Family Studies and Human ServicesBill Meredith,* Director
Professors Bergen,* Bollman,* Jurich,* Kellett, Meredith,* Moxley,* J. Murray,* Russell,* Scheidt,* Schumm,* Smith, and Walker; Associate Professors Bradshaw, De Luccie,* Hoag,* Jones,* A. Murray,* Poresky,* Smit,* Webb,* and White;* Assistant Professors Altus, Crowe,* Fees,* J. Garcia, Grable,* Meyers-Bowman,* Nelson,* and Olsen;* Instructors Cantrell, R. Garcia, Hoover, Meier, Meyer, Molineux, O'Conner, Schraeder-Neidenthal, and West; Emeriti: Professors Flanagan,* Hoeflin,* Huyck,* Kennedy,* Long,* Morse,* and Stith; Associate Professors McNeil* and Rainbolt;* Assistant Professor Larson.
The School of Family Studies and Human Services is focused on the study of individuals and families from a multidisciplinary perspective. Programs emphasize developmental processes throughout the life cycle, interpersonal relationships, family financial planning, intervention for speech, language, and hearing problems, and educational programming for children and families.
Undergraduate programs include communication sciences and disorders, early childhood education, family and consumer economics, family life and community services, and life span human development, a dual degree program in family studies and human services and social work, and minors in family financial planning and communication sciences and disorders. In addition, students often combine degree programs in early childhood education and elementary education.
The school places great importance on laboratory and field experiences, along with classroom experiences. On-campus field experiences for undergraduate students are available in the Early Childhood Laboratory, Family Center, Galichia Center on Aging, the Hoeflin Stone House Child Care Center, and the Speech and Hearing Center.
For students pursuing early childhood education, the Early Childhood Laboratory and the Hoeflin Stone House Child Care Center provide on-campus observation and teaching. Both facilities are licensed by the state of Kansas and accredited by the National Academy of Early Childhood Programs.
Students in the family life and community services program complete a field experience in a public or private agency that serves individuals and/or families. Agency staff and school faculty guide students in the planning, direction, and evaluation of these supervised experiences. On-campus opportunities for gaining experience are available through the Family Center, the Galichia Center on Aging, and various organizations and offices that address student needs. Students in communication sciences and disorders obtain practical experience in the Speech and Hearing Center.
Communication sciences and disorders
The goal of the program in communication sciences and disorders is to educate professionals who are competent to help children and adults with communicative problems of speech, hearing, and language. The undergraduate program provides the foundation for the M.S. program in communication sciences and disorders, which is accredited by the Council on Academic Accreditation and meets the current requirements in speech-language pathology for the Certificate of Clinical Competence of the American Speech- Language and Hearing Association and for certification by the State of Kansas Department of Education. Determination of the student's program of study and the completion of all requirements for certification are the responsibility of the student and the advisor.
Students participate in observations of a variety of disorders and age groups in the Kansas State University Speech and Hearing Center. Students may, on invitation of the faculty, participate in supervised direct clinical experience in the Speech and Hearing Center.
General requirements (33-34 hours)
Integrative studies (6 hours)
Communication sciences and disorders minor
Students must receive a C or higher in courses used to satisfy the minor requirements.
Students must plan their minor with a faculty advisor from communication sciences and disorders.
Bachelor of science in family studies and human services
This program is for students who wish to work in prekindergarten education programs in administrative or teaching positions, including work with parents and community resources as well as with young children.
The National Council for Accreditation of Teacher Education has approved K-State's early childhood education program. Students completing the early childhood education program in family studies and human services are eligible for certification by the Kansas State Department of Education in Early Childhood Education. Early childhood special education certification is available with advanced study. To complete the ECE program, students must have full admission into the teacher education program.
Admission to teacher education
Students transferring 50 or more hours from another institution should apply at the time of initial enrollment.
Requirements for admission to early childhood teacher education program may be found in the College of Education section.
