THESIS “. X («um-4:5!“ .. _ \ . _ . O“ - _. '— )4 ’- J". I ‘ '._‘av.*—"- ’ ' ‘ . 5' 6' ‘.l ‘ . ‘ £ ‘ . I J \ ‘ I f r _ .- 5 v r M...» , ‘ ",Wav-fid g: I M ~ 3 ‘ ~. , K‘ ..' g ‘ .' .‘ . s i _ - J- '. r i“ {1 . . J , w;»~* ‘= a? ..‘0_ If ‘h a ‘ v “ ‘- 18 “f ' - l I 4' ‘ a o'- "’ -— --.’" '-- ’ _ ...- L L «51".»: ‘ (I A g . .~ wt we. . . .4 . _ . P) ‘ ‘ :xrvt: ’1 'A‘ ' Ia 1—- n~g” Co-parativo Study of Two Family Lifo Toaching Mothodo At Ecoroo High School by Kathloon Bronnor A Problon Suhaittod to tho Faculty of tho Colloco of Ho-o Economics of Michigan Stato Univoroity in partial fulfill-out of tho roquirouonto for tho dogroo of Maotor of Arto Collogo of Holo Economico Dopart-ont of Homo Hanagolont and Child Dovoloplont 1966 ACKNOWLEDGMENT Much approciation io oxtondod to Dr. Uilliam Harohall for tho many houro ho contributod toward tho complotion of thio papor. Without hio holp. tho papor would not havo boon poooiblo. Tho oontributiono mado by Dr. Alico I. Thropo and Dr. Twyla Shoar aro aloo groatly approoiatod. Comparativo Study of Two Family Lifo Toaching nothodo at Ecoroo High School Abotract Tho otudy wao dooignod to obtain information about a dooioion-making toaching tochniquo ao comparod to a toxtbook tochniquo of toaching family lifo. Each control and oxpori- montal group conoiotod of ooyontoon otudonto from lowor oocio-oconomic backgroundo. loch group complotod a Maggiagg Inygngggz dooignod by Burgooo. Cottroll. Hallin, and Locko. Tho flagging: anontogz wao adaptod for high ochool otudonto uoo by tho author. Studonto complotod tho inotrumont botoro and aftor tho oomootor'o claoo inotruction. Tho obJoctivo wao to dotormino it tho docioion-making toaching tochniquo omployod by tho toachor indicatod a oignificant dittoronco in otudont porooption of tho oolutiono to marital problomo. Tho data woro oummariaod and comparod uoing tho moan ocoroo and tho t ocoro of probability. Tho analyoio of tho data did not rovoal any oignificant changoo ao a rooult of tho oxporimontal oituation. Thoroforo. no difforoncoo in tho two tochniquoo havo boon found ao a rooult of thio otudy. Tho otudy did indicato that otudonto tond to think unroalio- tically about thoir marital rolationohipo. and tho nood for an inotrumont opocifically proparod for tho otudonto from a lowor aocio-ocononic group. L: a. i CHAPTER I. II. III. IV. TABLE OF CONTENTS Tho Problem and Ito Scopo Tho Problom Importanco of Study Statonont of tho Problom Hypothooio Aooumptiono of tho Study Royiow of Litoraturo Mothodology Samplo Procoduro Inotrumontation Hypothoooo Analyoio Analyoio of Data Summary Summary and Limitationo Summary Limitationo Implicationo for Futuro Roooarch Bibliography Appondix PAGE 13 18 19 22 23 TABLE 3.1 “.3 h.“ hos “.6 TABLE OF TABLES Spocific Charactoriotico of tho Control and Exporiuontal Groupo Moan Numbor of Chock Marko Column D Rocoivod Control Boforo and Aftor, Exporimontal Bororo and Aftor Botoro and Aftor Moan Scoroo of Control Group on tho Eggriago Inygntggz loforo and Aftor Hoan Scoroo of Exporimontal Group on tho gagzig‘g Invontogz Conparioon Boforo and Aftor Moan Scoro of Control and Exporimontal Groupo Control Boforo and Aftor Exporimontal Botoro and Aftor t Scoro Control and Exporimontal Boforo Control and Exporimontal Aftor t Scoro PAGE 1k 15 15 16 17 17 CHAPTER I INTRODUCTION Tho Problon and Ito Scapo Tochniquoo and mothodo of toaching uood by fa-ily lifo oducatoro aro practically ao nunorouo ao tho numbor of por- oono toaching family lifo. Korckhoff otatod: Rocont otudioo ouch ao G. A. Chriotonoon'o (1958) ohow that fa-ily lifo toachoro ao a group do not havo a uniquo oot of mothodo and tochniquoo for toaching. Howovor. it hao boon obviouo from tho litoruturo that many individualo havo attonptod to noko thoir toaching looo 'bookioh' and moro functional by applying nothodo not froquontly uood in othor claoooo. ...Moanwhilo. howovor. indivi- dual toachoro roport ouccooo with many tochniquoo.1 Anothor otudy conductod by Morgan lioto twonty-four yariouo mothodo and tochniquoo uood in tho toaching of family lifo.2 hany of thooo oducatoro bolioyo thoir nothod io tho corroct ono. Thio boliof nay bo truo whon conoidoring tho particu- lar youth onrollod in ouch claoooo and tho individual naturo of tho problomo of oaoh ochool and col-unity. Howovor. fow otudioo hayo boon conductod to dotornino tho ouccooo or fail- uro of tho tochniquoo and mothodo onployod. Forco hao con- ductod ouch a otudy at Tomo Riyor, Now Jorooy. In diocuooing 1. Harold T. Chriotonoon. od.; Handboog 2f gaggiagg and £53 gamilz; Chicago: Rand McNally and Co., 19 , p. 91 2. gg1d., p. 891 