, J. (2008). Expanding the reach of preventive interventions: Development of an internet-based training for parents of infants. Child Maltreatment, 13(4), 334-346. doi:10.1177/1077559508322446
09/26 Program Content: Developing a Theoretical Model of the Problem
Webb, T.L., Joseph, J., Yardley, L., & Michie, S. (2010). Using the Internet to promote health behavior change: A systematic review and meta-analysis of the impact of theoretical basis, use of behavior change techniques, and mode of delivery on efficacy. Journal of Medical Internet Research, 12, 1-23. doi: 10.2196/jmir.1376
9/28 Content and Program Example to be added based on student interest
10/03 Program Design— Creating a Program Model & Instructional Model
Small, S. A., Cooney, S. M., & O’Connor, C. (2009). Evidence-informed program improvement: Using principles of effectiveness to enhance the quality and impact of family-based prevention programs. Family Relations, 58, 1-13.
10/05 Content and Program Example: Parent Education
Niela-Vilén, H., Axelin, A., Salanterä, S., & Melender, H. L. (2014). Internet-based peer support for parents: A systematic integrative review. International journal of nursing studies, 51(11), 1524-1537. doi: 10.1016/j.ijnurstu.2014.06.009
*Russell, B. S., Maksut, J. L., Lincoln, C. R., & Leland, A. J. (2016). Computer-mediated parenting education: Digital family service provision. Children and Youth Services Review, 62, 1-8. doi: 10.1016/j.childyouth.2016.01.012
Just In Time Parenting http://www.extension.org/pages/Just_In_Time_Parenting_eNewsletters
Parenting your unique child — http://parenting.uwex.edu/parenting-your-unique-child/
Responsive Discipline — http://www.k-state.edu/wwparent/courses/rd/rd1.htm
Text4Baby http://www.text4baby.org/index.html
Parenting 24/7 — http://parenting247.org/
Infant Health — http://www.mayoclinic.com/health/infant-and-toddler-health/MY00362/TAB=indepth
10/10 Online Instructional Design—Navigation & Interaction design
Neve, M. J., Collins, C. E., & Morgan, P. J. (2010). Dropout, nonusage attrition, and pretreatment predictors of nonusage attrition in a commercial web-based weight loss program. Journal of Medical Internet Research, 12(4), e69. doi: 10.2196/jmir.1640.
10/12 Content and Program Example—Parenting Conduct Problems
*Craig, A. B., Brown, E. R., Upright, J., & DeRosier, M. E. (2016). Enhancing children’s social emotional functioning through virtual game-based delivery of social skills training. Journal of Child and Family Studies, 25(3), 959-968.doi: 10.1007/s110826-015-0274-8
Dittman, C. K., Farruggia, S. P., Palmer, M. L., Sanders, M. R., & Keown, L. J. (2014). Predicting success in an online parenting intervention: The role of child, parent, and family factors. Journal of Family Psychology, 28(2), 236-243. doi:http://dx.doi.org/10.1037/a0035991
Sanders, M. R., Baker, S., & Turner, K. M. T. (2012). A randomized controlled trial evaluating the efficacy of Triple P Online with parents of children with early-onset conduct problems. Behaviour Research and Therapy, 50(11), 675-684. doi:http://dx.doi.org/10.1016/j.brat.2012.07.004
Alcohol Use on Campus: http://www.cehd.umn.edu/fsos/Centers/Alcohol/
Parents—The Antidrug: http://www.theantidrug.com/
NIDA for Teens (parent section)– http://teens.drugabuse.gov/parents/index.php
10/17 Online Instructional Design—Participation design
Fogg, B. J., & Eckles, D. (2007). The behavior chain for online participation: How successful web services structure persuasion. In Y. de Kort, et. al. (Ed.), Persuasive technology (pp. 199-209). Heidelberg: Springer Berlin. https://research.nokia.com/files/Fogg%20&%20Eckles%202007.pdf
Fogg, B. J. (2008). Mass interpersonal persuasion: An early view of a new phenomenon. Paper presented at the Third International Conference on Persuasive Technology, Persuasive 2008, Berlin. Retrieved July 31, 2008, from http://captology.stanford.edu/wp-content/uploads/2014/03/MIP_Fogg_Stanford.pdf
10/19 Content and Program Example—Children with Special Needs
*Chung, U. S., Han, D. H., Shin, Y. J., & Renshaw, P. F. (2016). A prosocial online game for social cognition training in adolescents with high-functioning autism: an fMRI study. Neuropsychiatric disease and treatment, 12, 651-660.
Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149-166.
NICHCY (parents and families)– http://www.nichcy.org/FamiliesAndCommunity/Pages/Default.aspx
IL Early Intervention Newsletter: http://www.eiclearinghouse.org/newsletter.html
Parents Know — http://parentsknow.state.mn.us/parentsknow/index.html
10/24 Online Instructional Design—Learning Community design
Resnick, P., & Kraut, R. E. (2010). Introduction. In Kraut, R. E., & Resnick, P. (under contract). Evidence-based social design: Mining the social sciences to build online communities. Cambridge, MA: MIT Press. http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/Resnick10-Intro-current.pdf
Kraut, R. E., & Resnick, P. (2010, April 4). Encouraging contribution to online communities. In Kraut, R. E., & Resnick, P. (under contract). Evidence-based social design: Mining the social sciences to build online communities. Cambridge, MA: MIT Press. http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/Kraut10-Contribution-current.pdf
Resnick, P., Konstan, J., Chen, Y. & Kraut, R. (under contract). Starting new online communities. In R. E. Kraut & P. Resnick (Eds.), Evidence-based social design: Mining the social sciences to build online communities. Cambridge, MA: MIT Press. http://kraut.hciresearch.org/sites/kraut.hciresearch.org/files/articles/Resnick10-Startup-current.pdf
Nielsen, J. (2008). Writing style for print vs. web. Retrieved from http://www.useit.com/alertbox/print-vs-online-content.html
10/26 Content TO BE DETERMINED
10/31 Online Learning Media & Tools: Text & Multimedia
Hughes, R., Jr. (2009). Guidelines for Writing Brief Answers Based on Scientific Information to Questions for the Web. Urbana: University of Illinois at Urbana-Champaign, Retrieved, August 2, 2010, from http://hdl.handle.net/2142/9790
Lee, K. (2014, March 31). The ideal length of everything online, Backed by research. http://blog.bufferapp.com/the-ideal-length-of-everything-online-according-to-science
Mayer, R. E. (2005). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 1-16). Cambridge: Cambridge University Press.
11/2 Independent work on semester projects
11/07 Online Learning Media & Tools: Games, Mobile & Social Media
Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons, 54, 241-251. doi: 10.1016/j.bushor.2011.01.005
Nabi, R. L., Prestin, A., & So, J. (2013). Facebook friends with (health) benefits? Exploring social network site use and perceptions of social support, stress, and well-being. Cyberpsychology, Behavior, and Social Networking, 16(10), 721-727. doi:http://dx.doi.org.proxy2.library.illinois.edu/10.1089/cyber.2012.0521
Shen, N., Levitan, M. J., Johnson, A., Bender, J. L., Hamilton-Page, M., Jadad, A. A. R., & Wiljer, D. (2015). Finding a depression app: A review and content analysis of the depression app marketplace. JMIR mHealth and uHealth, 3(1), e16.
