An introductory study of individual development integrating interpersonal and intrafamily relationships across the family life course.
Physical, cognitive, social, and emotional development from conception through emerging adulthood. Requires completion of 12 lab hours at the Piper Center.
Physical, cognitive, social, emotional, and spiritual development from emerging adulthood through older adulthood, emphasizing developmental tasks in adulthood.
Research methods, experimental procedures, writing, reporting data, and evaluating current research within various areas of human sciences. The format of the course includes a combination of lecture and discussion, writing assignments, literature review, and/or oral presentations.
Social, educational, and vocational challenges faced by families with children with special needs.
Theory and community practice of current and proposed public health programs benefiting children. Course targets future child life specialists, dietitians, nurses, educators, social workers, and public health administrators.
Study of individual and family financial decisions, planning and management.
Historical, philosophical, and theoretical foundations of Family Life Education (FLE); frameworks for FLE roles, design, delivery, evaluation, and ethical practice.
A theoretical study of societal changes affecting families over the life course. Using a systems paradigm, emphasis is placed on effective communication and knowledgeable choices regarding marriage, parenting, divorce, family crises, and aging.
A study of the social relationships and adjustments of the young child in group situations, including supervised participation and the planning and implementation of curriculum.
Physical, cognitive, social, and emotional development from conception through the first three years of life, emphasizing the bi-directional influence between children and primary caregivers. Requires completion of 20 lab hours at the Piper Center.
Historical and theoretical perspective on development of child life field and information on fundamental skills required to help children and families cope with the stress of a health care experience.
The study of play theory, creativity, guidance, and implementation of developmentally-appropriate practice in diverse settings for children in early childhood. Requires completion of 20 lab hours at the Piper Center.
The study and preparation for the Child and Family Studies practicum experience. Application of professional skills related to various forms of written and verbal communication, interview techniques, and ethics.
Emphasis on a systems approach to time, energy, and resource management. Strategies for maximizing management influences on individual and family welfare. Designed to include occupational competencies and analyze career and job opportunities.
Families around the world: functions, roles, responsibilities, environmental influences, and interactions with other societal institutions.
Exploration of the reciprocal influences between children and families and all branches of government, including public/private sectors at local, state, and federal levels. Emphasis placed on models, skills, and approaches necessary to advocate for and influence policy.
Administration and planning of programs serving children and families. Emphasis is placed on program planning, evaluation, ethics, and professionalism as they apply to child and family programs.
Theory-based study of parenting approaches, issues, and outcomes for applied practice with diverse families across the lifespan, including the creation, implementation, and identification of parent education resources to support individual and family well-being.
Physical, cognitive, social, and emotional development from middle childhood through adolescence. Application of program design principles in community-based settings to support development. Requires completion of 20 hours in a community-based setting.
Biblical framework, contemporary issues, models, skills, and approaches of child and family ministry, covering faith-based settings.
Current theory and models seeking to understand family transitions, stress, coping, adaptation, and resilience.
A study of normative aging processes within the family context.
Requires a minimum of one hundred and fifty clock hours of directed experiences in a program-related professional setting, plus weekly online class activities and discussions. May be repeated in a different setting for a maximum of 6 credits.
Supervised child life internship in an approved hospital for four hundred or more hours. Written reports and research required.
Current issues in Child and Family Studies will be examined through seminars, special topics, practicums, and/or individual research experiences. May be repeated with different content for a maximum of 6 semester hours.