mothodo which oho uood during hor otudy oho otatod. ”I am tomptod to dwoll on mothod and teaching tochniquoo ovon though I am fully awaro that mothod io uoually highly indi- vidualimod and that toaching domando much moro than toch- niquoo.'3 Importanco of tho Study If ono agrooo that mothodo and tochniquoo of toaching family lifo aro uniquo for tho individual toachor. thon roooarch io noooooary to dotormino which mothodo might pro- duoo tho dooirod rooulto for tho particular otudonto and tho toachor. Thio otudy comparoo two tochniquoo of toaching family lifo to tho otudonto of lcoroo High School. Statonont of tho Problom Tho purpooo of thio otudy wao to dotormino if a doci- oion-making toaching tochniquo onoouragoo tho otudont to ho moro inoightful than a toxtbook oriontod tochniquo to por- coivo and idontify poooiblo marital problomo. Hypothooio Thoro will bo no oignificant difforonco found botwoon tho control and oxporimontal groupo. 3. Ilioaboth S. Forco; Toaching Family Lifo Education; Now York. Buroau of Publicationo, Toachor Collogo. Columbia Univoroity. 1962, p. 17 Aooumptiono of the Study It wao aooumod that tho Marriage Inventory proparod by Burgooo. Cottroll. Uallin and Locko. originally proparod for marriod couploo, wao a valid inotrumont. Tho validity of thio inotrumont wao prooorvod in adopting it for uoo by high ochool otudonto in tho curront otudy. It wao furthor aooumod that tho otudonto woro randomly aooignod to tho claoooo. CHAPTER II REVIEW OF LITERATURE Marriago among toonagoro hao boon a trond oinco at loaot 1950. Thio trond hao boon and io of groat concorn to tho family lifo oducator, and hao nany implicationo for tho fiold of family lifo oducation. Burchinal indicatod oomo roopon- oibilitioo of tho family lifo oducator whon ho otatod: Curront concorn about young marriago providoo a poworful baoio for dofonding oxioting marriago and family lifo oducation programo and for propoo- ing thoir oxpanoion. Young marriago io an oxploo- ivo ioouo. It touchoo on oovoral baoic Amorican valuoo; normo of pronarital chaotity. tho valuo of otrong homo and family lifo, and tho importanco of an adoquato oducation.1 In tho introduction to Elioaboth S. Forco'o book Iggghigg Eggilz_kigg_§gggg£;gg, Vahanian otatod: '...family lifo oducation hao ao ito main purpooo tho otimulation of growth in oolf undorotanding and of incroaoing compotonco in moan- ingful intorporoonal rolationohipo'.2 Nany mothodo and tochniquoo of toaching havo boon uood by family lifo oducatoro to moot tho prooont and futuro noodo of tho otudont. Morgan found many tochniquoo ao roportod in 1. Marvin Suooman. od.x Sourcobook in Harria and tho Eggilzj Booton, Houghton Hifflin Co.. 1933. p. 520 2. llioaboth S. Forco; Ioaching Family gifg Education; Now York, Buroau of Publicationo, Toachor Collogo. Columbia Univoroity. 1862. p. ix h 5 tho Toachor Exchange ooction of the Journal of Marriago and tho Family. Some of thooo tochniquoo woro: autobiographies, chocklioto uood ao icobroakoro. dobatoo, diocuooion toch- niquoo including buzz groupo. circlo diocuooiono. opon dio- cuooion, films, novolo. problom oolving, otc.3 Although tochniquoo and approachoo in toaching family lifo aro not uniquo. oaoh oducator hao hio own idoao of tho “corroct“ way to toach tho aubJoct. Korckhoff otatod: ...Somo critico of tho fiold. in fact. boliovo family lifo toachoro havo boon oo takon up with cortain mothodo of toaching that moro omphaoio hao boon put on tho tochniquoo than on tho goalo of tho couroo. Probably tho mattor would ho a groat doal cloaror if thoro woro moro rigidly con- trollod oxporimonto within tho fiold ta comparo and ovaluato variouo toaching mothodo. Caroful ovaluation of tho uoo of variouo tochniquoo and mothodo in tho toaching of family lifo appoar nocoooary bo- cauoo youth marry at an oarly ago. and ofton aro unawaro of tho problomo which may appoar. Youth ofton boliovo marriago io a happy morry-go-round. and fail to rocognioo tho doci- oiono which muot bo mado. Blood otatod: Marital docioion-making at ito boot io not only oqualitarian and oharod but aloo mutually doforont. Docioion—making ohould involvo not oo much conflict-rooolution through givo and tako bargaining ao an altruiotic willingnooo of both 3. Harold T. Chriotonoon, od.; Handbook of Eargiggg 22$ tho lamilz; Chicago, Rand McNally and Co., 196 , p. 891 5. Ibid.. p. 890 partnoro to go moro than half way in mooting tho othor'o wiohoo.5 Which mothodo of toaching aro boot ouitod to toaching thio oubJoct mattor? In diocuooing tho importanco of family lifo courooo. Luckoy and Nuobock otatodx A couroo plannod to pormit