Syllabus for

GCSL 637 Contemporary Family Development

3 Credit Hours
Fall 2017

I. COURSE DESCRIPTION
Examines the family within both traditional and contemporary cultural contexts in terms of
relationships, family stages, issues, and trends in a diverse society, with an orientation to wellness
and prevention.
Prerequisites: None.

II. COURSE GOALS

The purpose of this course is to enable the student to do the following:

A. Understand issues of marriage, couple, and family life-cycle dynamics; healthy family
functioning; family structures/stages; and family of origin and intergenerational
influences in a multicultural society. (MCFC, A. 5; C.1; G. 2; H. 1, 2; CMHC, D. 3).

B. Recognize societal trends and treatment issues related to working with multicultural and
diverse family systems (e.g., families in transition, dual-career couples, blended families,
same-sex couples).(MCFC, E2)

C. Address the implications of contextual and structural diversity upon practices of family
life in the areas of marriage and couple relationships, parenting approaches, and sexuality
education. (MCFC, E1)

D. Develop the professional skills needed to provide adequate prevention and enrichment
program that strengthen couple, marriage, and family relationships. (MCFC, D1)

E. Identify principles, practices, and content areas that are essential for effective Family
Life Education. (MCFC, D1)

F. Understand current literature that outlines theories, approaches, strategies, and

techniques shown to be effective in working with diverse family systems and impact of
crisis events on the family. (MCFC, A. 6; I. 1, E3)

G. Reflect theologically on the necessary components to develop a perspective of the

family within the context of a Christian worldview.

III. STUDENT LEARNING OUTCOMES FOR THIS COURSE

As a result of successfully completing this course, the student will be able to do the following:
A. Explain the significance of current research demonstrating the diversity of structure and
context of family life and contemporary families (Exam)

B. Explain family development and the life cycle, sociology of the family, family
phenomenology, family history contemporary families, family wellness, families and
culture, aging and family issues, family violence, and related family concerns. (Exam)

GCSL 637-Latest Revision: 4/24/17 1

@ Copyright Oral Roberts University 2017. All rights reserved.
 C. Explain the implications of contextual and structural diversity upon educational programs
for family life in the areas of marriage and couple relationships, parenting approaches, and
sexuality. (Presentation)

D. Identify of professional skills essential to successfully design and implement

prevention and enrichment programs to enhance couple, marriage, and family
relationships (Exam)

E. Articulate principles, practices, and content areas that contribute to effective Family
Life Education (Presentation and Paper)

F. Demonstrate the ability to provide effective services to in a multicultural society.

(Exam)

G. Engage in theological reflection to consider the necessary components to perceive the

family within the context of a Christian worldview. (Paper)

IV. TEXTBOOKS AND OTHER LEARNING RESOURCES

A. Required Materials
1. Textbooks
DeGenova, M. K., Rice, F. P., Stinnett, N., & Stinnett, N. (2010). Intimate
Relationships, Marriages & Families (8th Edition). McGraw-Hill: ISBN:
978-0073528205

Ferguson, S. J. (2011). Shifting the center: Understanding contemporary

families (5th Edition). New York: McGraw-Hill: ISBN: 978-0-07-
340423-3

2. Library Reserve Reading

Carter, Betty, and Monica McGoldrick, eds. The Expanded Family Life Cycle:
Individual, Family, and Social Perspectives. 3rd ed. Boston: Allyn and
Bacon, 2005. ISBN: 9780205409815

Demo, David H. and Mark A Fine. Beyond the Average Divorce. Thousand Oaks
CA: Sage Publications, Inc., 2010. ISBN: 9781412926850

McGoldrick, Monica, Joe Giordano, and Nydia Garcia-Preto. Ethnicity and

Family Therapy. 3rd ed. New York: Guildford, 2005.
ISBN: 978-1593850203

Nichols, William C. ed. Handbook of Family Development and

Intervention. NY: Wiley, 2000. ISBN-I3: 978-0471299677

Trask, Bahira Sherif, Hamon, Raeann R. (eds.) Cultural Diversity and Families:
Expanding Perspectives. Thousand Oaks CA: Sage Publications, Inc.,
2007.
ISBN 978-1-4129-1542-7

