Course Prefix/Number	Semester/Term Offered	Enrollment
FYD 590	Fall 2015	16

Component Type	Contact Hours
Lecture	3

Delivery Format	Per Semester	Per Section	Multiple Sections?	Comments
LEC	20	20	No	Open to more students with instructor approval

SIS Program Code	Program Title	Required or Elective?
11flcctg	Certificate in Family Life Education and Coaching	Required

Catalog Description

YFCS 547: Family Life Coaching prepares family science practitioners to meet the growing demands of improving family life through family life and parent Coaching. This graduate-level course examines family life coaching as an approach to services for families and youth. Students will be introduced to coaching as a vital service for helping families better communicate and reach goals and will explore theoretical and empirical literature in coaching. Through practice and skill building exercises, students will learn to coach and will examine the implications for future coaching practice.

Justification for each revision:

This course meets a growing demand for family life coaching training. This course has been taught one time as a 590 course with a full roster and there is a growing demand for coaching course. This course is considered an elective course for the master's degree in YFCS and a required course for the concentration in family life and coaching certification.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

GEP Categories

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

Major topics to be covered and required readings including laboratory and studio topics.

List any required field trips, out of class activities, and/or guest speakers.

Consultation

College(s)	Contact Name	Statement Summary
College of Humanities and Social Sciences	Lynne Baker-Ward	Hi, Mary-- I don't think there's a conflict with your course, but thought you were the logical person to provide the consult. Please cc me on any response. Best-- Lynne The Department of Psychology offers a course on family interventions, but there is no overlap in content with this proposed course. Mary Haskett
College of Humanities and Social Sciences	Steven McDonald	I checked with our Family faculty and they confirmed that there's not much overlap between this course and our course offerings. So it looks good to us. Best of luck with the rest of the routing. Steve

Instructional Resources Statement

No instructional resources required.

Course Objectives/Goals

Student Learning Outcomes

Assess and critique key issues related to the field of Family Life Education and Coaching.

Distinguish pertinent definitions, concepts, and real life examples of effective coaching.

Analyze the core competencies of coaching.

Plan and implement a series of coaching sessions with a parent or couple that demonstrate your ability to implement family coaching.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Major Paper	25	Students are required to write a 10-page research paper with a minimum of 10 peer-reviewed journal articles as references. Students must present a family life coaching research question and use literature to help answer that question.
Participation	25	Practice sessions will happen during the Collaborate sessions, so participation is mandatory and essential for skill development. Students must attend and participate in each live course. There will be no make up for missed Collaborate sessions, but sessions will be recorded and you may review the recording for review. In addition, you are expected to answer all discussion questions posted by the instructor on the Moodle page. Attendance: 50 % 5 points for each Collaborate session attended. Moodle: 50% 5 points for each discussion question answered with minimum word requirement and references added.
Homework	25	Working in teams of 3, all students must practice 1 time a week during weeks 3-13 (10 practice lessons total). Teams need to find a time that they can meet over a phone call, Skype, or through Collaborate. During each practice session, students will rotate between the roles of coach, client and observer. Students will use the provided case studies to simulate family life situations. In the coaching session, the person being coached will role-play the case study assigned for that module.
Project	25	Each student must find a volunteer parent and practice 4 coaching experiences with the client; the first time for 1-1.5 hours (intake, using the forms we create), the next three times for as much time as needed. For summary, students need to submit a reflection paper.

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Course Overview: Coaching 101	3 hours	see syllabus
Roots of Coaching: Coaching Psychology Research and Practice	3 hours	see syllabus
Roots of Coaching: Family Science Research and Practice	3 hours	see syllabus
Theory to Practice: Application of Coaching	3 hours	see syllabus
Coaching Families: Full Coaching Session	3 hours	see syllabus
Intakes and beginning the coaching process	3 hours	see syllabus
Assessments: Going Deeper	3 hours	see syllabus
Powerful Questions	3 hours	see syllabus
Types of Family Coaching	3 hours	see syllabus
Relationship Coaching	3 hours	see syllabus
Parent Coaching	3 hours	see syllabus
Coaching for Special Needs	3 hours	see syllabus
Coaching: Where do you belong	3 hours	see syllabus
Building a Coaching Business	3 hours	see syllabus

Syllabus

Syllabus_FYD 590_FLC.pdf

Additional Documentation

Additional Comments

mlnosbis 3/10/2016: Possible consults with DGP of Psychology (Dr. Lynne Baker-Ward), DGP of Sociology (Dr. Steven McDonald) because of similar family life content. Enter consultation notes/summary in the Consults section of this form (above Instructional Resource Statement).

ghodge 3/16/2016 Send to the above for consultations. Ready for ABGS reviews.

ABGS Reviewer Comments:
-Students who are introduced to the possibility of starting a private coaching practice by this course might also consider courses in business management and entrepreneurship offered by Poole.

Justification for this request

History

Viewing: YFCS 547 : Family Life Coaching

Last approved: Thu, 02 Jun 2016 17:50:52 GMT

Last edit: Thu, 02 Jun 2016 17:50:48 GMT