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| Chapter 3 |
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Chapter 3 - Relating Theory to Practice
Questions/Problems for Discussion and Review – Chapter 3
Class Discussion
Recall and describe the best teacher you ever had. How did her or his methods correspond with the list of effective teaching strategies listed in Box 3.1?
Determine which of Gregorc’s learning styles (Figure 3.1) best describes your personality. Then discuss as a group the different learning styles among the group members. How can a group with so many different styles learn to work effectively together? How would you as an educator or group leader design a program that would affirm all of the learning styles?
Using your own family constellation, how do you see it fitting with the developmental stage theory articulated by Evelyn Duvall and Brent Miller (Table 3.1)? If there are exceptions in many families, does that make the theory invalid or useless? Why or why not?
Research Problems
The area of emphasis on family wellness and family strengths has been prominent in family research during the last few years. Review several of these studies. Are there commonalities between them? What overarching principles seem to be incorporated in all? Compare with the characteristics of healthy family systems.
A book by Judith Rich Harris, The Nurture Assumption (1998), has stirred much discussion over the value of parental influence on children in the course of their development. Read the book and consider the research on which Harris bases her conclusions, looking particularly at its thoroughness and possible bias. Are there influences or issues she may have ignored? What counterarguments have been presented in journal articles and Internet discussions? Are these arguments or defenses supported with valid research? What conclusion do you personally reach about the issue?
Case Study Design
If you are developing a program based on the case studies in Chapters 1 or 11, review the program now by applying the criteria for effective programs listed in Box 3.1 . What might you want to add or change about the shape of your program design?
Box 3.1 - Family Life Education Is Most Effective When It . . . Download a pdf of Box 3.1
promotes the functions of healthy family systems supports and encompasses the family in its unique social and cultural context reinforces family efforts is sustained and comprehensive (overtime, over life experiences) focuses on prevention rather than remediation • builds in levels of learning that encourage personal transformation and behavioral/attitudinal change includes at least 15-18 hours of learning experience, followed by options for long-term reinforcement incorporates learning activities for all learning styles engages the learner in praxis (action with reflection) applies information to personal life experience and demonstrates immediate usefulness respects learners’ experiences, culture, and values orientation models learning skills and invites discussion/commentary uses small-group discussion format is well prepared and up-to-date involves short “lectures” followed by prepared learning activities and discussion is based on assessed needs of group
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