GCSL 637-Latest Revision: 4/24/17 2

@ Copyright Oral Roberts University 2017. All rights reserved.
 Walsh, Froma, ed. Normal Family Processes: Growing Diversity and
Complexity. 4th ed. NY: Guildford Press, 2012. ISBN 978-1-4625-0255-4

Walsh, Froma. Spiritual Resources in Family Therapy, Second Edition.

NY: Guilford Press, 2009. [Paperback] 978 1 60623 022

V. POLICIES AND PROCEDURES

A. University Policies and Procedures

1. Attendance at each class or laboratory is mandatory at Oral Roberts University.
Excessive absences can reduce a student’s grade or deny credit for the course.
2. Students taking a late exam because of an unauthorized absence are charged a
late exam fee.
3. Students and faculty at Oral Roberts University must adhere to all laws
addressing the ethical use of others’ materials, whether it is in the form of print,
electronic, video, multimedia, or computer software. Plagiarism and other forms
of cheating involve both lying and stealing and are violations of ORU’s Honor
Code: “I will not cheat or plagiarize; I will do my own academic work and will
not inappropriately collaborate with other students on assignments.” Plagiarism
is usually defined as copying someone else’s ideas, words, or sentence structure
and submitting them as one’s own. Other forms of academic dishonesty include
(but are not limited to) the following:
a. Submitting another’s work as one’s own or colluding with someone else
and submitting that work as though it were his or hers;
b. Failing to meet group assignment or project requirements while claiming
to have done so;
c. Failing to cite sources used in a paper;
d. Creating results for experiments, observations, interviews, or projects
that were not done;
e. Receiving or giving unauthorized help on assignments.
By submitting an assignment in any form, the student gives permission for the
assignment to be checked for plagiarism, either by submitting the work for
electronic verification or by other means. Penalties for any of the above
infractions may result in disciplinary action including failing the assignment or
failing the course or expulsion from the University, as determined by department
and University guidelines.
4. Final exams cannot be given before their scheduled times. Students need to
check the final exam schedule before planning return flights or other events at the
end of the semester.
5. Students are to be in compliance with university, school, and departmental
policies regarding Whole Person Assessment requirements.
a. The penalty for not submitting electronically or for incorrectly
submitting an ePortfolio artifact is a zero for that assignment.
b. By submitting an assignment, the student gives permission for the
assignment to be assessed electronically.
6. The Disability Service Center, in compliance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act, assures that
no qualified individual with a disability will be denied reasonable
accommodations based upon the individual’s needs. It is the responsibility of the
student to contact the Disability Service Center and properly register for these

GCSL 637-Latest Revision: 4/24/17 3

@ Copyright Oral Roberts University 2017. All rights reserved.
 services. For more information, call 918.495.7018 or go to
www.studentresources.oru.edu