Students will be screened by the Kansas Department of Health and Environment for criminal and child abuse histories (through the Kansas Bureau of Investigation and Social and Rehabilitative Services). Students with questionable histories, as determined by the Kansas Department of Health and Environment, will be dropped from the early childhood education program.
Directed experiences (student teaching)
Enrollment in directed experiences is by permission only. Directed experiences may not be taken until the student has obtained full admission into teacher education and has completed FSHS 420, 540, 541, 545 and 546.
Application for certification must be made during the semester in which the degree will be received. Forms are available in the Center for Student and Professional Services, College of Education, 13 Bluemont Hall.
General requirements (36-37 hours)
Natural sciences (7)
Bachelor of science in family studies and human services
The emphasis of this program is family financial planning, which combines course work in personal finance, family relationships and decision making, consumer rights, insurance, investments, retirement and estate planning, economics, and accounting. Emphasis is placed on understanding financial products and how they work, as well as the role of family in financial decisions. The program offers financial planning courses which satisfy the CFP® Board's education requirement for the CFP®/CERTIFIED FINANCIAL PLANNER® designation.
Natural sciences (7 hours)
A total of 15 hours is required as specified below:
Bachelor of science in family studies and human services
The undergraduate program in family life and community services prepares students to develop and implement programs and services that strengthen and enhance individual and family well-being. The program is approved as meeting the standards and criteria required for the Provisional Certified Family Life Education (CFLE) designation by the National Council on Family Relations.
Graduates of the FLCS program work in many different areas including parent and community education, social services, and human resources.
General requirements (36 hours)
Natural sciences (7)
Bachelor of science in family studies and human services
This program combines the study of human development with a strong foundation in the arts, sciences, and humanities. Course work emphasizes the development of individuals across the life span, the processes underlying development and aging through the life cycle, and the factors that enhance, support, or impede human development. The life span human development program prepares students for graduate study in a variety of applied and academic fields.
General requirements (44-45 hours)
Natural sciences (10)
Bachelor of science in family studies and human services Bachelor of science, social work major
This program leads to a B.S. degree in family studies and human services through the College of Human Ecology, and to a B.S. degree with a social work major through the College of Arts and Sciences. The goal of this program is to give students skills in and knowledge of interpersonal relationships, an understanding of the developmental processes of children and families, and beginning social work skills. Upon completion of the program, students are equipped to work with families and individuals in social work settings. They are also eligible to take the social work licensure examination. The social work major, housed in the Department of Sociology, Anthropology, and Social Work, is accredited by the Council on Social Work Education.
FSHS 100. Family Financial Planning as a Career. (1) I. This course is an introduction to career opportunities in the field of financial planning for families with an emphasis on academic preparation, acquisition of professional credentials, and career opportunities. A survey of the history, scope and trends of the financial planning industry will be explored.
FSHS 110. Introduction to Human Development. (3) I, II, S.. A study of life span human development through an individual's awareness and understanding of his or her own physical, social, and psychological growth and relationships with family, peers, and others.
FSHS 200. Sexuality and Health. (2) I, II. Introduction to human sexuality and health, including sexually trans- mitted diseases and AIDS. Attributes of comprehensive programs, K-12, that incorporate state-defined goals for sexuality education and health needs of children and adolescents.
FSHS 300. Problems in Family Studies and Human Services. (Var.) I, II, S. Independent or small group study. Pr.: Consent of instructor.
FSHS 301. The Helping Relationship. (2-3) I. II, S. Characteristics of the helping relationship; consideration of personal qualities necessary for recognizing needs of individuals and families; identification of effective procedures for referral to appropriate professions and agencies. Pr.: FSHS 110 or PSYCH 110.
FSHS 302. You and Your Sexuality. (3), I, II. Study of the role and meaning of human sexuality in relation to oneself, as well as in interrelationships with others. Pr.: FSHS 110 or PSYCH 110.