poroonality intor- action botwoon momboro of tho claoo givoo actual practico in tho dovolopmont of ouch qualitioo ao toloranco. co-oporation. compromioo and aocoptanco which porhapo io baoic to tho dovolopmont of flori- bility...oqua11y important io tho fact that tho otudont io loarning to conmunicato. Ho io oxprooo- ing himoolf--hio foolingo--putting thom into lan- guago which hio claoomatoo can undorotand. Rociprocally ho io loarning to lioton, to undor- 6 otand tho foolingo ao woll ao tho wordo of othoro. In diocuooing tho baoio noodo of tho family lifo couroo of otudy, Brodorick otatod: Thoorotically. thooo otudonto ohould bo offorods 1. information baood on roliablo roooarch which will augmont thoir own oxporioncoo. 2. con- copto according to which thoy can analyoo and in- torprot both thoir own oxporioncoo and nowly loarnod information. 3. opportunitioo to apply thio information through rolo playing, diocuooion and paporo. Such programo could roaoonably bo conotruod ao training in docioion-making.7 Tho writingo of thooo authoro indicato tho nood for tooting tho tochniquoo and mothodo omployod in family lifo claoooo. Thooo authoro aloo uphold tho concopt that Robort Blood; Marria o; Now York. Tho Froo Prooo of Gloncoo, 1962, p. 253 Luckoy and Nuobock, 'Uhat Aro Uo Doing In.Narriago Edu- cation's Marriago and Family Living. Vo. 18, Nov., 1956, p- 350 Carlfrod B. Brodorick, “Family Lifo Education Vorouo Roality'. Journal of Marriago and tho Family. Vol. 26, Fob., 1964, p. 102 7 training for docioion-making io an important obJoctivo for family lifo claoo. Thoroforo, tho prooont otudy wao dooignod to obtain information about a docioion-making toaching toch- niquo ao comparod to a toxtbook oriontod tochniquo of toach- ing family lifo. CHAPTER III METHODOLOGY Thio chaptor prooonto a diocuooion of tho oamplo. tho procoduro followod, tho inotrumont. tho hypothoooo. and a doooription of tho data. Samplo Tho control group conoiotod of ton girlo and oovon boyo. Tho oxporimontal group conoiotod of oight girlo and nino boyo. Thuo oaoh group had a total of oovontoon otu- donto. Bach otudont wao at loaot oixtoon yoaro of ago and/ or in tho olovonth or twolfth grado. Tablo 3.1 indicatoo opocific charactoriotico of oach group. Procoduro Tho Marriago Invontogz. ao adaptod for uoo by high ochool otudonto, wao complotod by all otudonto onrollod in Family Living claoooo at lcoroo High School on tho firot comploto day of claoooo for tho fall oomootor. 1965. Thio inotrumont wao roadminiotorod tho laot comploto claoo poriod prior to final oxaminationo during tho oamo oomootor. Tho ochool day at Ecoroo High School conoiotod of oix oqual claoo poriodo. throo mooting prior to lunch and throo aftor lunch. Tho control group mot firot hour in tho morn- ing. from 8:30 A.N. until 9:26 A.M., oach day of tho oomootor. 8 TABLE 3.1 Specific Charactoriotico of the Control and Experimental Groups Control Experimental Characteriotic “.1. Female “.12 £03.10 Age: 16 2 5 2 5 17 h h 3 2 18 l l h 1 Livoo with: both paronto 6 8 8 6 one parent 1 2 l 1 one parent remarried O 0 0 1 Family pooition: firot child 2 6 2 h middle child 5 2 6 5 loot child 0 2 l 5 Nothor employed: not employed 5 5 5 part time 0 3 O 1 full time 2 2 3 Thio group followed the couroo outline of tho textbook. 2;;- o Ad u m n i Famil iv . by Landio and Landio. The claoo learning exporienceo included reading from the text. group diocuooion, filmo. and outoido roadingo. The otudonto were required to prepare one term paper. write intorprotationo of filmo, and complete oovoral oxaminationo during the oomootor The experimental group met during the oecond afternoon claoo period each day of the oomootor. from 1:30 P.N. until 10 2:26 P.N. Thio group followed the oame couroo outlino ao the control group for the firot two and one-half woeko. Then the claoo wao divided into four omall groupo. Each otudiod family living following the family life cycle. The method of teaching conoiotod of extenoivo uoo of the doci- oion-making procooo. by prooonting poooiblo problem areao applicable to the area of the family life cycle being otudiod. Upon completion of group diocuooion and otudy of thooo problomo. each individual prepared a paper diocuooing that area of the family life cycle and the problomo which might be found. The oxaminationo adminiotored involved the oame technique and were evaluated on the baoio of the indi- vidual'o perception of the problem and logical reaoono for their oolutiono to the problomo. Inotrumont The Nagriagg Ingogtogy wao adapted for otudont uoo from the aggriggg_;£zgg§g£y prepared by Burgooo. Cottroll. Vallin