435 10 13634 https://digitalcollections.lakeheadu.ca/files/original/d6161a3f293a9327ff5d66e55eca9256.jpg e4627cb4252b9d6ec246a439f6abc9f9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family in front of waterfalls Subject The topic of the resource People Recreation Description An account of the resource Lifestyle (Outdoors): Family in front of waterfalls. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H495 MG8_D559H495 1930s Family waterfalls https://digitalcollections.lakeheadu.ca/files/original/eb349528b43f7a80710e1e0eee6f79fe.pdf 5fadff5c60453f82fe51a7c15f57aedf PDF Text Text �PSYCHOLOGY 2z6 and 3z6 FAMILY LIFE PROGRAM: AN EVALUATION PAGE I Introduction 1 Budget Information on students 4 (a) (b) number of students and average age marks on entering Lakehead University and marks for Psychology 2z6 and 3z6 (c) occupations geographical locations from which students (d) originated (e) academic background of students (f) course enrolment data for Family Life students Students' course evaluation Group Leaders' course evaluation Correlations between student and group leader course evaluation Recommendation concerning the Family Life Program Guest Lecturers' comments and opinions Appendix I: Family Life Program Brochure Course description and list of guest lecturers 5 5 s 6 6 8 9 10 21 25 26 28 33 �... 2 - I I I I I I I I 'I I I University of California received 2000 applications for a course des_igned to accommodate i100 students. The nature of the program offered by Lakehead University this summer was unique. Leading authorities on Family Life and Sex Education were invited to Lakehead University as guest lecturers and served as the focal point for the course. The l~st of invited speakers is impressive and there can be no doubt that most of them have reached the apex of scholarship and academic achievement (see App-endix I). There is· · no other Family Life course offered in North America which can make the same claim. Moreover, the students are expos~d to each speaker on a more informal basis during discussion group periods, luncheons, evening sessions and so on. The course took on some of the characteristics of total immersion where the involvement in the course did not end with the end of each daily session. It has been suggested that the course offered by Lakehead University is not within the bounds of a Psychology Department particularly in the light of the fact that 90% of the stud~nts we~~ teachers (s~e page 6). In support of this position is the argument that the course d-e als with sociol_o gical, cultural, philosophical and religious questions_ as well as material_ germane to Psychology. It should be pointed out, however, that the department in which any subject is taught is not predetermined by the profession of the students taking the course. Moreover, when there is any discussion of human sexuality we must inevitably come to the position where we have to consider the individual .. Over the last few years there has been an obvious demand on the part of the public for more and more information about sex. Past and current best selling books such as Reuben's "Everything You Wanted to Know About Sex" are _indicative of a real need which exists within the community. Nor should it be construed that the plethora of popular magazine articles and books dealing with sex are for the consumption of teenagers. It would seem that this need exists across all segments of society. This flood of information can be attributed to two principle causes_; the need for young people to learn about and direct their own sexuality and for everyone to understand the changes;~n sexual attitu~es and the direction which our "new morality" is taking. �- 3 • In most cases, the students taking the Family Life Pr_ogram are first and foremost concerned with their own beliefs and attitudes about sex. It is to be expected that for any primary or high school teacher to be able to conduct classes in sex education he must first feel at ease about his own sexuality. This is not .to imply that we are attempting to bring about attitude change or to induce "modern" views about sexuality in our students. It should, however, be apparent that we must deal with each student at a -pers·onal and i·ndtvidual leve·l. To achieve a personal level .the course made use of discussion groups. The aim of the groups was to provide a permissive and accepting atmosphere which would induce free dialogue and exchange. The majority of students reported that they found the discussion grqups to be as valuable as the morning lectures. Each group was led by a person known to us as having the experience and capabilities to carry out a skilled and delicate task. The expense, time, and energy required to_ establish a program such as Family Life can only be justified by demonstrating that such a ·program reaches an acceptable academic level. The course offered this summer was completely evaluated in a twelve page questionnaire distributed to both the stud·ents· and the group leaders (see pag·es 10 through 24) . Moreover, the students were evaluated by means of two major essays (or an essay and curriculum guide for teachers), group participation, book reports and a final examination. �I I 4 BUDGET FOR FAMILY LIFE PROGRAM Income from 181 students (361 course credits) Overa1i costs (including guest lecturers, fees, salaries, library books, etc.) Income to the University I I \: $100,800.00 ll 40,000.00 $ 61,800.00 It is expected that in future years the overall cost of the course could be reduced considerably by a reducation . in the number of administrative personnel {approximately $7000.00). In addition to this, the expense incurred ~or library books would be considerably reduce~ (this year the cost was $2000.00). �I I I I I I I I I I -5- INFORMATION ON STIJDENTS The following data was obtained from registration information and a questionnaire distributed to the 181 students enrolled in the Summer Family Life Program. Total ·Number····o·f-..'Student·s 181 30.26 years 44.00 years 9.98 years • Average Age Range Standard Deviation No student was admitted to the pr_ogram without an average of at least 63% on previous University or Teachers' College courses. There were no . significant differences between the marks on entering the course and the marks obtained for Psychology 2z6 and 3z6 (Family Life Program) Average mark upon enteri.ng the Family Life course Median Mode Standard Deviation 68.27% 67.00% 63.00% 4.66% Average mark for Psyc,hology Median 2z6 70.92% 71.00% 69.00% 5.15% Average mark for Psychology 3z6 Median 69.09% 68.00% 68.00% 4.98% Mode I I Standard Deviation ilaode Standard Deviation .... �- 6 - Occupation of students entering the course Teachers Nurses Clergy Students Counsellors No record 90.60% 1.65% 1 ·.6s% 1.65% 3.31% 1.10% GEOGRAPHICAL LOCATIONS The following is a list~ng of geographicai locations from which students in the Family Life Program originated and the number of students from each location. ALBERTA Edmonton 2 NEWFOUND LAND Labrador City Spaniard Bay 3 NOVA SCOTIA Halifax Inverness County l ONTARIO Atikokan Aurora Aylmer Beardmore Bradford Bramlea Burwick Chapleau Downsview Dryden 1 1 s 2 1 1 1 1 1 1 2 4 �I I - 7,- Emo Fort Frances Geraldton Ge~rgetown Hamilton Kenora Keswick King City Kitchener London Mal~orytown Manitouwadge Marathon Markham Midland Mississauga Murillo Nakina Newmarket Nipigon North Bay Orangeville 'Oshawa Peterbrough Port Hope Red Rock Richmond Hill Saint Thomas Sault Ste. Marie Scarboro Schreiber Sioux Lookout Sioux Narrows Stratton 2 2 3 l l 2 2 2 l l l 2 1 2 3 4 1 l 3 l 3 l 3 1 2 2 2 2 2 4 4 3 2 1 1·1.1 �·- 8 - Terrace Bay Thorold Thunder Bay Timmins Toronto Waterloo Wellsely Westbrook Whitby Willowdale York Unknown TOTAL 3. 2 53 1 8 9 ·l 1 2 3 l 2 ................................................ 181 ACADEMIC BACKGROUND This information details the academic background and future university career plans for students enrolled in the Family -Life Program Students with degrees Students without degrees Unknown I I I I I Students Students Students Students Students 36 141 4 planning to take d_e grees (1st degree or higher) 127 planning or now having a degree in Psychology 54 planning or now having a degree in other fields 93 with no present or fut~re degree plans 50 with no degree or plans to obtain a degree 30 A number of students have requested credit transfer for the Family Liie cc~rse to other universities. Number of Credit Tr.ansfers requested No credit transfer request Undecided Unknown 48 120 9 4 i I _I I �I I - 9 . COURSE ENROLMENT DATA FOR FAMILY LIFE STUDENTS The majority of students enrolled in the Family Life ~rogram had never attended Lakehead University before. I I Number of students having taken Lakehead Univeristy courses previously Number of students not having taken Lakeh~ad University courses previously Unknown .,83. 94 . 4 The following data is a breakdown of the areas in which students would have enrolled if the Family Life Program had not been offered. Number of students who Lakehead University if Number of students who Psychology Number of students who other field Unknown would not have enrolled at Family Life was not· offered would have enrolled in 98 · 43 would have enrolled in some 36 4 l j I i I �;.. 10 STIJDENTS' COURSE EVALUATION The information on the followi_ng pages constitutes the findi_ngs from the course evaluation questionnaires distributed to the students. The ratings of the lectures, methods and materials workshop, the discussion and curriculum groups, and the characteristics of the course were made on a five point scale. The results are listed as the mean · .r ating .and .t he -~s.tandud ..dev.a.-a,t-4on--i.-nddtc-a°t':rng ·•di·sp·e rsion arotmd 'the mean. The books and guest lecturers were rank-ordered by the students with the number (1) indicating the best in both categories. I I •I • • •I I • • �.:. 11 - Student's estimate of the value of the various content areas of the lectures. Instructions: Use the following scale in recording your ~valuation of the various content areas covered in the lectures. Check one rating for each of the lectures listed below: Rating 5: The content of the lecture was extremely pertinent and of maximum value. Rating 4: The content of the lecture was very pertinent and of considerable valueo Rating 3: The content of the lecture was pertinent and of value. Rating 2: The content of the lecture had little pertinance or value. Rating l: The content of the lecture had no pertinance or value. CONTENT AREAS COVERED 1. 2. 3. 4. s. 6. 7. 8. 9. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Bducation (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex .and Sexuality (Hiltner) MEAN STANDARD DEVIATION 3.89 0.88 4,59 0.89 3.92 0.92 3.73 0.99 4,20 0.99 3.95 1.02 3. 71 0.89 3. 71 0.95 2.85 0.96 �- 12 - MEAN 10. Jl. 12. ~3. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. A Modern Theological Understanding of Human Sexuality (Hiltner) 2.83 Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) 2.82 The Psychology. of Passionate Love (Evans)· 2·.05 The Images of Man (Kennedy) The Values of Man (Kennedy) 4.10 Identity, Choice and Commitment (Lang) 3.83 Destruction or reconstruction: Values in Conflict (Lang) 3.80 Interpersonal Relationships in the Changing Family (Klemer &Smith) 3.73 The Inadequacy of Sex Education (Klemer &Smith) 3.63 Specialized Problems in Intra-family .. 