FSHS 310. Early Childhood. (3) I, II, S. Principles of growth and development of children from conception through age five, including familial, societal, and other ecological factors affecting young children's development. Pr.: FSHS 110 or PSYCH 110.
FSHS 312. Infant Observation Lab. (1) I, II. Observation of the behavior and development of children from infancy through toddlerhood. Prior or concurrent enrollment with FSHS 310.
FSHS 313. Preschool Child Lab. (1) I, II. On sufficient demand. Observation of the development and guidance of children from 18 months to five years of age, with emphasis on observation of children in groups. Prior or concurrent enrollment with FSHS 310.
FSHS 343. Communication Sciences and Disorders. (3) I. A survey of normal communication processes and communication disorders and an introduction to the fields of speech pathology and audiology that are responsible for the clinical management of these disorders.
FSHS 347 Introduction to Phonetics. (3) I. Basic information about speech sounds and their use in human languages, including physiological, perceptual, and acoustic phonetics. Transcription of English will be emphasized. Concurrent enrollment in FSHS 348 is required. Pr.: Junior standing.
FSHS 348 Laboratory in Acoustic Phonetics. (1) I. Basic
information about the acoustics of speech in both perception and
production. Extensive use of computer-based speech analysis systems.
Concurrent enrollment in FSHS 347 is required. Pr.: Junior standing.
FSHS 350. Family Relationships and Gender Roles. (3) I, II, S. Effects of family interaction upon individual development and gender roles; consideration of premarital, marital, and parent-child relationships. Pr.: FSHS 110 or PSYCH 110 or SOCIO 211.
FSHS 360. Anatomy of the Speech Mechanism.
(4) II. Anatomy of the structures involved in speech production. The course includes histology of the larynx and an overview of speech physiology. Pr.: Junior standing.
FSHS 361. Hearing Science. (3) I. An
introduction of hearing science concepts. Areas of focus include anatomy
and physiology of the hearing mechanism, quantification of sound, sound
generation, and sound transmission. Information on the role of the
auditory system in the encoding and processing of simple and complex signals is
also presented. Pr.: Junior standing.
FSHS 400. Family and Consumer Economics. (3) I. Issues and problems confronting consumers. Emphasis on current economic issues and their potential for impacting families and society. Pr.: ECON 110 or conc. enrollment.
FSHS 405. Advanced Personal and Family Finance. (3) II. In-depth applications of personal and family money management principles with emphasis on credit, savings, insurance, and budgeting. Pr.: FSHS 105.
FSHS 415. Manual Communication. (3) I, II. Study of background information in current trends in the use of sign language. Restricted to sign language used in the United States. Includes instruction in the American Manual Alphabet and Vocabulary for about 700 signs. Primary focus will be application of beginning skills for communication with those who depend on this form of communication.
FSHS 420. Interaction Techniques with Young Children. (3) I, S. A developmental approach to the acquisition of interaction techniques conducive to healthy emotional and self-concept growth in the child from birth to five years. Two hours lec. and one hour lab. Pr.: FSHS 310.
FSHS 440. Human Development Facilitation. (2) I, II. Applied study of leadership skills in small discussion groups, with emphasis on learning and facilitating Introduction to Human Development concepts. Taken conc. with FSHS 441. Pr.: FSHS 110, preparatory workshop, and consent of instructor.
FSHS 441. Human Development Facilitation Lab. (1) I, II. Recitation group leader for FSHS 110. Assists students in discussion and preparing group presentations; evaluates written work and course participation of students in group. Conc. with FSHS 440.
FSHS 442. Developmental Psycholinguistics. (3) I. Review of research and theory of early development of language comprehension and production, involving vocalization, phonology, morphology, syntax, semantics, and pragmatics. Includes discussion of the relationship between cognition and language, as well as other variables influencing language acquisition. Pr.:
FSHS 347 or concurrent enrollment and junior standing.
