| 7/27/2026 3:59:31 AM |
| Inactive Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
CHLD 254 | Title:
WORKING WITH PARENTS |
|
| Full Title:
Working with Parents |
| Last Reviewed:4/19/2010 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 1.00 | Lecture Scheduled | 1.00 | 17.5 max. | Lecture Scheduled | 17.50 |
| Minimum | 1.00 | Lab Scheduled | 0 | 2 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 1.00 | | Contact Total | 17.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 35.00 | Total Student Learning Hours: 52.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
CHILD 254
Catalog Description:
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Investigation of issues, techniques and resources for establishing effective working relationships between providers and parents.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
Description:
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Investigation of issues, techniques & resources for establishing effective working relationships between providers and parents.
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | | Effective: | | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Not Certificate/Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1. Identify the various structures and functions of families in current society.
2. Describe various strategies that parents use to manage stress.
3. Identify effective approaches to building parent-provider relationships.
4. Practice communication techniques for working with parents.
5. Identify families with special needs and develop support plans for assisting them.
6. Identify community resources that families can access for support.
Topics and Scope
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1. Family Dynamics
A. Contemporary family structures and functions
B. Family strategies for stress management
2. The Parent-Provider Relationship
A. Barriers to effective partnerships, including cultural styles
B. Helping parents feel welcome
C. Strategies for building trust
D. Appropriate boundaries between providers and parents
3. Techniques for Communicating with Parents
A. Effective communication skills
B. Successful parent-provider interactions including parent
conferences.
C. Discussing difficult issues with parents
4. Special Needs
A. Understanding the impact of a child's special needs on the family
B. Developing a support plan
5. Community Resources for Families
A. Accessing resources for families
B. Making referrals
Assignments:
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Assignments may include:
1. Reading from reader and/or approved text, approximately 10 pages per one hour class meeting.
2. Written work including brief worksheets, responses to reading, and problem solving exercises.
3. Participation in small group activities, discussions and role-playing.
4. Evaluation of skill demonstrations.
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
10 - 30% |
| Written homework, Reading reports, Reading summaries | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
10 - 30% |
| Activities/practice re: parent-provider relations | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
20 - 40% |
| Role-playing, problem solving, and evaluation | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
0 - 0% |
| None | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
20 - 30% |
| Attendance and Participation | |
Representative Textbooks and Materials:
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Teachers and Families - Working Together, by Deborah Diffily, 2004 (Classic)
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