3.67 Communication (Klemer &Smith) Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) 3.79 Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 2.81 Family Interaciton Patterns (Messer) 4.08 Family Myths as a Major Variable in Family Interaction Patterns 3,97 (Messer) The Importance of "Family Role" as a Construct in Understanding the Family (Messer) 4.10 The Effects of Religion on the Family (Baum) 3.69 STANDARD DEVIATION 0.99 1.00 1.09 1.03 1.03 0.88 0.88 0.98 1.01 1.05 1.08 1.07 0.87 0.85 iI i I •f t 0.87 1.20 I ~I I II �- 13 - Methods and Materials Workshop and Written Ass.ignments. Instruction: below: Using the following rati~gs evaluate each of the items listed. Rating S: This aspect of the course was extremely pertinent and of maximum value. Rating 4: This aspect of the· course was very pertinent and of considerable va1ue. Rating 3: This aspect of the course was _pertinent and of value. Rating 2: This aspect of the course had little pertinance or value, Rating 1: This aspect of the course had no pertinance or value. ASPECTS OF THE PROGRAM E\!ALUATBD· 1. 2. 3. 4. Films Presentations by senior group or group leaders Student Book reviews Out of class assignments (a) Your philosophy, statement of values and objectives (b) Curriculum guide (or second essay) - MEAN- STANDARD DEVIATION 3.57 3.SS 1.02 3,00 0.85 !"' 4.01 2.96 0.73 0.94 ! I L • t l I I I l ! I II l I i : I \ ! l i ' �- 14 - Please give your rank-ordering for the various guest lecturers. Look over the list and decide who you thought was the best lecturer and put a number 1 next to that persons name. Decide who was next best and put 2 next to his/her name. Continue with this procedure until each lecturer has been assigned a number. LECTURER . ,QB,TA.IN£0. ..,R.A.~K .ORDER I,NG I I I I I Fr. Leo J. Lafreniere Dr. J. J. Malloy Dr. c. B. Broderick Dr. P. A. Bertocci Dr. J. M. Beniskos Dr. E. B. Luckey Dr. s. Hiltner Dr. J. Evans Dr. E. Kennedy Dr. L. H. Lang Drs. Klemer &Smith Mr. J. Lockett Dr. A. Messer Dr. G. Baum 5 l 4 6 2 9 12 14 3 8 10 13 7 11 �- 15 - I •II II • • • •I I •I •I •I Please give your rank-ordering for the required texts and follow the procedure used in the previous question and assign the number 1 to what you consider the best text . TEXTS Sex, Love and the Person - Bertocci Illustrated Sex Atlas Clark Your Child's. Sex Life - Dillon &Imbiorski Why Wait Till Marriage - Duvall The Man and the Woman .. Evoy & ·o 'Keefe The ·First Nine Months of Life - Flan_agan The Art of Loving - Fromm Love and Sex in Plain Language - Johnson Family Living and Sex Education - Ortho Symposium - Ortho Beyond Sex Instruction - Otena Sin, Sex and Self Control - Peale TI1e Psychology of Sex - Schwarz Family Life and Sex Education• Schulz and Williams The Physiology of Sex - Walker Curriculum Guide - Rochester Edition Insights into Family Life and Sex Education - Lafreniere Understanding OBTAINED RANK ORDERING 6 9 11 13 10 1 4 S 6 12 17 18 14 3 16 15 2 8 �- 16 - I The discussion groups were rated by the students on each of the 10 questions below. The data was then broken down and the mean ratings on each question for each group leader are listed on the following page. Using the nwµbers and the spaces provided rate each of the statements on the foli'owing scale~ I Strongly disagreed (2) Disagree (3) Neutral (4) Agree (S). Strongly agree (1) 1. 2. 3. 4. S. 6. 7. 8. 9. 10. The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in the course. The group leader interested me in the course. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of the subject. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. The group discussions provided valuable skills - methods, ways of thinking, organizing concepts, etc. I liked the way my mark for group participation was determined. �- 17 - EVALUATION RESULTS - DISCUSSION GROUPS Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci Nest.or Chehow¥ Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren I 1 2 -3 4 s 6 7 4.45 3.45 4.72 3.63 8 9 10 3.72 3.90 4.36 2.90 3.27 1.63 4.66 4.88 4.77 4.33 4.71 4;44 4.77 4.77 4.66 4.88 4.60 4.70 4.70 4.30 4.70 4.30 4.70 4.30 4.50 2.80 4.50 4.11 s.oo 4.11 4.00 4.22 4.88 3.88 4.00 2.22 4.81 4.36 4.81 4.36 4.72 4.54 4.81 4.18 4.18 1.90 --4. 7·5 4.--58 -~s-:oo 4.'75 4 .•66 4.33 s.oo s.oo 4.25 2.25 l.92 3.30 2.00 2.00 .3.69 2.84 2.30 2.46 2.53 3.53 4.90 4.60 4.90 4.60 4.40 4.70 4.so 4.30 4.30 2.90 4.45 4.27 3.63 3.63 4.45 3.36 4.09 4.18 3.36 l.36 4.40 4.30 4.70 3.70 3.90 3.90 4.10 3.60 3.70 3.40 2.81 4.00 4.36 2.12 2.45 2.63 3.72 2.12 3.81 2.18 4.40 4.10 4.20 3.50 4.10 3.90 4.20 3.80 3.70 3.10 4.77 4.22 4.66 4.44 4.00 4.00 4.77 3.66 3.66 3.22 2.36 3.00 2.81 2.63 3.36 2.45 2.18 2.36 2.36 2.36 4.33 4.44 4.77 4.22 4.22 4.22 4.77 3.77 3.66 2 .11 4.80 4.60 4.80 4.00 4.70 4.40 4.80 4.40 4.40 2.60 �- 18 - The data for the curriculum groups has been dealt with in a manner identical to the data for the discussion groups. Using the numbers and the spaces provided rate each of the statements .on the follow~ng scale: (1) {2) (3) (4) (5) 1. 2. 3. 4. s. 6. 7. 8. 9. 10. Strongly disagr~e Disagree Neutral Agree Stro~gly agree The group leader showed good leadership ability. The material discussed in the group was valuable. The group leader showed interest in curriculum planning. The group leader interested me in curriculum planning. The group leader stimulated new viewpoints and appreciations. The group leader inspired confidence in his knowledge of curriculum planning. The group leader showed a positive attitude towards his task. The group leader made comments and criticisms which helped me to improve my work. Group discussions provided valuable skills - methods, ways of thinking, organizing concepts etc. Curriculum groups should be continued. ;I \ I I. I. \I I I I �19 - EVALUATION RESULTS - CURRICULUM GROUPS 1 I Terry Axelson Peggy Beagle Arieh Bonder Mary Ann Bortolon Dawn Capricci .N.estor ,Chehowy Dick Courtis Jerry Cullen Brahm Friedlander Eunice Gastmier Mary Giannone David Hart Steve Kerekes Derek McLauchlan Jim Morris Mike Timgren 4.00 3.08 3.00 4.14 4.70 S.65 2.20 4.87 3.62 1.85 3.00 2.68 4.25 3.44 3.87 3.27 2 3 2.17 3.11 4 3.00 3.08 3.00 2.50 2.38 2.84 2.00 3.42 4.57 4.28 4.10 3.30 2.80 ·2~·72 4~·00 3.4S 2.90 1.30 1.50 4.50 4.87 4.37 3.50 3.62 3.00 1.85 1.57 1.71 2.90 3.81 3.00 2.31 2.81 2.31 3.83 4.33 3.66 3.22 2.87 2.62 2.50 3.62 3.25 2.63 3.81 2o36 5 4.00 2,91 2.46 4.14 4.70 3.09 • 4 .oo 4.50 4.00 1.57 2.63 3.12 4.16 4.11 2.87 2.81 6 3.77 2.16 1.69 4.57 2.80 3.81 1.50 4.62 2.25 1.71 2.90 2.50 4.08 2.75 3.62 2.36 8 9 3.77 3.22 3.08 2.91 2.38 1.76 3. 71 3.28 3.50 3.50 3.45 2.72 1.90 2.10 2.40 4.62 4.50 4.12 3.00 2.62 3.12 1.71 1.57 1.71 4.36 3.54 2.90 3.12 2.75 2.25 4.53 3.84 3.69 3.00 3.22 3.00 4.50 3.37 2.50 3.81 3.45 2.54 7 4.22 2.91 3.46 4.85 4.70 4 .18 10 2.33 2.00 2.38 3.42 3.00 2.54 2.10 3.75 2.25 7..42 2.18 2.31 2.84 2.55 1.50 2.18 l ,- • II \ I �- 20 - The students were asked to rate the following questions on a (5) point semantic differential. A mean of 5.00 would indicate the top rating for any part~cular question. MEAN l. 2. II 3. 4. 5. 6. 7. II .. • Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assi.gn.ed .re.ading ..,dif:fioult·? Are the tests fair? Are the grades assigned fairly How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? STANDARD DEVIATION 4.19 1.07 2.26 0.84 0.70 s -. ,31. .I i 2.78 2 . 91 L22 3.14 1.02 4.23 0.77 1.25 l �• • • • • I GROUP LEADERS' COURSE EVALUATION The information on the following pages is the course evaluation from the group leaders. The format is exactly the same as that for the students but is compiled in a more concise manner . EVALUATION OF LECTURES 1. 2. 3. 4. s. 6. 7. 8. 9. 10 . 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Historical Analysis of Human Sexuality (Lafreniere) Anatomy and Physiology of Reproductive Organs (Malloy) North American Courtship Spiral (Broderick) Values and the Person regarding Sex, Love and the Home (Bertocci) The Person in Sex Education (Beniskos) Human Relations in Sex Education (Beniskos) The Psychology of Interpersonal Attraction, Mate Selection and Love (Luckey) Development of Interpersonal Relationships (Luckey) The Range of Current Concepts of Sex and Sexuality {Hiltner) A Modern Theological Understanding of Human Sexuality (Hiltner) Sexuality and Love: A Modern Analysis drawing upon theology and the social sciences (Hiltner) Psychology of Passionate Love (Evans) The Images of Man (Kennedy) The Values of Man (Kennedy) Identity, Choice and Commitment {Lang) Destruction or reconstruction: Values in Conflict (Lang) Interpersonal Relationships -in the Changing Family (Klemer &Smith) The Inadequacy of Sex Education (Klemer &Smith) Specialized Problems in Intra-family Communication (Klemer &Smith). Sex Education - What, When, How, Who (Axelson, Deleski, Marshalok) Family Life and Sex Education as a Preventative to Family Disintegration (Lockett) 3.93 4.75 4.2S 3.75 3.87 3.81 4.00 4ol2 3~06 2.87 2.68 2.31 3.68 3.75 4.25 4.12 3.87 3.81 3.75 3.93 2.93 I �- 22 - I I I I I I 22. Family Interaction Patterns (Messer) 23. Family Myths as a Major Variable in Family Interaction Patterns (Messer) 24. The Importance of "Fami_ly Role" as a Construct in Understanding the Family (Messer) 25. The Effects of Religion on the Family_(Baum) 4.18 3.93 4.12 3.43 f I �j1 - 23 - ASPECTS OF THE PROGRAM 1. 2. 3. 4. Films Presentations by senior_ group o~ group leaders Student book reviews Out of class assignments: (a) Y0uT· ·phi-lo-sophy, st·atement ·of ·va'lues ·and objectives (b) Curriculum guide .(or second essay) 3.37 3.56" 2.75 4.18 3.31 RANK ORDERING OF LECTIJRERS Dr. J. J. Malloy Dr. C. B. Broderick br. A. Messer Dr. L. H. La_ng Dr. E. B. Luckey Dr. P. A. Bertocci Fr. L. J. Lafreniere Dr. J. M. Beniskos Dr. E. Kennedy LJrs. Klemer &Smith Dr. G. Baum Dr. s. Hiltner Mr. J. Lockett Dr. J. Evans 1 2. 3 4 5 6 7 8 9 10 11 12 13 14 �- 24 - I RANK - ORDERING OF REQUIRED TEXTS I I • I The First Nine Months of Life Flanagan Family Life and Sex Education - Schulz and Williams The Art of Loving - Fromm Sex, Love and the Person - Bertocci Insights into Family Life and Sex Education - Lafreniere Illustrated Sex Atlas - Clark Family Living and Sex Education Understanding - Ortho Love and Sex in Plain Language - Johnson Symposium~ Ortho The Man and the Woman - Envoy &O'Keefe Beyond Sex Instruction - Otena curriculum Guide - Rochester Edition The Physiology of Sex - Walker Your Child's Sex Life - Dillon & Imbiorski 11le Psychology of Sex Schwarz ~Jhy Wait Till Marriage - Duvall Sini Sex and Self Control - Peale 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 CHARACTERISTICS OF THE COURSE 1. 2. 3. 4. I s. 6. 7. I Are the objectives of the course clear? Is the amount of work required appropriate for the credit received? Was the assigned reading difficult? Are the tests fair? Are the grades assigned fairly? How would you rate the contribution of the textbooks to the course? Considering all of the above qualities, how would you rate this course? MEAN 4.00 2.43 2.68 2.69 2.57 2.68 3.87 �- 25 - CORRELATIONS :~ETWEEN STUDENT AND GROUP LEADER COURSE llVALUATIONS This data indicates the degree to which th~ group leaders _a greed with the ratings on the course ev~luatio~ given by the students. 