FSHS 443. Language Assessment and Intervention I. (3) II. The
characteristics and nature of language disorders in the preschool-age
population, as well as general principles of language assessment and
intervention is presented. Specific language assessment and intervention
procedures for individuals 0-8 years of age are reviewed. Communication
profiles associated with a variety of language impairments are examined. Pr.: FSHS 442 and junior standing.
FSHS 446. Disorders of Articulation and Phonology. (3) II. Theory, research, and principles of (a) normal/abnormal phonetic and phonologic development, (b) assessment of speech sound disorders, and (c) intervention for speech sound disorders. Pr.:
FSHS 347 and junior standing.
FSHS 449. Clinical Procedures in Communication Disorders. (3) II. Orientation to clinical practicum. Opportunities for clinical observation of speech, language, and hearing evaluation and treatment. Study of diagnostic tools, treatment materials, equipment, and clinical procedure. Pr.: Concurrent enrollment in FSHS 443 and 446 and junior standing.
FSHS 499. Independent Study in Family Economics. (Var.) I, II, S. Independent study. Pr.: Consent of instructor.
FSHS 505. Families, Employment Benefits, and Retirement Planning. (3) I. Study of micro and macro considerations for retirement planning. Survey of various types of retirement plans, ethical considerations in providing retirement planning services, assessing and forecasting financial needs in retirement, and integration of retirement plans with government benefits. Pr.: FSHS 405.
FSHS 506. Middle Childhood and Adolescence. (3) I, S. Principles of growth and development during middle childhood and adolescence, including familial, societal, and other ecological factors affecting development of youth. Pr.: FSHS 110 or PSYCH 110.
FSHS 507. Middle Childhood Lab. (1) I. Analysis of situations facing children age six to twelve and design of interventions to enable these children to cope with these situations. Prior or conc. enrollment in FSHS 506.
FSHS 508. Adolescent Lab. (1) I. Analysis of situations facing adolescents and design of interventions to enable adolescents to cope with these situations. Prior or conc. enrollment in FSHS 506.
FSHS 510. Human Development and Aging. (3) I, S. Survey of issues, research, and problems in aging and human development throughout adulthood, with particular emphasis upon the later years. Pr.: FSHS 110 or PSYCH 280.
FSHS 524. Professional Seminar in Early Childhood Education. (3) II. Examination of programs for young children, including philosophical and theoretical foundations. Implementation and evaluation of program models and related issues and research. Pr.: FSHS 310 or PSYCH 280.
FSHS 525. Estate Planning for Families. (3) II. Introduction to fundamentals of the estate planning process. Includes property transfer, tax consequences, probate avoidance, powers of appointment, and various tools/techniques used in implementing an effective estate plan.. Pr.: FSHS 405.
FSHS 528. Exceptional Development in Early Childhood. (3) II. Exceptional development in early childhood (birth to five years), including sensory impairments, physical impairments, communication disorders, mental retardation, behavioral problems, and gifted performance; formal and informal assessment in all developmental areas; the family's role in the assessment/referral/intervention process. Pr.: FSHS 310.
FSHS 540. Curriculum for Cognitive and Language Development of Young Children. (3) I. Planning for the enhancement of cognitive and language development. The application of child development theory to the planning of programs for young children within the major curriculum areas. Conc. with FSHS 545 or 546. Prior or conc. with FSHS 565. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 541. Curriculum for Emotional, Social, and Physical Development of Young Children. (3) II. Planning for the enhancement of physical, social, and emotional development. The application of child development theory to the planning of programs for young children within the major curriculum areas. Conc. with FSHS 545 or 546. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 545. Early Childhood Program Lab I. (1) I, II. Application of principles and techniques to planning, implementing, and evaluating developmentally-appropriate activities for young children in a supervised lab setting and in recitation sessions. Conc. with FSHS 540 or 541. Pr.: FSHS 310 and 313 and admission into teacher education.