and Locke. The original inotrumont wao divided into four major areao: 1. In My Marriage. A General Overview 2. In My Marriage. Hy Spouoo and I Differ In 3. In My Marriage. Hy Spouoo h. In My Marriage. My Wife or My Huoband Bach area ouggeoted poooiblo problomo which might be found in marriage. The original directiono were to check the ll columno in the following manner: A. To indicate thooo thingo which do happen in your marriage and do not interfere with your happinooo B. To indicate thooo thingo which do make your marriage leoo happy C. To indicato thooo thingo which do make your marriage loaot happy D. To indicato thooo thingo which are not pro- oent in your marriage The four maJor areao and the directiono for the inotrumont were changed from the prooont tenoe to the future tonoo. The vocabulary for oomo of the problem areao were aloo changed for uoo by high ochool otudonto. Hypothoeeo The following bypotheoeo were dooigned to toot the Wt 1. The before-after toot ocoro for the control group will not ohow a change 2. The before-after toot ocoro for the experi- mental group will not ohow a change 3. Column D (problomo not prooont im marriage) will receive no check marko by either group Analyoio Tabulation of data incorporated the weighting oug- geoted by the authoro of the inotrumont. Columno A and D receiving oix pointo for each check mark. Column B receiving five pointo for each check mark. and Column C receiving four pointo for each check mark. Totalo were obtained by 12 counting each check mark in each column for each ooction. Thooe numbero were then multiplied by the correoponding num- ber for the column. Totalo were found for each column of each oection for both groupo. The meano were determined and a t ocoro wao then computed. CHAPTER IV ANALYSIS OF DATA The following data were summarized and presented in table form according to four groupings: comparison of the control group's test reoponoeo before and after the classes: comparison of the experimental groupb test responses before and after the classes; comparison of the control and the experimental groupo' responses before the classes; and com- parison of the control and the experimental groupo' reopon- oeo to the test after the classes. For each table. the scores represent the weighting pro- cedure suggested by the authors of the instrument and de- scribed in Chapter III. page nine. The mean scores were calculated. and a t score was calculated for each comparison. The data in Table “.1 show the mean number of check marks Column D received for each area of comparison and the total possible check marks for each area. These data indi- cated the students' opinions concerning the areas of con- flict that would not be present in their future marriage. The data in this table do not support the original hypothe- sis that Column B would not receive any check marko. These data indicate directions for future research. Does this provide evidence of the unrealistic thinking of the stu- donto? Are the students able to interpret the instrument? 13 lb Is the instrument suitable for use with the lower socio- economic groups? TABLE h.1 Coaparison of Mean Number of Check Marks Column D (Not Present In Marriage) Recorded by Control Group Before and After Class Instruction and Experimental Group Before and After Class Instruction Inotrumont Highest Control Experimental Section Possible , Before After Before After 1. 6 2.3 2.65 2.5 1.83 _ 2. 8 1.82 2.82 1.83 1.82 3. 18 5.29 5.18 5.7 5.18 I. 25 8.5 8.0 6.6 8.5 Total 59 17.7 18.0 15.7 17.5 The data in Table h.2 show that the mean for the con- trol group decreased from the before-toot score and compare the total scores for each. This change is not significant. The table also shows the highest possible score an individ- ual might have obtained if he had checked only Columns A and D. This score was included to show the large number of check marks Columns A and D received. The data in Table 8.3 show that the test scores of the experimental group on the after test decreased from those received on the before test. A decrease in score indicates a more realistic point of view concerning future marital 15 TABLE h.2 Mean Scores of Control Group on the Marriage Inventory Before and After Class Instruction Instrument Test Scores Section Highest Possible Before After 1. 36 3u.o 3h.h 2. as 55.0 h5.3 3. 108 9h.6 95.3 h. 150 132.0 133.7 Total 3&2 306.3 301.5 TABLE 0.3 Mean Scores of Experimental Group on the Harriagg Inygngogz Before and After Class Instruction Instrument Test Scores Section Highest Possible Before After 1- 36 32.7 32.6 2. 08 02.5 h0.5 3. 