1. Estimate of the value of the various content areas of the lectures. ·Cor·r el:~ion between ·students and: group leaders !:. = 2. Methods and materials workshop and written assignments. r • 0.87 - 3. 4. s. I Rank-ordering o~ guest lecturers r = 0.71 r • Rank-ordering of books 0.87 Characteristics of the course r = 0.92 O. 78 �- 26 - RECOMMENDATIONS CONCERNING THE FAMILY LIFE PROGRAM The evaluation of the course, along with other observations, has led me to make specific recommendations for future Family Life Programs. 1. The Program should be directed and administered solely through the Department of Psychology. 2. That the resources of other departments within the University be drawn upon whenever possible. That teachers registering for the course should be allowed to prepare curriculum guides as directed by their school boards. That an expert in curriculum planning in Family Life be hired for a one week period in order to provide specific instruction for teachers. 3. 4. S. 6. 7. 8. I That group leaders be given training• in curriculum planning prior to the start of the course (see curriculum group leaders evaluation, pages 18 and 19). That non-teacher students be allowed to take the course for one credit and be required to attend the morning lectures and the discussion groups only. That the selection of required texts be made through consultation with the Department of Psychology, and professionals in the area of Family Life, with a view to upgrading the level of required texts (see rank-ordering of texts, pages 15 and 24). That guest lecturers who will provide exposure and provoke discussi~n about all aspects of sex and sexuality ranging from the Playboy philosophy to the Vatican be invited. This will necessitate dropping a number of speakers who did not rate highly on the evaluation. The selection of guest lecturers would be made in consultation with professionals in the area.· �- 27 - It is my opinion that the Family Life Program_is a worthwhile and effective course that should not be dropped by Lakehead University. It is also apparent that other persons from outside the Un~versity concur with this opinion (see pages 28 through 32.) Moreover, Lakehead University has the opportunity to continue offering a course which has been acclaimed by visiting guest lecturers who are expert in the field. Equally important is _that .t he University is .att~ac.t ing students from all .across Canada (pag.e 6) and providing· a very real and necessary service to the community. In addition, it should be noted that the course provided a substantial income to the University which, in our present time of need, will do much to alleviate some of the administration's financial problems. In the preparation of this brief, I have attempted to use the data collected during the course as well as my own observations and opinions. The information contained within this report is based on registration information and the student evaluations. All of this data is available to anyone who wishes to investigate more fully the findings reported here. Respectfully submitted Keith Wood, Academic Director FAMILY LIF.E PROGRAM KW/bmc ... �- 28 - GUEST LECTURERS' COMMENTS AND OPINIONS As part of our course evaluation, each guest lecturer was asked for his or her opinion of the course. The letters on the following pages are responses received to this date. It is expected that other statements will be forthcoming. Also included are ·newsclippi-ng-s •taken ,f ,r-om -local papers which published accounts of a news conference held during the second week of the program. r �• l?RINCETON THEOLOGICAL SEMINARY PR!NCETON, NEW JERSEY 08540 &!::WARD HILTNER PIIOF'ES0OR OP' THltOLOGY AND PEltSONALITY November 8, 1971 I -.. Professor Keith Wood Ac·ademic Director FAMILY LIFE PROGRAM Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Dr.• Wood : I have your letter of November 1 inviting any comments of appraisal that I might have concerning the summer Family Life Program at Lakehead University in which I participated last summer for three days. As I believe I told you orally, I had ,ft very favorable impression of the course as a whole. So far as the outside lecturers are concerned, it did seem to me that a somewhat broader range of view points might be approached, even though I would certainly not reconnnend that the complete spectrum of current view points be covered. My participation in the two types of afternoon discussion~ groups was of course very brief~I could see, nevertheless,the point in having the two types of discussion groups. But I wonder_ed if the two types might alternate meeting days, thus allowing for deeper discussions of the matter at issue during any one session. I offe~ this suggestion very tentatively indeed. I saw only a few of the films but was impressed with their selection. Also, they came at a time of day when the groups tend to be tired and perhaps they have some value as entertainment as well as education. I am glad to hear that you can anticipate obtaining acceptance of this program for next year by the senate of Lakehead University. Sincerely, ,/~L-._. ec-,-d lcicr::;_.J Seward Hiltner SH/hlc �V BOSTON UNIVERSITY DEPARTMENT OF PHILOSOPHY 232 Bay State Road, BOSTON, MASSACHUSETTS 02215 November 51> 1971 rofessor Keith Wood, Academic Director amily Li~e Program Lakeheacl University epartmen-t of Psychology stal St at ion P under Bay, Ontario, Canada Professor Wood, I think it would be impertient of me to say more--since my presence has ways been limited to two or three days--than that the Family Life Program as I ve known it has been marked by unusually strong motivation, range and relevance. b~ther Lafreniere has been unusually fortunate in being able to engage the persons he s. As I said this summer, I'd be glad to have this kind and quality of program my university. The students are not on a summer vacat_ion and "getting credits" r it. The only additional remark .is that a somewhat experimental program in this should be tailored to the particular students and their backgrounds and tasks. the program as I have known it, the students come to know themselves.as they talk each other and try to envision a new horizon for their schools. I -i Yours cord~ally, , :' -'··~~-·· Cl • ., - J·:.,~·" fc.:--c..~ Peter A. Bertocci Borden Parker Bowne Professor of Philosophy by Professor Bertocci and 1gned in his absence by his secretary. �UNIVERSITY OF OTTAWA UNIVERSITE D'OTTAWA OTTAWA ONTARIO CANADA K1N 6N5 FACULTY OF EDUCATION FACULTE D'~DUCAT!ON GRADUATE STUDIES ETUDES SUPERIEURES November 4, 1971. Mro Keith Wood, Academic Director, Family Life Program, Lakehead Lniversity, Postal Station P, Thunder Bay, Ontario. Dear Mr. Wood: My participation to the Family Life Program consisted of On this basis, evaluation is difficult. The only tentative conclusions that can be drawn are related to the high acadew~c level of the course and the students. I was impressed. l} days of lectures and contacts with students. Sincerely yours, )/Jl ~/~eJoM. Beniskos, Ph.Do, Professor. JMB/vc L ,.. �The University Connc:fcticut STORRS, CONNECTICUT 06268 SCHOOL OF HOME ECONOMICS Department of Child Development and Family Relations U-117 November 12, 1971 Kr. Keith Wood Academic Director Family Life Program Lakehead University Postal Station P Thunder Bay, Ontario, Canad.a Dear Keith: This is in response to your November 1st letter asking for an overall impression of the 1971 course in which I participated at Lakehead University this past summer. As you know it is difficult to truly evaluate a program unless you are a part of the planning, the production and the follow-up; coming in and seeing only a slice of the program may warp ones perceptions, and in view of the fact that this is precisely what I did I'm not sure you can rely too much on the things I may say. However, for what they are worth, these are my observations. There is tremendous need and interest in this field of family life education; I was amazed at the little background most of the participants had in this field. Most certainly if family life education is to be included in the school curriculum it is necessary for universities to concern themselves with the preparation of teachers. The program as it was presented this summer seemed to me to be rather general in nature and introductory. With the tremendous number of persons participating and the variety of backgrounds from which they came, I oan see no other way that the program could have been approached. It was introductory, it was general, and I expect for the most pariit fits the neeci;-'of the participants. If the course is to be built in to the curriculum as a regular course rather than a summer offering for teachers it needs to be specifically planned to include more aspects of family life education and needs to have prerequisites such as introductory psychology and introductory sociology built into it. I think a summer course, however, must be of a different nature, �Jlr. Keith Wood Page 2 wheneftr one designs a course to "re-tool" teachers, especially if these have very heterogeneous backgrounds there is a certain tuziness in content. In our sUIIIID8r courses here we have designed them to emphasize certain aspects of family life education and have been selected terls and lectures to fit that theme. For example, one year we dealt with the sexual oon:tent of family life education, another year we dealt with the values and philosophical issues involv8d in family life education, still another .; rear we worked with the counsfnling aapecta involved in family life education,and still another we worked with special families such as black faailitts and disadvantaged families. After a topic is chosen you oan begin to develop your curric11lum and your reading bibliography. One aspect of your &WIUl8r program that I liked very mu.oh was the fact that you had both lectures and small group discussions. I thillk the participants found this very useful. I would like to suggest, however, that ~other component be added and that component is sensitivity or awareness training. I feel that probably the greatest single feature of our curric~lwn is its opportunity for its student to participate in awareness training under the leadership of 11ell prepared training facilitators. Awareness training is so•thing far superior to small group discussion; it does, however, require trained facilitators and these are financially expensive. Handling as many people as were enrolled in your -swmaer institute would be very difficult as well aa expensive. I'm aware that this response may not be as specific have liked but I'm uncertain about the direction in program plans to move. Perhaps if we tallced on the could be more helpful, in any case, I hope this has in the right directionl as you wo~ld which your phone I been a move Let• s93 agail'l that I enjoyed being with you this past lnllllller and wish you well in the establishment of your new program. Sincerely yours, ~ (Mrs.) Eleanore Braun Luckey, Ph.D. Professor and Head EBL:jm �THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO November 12, 1971 School of Home Economics Dr. Keith Wood Family Life Program Department of Psychology Lakehead University Postal Station P Thunder Bay, Ontario, Canada Dear Keith Wood: I was pleased to get your letter of November 1 and to know that the 1971 Family Life Program had been so successful. I was very much impressed with the course and particularly with the small group sessions. In each of the small groups in which I participated, there was a feeling of group integration that could not help but contribute to learning and growth. Since I was only there for my own presentation, I am a poor one to comment on the formal lectures, but I did hear from all with whom I talked that you had some excellent speakers. Perhaps your textbook committee would be interested in considering my own book, MARRIAGE AND FAMILY RELATIONSHIPS, as one possible text for next year's coursee There are many other good books but I think my stress on the empathetic approach offers something unique. Again, thank you for inviting me last sUDDD.er. It was very pleasant to be with you and to meet your fine colleagues and students. n. 12 _v w/ c!i£~~u_~ 1 Richard H. Klemer, Ph.D. Professor and Chairman Child Development and Family Relations RHK/as GREENSBORO, NORTH CAROLINA/ 27412 The University of North Carolina at Greensboro; The University of North Carolina at Chapel Hill; The University of North Carolina at Charlotte; North Carolina State University at Raleigh 'nE UNIVERSITY OF NoRTH CAROLINA comprises: �- 32 - Excerpt from an article in DAILY TIMES JOURNAL, July 13, 1971 Dr. Bertocci had high praise tor the uni\•ersity summer course. "I'd give my eye teeth to have a program like this at Boston University.'