FSHS 546. Early Childhood Program Lab II. (2) I, II. Advanced application of principles and techniques for developmentally-appropriate programs for young children. Planning, implementing, and evaluating activities in a supervised lab setting. Conc. with FSHS 540 or 541. Pr.: FSHS 545 and admission into teacher education.
FSHS 550. The Family. (3) I. Consideration of the family throughout the family life cycle; developmental tasks at each stage. Use and impact of family support services. Pr.: Nine hours in FSHS or other social science and junior standing.
FSHS 560. Clinical Research in Communication Sciences and Disorders. (3) I. Logic and methods of clinical research, with emphasis on those most frequently used in speech-language pathology and audiology. Experience formulating, doing, and evaluating research. Pr.: STAT 330 or equiv.
FSHS 565. Language Development. (3) Survey of the development of speech and language skills in children. Pr.: FSHS 310 or EDEL 300.
FSHS 567. Basic Audiology. (3) II. An introduction to audiology concepts
and basic audiology testing procedures. Areas covered inlcude disorders of
the auditory system, testing procedures, and audiometric interpretation. Pr.:
FSHS 579. Pre-Directed Field Experience Orientation. (1) I, II. Consideration and application of professional knowledge and skills necessary for selection and placement in a social agency for a supervised experience in direct service to clients. Pr.: Senior standing and permission of the instructor.
FSHS 580. Directed Field Experience. (8) I, II, S. A block field placement in local agencies. Faculty-supervised experience in direct service to clients: individuals, groups, and communities. Weekly seminar during placement emphasizes theory underlying the practice. Pr.: FSHS 301 or SOCWK 260; FSHS 550 and 579; 2.5 GPA in FSHS foundation and professional courses; and consent of instructor.
FSHS 585. Professional Seminar in Family Life Education. (3) I, II, S. Consideration of professional philosophy, identity, ethics, career development, and characteristics of client populations. Development of skills for family life educators working in agencies with various socioeconomic, age, and ethnic groups. Pr.: Conc. enrollment in FSHS 580.
FSHS 589. Administration of Early Childhood Programs. (3) I. Rationale for and techniques of administering programs for preschool children, including health, education, social services, parent involvement. Pr.: Nine hours in FSHS or other social science and junior standing.
FSHS 590. Proseminar in Family Studies and Human Services. (1-3) On sufficient demand. Review of specific issues or professional practices affecting children and/or families. Pr.: Junior standing and consent of instructor.
FSHS 591. Undergraduate Topics in Communication Sciences and Disorders. (1-3) Review of current topics in speech-language pathology and/or audiology. May be repeated for a maximum of 6 hours with a change in topic. Pr.: Consent of instructor.
FSHS 595. Professional Seminar in Family Financial Planning. (3) II. Examination of professional issues in family financial planning, including ethical considerations, regulation and certification requirements, communication skills, and professional responsibility. Development of skills needed for family financial planners working with families in meeting their financial needs. Pr.: Senior standing and FSHS 405.
FSHS 598. Directed Experiences in Early Childhood Education. (8) I, II, S. Participation in a preschool program: planning, instruction, evaluation. Prearrangement and consent of instructor required. Pr.: FSHS 420, 540, 541, 545, 546, and admission into teacher education.
FSHS 600. Economic Status of Women. (3) On sufficient demand. Socioeconomic factors affecting the economic roles of women. Income, wealth, discrimination, employment, household production, and attitudes as they pertain to the economic position of women in society. Pr.: Junior standing and ECON 110.
FSHS 603. Coping with Life Crises. (3) Examination of the effects of human competencies and coping strategies on successful adaptation to anticipated life crises, developmental transitions, and sudden, unexpected life events. Pr.: FSHS 110 or PSYCH and 6 hours of social science.
FSHS 605. Communication Disorders and Aging. (3) An introduction to the most common communication disorders of older persons. Appropriate service delivery models and special needs of the elderly are discussed. Pr.: Consent of instructor.