108 98.5 93.6 h. 150 131.0 131.5 Total 302 301.0 300.8 conflict. However. the mean score difference of .6 is not lifflificwt e 16 The data in Table h.h show that the mean scores for the experimental group before and after class instruction are lower than the scores for the control group before and after class instruction when considering all five areas. The com- parison for the before and after scores of the control group decreased h.8 points while the experimental group decreased .6 points when considering the entire instrument. man 1:.1: loan Scores on the Harriago Inventories of Control and Experimental Groups Before and After Class Instruction Instrument Control Experimental Section Before After Before After 1. 3h.0 32.0 35.“ 32.6 2. “5.5 42.5 “5.3 00.5 3. 94-5 98-5 95.3 93.6 b. 132.0 131.“ 133.7 131.5 Total 306.3 301.5 301.5 300.8 The data in Table “.5 appear to indicate no significant change between the before and after scores for the control and experimental groups. The t values are all well beyond the 10‘ level of probability, thereby not indicating statis- tical significance. The data in Table 0.6 appears to indicate no difference between scores of control and experimental groups on the 17 original administration of the instrument and on the final administration of the instrument. TABLE “.5 Control and Experimental t Scoro Before and After Class Instruction Instrument Section Control Experimental Is 0007 0'33 2. 0.12 1.05 3. 0.hh 0.26 t. 0.h7 0.02 Total 0.75 0.08 TABLE h.6 Control and Experimental Before Class Instruction and Control and Experimental After Class Instruction Instrument Control and Control and Section Experimental Experimental 2.2.222: em: 1e “070 8.50 2. 1.80 6.76 3. 0.03 0.15 h. 0.15 0.57 Total 0.87 0.93 __ Note: The t ocoro values on.Tables h.5 and b.6 were found by determining the standard error of the mean. the standard error of difference of the mean. then do- termining the t value using the above scores. 18 Summary As a result of the preceding data,hypothesis one as presented in Chapter III regarding the Marriage Inventory is accepted. Hypotheses two and three as stated are not acceptable. Therefore. no difference regarding the teach- ing techniques employed in this study has been found. These data do then support the hypothesis for the study: There will be no significant difference found be- tween the control and experimental groups. Any importance attached to this study stems from the stu- dent interpretations of the instrument and the fact that the students do not appear to recognise the possible prob- lems in future marriages after completing a class in family life. CHAPTER V SUMMARY AND INTERPRETATIONS Summary This study was designed to obtain information about a decision-making teaching technique as compared to a textbook technique of teaching family life. The students of one con- trol and one experimental class completed a gaggigge Invgn- 33:1,deoigned by Burgess, Cottroll. Vallin and Locke. The agggig‘g angntogz was adapted for high school student use by the writer. Studonto completed the instrument before and after class instruction. The objective was to determine if the decisionqmaking teaching technique employed by the teacher brought about a significant change in students' per- ception of the solutions to marital problems. The data were summarised and compared. using means and the t score of probability. The data did not show a signi- ficant change through comparison of the control group's test responses before and after the classes. comparison of the experimental group's test responses before and after the classes. comparison of the control and the experimental groupo' responses before the classes. and comparison of the control and the experimental groupo' responses to the test after the classes. Therefore. no differences in the two techniques have been found as a result of the present study. 19 20 Interpretations Certain limitations may account for these results. The students who participated in this study. like a majority of students at Ecorse High School. came from a low socio-eco- nomic and/or unstable home situation. The students were socialised into certain patterns of life. and these patterns may make them particularly resistent to change. Therefore. one exposure to new techniques would not necessarily cause the students to change their answers to the test questions. Host of the students had very limited backgrounds. and few had had the opportunity to see how others live. They apparently failed to recognise and accept possible problem areas in marriage. The students appeared incapable of