• he said. "I',·e ne,·er seen this done anywhere . else. It·s a pilot projt"ct. ' ·'This is my third year and there's something going on here. I wish I could shout it from the roof tops. "Suddenly people have become aware of sex but this is tlte first time I've been somewhere where we could _ talk : honestly about sex. A nun came ·up to me and said this was the first time she had found an\'- - one who realized she had a sex i life.u Excerpt from an article in the NEWS CHRONICLE, July 13, 1971 A nnt~d American philosopher.· ~ays the family life course heing i.pon~orcd by LakC'head Unh·ersitv is Dr. Peter Bcrtncci !)Me of the most outstanding he's ~een or heard of in North Am<'rica. The c h a i r m a n of the psycholoty dC'partment of the University o( Boston, who is one In a series of lecturr.rs speakin~ Jlt the six-week course, said he is· amazed at the ·quRlity of the • course and the numher of topflh:ht per~onn~l that ha\'e been attracted to speak. "Any of the uninm;ities in the United States would like to have a cour~e of this quality and I know we certainly wouid at Boston uni\'er!.ity," said Dr. Bertoccl. He said hr w::R ~!sn imrr'?~s:Pn with the dialo:rne that ,zoes on among the students t.1'ing the. course. • ���II index •II II II II II II II II II • •II • ...._____ Introduction ............... . ........... . ......... . ... . Admission Requirements ............................. . Registration . .. ... . ......... .. .. ... .. . .... . ........... Fees ........ .. .. . .... .. ........ . ..................... Residences . .. ....................... .. ...... .. ....... Guest Lecturers and Topics ..... . ........ . ....... . ... . . Public Lectures . ... . .. . . .............................. Daily Schedule ... . ................ . . . ............... . . Lecture Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8 to July July July Ju ly Ju ly July July July July July 5 6 7 8, 9 12, 13, 14 15. 16 19. 20 21. 22, 23 27, 28 29. 30 Aug . 2. 3, 4 Aug . 6 Aug . 9.10, 11 Aug. 12, 13 Leo J Lafreniere, O.M.I, Rollo May Ph.D. . , ........ . J. J . Malloy. M D. . ....... . C B. Broderick, Ph.D P A. Bertocci, Ph.D J. M. Beniskos. Ph.D. . . ....... . E B. Luckey, Ph D ........ . S. Hiltner. Ph D. . . . ...... . E C. Kennedy, Ph D. . ....... . L. H. Lang, II, Ed D. . . ....... . R. H. Klemer, PhD. & R. M. Smith, Ph.D. J. D. Lockett. M A. . . . . . ..... . A. A. Messer, M.D. G. A. Baum, Th. D. .. page 3 page 4 page 4 page 4 page 5 page 6 page 7 page 7 page 15 incl. ......... page 8 . . .. . .. . page 8 page 9 pag e 9 pag e 9,10 pag e 10 page 10,11 page 11 ,12 page 12 page 12 page 13 page 14 page 14, 15 page 15 Required Texts ........ .... . . .................. ... . . . . Reference Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Journals ........ . . . . . ....... . ............... .. .. . . ... Audio-V isual Material .. . ... ... . . .. . . ... ........ . ...... . page page page page 16 17 18,19 20 1 ��introduction The Family Life Program is now entering its fourth year of operation and for the first time is under the direction of the Department of Psychology at Lakehead University. Over the last three years more than 350 people (from seven provinces, the United States, the United Kingdom and Ceylon) have taken the course. This year's enrolment is expected to be 180. In the past, the majority of applications have been from teachers, nurses, clergymen and administrative officials in the field of education. Past experience has shown the Family Life Program to be not only an intensive course but also one in which the student becomes very involved. The day starts at 10:00 a.m. with the main lecture and goes on until 4:45 p.m. with attendance at all sessions compulsory. The Family Life Program is designed to provide information useful in the development and teaching of programs in family living and sex education in the schools. Sex education is not merely the giving of information on the physical facts of sex. Instead, the course will emphasize the social, psychological and medical aspects of sex and sexuality as well as the moral, religious and cultural factors which are prominent in today's society. 3 �admission requirements In general, admission and registration for this program will be the same as for any other Lakehead University Summer Session Course. The following points should be emphasized: 1. A student must have an average of at least 63% on his previous university courses or on his Teachers· College courses. 2. If enroled in this program a student will not be allowed to take any other Summer Session course during the JulyAugust period. However, he may take an add1t1onal course during the Spring Term (May-June). 3. The prerequisite for admission to the Family Life Program will be Psychology 1 a6 or permission of the Department of Psychology. All applications to the Family Life Program should be the Director of the Family Life Program, Department of Psychology, Lakehead University, Thunder Bay. Ontarto; along with the following supporting documents· 1. Transcript of marks from previous University or Te• College Courses. 2. Two letters of recommendation. It Is the responsibility of the student to make the nee arrangements for the forwarding of these documents. apphcatIons will be processed until each student's file complete. 4. The student whose major is Psychology will be allowed two credits to be counted as second or third year options. He must have a total of seven Psychology courses for a General B.A. as stated in the current Calendar. Students whose maior is other than Psychology must consult with the Department of their major through their Departmental Chairman to obtain assurance that credits from this program will be recognized tor their degree requirements in that maior. 5. Students who desire to have the 2 credits from the Family Life Program accepted by other Universities. the Department of Education, or other institutions must make their own arrangements tor this acceptance. 6. Two letters of recommendation are required. No applications will be processed unless these accompany your documents. These letters of recommendation should be from a School Inspector, Principal, Professor, Clergyman, and so on Family Life 2z6 ......................• Family Life 3z6 .......................•• Summer Student Society . . . . . . . . . . . . • •• Total 7. A transcript from previous University work or from Teachers' College must accompany your application. 8. Application forms can be obtained from the Director ot Extension and Summer Session, Lakehead University, Thunder Bay, Ontario. 4 A student must enrol in both courses Fees are sub change in subsequent years. All cheques should payable to Lakehead University. �residence Residence facilities at Lakehead University have been increased with the completion of the new Men's Residence. Facilities are available to accommodate 106 female students in the Women's Residence and 480 male students in the Men's Residence. Single and double room accommodation is available in both Residences. The Residence is situated on the banks of the McIntyre River within easy walking distance of all University buildings and athletic facilities. The buildings themselves are constructed in a semi-circular design connected by an enclosed pedestrian walk-way. Each new three-storey Residence building includes 6 double rooms, 4 single rooms, a common room and kitchenette facilities on each floor. Meals are served in the new Residence Dining Room in the University Centre Extension. Two Social Centres are also available with comfortable lounges and recreation facilities. In each of the two Social Centres and in the Recreation Room of the Women's Residence there are vending machines for soft drinks, chocolate bars, cigarettes, etc. Mail, Keys, dry-cleaning services are provided through the Residence Office on the left hand side of the main entrance to the Men's Residence. The Office is open regularly from 8:45 a.m. to 6:00 p.m. Free laundry facilities are provided in each House. 5 �guest lecturers and topics July 5 July 6 July 7 July 8 July 9 Fr. Leo. J. Lafreniere, O.M.I. Introduction to Program and Historical Analysis of Human Sexuality Rollo May, Ph.D. The Family: The End of an Era J. J. Malloy, M.D. Anatomy and Physiology of Reproductive Functions C. B. Broderick, Ph.D. Growing up Heterosexual The North American Courtship Spiral July 23 Sexuality and Love: A Modern Analysis Drawing Upon Theology and the Social Sciences July 26 Panel Discussion July 27 July 28 Eugene Kennedy, Ph.D. Images of Man Values of Man July 29 July 30 L. H. Lang, II, Ph.D. Identity, Choice and Commitment Destruction or Reconstruction: Values in Conflict Richard H. Klemer, Ph.D., Rebecca Smith, Ph.D. Interpersonal Relationships in the Changing Family The Inadequacy of Sex Education Specialized Problems in Intra-family Communication Peter A. Bertocci, Ph.D. July 12 July 13 July 14 Aug. 2 Aug. 3 Aug. 4 Values and the Person Regarding Sex, Love and the Home Aug. 5 Planning and Organizing a Family Life Program July 15 July 16 J. M. Beniskos, Ph.D. The Person in Sex Education Human Relations in Sex Education Aug. 6 James Lockett, M.A. Family Life and Sex Education as a Preventative to Family Disintegration July 19 July 20 July 21 July 22 Eleanore Luckey, Ph.D. The Psychology of Interpersonal Attraction: Mate Selection and Love Teaching for the Development of Interpersonal Relationships Seward Hiltner, Ph.D. The Range of Current Concepts of Sex and Sexuality A Modern Theological Understanding of Human Sexuality Aug. 9 Aug. 10 Aug. 11 Alfred A. Messer, M.D. Family Interaction Patterns Family Myths as a Major Variable in Family Interaction Patterns The Importance of "Family Role" as a Construct in Understanding the Family Aug. 11 Annual Banquet Aug. 12 Aug. 13 Gregory Baum, Ph.D. Effects of Religion on the Family The Effects of Religion on Education Aug. 14 Final Exam (Saturday) 2-5 I 6 �daily schedule schedule of public lectures Tuesday, July 13 7:30 p.m., Upper Lecture Theater Dr. Peter A. Bertocci Values and