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Related Courses and Supporting Documents

 

FSHS 110- Introduction to Human Development

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FSHS 301 Helping Relationship

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FSHS 506- Middle Childhood and Adolescence

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FSHS 510 Human Development and Aging

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FSHS 550- The Family

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FSHS 552- Families and Diversity

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FSHS 590 Capstone Experience in Family Studies and Human Services

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FSHS 670- Working with Parents

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SOCIO 211- Introduction to Sociology - the paper I have linked in Interpersonal Relationships is very relevant for this content area as well. 

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ANTH 200 Introduction to Cultural Anthropology 

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EDSEC 200 Teaching as a Career 

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EDSEC 230 Early Field Experience

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EDSEC 310 Foundations of Education 

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EDSEC 405 Middle Level Education-  I wrote a paper on research I found about how social trust at school can affect students’ smoking and drinking behavior in Japan, and this can be read here. 

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EDSEC 620 Principles and Philosophy of Career and Technical Education 

Families and Individuals in Societal Contexts

An understanding of families and their relationships to other institutions, such as the educational, governmental, religious, healthcare, and occupational institutions in society.

This section focuses on how various families and individuals act in society. It includes different environments and studies interactions people can have in a certain environment. It is important to view families and people in several different contexts, and how they interact to be able to understand them.

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Some theories that come to mind that relate to this content area are: Maslow’s Hierarchy of Needs, Bronfenbrenner’s Ecological Model, and Social Learning Theory. Bronfenbrenner’s Ecological Theory does an excellent job explaining how the individual reacts with their microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Each system has different institutions in a person’s life that affect the individual. All of these theories have a good understanding of how the individual can be affected by their environment. Our environment plays a huge role in how we act, look, and live.

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