B. Graduate School of Theology and Ministry Policies and Procedures

1. Completion of Assignments
Assignments are due on the dates established in the course calendar, which is
published in the syllabus. Any assignments turned in after the scheduled due
date are penalized five percent (5%) of the original value per day including
weekends, breaks, and holidays. All work turned in two weeks after the
assignment deadline is received but is granted a grade of zero for that
assignment. No work is accepted after the final date of regular classes.
2. Incompletes
On rare occasions, the grade of “I” may be given for work that is incomplete at
the end of the course semester due to a catastrophic event.
a. The student must establish with the instructor and the academic dean that
work is incomplete for good cause and submit a Petition for Incomplete
Grade, with documentation.
b. The Petition must be submitted at least two weeks prior to the end
of the semester or summer course session, not exam week.
c. The submission of a petition does not automatically ensure the
granting of an Incomplete.
d. The petition must be approved by the academic committee of the
Graduate School of Theology and Ministry.
e. It is the responsibility of the student to initiate the petition, make up any
incomplete work, and submit a completed Request for Grade Change
form (which has been signed by the course professor) to the academic
office.
f. If the work is not completed by the end of the subsequent semester, the
incomplete will automatically convert to an “F,” unless an extension is
formally granted.
3. Examinations
a. Early examinations are not allowed. Late examinations without grade
penalty are administered only when extenuating circumstances are
present (such as a death in the family the week before exams or a sudden
and major illness the week of exams that is documented by a physician).
b. A Petition for Late Examination must be submitted to the academic
dean’s office. A $15 fee, plus proper documentation, must accompany
the petition. The academic committee reviews each petition and grade
penalties are assessed. (Late exam fee is not a grade penalty.)
c. Students taking late exams should expect alternate versions of the
original exams.
d. Not being present for the final examination automatically results in
failure of the course.
4. Attendance
The administration and faculty of the Graduate School of Theology and Ministry
believe that class attendance is crucial in order for students to receive
impartation, spiritual formation, and a community experience. Therefore, the
Official Attendance Policy for the GSTM is as follows:
a. Students will receive one letter grade reduction after missing more than
two weeks of classes.
b. Students who miss more than one month of classes will fail the course.

GCSL 637-Latest Revision: 4/24/17 4

@ Copyright Oral Roberts University 2017. All rights reserved.
 c. The absences allowed prior to a grade reduction are designed to
allow for emergencies and illnesses and are not designed for
indiscriminate use.
d. Administrative excuses are granted only when a student is on official
university business and has received approval in advance from the
university administration.
e. Students are expected to be prompt for classes.
f. Students are expected to remain for the entire class session.
g. Leaving early without permission constitutes an absence.

C. Course Policies and Procedures

1. Evaluation Procedures
Course Grades
There are a possible 640 points in this class, which will be divided as follows:

Attendance @ 10 points per class excluding exams 140 points

Two exams @ 100 points each 300 points
Group presentation @ 100 points 100 points
Term paper @ 100 points 100 points
540 points

Final course grades will be allotted based on the percentage of total points earned.

A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = below 60

2. Whole Person Assessment Requirements

a. All students entering the seminary are required to enroll in
PRF 059—ePortfolio: Whole Person Assessment, which provides specific
training to develop the skills needed to create an ePortfolio.
b. WPA requirements for this course:
None
3. Other Policies and/or Procedures
a. Reading of textbooks and supplementary sources is expected and should
be completed according to the course calendar.
b. American Counseling Association Policies on Diversity
The American Counseling Association has explicit policies,
standards, and ethical guidelines regarding diversity issues. In this class,
you will be expected to reflect the standards and ethics of the counseling
profession, especially in the area of diversity. Any use of written or verbal
language should be consistent with the respect and tolerance that are the
cornerstone of the counseling profession and should reflect the ACA
Human Rights Committee’s 1987 statement on tolerance, which states:
In order to guarantee that each individual is free to pursue his/her
potential, each member of ACA is charged to (a) engage in ongoing
examination of his/her own attitudes, feelings, stereotypic views,
perceptions and behaviors that might have prejudicial or limiting impact

GCSL 637-Latest Revision: 4/24/17 5

@ Copyright Oral Roberts University 2017. All rights reserved.
 on others; (b) contribute to an increased sensitivity on the part of other
individuals, groups or institutions to the barriers to opportunity imposed
by discrimination; (c) advocate equal rights for all individuals through
concerted personal, professional, and political activity.
c. Presentation
The presentation is designed as a tool for the student(s) to articulate and
share with the class about the topics related to this course. Student(s) will
share and engage with the class about the selected topic. The student(s)
will have 45-50 minutes to lecture, lead a discussion, and have an activity
to promote and educate the class about the selected topic. The content of
the presentation must adhere to the diversity statement and ACA policy
regarding diversity stated in the addendum.