the Person Regarding Sex, Love, and the Home MONDAY THROUGH THURSDAY Thursday, July 22 7:30 p.m., Upper Lecture Theater Dr. Seward Hiltner The Range of Current Concepts of Sex and Sexuality Monday, August 9 7:30 p.m., Upper Lecture Theater Dr. Alfred A. Messer Family Interaction Patterns Thursday,August12 7:30 p.m., Upper Lecture Theater Dr. Gregory Baum The Effects of Religion on the Family and Education 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. Coffee Break 2:45 p.m. Material Workshop 3:45 p.m. Discussion groups. Material and curriculum planning 4:45 p.m. End of session FRIDAY 10:00 a.m. Major presentation and discussion period 12:00 Lunch 1:00 p.m. Discussion groups around main lecture topic 2:15 p.m. End of session (No material workshop or curriculum planning on Friday) 7 �lecture outline July 5 Topic Leo J. Lafreniere, Gradue, Louvain INTRODUCTION TO THE FAMILY LIFE PROGRAM AND HISTORICAL ANALYSIS OF HUMAN SEXUALITY Sexuality has been shrouded in mystery until a few years ago. Sexuality has always been associated with a religion which made laws and regulations to protect. The Western world has been profoundly influenced by the Judea-Christian culture. The following topics will be discussed: A. Old Testament: Woman is a person, marriage is good, fecundity is good; not all sexual acts are necessarily good. B. New Testament: The Gospels give pre-eminence to a single value in human behaviour; love-marriage is presented as good, sexual intercourse is presented as holy, nothing is said of any purpose with which marital intercourse must be taken. C. Secular Influences: 1 . The Stoic ideal 2. The Gnostics and Pagans 3. The Manichees 4. The Experience of Augustine 5. The Monks 6. New Attitudes and Analyses from 1450 to 1750 7. New Theory of Marital Intercourse 8. Non-creative purposes 9. Jansenism 10. Intercourse for Pleasure, Health or Love 11. From 1750 to 1930 12. From 1930 on; The Lambeth Conference; Pius XI; Paul VI with Humanae Vitae. D. Lack of medical knowledge has been the greatest factor in perpetuating ignorance about human sexuality. Leo Lafreniere has been a pioneer in the teaching of Family Life and Sex Education. His program was the first one to be introduced into Canadian elementary and secondary schools. He successfully organized the first University Credit Granting Institute in Family Life and Sex Education in Canada. Father 8 Lafreniere was a Marriage Counsellor in Edmonton from 1958 until 1962 and in Toronto from 1962 until 1965. During the period 1965 to 1967 he studied at the Institute of Sexology and Family Sciences at Louvain University, Belgium, and is presently coordinator of Family Life and Sex Education in the Lakehead Separate Schools and consultant for a number of School Districts in Family Life Education. July 6 Rollo May, Ph.D. Topic THE FAMILY: THE END OF AN ERA In his talk, Dr. May will consider the structure of the family group, its development and place in today's society. He will attempt to show how the family has served a function in the past and how that function is now becoming obsolete in modern Western Culture. Dr. May suggests that the family unit must change in accordance with our changing society and be replaced by another type of institution. Dr. May is a practicing psychotherapist in New York. He began his psychotherapeutic studies in Vienna and completed his doctorate in psychology and his psychoanalytic training in New York City. In addition to his clinical practice, he is a training and supervisory analyst at the William Alanson White Institute of Psychiatry, Psychoanalysis and Psychology. Dr. May has taught at Harvard and Princeton and is in demand as a lecturer at Universities and Colleges. Reviewers and readers have been unanimous in their praise of the scholarly and pioneering contributions of Dr. May, outstanding among which are The Meaning of Anxiety, Man's Search for Himself, and Love and Will. �I I I I I I I I I I I I I I I lecture outline cont. J. J. Malloy, M.D., Ottawa University ANATOMY AND PHYSIOLOGY OF REPRODUCTIVE FUNCTIONS In the course of his presentation Dr. J. J. Malloy explains the following: human sex determination, chromosomes and genes, the female cell karyotyping, diseases that result from the abnormalities of the chromosomes, the anatomy of female reproduction and the intimate relation which exists between the female brain and the organs of reproduction, the relationship of the organs of reproduction with the pelvic organs, the male anatomy, the menstrual cycle, conception and the organs involved in this process, the division of cells, the developing embryo at the 10 week period, the embryo at the 6 month stage of development, all the different forms of contraception; contraceptive pill, vaginal foam, diaphragm, I.U.C.D., the rhythm method. July 7 Topic Dr. Malloy attended Ottawa University where he completed his B.Sc. in 1953 and his medical training in 1957. From 1959 to 1963 he did post-graduate work in obstetrics and gynecology at the Mayo Clinic in Rochester, and completed his M.Sc. from the University of Minnesota in 1965. July 8 C. B. Broderick, Ph.D. Pennsylvania State University Topic GROWING UP HETEROSEXUAL A sequence of developmental stages in the process of achieving normal heterosexual interests and social skills are traced through early adolescence. Based upon the analysis of data from nearly 6,000 children, the sequence emphasized the importance of young children's attitudes toward their own eventual marriage and the significance of romantic fantasy and children's games. July 9 THE NORTH AMERICAN COURTSHIP SPIRAL Topic The factors which account for the extraordinarily high marriage rates in North America are explored including the intimacy-commitment spiral, strategies of sexual bargaining and alternate courtship styles. Dr. Broderick is the author of numerous articles for professional and popular publications, and also the co-editor of a new reference book for sex educators, sponsored by the Sex Information and Education Council of the United States (SIECUS), entitled The Individual, Sex and Society, published by the John Hopkins Press. His current research concerns the process by which young couples move from casual to commited, or married relationships. The study is based on a sampling of recently married couples throughout Pennsylvania. In September, 1968, he assumed editorship of Journal of Marriage and Family, a quarterly publication of the National Council of Family Relations. July 12, Peter A. Bertocci, Ph.D., Boston University 13 and 14 Topic VALUES AND THE PERSON REGARDING SEX, LOVE AND THE HOME The aim of this series of lectures is to outline the reasoning behind the conviction that, in the life of a person, sex and love cannot grow in quality if they are separated from all the values in healthy personality. Just as love gives more meaning to sex, so marriage and its commitment provide a challenge and increase the meaning of sex and love. Sex education must be guided by some ideal of personality and the values which keep it creative. I I 9 �lecture outline cont. Peter A. Bertocci graduated from Boston University in 1931. He earned his Masters degree from Harvard and his Ph.D. from Boston University. His teaching career began in 1935 at Bates College where he was the chairman of the philosophy department. In 1944 he returned to Boston University as professor of philosophy, and since 1953 has held the chair of Borden Parker Bowne Professor of Philosophy. In 1950-51 he was a Fulbright research scholar in Italy, and in 1960-61 he did research as a Fulbright scholar in India. His most recent academic honor was to receive a Guggenheim Fellowship for 1967-68. In addition to publishing several books and articles on philosophy, religion, and psychology, Dr. Bertocci has lectured on these topics at many colleges throughout the country. of student training and psychotherapy at the Child Study Centre of the University of Ottawa. Since July 1967, Dr. Beniskos has been an associate professor at the Faculty of Education of the University of Ottawa. He lectures to students at the Faculty of Education, the Faculty of Arts and the Department of Religious Studies. His main area of interest is normal personality development. Dr. Beniskos is the author of numerous scholarly articles in both English and French. July 19 July 15 Topic Jean-Marie Beniskos, Ph.D., University of Ottawa THE PERSON IN SEX EDUCATION The speaker will describe and analyse false concepts of a teacher, describe the true concept of a teacher and draw from the research to show that the personhood of the teacher is the most important element in education. July 16 Topic HUMAN RELATIONS IN SEX EDUCATION Dr. Beniskos will attempt to show a true concept of the child and what is required from the teacher in order to foster his full development. Eleanore Braun Luckey, Ph.D., University of Connecticut Topic THE PSYCHOLOGY OF INTERPERSONAL ATTRACTION: MATE SELECTION AND LOVE It is important in the teaching of family relationships to help students understand the basis of interpersonal attraction, mate selection, and love. These are related but different phenomena. Marriage in our culture is most often based on "being in love" with one of the opposite sex. This condition originates in an unconscious seeking to fill one's needs, usually at a psychic level. Although this is ordinarily a necessary component of the marital relationship, it is insufficient for a permanent love relationship. Mature love is based on character development and is a willful giving of one's self in commitment to another. July 20 Topic Dr. Jean-Marie Beniskos obtained a doctorate in Clinical Psychology from the University of Ottawa in 1959. From 19561967, he was employed by the Faculty of Psychology and Education of the University of Ottawa. His duties included teaching to graduate and undergraduate students, supervision 10 TEACHING FOR THE DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS Family Life Education is one of the most difficult of all subjects to teach because it concerns not only facts, but a variety of values and opinions. It is not best taught by reading, lecturing, or through films, filmstrips and tapes-although all �I I • • • • lecture outline cont. of these may be helpful. The most effective learning medium is created through dialogue-discussion, criticism, and deliberation. Dialogue means conversing openly, honestly, and with purpose. Dialogue means sharing and growing on the part of both the students and the teachers. Few of us in the classroom have adequate preparation for entering into dialogue, but we can aim toward that goal if we are able to be self-accepting, understanding and empathetically concerned with the welfare of others. The teacher who would help a student learn to care for others must himself be able to risk caring for them. Eleanore Braun Luckey, professor and head of the Department of Child Development and Family Relations at the University of Connecticut, is a psychologist whose area of specialization is family relationships. She is also concerned with education, research, and counselling. She is presently serving in a dual capacity as special consultant on Family Life Education to the Children's Bureau, Department of Health, Education and Welfare, Washington, D.C. Since 1956, Dr. Luckey has been concerned with an extensive investigation