Child and Family Studies Portfolio

Louisiana State University

Child & Family StudiesStudent Portfolio

KAITLYN ROOT•M

ajor: Child and Family Studies• Concentration: Human Service Management

FAMILIES AND INDIVIDUALS IN SOCIETAL CONTEXTS

•In Human Ecology 4065 we read a book titled Promises I Can Keep discussing poor mothers and their views on having and raising children before getting married. This book pointed out the different characteristics found in the individuals within this community by interviewing and getting to know several women. The lack of education, child care, and financial resources really changed the way these women chose to conduct their lives as they were forced to adapt to constant changes in their lives.

•This book altered my opinions and thoughts about poor women that have children before they are married. Because of the lack of employed men in their community, their high regard for marriage, and their financial situations, these women choose to have children before they are married so they can have a loving and stable relationship.

FAMILIES AND INDIVIDUALS IN SOCIETAL CONTEXTS

•Attached is a comprehensive literature review showing the importance of fathers to infants. This review also incorporates my program plans for these individuals within society in order to encourage father involvement in the lives of young children.

INTERNAL DYNAMICS OF FAMILIES •I

n Human Ecology 3065, I was introduced to Murray Bowen’s Family Systems Theory for the first time. With the explanation that the family is much like a mobile, no part can function independent of the others. If a stressor affects one person in the family, the other members feel the affects as well and are required to adapt to this stressor.

•Attached is a parenting reflection done in HUEC 3065 related to the Family Systems Theory

HUMAN GROWTH & DEVELOPMENT ACROSS THE LIFE SPAN

•In Human Ecology 3055, we discussed the developmental stages of children. We especially focused on Piaget’s Cognitive Development Theory which consists of four main hierarchical schemes.

•One of the main points in Piaget’s theory is that “children are curious, active explorers who construct an understanding of reality by acting on and interacting with their world.”

•This theory is applied in many child development centers, schools, and other clinics as ways to better educate and understand children and their interactions with the world around them.

HUMAN SEXUALITY •T

hrough work in the Kinesiology 2600 class, I learned about many different issues within human sexuality. Through the assignments created from book readings, I was encouraged to reflect on the chapters and really understand the details of these topics.

•For several assignments, I was required to create charts with information about various STDs and other health issues. These assignments allowed me to visually compare and contrast these diseases to better understand the symptoms, prevention methods, and treatment options for each STD.

INTERPERSONAL RELATIONSHIPS •C

ommunication Studies 2010 is a class about interpersonal communication. I learned about different communication styles including verbal and nonverbal as well as the principles of meaning. These are two key topics that aid communication between individuals in relationships. Most of the time, nonverbal communication is a better indicator of what a person truly means and therefore, over 90% of all communication is nonverbal.

INTERPERSONAL RELATIONSHIPS•I

n Communication Disorders 2051, we focused on deaf education and sign language. I learned that communication can occur in many different forms, especially for those people that cannot hear. The signs that individuals performed with their hands were only a piece of the communication while the rest of it occurred in their facial expressions and their body language.

•Attached is an assignment where we were required to pretend to be deaf in a public place. We had to observe how others treated us and the difference in the way we were perceived, especially when others believed that we could not hear what they were saying.

FAMILY RESOURCE MANAGEMENT •I

n Human Ecology 2065 many different family resources were discussed; time, finances, and other material resources were three of the main ones. Through the books Til Debt do us Part and Putting Families First, we were able to explore different practical applications for family resource management.

•Guided class discussions led us to understand the different familial values that each individual possesses and the importance of discussing those values with your significant other prior to engagement or marriage. Because values can be both implicit and explicit, these need to be discussed as thoroughly as possible, however, some might not surface until they are encountered.

FAMILY RESOURCE MANAGEMENT •A

ttached is an example of the comments that were required in 2065. These comments allowed us to reflect on the readings and attempt to apply them to our lives whether currently or in planning for the future. This comment in particular shows the difference in a ritual and a routine and the importance of knowing that when managing time. It also discusses the importance of consistency on families, especially with regards to bedtime.

PARENTING EDUCATION & GUIDANCE

•In Human Ecology 3065, the roles between children and adults were focused on. With emphasis on the many different family structures and the stressors that each family structure entails. Along with the aforementioned Family Systems Theory, other strategies were given to aid in the development of children. Including multiple discussions regarding children with special needs and how to handle the children as well as the parent if an opportunity should arise.

PARENTING EDUCATION AND GUIDANCE

•Human Ecology 3055 also discussed how to educate and guide parents based on physical, emotional, and psychological changes occurring within the child at different developmental milestones. We learned about appropriate disciplining forms based on the child’s cognitive development according to Piaget.• Many discipline strategies work at only certain ages or only up

to a certain age and then alternate forms of discipline should be used.

FAMILY LAW & PUBLIC POLICY •H

uman Ecology 4052 was a class based on family policy and law. This class went in depth into various court cases and laws throughout history to provide a basis for current legislation and current issues within the family court system.

•Attached is my family policy analysis on policies related to adopted children and foster children. This paper analyzes an article discussing the changes in the foster care system and the effects on children.

PROFESSIONAL ETHICS & PRACTICE •H

uman Ecology 3090 and 4067 have prepared me for work in the helping profession through discussions on ethics. We learned about the importance of respecting the cultures of others without having to agree as well as how to respond to issues that we do not necessarily agree with. Through contemplating difficult scenarios in class and then discussing them as a group, I have learned how to handle some of the situations that I could be faced with in my job.

FAMILY LIFE EDUCATION METHODOLOGY

•In Human Ecology 4065, I was introduced to Family Life Education and all that it entails. Through lectures, group projects, small group discussions, and a presentation at Polk Elementary, I was exposed to the idea of teaching adults outside of the classroom. • Many different learning styles, teaching styles, and other elements make teaching

family life classes difficult. Often these classes require flexibility and openness for change because of the many dynamics of the audiences.

• Attached is a website review that was done on the sandwich generation. It is very important when preparing to educate families that the websites recommended are evaluated for accuracy, authority, objectivity, currency, and coverage to determine whether they should be distributed or not.