Using Debates on Family Issues with Undergraduate Students: The 5 R's Strategy for Promoting Skill Development and Attitude Change

Abstract

Debates often are used as a teaching strategy in the fields of family science, psychology, sociology, political science, and social work. As a teaching strategy they hold promise as a tool to assist students in developing critical analysis skills. For example, debates can make students aware of differences in the perspective of family scientists and practioners when considering the same issue, serving to broaden their understanding of complex issues (Steiner, Brzuzy, Gerdes, & Hurdle, 2003; Omelicheva & Avdeyeva, 2008). Debates also can create challenges for instructors. Students may hold strong opinions on issues, producing situations where instructors need to manage potentially high levels of conflict and emotion among students (Kennedy, 2007). For students who come to class with established attitudes on issues debates may also merely reinforce stereotypical views that they already hold (Budesheim & Lundequist, 2000) that may not be conducive to working with diverse individuals and families.The purpose of this article is to review the research on using debates as a teaching strategy. To do so, the 5 R's (Reading, Rapping, (w)Riting, Reporting, and Repeating) Strategy for using debates in a child development course is presented along with data on the effectiveness of this technique in promoting student skill development and broadened attitudes about child, parent, and family issues. While the 5 R's strategy has been used in writing courses (Gutkind, 1996; Williams, 2008), the technique has been adapted here for use in analyzing debates in family science. Finally, strategies for the effective use of debates in a classroom setting with students are outlined.Why Use Debates?The National Council on Family Relations (2009) has identified topics that family life educators need as part of their academic preparation, including a set of practice skills necessary to be effective in the field. They require students receive instruction and tools to analyze how family systems, society, and laws impact the well-being of children, parents, and families. They also require educators to develop students' skills in applying theory and research, evaluating solutions to solve social problems, and broadening their views so they can develop new solutions to the challenges families face. Consistently, many family science disciplines recognize information literacy, communication skills, sociocultural awareness, and the development of critical thinking skills as key undergraduate learning goals (Dunn, McCarthy, Baker, Halonen, & Gill, 2007; Ganong, Colemen, & Demo, 1995; Halonen et al., 2002; Steiner et al., 2003). Research on employers' perspectives show they are looking for communication skills, problem-solving abilities, and global knowledge in graduates (Benson et al., 2006; P.D. Hart Research Associates, 2008).Debates which are used to examine and present opposing arguments and evidence on timely, real-world issues seem an ideal strategy to reach these curricular goals. Debate is a means of examining and discussing differing points of view, with the goal of determining the most plausible and effective solution for an issue (Kennedy, 2007). The debate process allows students to explore family research, tying it to applied issues and topics that bridge disciplines such as psychology, education, law, and medicine. Participating in debates can build students' communication and critical thinking skills. Further, by observing debates they are being exposed to critical issues families experience, which may enhance students' awareness of myriad viewpoints and perspectives (Allen & Crosbie-Burnett, 1992). As an active learning strategy, it also encourages participation in class.What Do We Know about Debates as a Teaching Strategy?The use of debates as a teaching strategy is associated with a variety of positive outcomes for students. For example, studies have found that debate exercises increase student interest, engagement, and participation (Elliot, 1993; Lewin & Wakefield, 1983). …