into the association of marital satisfaction with perception of self and other concepts, and has published in the Journal of Counseling Psychology, the Journal of Consulting Psychology, Social Forces, Sociometry, the Journal of Marriage and the Family, and Sociology and Social Research. She is an associate editor of the Journal of Marriage and the Family, is on the Executive Board of the American Association of Marriage Counselors, and is also serving on the sex education committee of the American College of Obstetricians and Gynecologists. In 1966, Dr. Luckey was made a Fellow in the American Association of Marriage Counselors in recognition of her outstanding contributions to the counseling field. July 21 Seward Hiltner, Ph.D., University of Chicago THE RANGE OF CURRENT CONCEPTS OF SEX AND SEXUALITY This topic covers everything from Playboy to the Vatican. Dr. Hiltner will .attempt to show that this range is not so wide as Topic it appears to be and that the inherent nature of human sexuality demands that both intensity of experience and fidelity actually belong together. Thus, the purely playful conceptions of sexuality, ignoring interpersonal consequences, are rejected, without, however, ignoring the pleasure and play dimensions of human sexuality. Some analysis of "Group Sex" will be included in this lecture. July 22 Topic A MODERN THEOLOGICAL UNDERSTANDING OF HUMAN SEXUALITY Here, while drawing upon biblical and other historical materials Dr. Hiltner will attempt to set forth the criteria for a sexual ethic appropriate to our day but consistent with our JudeoChristian tradition. July 23 Topic SEXUALITY AND LOVE: A MODERN ANALYSIS DRAWING UPON THEOLOGY AND THE SOCIAL SCIENCES This would be an attempt to analyse just about what the topic suggests. In the light of our current knowledge about sexuality and love, what happens to the theological view that sexuality must be held in the love context? Dr. Hiltner is presently Professor of Theology and Personality, Princeton Theological Seminary; Edward F. Gallahue Consultant on Religion and Psychiatry to the Menninger Foundation; Consultant and Teaching Fellow, Fort Logan Mental Health Centre; Theological Consultant, Program in Marriage Counseling, Department of Psychiatry, School of Medicine, the University of Pennsylvania; Consultant, Virginia Institute of Pastoral Care; and Consultant, Graduate Department of Pastoral Counseling, Iona College. He has published approximately 400 articles in more than 70 journals and his books have been translated into Chinese, Dutch, Finnish, Japanese and Swedish. Dr. Hiltner is a member of the editorial boards of the following journals: Journal of Religion and 11 �lecture outline cont. Health; Theology Today; Pastoral Psychology (after 20 years as its Pastoral Consultant); Quarterly Journal of Studies in Alcohol; American Imago; Medical Aspects of Human Sexuality. Book Awards. A new book, What a Modern Catholic Believes About Sex, was published in January 1971. His articles have appeared in The Critic and other Catholic publications as well as in the Saturday Evening Post and The New York Times. July 27 Topic July 29 Eugene C. Kennedy, Ph.D. Maryknoll College IMAGES OF MAN An attempt to trace our developing understanding of the human person throughout history; the various images which have affected both our understanding and behavior as persons; man in the Judeo-Christian tradition; divided man; alienated man; man the myth-maker; the effort to rediscover and re-experience man in his unity; the source and expression of his growth in interpersonal relationships; man's contemporary efforts to integrate sexuality and aggression into his personality. July 28 THE VALUES OF MAN Topic What makes man human? The struggle to understand and identify the values that are most significant and productive for man; their relationship to the various images of man; the nature of man's religious character; the types and characteristics of faith; the human face of man's religious experience; the interpersonal nature of faith, hope, and charity; the challenges to man's survival as man . Eugene C. Kennedy, of Maryknoll College, Glen Ellyn, Illinois, is professor of psychology at Loyola University in Chicago. He has also served as visiting professor, McCormick Theological Seminary, Chicago, and as consultant to the Pastoral Care Program of the Menninger Foundation. In addition to many articles, he wrote the books, Fashion Me A People, and Comfort My People, both winners of the National Catholic 12 Laurence H. Lang, II, Ed.D. University of Connecticut IDENTITY, CHOICE AND COMMITMENT Topic Utilizing constructs and data developed by Erikson, Kohlberg, Mead and Buber, two ideal typical case histories are analyzed to contrast dynamics in the parallel development of conventional and autonomous value orientations. July 30 Topic DESTRUCTION OR RECONSTRUCTION: VALUES IN CONFLICT Youth's relationships with teachers, parents and peers, and involvement with drugs, sex and protest are examined from the perspective of the earlier lecture on "Identity, Choice and Commitment'.' Dr. Lang has been active in the field of education for a number of years. He obtained his doctorate in education from the Teachers College at Columbia University and is presently teaching at the University of Connecticut, Department of Child Development and Family Relations. Dr. Lang has published several articles in the area of sex education and is affiliated with many professional organizations. �• lecture outline cont. Aug.2 Richard H. Klemer, Ph.D. and Rebecca M. Smith, Ph.D. University of North Carolina at Greensboro INTERPERSONAL RELATIONSHIPS IN THE Topic CHANGING FAMILY An understanding of both the cultural and psychological determinants of success in interpersonal relationships within the space-age family is prerequisite to improved family life education. Many stresses, both individual and collective, are apparent as the family seeks to adapt to the changing cultural environment. Problems arising out of the new necessity for social decision-making in such controversial areas as extramarital sex, ultra permissiveness in child rearing, women's liberation and too great expectation for accomplishment have enlarged family life difficulty. Moreover, less willingness to tolerate the old frictions of group living have increased family fragility. Greater understanding of personality dynamics can help family members to improve patterns of family intra-action. Activities will include a demonstration of the empathetic approach, a method which leads students to understand the behavior of others and at the same time evaluate their own feelings in light of their own value system. Aug.3 Topic THE INADEQUACY OF SEX EDUCATION It has become very clear that there is a public confusion and parental confusion, but most important of all, there is personal confusion about sexual behavior for both men and women. A great deal of this confusion has centred around the lack of a common definition of the goals of sex educators and gross misunderstandings about male and female sexual conditioning. Sexual behavior throughout the history of mankind has been subject to change without notice, but a knowledge of how one's attitudes about sex evolve clears up much of the ensuing confusion. Helping students arrive at their own set of values will be a part of a demonstration on how attitudes toward sex are derived. The teaching of various phases of sex education will be demonstrated including how to answer questions which arise from the group. Aug.4 SPECIALIZED PROBLEMS IN INTRA-FAMILY COMMUNICATION Communication tends to fail when there is a lack of ability, a lack of desire, a lack of clarity, or a lack of selectivity in interacting with others. Adequate communication is important to good interpersonal relationships and family health. Failure to communicate is a manifestation of both the intended and unintended message. Techniques of better communication, as nearly all behavior, can be learned. There will be student participation in the teaching-games which encourage communication. How to help students increase their ability to communicate their true feelings will be illustrated. Creative use of visual aids and role playing will be included. Topic Dr. Smith completed her Ph.D in child development and family relations psychology at the University of North Carolina at Greensboro in 1967. She has published several articles in the field of sex education and is presently an assistant professor of child development and family relations at the University of North Carolina at Greensboro. Dr. Klemer obtained his undergraduate degree from the University of Pittsburgh and in 1953 completed his Ph.D. at Florida State University. He is presently Professor and chairman of the child development and family relations department, University of North Carolina at Greensboro, and clinical professor of family studies, Department of Psychiatry, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, North Carolina. He is the author of a number of books and numerous articles for scientific and professional journals. 13 �lecture ouUi ne cont. Aug.6 James D. Lockett, M.A. University of Missouri FAMILY LIFE AND SEX EDUCATION AS A Topic PREVENTATIVE TO FAMILY DISINTEGRATION There is considerable evidence to suggest that there is a need for a program in Family Life and Sex Education and that such a program would act as a preventative to family disintegration. The current impact of some segments of the mass media has made it imperative that a complete understanding of sex and sexuality be imparted to young people. There is a need to be concerned about human relationships, family stability, and alleviation of the negative aspects of sex. It is important that young people have an understanding of the alternatives in making decisions concerning sex and why our society is moving toward total permissiveness. There will be a discussion on the Family Life and Sex Education program as implemented in the Keokuk Senior High School in Iowa and finally clinical evidence collected over the last 23 years will be presented to demonstrate the effectiveness of the program in the prevention of family disintegration . Mr. Lockett completed his M.A. at the University of Missouri and then went on to do post-graduate work at Western Illinois University, the University of Iowa and the University of Connecticut at Storrs, Connecticut. He has been very active in the implementation of programs in Family Life and Sex Education and has collected a considerable amount of data, some of which will be presented during his talk, concerned with the effects of teaching courses in sex education in the schools. Mr. Lockett has published articles related to his work and has been interviewed by Time Magazine for future publication. 