FSHS 615. Manual Communication II. (3) Instruction in an additional 400 to 500 signs in the SEE system. Introduction to elementary ASL techniques. Discussion of other augmentative communication systems. Research will be conducted in the use of various manual communication systems with special populations, including aphasic, language disabled, mentally handicapped, and others. Pr.: FSHS 415 or basic sign language skills.
FSHS 652. Black Families. (2-3) I. Selected topics for understanding life styles of black families. Implications for professionals working with black children and families. Pr.: Nine hours in FSHS or other social science and junior standing.
FSHS 654. Death and the Family. (2-3) Exploration of contemporary attitudes toward death and dying; related influences on individual development and family life. Pr.: FSHS 550 or SOCIO 640.
FSHS 670. Working with Parents. (3) II, S. Approaches to parenting and parent education with emphasis on programmatic implications of life-span developmental principles within a family context. Pr.: FSHS 110; and FSHS 350 or 550.
FSHS 675. Field Study in Family Economics. (1-3) I, II. Supervised experiences in financial counseling, community action, or consumer services. Pr.: Consent of instructor.
FSHS 700. Problems in Family Studies and Human Services. (Var.) I, II, S. Independent study on aspects of human development and family studies. Pr.: Consent of instructor.
FSHS 704. Seminar in Family Studies and Human Services. (Var.) I. Interpretation and evaluation of information on varied topics relating to family members. May be taken for a maximum of nine hours. Pr.: Nine hours of FSHS or other social science.
FSHS 705. Practicum in Speech-Language Pathology. (1-3) I, II, S. Supervised practice in the use of the methods and materials of speech-language pathology. Pr.: FSHS 449 and consent of instructor.
FSHS 706. Practicum in Audiology. (1-3) I, II, S. Supervised practice in the use of equipment, materials, and methods of audiology. Pr.: FSHS
567 or conc. enrollment and consent of instructor.
FSHS 708. Topics in Family Studies and Human Services. (2-3) I, II, S. Review of recent research and theory related to exploration of methods and family and interpersonal processes. Pr.: Consent of instructor. May be taken more than one semester.
FSHS 728. Assessment of Young Children. (3) I. Theory and practice of individual assessment of handicapped and normal children, infancy to age eight, including cognitive, language, fine and gross motor, social, and self-help skills. Focus on selection, administration, interpretation, and evaluation of screening and comprehensive evaluation instruments for assessment and individual program planning. Pr.: FSHS 310.
FSHS 740. Play Facilitation. (3) II. The emphasis on this course is the empirical study and practice of play as an educational, evaluative, and therapeutic intervention with young children. Pr.: FSHS 540 or consent of instructor.
FSHS 741. Fluency Disorders. (3) I. Research and theory concerning etiology, characteristics, assessment, and treatment of individuals with disfluency problems. Pr.: FSHS 560.
FSHS 742. Language Assessment and Intervention II. (3) II. Theory and research concerning language disorders in school-aged children are presented. Specific language assessment and intervention methodologies for this population are reviewed. Dialectal and bilingual considerations for assessment and intervention are addressed. Pr.: FSHS 443.
FSHS 744. Aural Rehabilitation. (4) S. Study of and techniques for the habilitation or rehabilitation of speech and language problems of the hearing impaired. Pr.: FSHS 567.
FSHS 745 Neuromotor Speech Disorders. (3) I. An introduction to motor
speech disorders including an overview of the neurological system.
Research and practical knowledge concerning etiologies, evaluation, and
principles of treatment are addressed. Pr.: FSHS 360.
FSHS 750. Voice Disorders. (3) II. Research and theory
dealing with etiology, characteristics, assessment, and management of individuals with laryngeal disorders. Pr.: FSHS
FSHS 770. Economics of Aging. (3) On sufficient demand. Analysis of economic factors associated with aging; implications for individuals, society, and the economy. Pr.: Nine hours of FSHS or other social sciences.