11/09 Content and Program Example—Sex Education
*Arnab, S., Brown, K., Clarke, S., Dunwell, I., Lim, T., Suttie, N., . . . de Freitas, S. (2013). The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting. Computers & Education, 69(0), 15-30. doi:http://dx.doi.org/10.1016/j.compedu.2013.06.013
Curtiss, S. (2013). Educating the educator: delivering sexuality education to individuals with autism spectrum disorder. (Masters Thesis, University of Illinois at Urbana-Champaign). Retreived from https://ideals.illinois.edu/handle/2142/44152
Birds and the Bees http://asdsexed.org/
Teen Talk http://www.plannedparenthood.org/teen-talk/index.htm
Sex, etc. (see comics) — http://www.sexetc.org/comic/3879
Girls Health: http://www.girlshealth.gov/index.cfm
AIDS — http://aids.gov/
11/14 Program Implementation
Christensen, H., Griffiths, K. M., Korten, A. E., Brittliffe, K., & Groves, C. (2004). A comparison of changes in anxiety and depression symptoms of spontaneous users and trial participants of a cognitive behavior therapy website. Journal of Medical Internet Research, 6(4), e46. doi:10.2196/jmir.6.4.e46
Clarke, G., Eubanks, D., Reid, E., Kelleher, C., OʼConnor, E., DeBar, L. L., Lynch, F., et al. (2005). Overcoming depression on the Internet (ODIN) (2): A randomized trial of a self-help depression skills program with reminders. Journal of Medical Internet Research, 7(2), e16. doi: 10.2196/jmir.7.2.e16.
Eysenbach, G. (2005). The law of attrition. Journal of Medical Internet Research, 7(1), e11, doi:10.2196/jmir.7.1.e11
11/16 Content and Program Example—Partner/couple violence
Foshee, V. A., Bauman, K. E., Ennett, S. T., Linder, G. F., Benefield, T., & Suchindran, C. (2004). Assessing the long-term effects of the Safe Dates program and a booster in preventing and reducing adolescent dating violence victimization and perpetration. American Journal of Public Health, 94(4), 619-624.
*Glass, N., Eden, K. B., Bloom, T., & Perrin, N. (2010). Computerized aid improves safety decision process for survivors of intimate partner violence. Journal of Interpersonal Violence, 25(11), 1947-1964.
Real Teen Relationships — http://www.realteenrelationships.com/
Two of Us — http://twoofus.org/index.aspx
That’s Not Cool — http://www.thatsnotcool.com/
Girls Health — http://www.girlshealth.gov/index.cfm
11/21 Thanksgiving Break
11/23 Thanksgiving Break
11/28 Program Evaluation
De Los Reyes, A., & Kazdin, A. E. (2008). When the evidence says, “Yes, no, and maybe so.” Current Directions in Psychological Science, 17(1), 47-51.
Fishbein, D. H., Ridenour, T. A., Stahl, M., & Sussman, S. (2016). The full translational spectrum of prevention science: facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems. Translational Behavioral Medicine, 6(1), 5-16. doi: 10.1007/s13142-015-0376-2
Hughes, R., Jr. (2001). A process evaluation of a website for family life educators. Family Relations, 50(2), 164-170.
Jacobs, F. H. (2003). Child and family program evaluation: Learning to enjoy complexity. Applied Developmental Science, 7(2), 62-75.
11/30 Class Presentations of Program Ideas and/or Semester Project
12/5 Class Presentations of Program Ideas and/or Semester Project
12/7 Class Presentations of Program Ideas and/or Semester Project
Child and Family Life Education Program Areas
(Topics in bold & italics will be covered. Other topics on this list can be added to the course
based on student interests.)
Sexuality Education
Basic sex education for children or adolescents
Sexually transmitted disease prevention
Gender/Sexual identity/orientation education
Pregnancy prevention education
Relationship Education
Social and Emotional Development Programs
Sibling relationship programs
Interpersonal violence prevention
Bullying and Cyberbullying
Marriage Preparation
Marriage Enrichment
Re-marriage Preparation/Enrichment
LGBT relationship programs
Parent Education
General parent education
Parenting for specific groups
Fathers
Culturally-specific parenting
LGBT parent education
Difficult children
Children with special needs
Parenting children/adolescents to prevent risky-behavior
Family Transition/Stressful Life Events Education
Transition to parenthood education
Divorce Education
Work-family education
Stepfamily education
Caregiving for aging or disabled family member
Bereavement/Grief education
Families and Health Behaviors
Obesity prevention
Exercise
Disease management
Drug & Alcohol Prevention
Weight management
Stress management