14 Aug.9 Alfred A. Messer, M.D. Columbia University College of Physicians and Surgeons FAMILY INTERACTION PATTERNS Topic Families utilize certain mechanisms to control conflicts and keep anxiety within tolerable limits. (These mechanisms are akin to "defence mechanisms" in the individual.) In his laboratory Dr. Messer has identified several common (homeostatic) mechanisms: (1) Scapegoating of one member; (2) Formation of "defensive" alliances or coalitions between family members; (3) Withdrawal of affect among family members; (4) Seeking of a "family healer"; (5) Loosening the family unit by dispersion of its members; (6) Discharge of tension by repetitive arguing and fighting: (7) "Resignation" or Compromise: one or more members surrenders. personal assertion; (8) Invocation of a family myth to prohibit "rebellious" behavior. The homeostatic mechanisms range from complete reversibility to irreversibility, and appraisal of the status of these mechanisms is the major focus of family diagnosis. Aug.10 Topic FAMILY MYTHS AS A MAJOR VARIABLE IN FAMILY INTERACTION PATTERNS Every Family has its myths. "Children are seen but not heard:' is an example. It lessens the need for parents to deal constantly with pressures from their growing children. The myth, "If anyone takes a drop of alcohol, he becomes a drunkard:' is sometimes seen in the family in which a relative, because of his alcoholism, brought great shame upon the family. Invocation of this myth tends to create a teetotaling family. In some families, there may be a myth that one member will become mentally ill, and this myth may become a self-fulfilling prophecy. �lecture outline cont. Aug. 11 Topic THE IMPORTANCE OF "FAMILY ROLE" AS A CONSTRUCT IN UNDERSTANDING THE FAMILY A good theatrical repertory company includes actors who are flexible and who can step into almost any role. Everyone has to know every part. Sex and age may make little difference. If one of the group falls ill, somebody doubles up and fills his role. In a similar way, the family functions as a repertory company. There are many roles to be fulfilled, and roles are "assigned" depending on the capacity of each member. An important part of childhood development is the rehearsal for future adult roles. Each role has a performance (instrumental) aspect and an emotional (expressive) aspect: a family crisis usually necessitates a role shift. Rigidity of one member in a particular role makes for trouble within the family when this role shift is necessary. Dr. Messer obtained his medical training at the Columbia University College of Physicians and Surgeons in 1950 and was awarded the Thomas F. Cook, M.D., Prize in Obstetrics and Gynecology. This was followed by an internship at the Second (Cornell) Medical Division Bellevue Hospital, New York, and by residency training at the U.S. Veterans Hospital, Bronx, New York. Dr Messer also took post-graduate training and was certified in psychoanalytic medicine at Columbia University in 1956. He is the author of numerous scholarly articles published in both medical and scientific journals. Aug.12 & 13 Gregory G. Baum, Th.D. University of Toronto Topic THE EFFECTS OF RELIGION ON THE FAMILY AND EDUCATION The effect of religion on human life is not confined to the few moments of piety in which men turn their mind to the God in whom they believe. Since religion influences man's basic attitude to life and creates the images in terms of which he interprets his daily experience, religion has profound effect on the whole of a man's life and the culture he creates. This effect, we hasten to add, is not always beneficial. Since religion may have destructive effects on human life, it is important to distinguish between the aspects of religion that redeem life and those that inhibit life. The Scriptures tell us a great deal about the twofold effects of religion. The prophets of the Old Testament, in particular, show that religion can make people self-righteous, hardhearted, and superstitious. Jesus himself revealed the blindness, self-delusion and inhumanity produced by a certain kind of piety. At the same time, the Scriptures of Old and New Testament tell us of the redeeming effect of religion when it is assimilated in fidelity to God's word. In these two lectures Dr. Baum will analyse the destructive effect which a certain kind of religion can have on the family and on education and, more importantly, show the liberating and life-giving effects of a more incisive religion on the home, on personal relations, on human growth and maturity. Dr. Baum is well known at Lakehead University, having recently completed a speaking engagement here. He is recognized as a very progressive and outspoken theologian who is always well received by his audience. Dr. Baum completed his doctorate in theology at the University of Freibourg in 1956 and is a professor at the University of Toronto in the department of religious studies and theology. At the present time Dr. Baum is studying sociology at the New York School of Social Research and is the holder of a Canada Council Sabbatical Leave Fellowship. 15 �required texts available at the Lakehead University Bookstore SEX, LOVE AND THE PERSON ..... Dr. Peter Bertocci ILLUSTRATED SEX ATLAS ........ Dr. Le Mon Clark YOUR CHILD'S SEX LIFE ....... Dillon and lmbiorski WHY WAIT TILL MARRIAGE . . . . . . . . . . . E. M. Duvall THE MAN AND THE WOMAN ..... Envoy and O'Keefe THE FIRST NINE MONTHS OF LIFE ... G. L Flanagan THE ART OF LOVING ................ Erich Fromm LOVE AND SEX IN PLAIN LANGUAGE . E. W. Johnson FAMILY LIVING AND SEX EDUCATION ................. Dr. S. G. Laycock UNDERSTANDING ....................... Ortho SYMPOSIUM ........................... Ortho BEYOND SEX INSTRUCTION ............... Otena SIN, SEX AND SELF CONTROL Norman Vincent Peale THE PSYCHOLOGY OF SEX ....... Oswald Schwarz FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . . . . . Schultz and Williams THE PHYSIOLOGY OF SEX ........ Kenneth Walker CURRICULUM GUIDE: FAMILY LIFE EDITION .......... Rochester Edition INSIGHTS INTO FAMILY LIFE AND SEX EDUCATION . . . . . . . . . . L J. LaFreniere �reference books (Located in the Reserve Section of the Lakehead University Library and available on three day loan) Allport, Gordon W Pattern and Growth in Personality, pp 454 and following Holt. Rinehart and Winston, New York, 1961 . Knutson, Andie L. The Individual. Society, and Health Behavior. pp. 259-293, Russell-Sage Foundation, New York, 1965. Bell, Robert R. Prernantal Sex In a Changing Society. PrenticeHall, Inc. Englewood Cliffs, New Jersey. 1966. Calderone Mary S Abortion in the United States, HoeberHarper. 1958. Levine, Jerome M , and Murphy, Gardner. " The Learning and Forgetting of Controversial Material,' ' in Maccoby, Elearnor E, Newcomb, Theodore N , and Hartley, Eugene L., (Eds.) Readings in Social Psychology. Henry Holt and Company, New York 1958 Calderone, Mary S Release from Sexual Tensions. Random House, 1960 and in England, Robert Hale, 1963. Linner, Birgitta Sex and Society in Sweden, Pantheon Books, A Division of Random House, 1967 Calderone, Mary S (Ed.), Manual of Contraceptive Practice. Williams and Wilkins, 1964 LippIt, Ronald. " Value Judgement Problems of the Social Scientist in Action Research '' in Vennis, Warren G , Benne, Kenneth D , and Chm . Roberts, (Eds ), The Planning of Change: Readings In the Applied Behavioral Sciences, pp. 689-694. Holt. Rinehart and Winston, New York, 1961 . Christenson, Harold. Handbook of Marriage and the Family, pp. 888-911 , Chicago Duvall , Evelyn. Today's Teen-agers, Association Press 1966. Duvall , Evelyn Facts of Life and Love. Popular Library. New York, 1957 Duvall, Evelyn. Being Married, D. C. Heath , 1960. Duvall, Evelyn. The Art of Dating. Association Press. 1967. Duvall, Evelyn, Family Development. J. B. Lippincott, 1967 Duvall Evelyn. In-Laws, Pro and Con. Association Press, 1954 Duvall, Evelyn. Love and the Facts of Life. Association Press, 1967 Duvall. Evelyn. Sense and Nonsense About Sex, Association Press. Festinger. Leon . A Theory of Cognitive Dissonance. Stanford university Press, Stanford, 1957. l=letcher, Joseph Situation Ethics - The New Morality. Westminster Press, Philadelphia, Pennsylvania, 1966. Havemann. Ernest. Men. Women. and Marriage, Doubleday Company Inc.. Garden City, New York, 1962 Jersild, Arthur. When Teachers Face Themselves, Teachers· College, Columbia University, New York. 1955. Masters, Wilham and Johnson, Virginia E. Human Sexual Response Little, Brown & Co., Boston, 1966. Moms, Charles W., Varieties of Human Value, University of Chicago Press, Chicago. 1956 Reiss, Ira L Pre-marital Sexual Standards in America, Chapters 1-4 The Free Press of Glencoe. Illinois, 1960 Rokeach, Milton . The Opened and Closed Mind, Basic Books, New York, 1960 Rosenberg, Nalton J . Attitude Organization and Change, Yale University Press, New Haven, 1960. Sex Education and the New Morality, Child Study Association of America, Columbia Press, 1966. Smith , M. Brewster, Bruner, Jerome S . and White. Robert W. Opinions and Personality, John Wiley & Sons, New York, 1956. Smith, M Brewster, " Personal Values in the Study of Lives, " in White, Robert. (Ed.) The Study of Lives, pp . 324-347, App leton Press, New York, 1963. Strain , Frances. Sex Guidance ,n Family Life Education, The Macmillan Company. New York, 1942. Katz. Daniel and Stotland. E. " A Preliminary Statement to a Theory of Attitude Structure and Change" in Coch , Sigmund, (Ed ) Psychology: A Study of A Science, McGraw-Hill Book Co , 1959, Vol. 3. Sussman, Marvin B. Sourcebook in Marriage and the Family, Houghton Mifflin Co , Boston , 1963. K1rkendall, Lester. Sex Education and Human Relations, New York, lnor Publishing Company, 1950. Udry, J . Richard The Soc,al Context of Marnage, J Lippincott and Co .. 1966. Kirkendall, Lester. Premarital Intercourse and Interpersonal Relations, Matrix House. 1961 . Wilson, John Logic and Sexual Morality, Penguin Books, Baltimore, Maryland, 1965 17 �journals, pamphlets & magazines Avery, Curtis E. and Lee, Margie R. " Family Life Education: Its Philosophy and Purpose". Family Life Coordinator, 1964, 13, 27-37. Benne, Kenneth D., and Swanson, Guy. " Values and the Social Scientist:· Journal of Social Issues, 1950, 6 (4). Bills, Robert. " The Effect of a Value on Learning". Journal of Personality, 1952, 21 , 217-222. Bowman, Henry, et al. " Teaching Ethical Values Through the Marriage Course: A Debate". The Journal of Marriage and Family Living, 1957, 19, 325-339. Broderick, Carlfred. " Family Life Education Versus Reality", The Journal of Marriage and the Family, 1964, 26, 103-106. Calderone, Mary S. " Youth Asks About Sex and Morality" Part 1., Co-ed Magazine, Published by Scholastic Magazines, February, 1966. Calderone, Mary S. "Goodbye to The Birds and The Bees; An Approach", American Education, 1966, 2, 17-18. Cummings, Edgar. " Family Life Education in School and College: Work and Philosophy of the American Social Hygiene Association", The Journal of Marriage and Family Living, 1958, 20, 117-120. DeFleur, Melvin L., and Westie, F. R. " Verbal Attitudes and Overt Acts: An Experiment on the Salience of Attitude, Attitudes". American Sociological Review, 1958, 23, 667-673. Dukes, William F. " Psychological Study of Values", Psychological Bulletin, 1955, 52, 667-673. Force, Elizabeth S. " The Role of the School in Family Life Education", The Journal of Marriage and Family Living, 1964, 26, 99-101. Gross, Leonard. " Sex Education Comes of Age" , Look, March 8, 1966. Glassberg, Bert Y. "Educators Fear Sexuality - Not Sex", The Journal of Marriage and Family Living, 1959, 21 , 233-234. Hartman, G. W. " Sex Difference in Valuational Attitudes", Journal of Social Psychology, 1934, 5, 106-112. Calderone, Mary S. " The Married Teenager", Journal of The International College of Surgeons, April, 1965. Canavan, F. S. J. " Reflections On the Revolution in Sex", America, March 6, 1965. Cantril, Hadley and Allport, Gordon W. " Recent Application of the Study of Values" , Journal of Abnormal and Social Psychology, 1933, 28, 259-273. Coffins, T. "Sex Kick", Saturday Review, 1966, 49, 36-37. 