HDFS Newsletters 2013 - 2019

Annual spring newsletters created by the Human Development and Family Science Department. This collection includes spring newsletters from 2013 to 2019. Student, faculty, and alumni updates

HDFS Spring 2022 Newsletter

Annual spring newsletter created by the Human Development and Family Science Department. Student, faculty, and alumni updates

HDFS Newsletter Spring 2020

Annual spring newsletter created by the Human Development and Family Science Department. Student, faculty, and alumni updates

Social Exchange Theory and the Christian Faith: Is a Satisfactory Marriage Possible?

Messiah College faculty scholarship papers : submitted by faculty in partial fulfillment of the requirements for promotion to the rank of professo

HDFS Spring 2023 Newsletter

Annual spring newsletter created by the Human Development and Family Science Department. Student, faculty, and alumni updates. Reflections from Paul Johns Luke Miller- Outstanding Alumni Recipient Welcome Back and Christmas parties Textile Arts Course Review MCFR Valentine\u27s event MCFR Sending Smiles to Kid Patients Event Conference Bound Scholarship Endowment Letter: A Thank You Child Life Focus Learning from the Elders - in GERO 231 Poverty simulation Did You Know? 2022-2023 Graduate

What Do You Have to Offer Me?”: A Relationship Building Activity for Demonstrating Social Exchange Theory

This article describes “What Do You Have to Offer Me?,” an interactive classroom activity designed to help students encounter social exchange theory in action. During the exercise, each student selected seven cards, each containing a characteristic related to personality, physical appearance, family history, finances, ideology, and occupation. Next, students were asked to mill around the classroom and find someone with whom they would be interested in developing a relationship based on their assigned characteristics. Once all students found partners and took their seats, students reflected on the process of the activity and its application to social exchange theory. Along with providing details on the activity, we conclude with student reflections and evaluative data on the exercise

Family Science as Translational Science: A History of the Discipline

Family science has been a translational science since its inception. The history of family science began with an interdisciplinary group of scholars who came together to explore the complex nature of families during the discovery phase, paying particular attention to applying information to resolve family challenges. In the pioneering stage, family professionals struggled with naming the discipline and assembled professional groups that collected and applied information to benefit families. In the maturing stage, disciplinary leaders deemed that family science met the criteria of a bona fide discipline and the field\u27s identity became more pronounced, with a great deal of translational work occurring. During the current stage, evaluation and innovation, family science professionals need to assess programs and practices to refine and better articulate and distinguish the field. This historical account accentuates the central importance of the translational nature of family science to the discipline\u27s identity

Concept Maps in the Family Science Classroom

This presentation will illustrate the usefulness and variability of concept maps in family science classrooms. This poster will define concept maps, demonstrate examples of effective use of concept maps in teaching family science, and delineate scholarly-based information on how to maximize their effectiveness. It also will illustrate the importance of student involvement in constructing and using this visual aid

Two Thumbs Up: Using Popular Films in Introductory Aging Courses

Good teaching requires thoughtful planning and creative thinking, especially when trying to engage students in material that is unfamiliar to them or encumbered by stereotypes, like aging. Classic and contemporary media can provide unique teaching opportunities in gerontology classrooms. Popular films can have a powerful influence over viewers’ attitudes and perceptions, and spur in-depth discussions of aging-related topics common to introductory aging courses (e.g., ageism, abuse, inequality, caregiving, healthy aging, and intimate relationships). Additionally, films appeal to multiple learning styles, engaging a variety of learners. This article examines the value of using films in introductory aging courses, offers strategies for incorporating films in the gerontology classroom, suggests sample activities and assignments that pair popular films with aging course topics, identifies challenges of using film in various classrooms settings, and provides a detailed typology of films on each of the following aging topics: ageism and stereotypes, cognitive impairment, death and dying, diversity, family relationships, health and wellness, sexuality and intimacy, and work and retirement

Filial Role Enactment by Adult Children

Data from a random sample of 144 elderly parent-adult child pairs are used to examine what adult children do for their parents and factors related to level of parental assistance. The final multiple regression model accounts for 63.2% of the variability in filial role enactment. One main effect, parental marital status, and two interaction effects, child\u27s gender with parental health and adult child\u27s affection toward parent with geographical distance from parent, are statistically significant