mak- ing insightful decisions for themselves. If the students could be given the opportunity to broaden their experiences. perhaps the outcome of the study would be different. The unstructured class situations in which the experimental group was involved made it difficult for the students to adJust to the teaching situation. This appears to indicate a need to provide the students with a wide variety of experiences so as to deepen their concepts of life. The instrument employed in this study seemed difficult for the students to interpret. Some students apparently failed to recognise what the questions were asking. After completion of the instrument, some students indicated that they felt the instrument “didn't make sense'. Therefore, 21 they apparently did not understand it either because of vocabulary difficulty or lack of experience. The course of study limited the instructor in the intro- duction of additional teaching techniques. Thus. before the end of the semester. the experimental students became rest- less and uninterested in the problems to be solved. They complained about these feelings and solved the problems as quickly as possible, rather than use the decision-making process as it was planned to be used. Did the instrument test the objectives presented in the class outline? Areas covered in length in the class outline did not receive as prominent a place in the instru- ment. Possibly it would have been advantageous to design an instrument specifically for this study. This study appears to indicate a need for evaluation and change in the course outline for the expertmental group if it is to be used in the future. The study also indi- cates a necessity for the instructor to have experience in a wide variety of techniques in teaching family life before attempting to assess possible changes as a result of dif- ferontial teaching techniques. Implications for Future Research 1. Development of an instrument specifically for use by high school students. encompassing the obJectivos of the course outline. might produce the desired results for future research. 22 BIBLIOGRAPHY Blood. Robert. Marriagg, New York: The Free Press of Glencee. 1962. Broderick, Carlfrod B. “Family-Life Education Versus Reality“. Journal 0; flaggiggg and the Family. Vol. 26. No. 1. February. 19 . Christensen. Harold T.. Ed., Handbook of Maggiafg £95 £2; Family. Chicago: Rand McNally and Company, 19 . Downio. N. M. and Heath. R. V., Basic Statistical Mgthodo. New York: Harper and Brothers. 1959. Duvall. Evelyn M. “How Effective Are Marriage Courses”. Jgggggl of Marrigge and the Family. Vol. 27, No. 2. May. 1965. Force. Elisabeth S. Iggchigg Eamily Lifg Educatign. New York: Bureau of Publications, Teacher College. Columbia University. 1962. Luckey and Nuebeck. “What Are We Doing In Marriage Educa- tion'. Mgggia‘g and Family Lizigg. Vol. 18. November. 1956. Susoman. Marvin. Ed. Sogggbgok in Harri”: SE 5M [3311!- Boston: Houghton Mifflin Company, 19 3. APPENDIX 2h FAMILY LIFE COURSE OF STUDY Control Group Objectives Identify values and attitudes of the American culture Identify personal and family values and attitudes Identify role expectations within the family I. What is a family? A. September 10-29 Who is included in a family? 1. Identify family roles for various aembers. 2. Study case studies of families from different cultures, compare family roles. What are family values, goals. and attitudes of each member? 1. Identify personal values. goals. and attitudes of each member. 2. Identify group and family values. goals. and .ttitUdC. e What is your place in the family? 1. What is your role as a family member? 2. What will your adult rolo be? Reference: Chapters 1. 2. 3. h, of P o t Marriagg and gamilz Living the textbook Movie: II. What problems do Teenagers face? A. ”Family Life“. September 27 September 30- Dating Problems October 19 1. What is expected of a boy/girl on a date? 2. Should I go steady? 3. What forms of moral behavior are expected of me? a. Popularity and morals b. Should I pet? c. How to say no; should I say no? Problems with alcohol 1. Should I drink? 2. Why do teenagers drink? 3. How does drinking affect a person's person- ality? h. What does a person gain and/or loss when drinking? 25 Parents and the teenager C. 1. 2. 3. h. Reference: What is the cause for parent—teen conflicts? When can parents do to solve these problems? What can teenagers do to solve these problems? How can these problems be solved when working together? Chapters 5. 6. 