Rubric for Presentation (100 points)

Length of Presentation (45- 50 minutes) 20 points
Content (Detailed, Covers Major Topics or Issues) 20 points
Quality of Information (Salient Materials, Provide Supporting Details)
20 points
Visual/ Creativity 10 points
Mechanics (Grammar, Spelling) 20 points
Integration and Engagement with the class 10 points
Total 100 points

d. Writing Assignment
The term paper is designed as a tool for the student to identify,
understand, and describe a topic related to contemporary families. The
paper will include relevant or current issues about, and counseling issues
and best practices when addressing this topic. The paper should be eight
to ten (8 – 10) pages (excluding title page and reference page) in length,
typed, and double-spaced. The content and organization of the paper
should follow the structure listed above. The editorial style should follow
the criteria established by the American Psychological Association. The
reference page will include a minimum of ten (10) academic resources
other than the course text. Due on October 27 2017 at 11.59pm on D2L.

Rubric for Writing Assignment (100 points)

Summary 20 points
Evaluation of Contents 20 points
Interactions with Content 20 points
Mechanics 20 points
APA/ Writing Style 20 points
Total 100 points

GCSL 637-Latest Revision: 4/24/17 6

@ Copyright Oral Roberts University 2017. All rights reserved.
VI. COURSE CALENDAR

Week Topics Chapter Articles

1 Introduction; Modern Family 1 1-3
2 Gender: Identity and Roles 2 4-9

3 Social Justice and Family

4 Being Single, Attraction, and Dating 3, 4 10-13

Traditional, Online And Distance Dating

Love and Mate Selection, Sexual Relationships

5 Family Development 5, 10
6 It’s Complicated: Marriage, Cohabitation, and Open 6, 7 14-20
Relationships
7 Exam 1
8 Making Relationships Work 8, 9 21-23

Presentation
9 Presentation 24-26

Fall Break
10 Having Children 11,12, 13 27-32

Presentation
11 Divorce and Remarriage 16, 17 33-35

Presentation
12 Today’s Family 14 36-40

Presentation
13 Presentation 41-44
14 Presentation 45-50
Thanksgiving Break
15 Family Crisis and Conflict 15 52-54

Presentation
Finals Comprehensive Final Exam
Week
See schedule for Final Exam Date and Time

GCSL 637-Latest Revision: 4/24/17 7

@ Copyright Oral Roberts University 2017. All rights reserved.
 Inventory for Student Learning Outcomes
Graduate School of Theology and Ministry

M. A. Christian Counseling

GCSL 637 Contemporary Family Development Edward Ewe, Instructor

Email: eewe@oru.edu

Fall 2017

This course contributes to student learning outcomes for the M.A. Christian Counseling degree as
indicated below:
Significant Contribution – Addresses the outcome directly and includes targeted assessment.
Moderate Contribution – Addresses the outcome directly or indirectly and includes some
assessment.
Minimal Contribution – Addresses the outcome indirectly and includes little or no assessment.
Theology/Philosophy of Counseling
Develop a cohesive theology of counseling
with theological reflection on the counseling X
process, emphasizing Spirit-directed change.

Assessment Techniques
Exhibit skill in selecting, administering,
scoring, interpreting, and reporting the
X
results from various assessment
instruments.

Clinical/Theoretical Diagnostic Appraisal

Demonstrate the ability to interpret case
specific information by translating it into X
accurate diagnostic appraisals.

Treatment Plans in Response to Diagnosis

Display the ability to develop relevant
treatment plans in response to specific
X
diagnoses, and the skill to implement them
in the context of a therapeutic relationship.

Research Skills and Methodologies

Demonstrate basic research skills and
methodologies through critiquing research X
findings and evaluating ESTs.

Professional Code of Ethics

Demonstrate knowledge of professional
codes of ethics and the ability to apply those X
codes to ethical dilemmas.

GCSL 637-Latest Revision: 4/24/17 8

@ Copyright Oral Roberts University 2017. All rights reserved.