18 Jones, Edward E. and Kohler, Rika, " The Effects of Plausibility on the Learning of Controversial Statements", Journal of Abnormal and Social Psychology, 1958, 57, 315-320. Katz, Daniel; Sarnoff, Irving and McClintock, Charles. " Ego Defense and Attitude Change", Human Relations, 1956, 9, 27-46. Kirkendall, L. A. with Ogg, E. "Sex and Our Society". Public Affairs Pamphlet no. 366, New York, 1964. �Kirkendall, Lester A . "Sex Education: A Reappraisar ·. The Humanist, Special Issue, Spring, 1965. Pomeroy, Wardell B. "How We Got People To Talk About Sex". Sexology, July, 1966. La Pierre, Richard T. " Attitudes Versus Action". Social Forces, 1934, 13, 230-237. Pope, Hallowell and Knudsen, Dean, D. " Premarital Sexual Norms, The Family and Social Change" . Journal of Marriage and Family Living. August, 1965 Liberman, Seymour. " The Effects of Changes m Roles on the Attitudes of Role Occupants··. Human Relations, 1956. 9, 385-402 Lobsenz, Norman . "The Cnsis in Family Life Education" . Good Housekeeping, 1962, 154, 51 . Luckey, Eleanore B. "Values as the Content of Parent Education Programs" , The Journal of Marriage and Family Living, 1961 , 23, 263-266. Reiss. I L (Ed .), "The Sexual Renaissance in America·•. The Journal of Social Issues, April. 1966. Sherif. Muzater and Cantril, Hadley "The Psychology of Attitudes·· , Part 1, Psychological Review, 1945, 52. (6), 295319 Thomas, R. "Is Sex Morality Out of Date?", Parents ' Magazine and Better Homemaking. May. 1965 McChntock, Charles. "Personality Syndromes and Attitude Change' , Journal of Personality. 1958. 26, 479-493. Time Magazine. Vol 89, No. 9 , March 3, 1967, pp 76-82. McGuire, William . "Cognity, Consistency, and Attitude Change ·, Journal of Abnormal and Social Psychology, 1960, 60, 345-353. Mason, Madeline. " The Teacher's Value System m Relation to Family Life Education". The Journal of Marriage and Family Living, 1959, 21. 75-76. May, R. "Antidotes for the New Puritanism; Dilemmas of Sex and Love·•. Saturday Review, 1966, 49, 19-21 New York Herald Tribune. January 9, 1965, "Recognition For Sexuality: A New Agency", Earl Ubell Poffenberger, Thomas . " Family Life Education in this Scientific Age", The Journal of Marriage and Family Living, 1959, 21 , 150-154. Time Magazine. Vol. 89. No. 14, April 7. 1967, pp. 78-84. Vernon, Philip E , and Allport, Gordon W. "A Test For Personal Values··. Journal of Abnormal and Social Psychology, 1931, 26, 231-248. Wagman. Morton "Attitude Change and the Authoritarian Personality", Journal of Psychology, t 955 . 40, 3-4 . Wilner, Daniel M .. Walkley, Rosabelle P, and Cook, Stewart W. " Residential Proximity and Intergroup Relations m Public Housing Proiects". Journal of Social Issues, 1952, 8, 45-69 Woodring, P ·'What Is Sex Education?". Saturday Review. December 18, 1965, and Discussion, June 15, 1966 19 �audio-visual aids July 5 July 6 July 7 July 8 July 12 July 13 July 14 July 15 July 19 July 20 July 21 July 22 July 26 July 27 20 Being Boys - Being GJrls - Colour, 1 0 minutes Glands and Hormones - Colour, 9 minutes Why You ·re You - Colour, 11 minutes Development of the Embryo - Colour, 10 minutes Going Steady - Colour, 12 minutes Teenage Pregnancy - Colour, 17 minutes Family Problems - Colour. 12 minutes Dating - Colour 12 minutes Love - Colour. 12 minutes Keep off the Grass-Colour, 12 mrnutes Personal Values - Colour, 12 minutes The Changing Role of Women-Colour. 12 minutes VD.? See Your Doctor - Colour. 22 minutes Early Years - Colour, 60 minutes Mamage - Colour. 60 minutes Learning About Sex - Colour, 15 minutes Dare to be Different· Part 1 . (Fitting In) - Colour. 15 minutes Part 2. (Standing Out) - Colour, 15 minutes Everything But.· Part 1. (Love and Sex) - Colour, 15 minutes Part 2. (Where to Draw the Line) - Colour, 15 minutes And They Live Happily Ever After. Part 1 . (Reasons) - Colour, 20 minutes Part 2. (Problems) - Colour, 21 minutes Joey - Black and White. 27 minutes A Further Glimpse of Joey - Black and White, 27 minutes Danny and Nicky - Colour, 55 minutes Boy Next Door - Colour, 18 minutes Neighbours - Colour, 10 minutes The New Baby - Colour, 19 minutes The Burden They Carry - Black and White. 28 minutes He Acts His Age - Colour . 14 minutes In a Box - Black and White. 4 minutes The Summer We Moved to Elm Street Colour, 28 minutes Mrs. Case (Single Parent) - Black and White, 14 minutes This Is No Time For Romance - Colour. 28 minutes We Do. We Do - Colour, 15 minutes July 28 July 29 Aug . 2 The Wish - Colour. 27 minutes The Drag - Colour, 8 minutes You Haven 't Changed a Bit - Colour, 15 minutes Jamie. Story of a Sibling - Black and White, 28 minutes The Weekend - Colour, 15 minutes Adolescence. Love and Matunty - Colour, 11 minutes A New Human Life - Colour, 8 minutes Your First Six Years - Colour, 9 minutes Society and You - Colour, 12 minutes Aug . 3 Female Cycle - Colour. 7 minutes Pregnancy and Birth - Colour, 12 minutes Puberty m Boys - Colour. 9 minutes L S. D. - Insight or Insanity? - Colour, 18 minutes Aug . 4 Human Reproduction - Colour. 23 minutes Drugs and the Nervous System - Colour, 15 minutes Vandalism - Crime or Prank? - Colour, 10 minutes Boy to Man - Colour, 20 minutes Girl to Woman - Colour. 35 minutes Aug . 5 Aug . 9 Aug. 10 living With Your Family Series 1. What is a Family 2. The Family Has a New Baby 3. A Day With Your Family 4 . Family Fun Teen-Parent Relationships Series 1 . Adolescent Revolt 2. Too Much Help 3 . Need to Belong 4. Stern Father Aug. 11 They Need Me Series 1. Mother and Father Need Me 2. Baby Sister Needs Me 3. Friends Need Me 4. My Dog Needs Me Aug . 12 Concordia Series 1 . / Wonder, I Wonder 2 Wonderfully Made 3 Take the Highroad 4. Parent's Guide to Christian Conversation About Sex �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family Life Program Summer 1971 Evaluation Subject The topic of the resource Universities Description An account of the resource Family Life Program: An Evaluation, Lakehead University Summer 1971, Psychology 2z6 and 3z6. Includes overview of the Family Life Program, budget, information on students, evaluations and recommendations with brochure. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1971 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context lu-15i Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/5aba32d5ce2056d9ccba067f503eeaa6.jpg cf128d482c93936f5257f63168058e72 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context MG8_D784Ii98 formerly MG8_D784Hi98 Title A name given to the resource Family members in front of a log house Subject The topic of the resource People Architecture Description An account of the resource Communities: Family members in front of a log house, 1935-40's. Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image https://digitalcollections.lakeheadu.ca/files/original/d237644a5c0800d23dfa9f5ff18dd766.jpg b4413e7961b189b2ca1108c7743b1659 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry Cliff photographs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family Near the Sea Lion Subject The topic of the resource People Description An account of the resource A photograph of a group of people standing on the cliffs near the Sea Lion in Silver Islet. Rights Information about rights held in and over the resource Public Domain Format The file format, physical medium, or dimensions of the resource Jpg Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context General Archives #121c Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Silver Islet https://digitalcollections.lakeheadu.ca/files/original/0bb68cfa5a800b41545ec8adbcdc71a3.jpg 92494edd84686360f8fb6a4fa9061b0b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Canadan Uutiset Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family outside their home in Jumbo Gardens Subject The topic of the resource People Description An account of the resource Black and white group photograph of a family in front of their wooden home. Caption reads: All the family Jumbo Gardens Date A point or period of time associated with an event in the lifecycle of the resource circa 1920s Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Photograph Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan#CAUU-005 1920's Family Jumbo Gardens wooden house https://digitalcollections.lakeheadu.ca/files/original/064cfeea4e609b071cae2b70e2f38078.jpg 5b1d4df6142519c4177c91701b7625ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family photo Subject The topic of the resource Churches People Description An account of the resource Family photo. People in photo: Hilda Kaustinen (centre), Fred Kaustinen, Olavi Kaustinen, Osmo Kaustinen, Oskari Kaustinen. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D25Di178 https://digitalcollections.lakeheadu.ca/files/original/a65ef10fde1055cd178b6c45ac66fda6.jpeg c0a94bc9d8950131118e8cb26e815789 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family photo Subject The topic of the resource Churches People Description An account of the resource Family photo. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context MG8_D25Di185 https://digitalcollections.lakeheadu.ca/files/original/0f30d8bcc313d7c87a3a7b7dcaf48ccd.jpg 2ac20768b13555449c764229c305d5fa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry Cliff photographs Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family Picnic Subject The topic of the resource People Description An account of the resource A photograph of a family having a picnic in Silver Islet Rights Information about rights held in and over the resource Public Domain Format The file format, physical medium, or dimensions of the resource Jpg Type The nature or genre of the resource Still Image Identifier An unambiguous reference to the resource within a given context General Archives #121a Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Silver Islet https://digitalcollections.lakeheadu.ca/files/original/3/78/Finlandia_Club_Collection_Mg3_Box_2_XIII6_001.jpg 43761ebb9e9cf6c2eccdc3292ede008e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Finlandia Club Collection Description An account of the resource Photographs from the Finlandia Club Collection. This collection consists of formal, studio portraits of Finnish immigrants and Finnish-Canadians in the early 20th century. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family Portrait Subject The topic of the resource People Description An account of the resource A family portrait of a man, woman, and two daughters. Pre 1940 Rights Information about rights held in and over the resource Public Domain Family Genealogy Portrait Studio Unidentified Person https://digitalcollections.lakeheadu.ca/files/original/e489482626b19d7e19985bb7ac87b251.jpg 456c85787adc2798920fd5e7a989b10f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Family sitting on their Model T truck Subject The topic of the resource People Description An account of the resource Lifestyle: Family sitting on their Model T truck, house being built in the background. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan#TBFCHS-H582 MG8_D568Hi582 1920's Construction Family House Model T truck sitting