7, 8 of the textbook Film: “How Much Affection” October 6 III. Mate Selection October 20-November 8 A. What should be considered when selecting a mate? 1. Background 2. Personalities 3. Interests (social and recreational) 0. Parental approval 5. Mixed marriages B. When are you ready for marriage? 1. Maturity a. What is it? b. Why consider it. 2. What are my long range goals? 3. What are the problems of early marriages? C. Engagement . Why is it important? 2. How long should it be? 3. Danger signals, what are they? 9. What moral behavior should I uphold? 5. What if the engagement is broken? Reference: Chapters 9. 10. 11. 12 of the textbook Movies: ”Choosing a Partner October 20 IV. What is Love? A. B. Ce D. “Early Marriages” November 2 'One Love. Conflicting Faiths” October 27 November 9-12 Physical Attraction Personality Needs The value of Love Sharing and its advantages References: Movie: Chapter 1h of the textbook 'Is It Love?“ November 11 26 V. After Marriage November l5-Docember 17 A. What does it mean to be married? 1. What adjustments need to be made? 2. What is happiness in marriage? B. Why do people quarrel? 1. What can be done about it? C. What about In-Laws? 1. What should be expected of them? 2. What should they expect from you? 3. Should we live with parents? D. How do we manage the money? 1. How to spend the money? a. The use of charge accounts b. Where to go to borrow money? c. How to plan our spending to meet family needs and goals? 2. Planning for the future a. What are our insurance needs? b. Savings and Securities Reference: Chapters 16. 17. 18. 19. 20 of the textbook Movies: 'Tremondous Trifles“ November 19 “In-Laws" November 29 VI. Becoming Parents December 20-January 18 A. What adjustments appear during pregnancy? 1. Preparing to become parents 2. What are the roles of parents? B. After the baby arrives 1. Care for the infant 2. Forming good habits 3. How does a baby grow? C. Discipline and Guidance 1. How to build self confidence 2. The do's and don't's 3. Which method of discipline? h. How to give a child sex education B. When the children grow up 1. Families and teenagers 2. When children leave home 3. Grandparents and old age Reference: Chapters 22, 23, 2h. 27 of the textbook Movie: ”Family Firsts' January h VII. Review January 19-21 27 FAMILY LIFE COURSE OF STUDY Experimental Group Objectives Identify values and attitudes of the American culture. Identify personal and family values and attitudes. Identify role expectations within the family. I. What is a family? September 10-29 A. Who is included in a family? 1. Identify family roles for various members. 2. Study case studies of families from different cultures and compare family roles. What are family values. goals. and attitudes of each member? 1. Identify personal values. goals. and attitudes of each member. 2. Identify group and family values. goals. and attitudes. What is your place in the family? 1. What is your role as a family member? 2. What will your adult role be? Reference: Chapters 1. 2. 3. h of Personal Ad u taento Mar- ia e nd i ivi the textbook Movie: II. The Young Married Couple “Family Life" September 27 September 30-October 29 (From wedding until first child) A. B. C. D. E. P. Why are we married? What does it mean to be married? What are our goals in marriage? 1. How can we accomplish our goals? How can we solve our disagreements? What to do if we should have in-law problems? Do we need to plan financially for the future? 1. What are our long range goals? 2. How should we use credit? 2. Where should we go to borrow money? . What insurance do we need? 5. How can we provide securities now and in the future? References: Chapters 16. 17. 18. 19. 20 of the textbook III. The Beginning and Expanding Family A. F. Reference: 28 November 1-2h How does pregnancy affect husband-wife relation- ships? 1. What happens to a woman during pregnancy? What should we know before the baby comes? 1. What will the infant needs be? 2. What will our roles be? How does this affect our financial planning? 1. What are the added expenses and responsibili- ties? How does a baby grow and develop? 1. What can we expect from our child at a certain time? How can we guide our child? 1. What methods of discipline should we use? 2. Should we follow advice from others? How can we prepare our child for a brother or sister? 1. What should we tell our child about sex? Chapters 22. 23. 2h, 25 of the textbook 1v, The Launching Family November 29-January 7 (Oldest child begins school until youngest child leaves home) A. C. D. Reference: How do we influence our teenagers? 