Exploring Sculptures to Teach Family Development Theory: The Walking Tour Activity

Fitzpatrick, Jacki

doi:10.26536/fsr.2016.21.01.06

Cited by 2 publications

(4 citation statements)

References 32 publications

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“…He labeled these uncles and aunts as “forgotten kin” (p. xvi). The under‐recognition of such contributions in this theory is consistent with descriptions of negation or invisible labor (Fitzpatrick, 2016; Zimmerman et al, 2002).…”

Section: Family Development Theorysupporting

confidence: 79%

“…When Hill (1986) developed this framework, single parenthood frequently resulted from widowhood, divorce, or partner devolvement (such as mutual agreement to not co-parent, abandonment- Hertz & Ferguson, 1997). Given the growth of adoption and conception options now, it is easier for some singles to bypass the first stage (marriage) and jump into subsequent stages (Fitzpatrick, 2016). For example, adults enter the adolescent parenting phase when they choose to adopt teens (e.g., Weir, 2003).…”

Section: Family Development Theorymentioning

confidence: 99%

“…A basic assumption of this theory is that there is a common sequence of developmental stages (Duvall, 1988). Each stage has specific tasks which should be achieved (Falicov, 2005; Fitzpatrick, 2016). If they are achieved, then the individuals/families are at an advantage as they transition to the next stage.…”

Section: Family Development Theorymentioning

confidence: 99%

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Voluntary and involuntary singlehood: Salience of concepts from four theories

Fitzpatrick

2023

J of Family Theo & Revie

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Reconfiguring theoretical approaches is needed as growing numbers of adults are experiencing extended periods of singlehood. There is a central distinction in intentionality, which creates a voluntary or involuntary status. Voluntary individuals have chosen to be marriage‐free. Involuntary individuals wish to be cohabited/married but have been unable to do so. The purpose of this paper is to describe the linkages among characteristics of voluntary/involuntary singlehood and concepts from four theories (social exchange, symbolic interactionism, family development, chaos). These theories were chosen because they are commonly addressed in family science teaching and scholarship. They are used as conceptual lenses to guide relational or familial research, but there has been little attention to their potential linkages to singlehood. Given the voluntary‐involuntary distinction, linkages are drawn to each type. This paper highlights how four traditional theories can be bridged with diverse components of singlehood experiences.

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Section: Family Development Theorysupporting

confidence: 79%

Section: Family Development Theorymentioning

confidence: 99%

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Voluntary and involuntary singlehood: Salience of concepts from four theories

Fitzpatrick

2023

J of Family Theo & Revie

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“…In reference to materials, they can use textbooks, media (videos, audios), objects, or art (paintings, music, sculpture) to show diverse elements of identity. In reference to activities, they can engage in walking tours (Berger et al, 2011;Fitzpatrick, 2016), role plays/performance, debates (Greene, 2008), group discussions, or online simulations (Fitzpatrick & Kostina-Ritchey, 2019). In their classroom (in person or online), instructors can convey MI support or openness via communication strategies such as respectful questions/discussion starters, active listening, validating statements, and openness to new information (e.g., Molina et al, 2019;Powell et al, 2013).…”

Section: Integrationmentioning

confidence: 99%

Microinclusive teaching in family science courses

Fitzpatrick

2022

Family Relations

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The purpose of this article is to provide a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/ groups are treated as invisible or comparatively less desirable. MA can have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders who witness the aggression. As part of ethics in family scholarship, it is worthwhile for faculty to consider MA and learn about more prosocial/supportive options, such as MI. This article provides a brief overview of MA, MI teaching, ethical approaches to MA/MI guidance, and MI teaching examples in one family science course. These issues are also relevant to coursework in other HDFS department programs or tracks (e.g., developmental, policy and practice, therapy, community education). K E Y W O R D S cultural diversity, family life education, pedagogical and curriculum issuesThe article provides a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/groups are treated as invisible, unequal, or undesirable (Fleras, 2016;Offermann et al., 2014). Compared with moderate-macroaggressions, MA is less dangerous, intense, or severe. However, MA can still have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders (Burleigh & Wilson, 2021;Fleras, 2016). Individuals, including instructors, can engage in MA (Abdelaziz et al., 2021) with little awareness or ill intent. As part of ethics in family scholarship, faculty should consider MA and learn about counteractive options such as MI. This article provides a brief overview of (a) MA, (b) MI teaching, (c) ethical approaches to MA/MI guidance, and (d) MI teaching examples in one family science course. WHAT IS MICROAGGRESSION?MA has been addressed since the late 1970s. In a thematic analysis of TV commercials, Pierce et al. (1978) described MA as derogatory or disparaging messages. The message elements Please note that this email address is case-specific. It requires a capital "J" and capital "F"; all other letters must be lower-case.

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Exploring Sculptures to Teach Family Development Theory: The Walking Tour Activity

Cited by 2 publications

References 32 publications

Voluntary and involuntary singlehood: Salience of concepts from four theories

Voluntary and involuntary singlehood: Salience of concepts from four theories

Microinclusive teaching in family science courses

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