1. Dating days a. The responsibilities of a boy and girl on a date. b. Should our children go steady? c. What moral standards can we expect from our children? d. What is our stand on their use of alcohol? When our children select mates 1. How do we influence their behavior? a. Background b. Interests c. Approval 2. When will they be ready for marriage? a. Helping them to recognise maturity 3. When are they in love? a. What is love and what does it mean? What if they don't marry? 1. Preparation for work or college? What are our financial responsibilities? 1. Education of our children? 2. Children's wedding? 3. Planning for our old age? Chapters 9. 10. 11. 12. 13. 1h of the textbook 29 V. The Contracting Family January 10-18 A. When we are alone once more 1. What are our problems now? 2. What are our financial needs? 3. How can we accept our new roles in life? B. After retirement 1. How can we spend our time? 2. Should we travel? 3. How much money do we have to spend? Reference: Chapter 27 of the textbook VI. Review January 19-21 MARRIAGE INVENTORY This inventory is being used to find out what you expect your marriage will be like. I have to have this information before we begin the work of this class. Read the directions carefully and answer each question to the best of your ability. Do not leave any question blank. MADE AGE DATE WEI) no Yw LIVE WITH? DOTHPARBNTS ,ONEPARENT ,ONE PARENTMDIS RMRRIBD OTHER (specify) WHICH POSITICN IN THE FAMILY no YOU HOLD? FIRST CHILD , MIDILF. CHILD , LAST CHILD IS YOUR mm EMPLOYED? YES NO IF YES, PART TIME FULL TIDE (Less than 20110urs a week) W OFTEN no Yw DATE? 20r3TIlESAHBEK ,ONCBAMBEK .SBLW .NBVBR HAVE YOU CONE STEADY? YES NO IF YES, 10W MANY TIMES HAVE YOU COME STEADY? Adopted from Burgess and Locke; The Family Second Edition; N.Y. American Book Company, 1953; pages 710-13 In responding to the following items, place a check in the appropriate column to the right of each item. Check Column A to indicate those things which you expect to happen in your marriage and will not interfere with your happiness. Check Column B to indicate those things which you believe will make your marriage less happy. Check Column C to indicate those things which you believe will make your marriage least happy. Check Column D to indicate those things which you do not believe will be present in your marriage. Insufficient income Poor management of income Lack of freedom due to marriage Spouse considerably older than I Spouse considerably younger than 1 Matters relating to in-lswe 1! MY geggiggg, MY AND I "DEL DIFFER.IN8 Education. but Intellectual interests, but Religious beliefs, but Choice of friends. but Preference for amusements and recreation. but Attitude toward drinking, but Tastes in food, but Respect for rules and regulations by which people live A n01: winterfere less happy least happy not present in MY mamas. If m saws: is argumentative is not affectionate is narrow minded is not faithful to me cowlsins to much is lazy is quick-tempered critizes me spoils the children is untruthful is conceited is easily influenced by others is jealous is selfish and inconsiderate is too talkative smokes drinks swears not interferef happy A 8 Less least happy not present IN MY MARRIAGE, IF xv HUSBAND A not terfere less happy least happy not ppresent pays attention to other women is nervous or impatient takes no interest in the children is untidy is always wrapped :m in business gables is touchy is not interested in the home has vulgar habits dislikes to go out with me evenings is late to meals is harsh with the children has poor table habits “‘1 lacks ambition is tight with money has no backbone does not talk things over freely is rude is bored if I tell him of the things that hqpen in my everyday life is unsuccessful in business does not show affection to me gets angry easily drinks too much has friends I do not approve of in constantlv nagging and s. .x '1}! A." .10." A!” 5. -.".- wt! \wxxzaea— «no. .12»: 2- _ ‘- xv. I n: MYMARRIAGE, IF MY WIFE is messy in her appearance has had poor health is interested in other men is nervous of emotional neglects the children is a poor housekeeper is not interested in my business is extravagant lets her feelings be hurt too easily is too interested in social affairs has annoying habits is a poor cook interferes with my business wants to visit or entertain a lot does not have meals ready on time interferes if I discipline the children tries to improve as is a social climber is too interested in clothes is insincere gossips indiscreetly nags me interferes with my hobbies works outside the home is fussy about keeping the house neat A B C D :not less least not interfere happy happy Present is ___V___..h___l i --—-1 = --—-1