Family Theory Exam 2

Family Stress Theory: Patterson (2002)- the importance of community and cultural context and resilience across domains

"A family's world view can be instrumental in shaping day-to-day family functioning. A family's world view shapes their orientation to the world outside of the family and is often grounded in cultural or religious beliefs. When a world view is shattered by a nonnormative experience like the death of a child, the family's ability to heal, grow, and move forward often involves reconstructing a new view of the world that allows them to make sense of such an event. Hence, this meaning making process is a critical component of family resilience and is facilitated by group interaction within the family as well as through transactions in the community with other families experiencing similar circumstances." (pg. 358)

Be able to articulate critiques of the family development theory

(1) A primary critique is it best describes the trajectory of intact, two-parent, heterosexual nuclear families. It does not take into account divorce, death of a spouse, remarriage, unmarried parents, childless couples, or cohabiting gay or lesbian couples. Todays family experiences and structures are more varied. (2) Additionally, it has been criticized by many as being only descriptive and not heuristic (research generating). Critics said it lacked a sense of usefulness as a theory because it had little predictive power. (3) Although it described the stages of the family life cycle, it did not describe the relationships between the stages or how they formed a total pattern of the family's development. (4) Early renderings of FDT failed to include family identity factors such as race, SES, ethnicity, and family structure.

Family Development Theory: 5th basic assumption- Families must be viewed in multiple levels of analysis

-Society -Family -Individual (room for flexibility) FDT requires that family life be considered in the multiple contexts of the society, the family, and the individual. The social context and/or historical period influence both the process within the family and the developmental issues encountered by individuals within the family.

Family Life Cycle: Families with adolescents (5)

-Freedom and responsibility -Maturation -Parents have to adapt to changing child Stage-sensitive family developmental task: Balancing freedom with responsibility as teenagers mature and emancipate themselves.

Family Development Theory: 3rd basic assumption- Social norms regulate family behavior

-Steps: love, marriage, baby These norms control "which events are permitted, required, and forbidden; the order in which families should sequence stages; and the duration of those stages."

Family Development Theory: 1st basic assumption- Families change over time

-Depends on individual development -Depends on context Transitions from one stage to the next are usually related to changes in individuals resulting from maturation and aging, relationships between members, family structure, and norms associated with family roles. Great variation in how these processes manifest themselves in different families.

Family Development Theory: 4th basic assumption- Development is reciprocal

-Effect is both ways The individual development of each family member influences other family members, as well as the overall development of the family. Reciprocally, the family's development also influences the critical periods of individual development.

Family Development Theory: 2nd basic assumption- Developmental tasks associated with each stage

-Failure limits optimal functioning Each stage is delineated by a set of tasks that must be accomplished to prepare adequately for the next stage of development.

Family Systems Theory: Basic assumptions

1) The whole is greater than the sum of the parts: It is about how you work together not the individual family member. 2) Family systems have their own characteristics, rules, roles, communication P\patterns, & power structures. 3) Individuals can only be understood in the context of their families (individuals are embedded in their family). -In addition to family context, examine interactions with other systems. Different rules in different settings. 4) A family is a goal-seeking system (explicit or implicit) -Organized hierarchically -Part of decision making 5) A Family is.. -Self-reflexive -Self-regulating -Continually influenced by feedback (positive or negative) 6) Family systems are defined by their communication -content level (what you say) -relationship level (how you say it, how it is interpreted) -metacommunication 7) Locus of pathology is in the system (not blaming individuals)

Family Systems Theory: Olson, et. al., (2019)- The curvilinear dimensions

A curvilinear relationship is a type of relationship between two variables where as one variable increases, so does the other variable, but only up to a certain point, after which, as one variable continues to increase, the other decreases. Cohesion & flexibility. Very high and very low cohesion/flexibility are problematic.

Family Development Theory: Primary terms and concepts- Family

A family is an intergenerational social group organized and governed by social norms regarding descent and affinity, reproduction, and the nurturant socialization of the young (White 1991).

Family Systems Theory: King, Boyd, & Thorsen (2015)- Findings and the key points from the discussion:

A limitation we discussed during class is the inability to determine whom adolescents were included in their definition of family when answering the questions about family belonging. How often are stepfathers included, and what difference does this make?

Family Systems Theory: Olson, et. al., (2019)- Limitations of the circumplex model

Research on families are typically with two-parent households with two children. Future studies should focus on families from a wider variety of ethnic groups, religious orientations, and social classes. Future studies also needs to include more family members rather than just one person in a relationship.

Family Systems Theory: Olson, et. al., (2019)- The 5 Parenting Styles

Balanced Style- healthy level of parenting, closeness and flexibility. Permissive Style- very connected and very flexible parenting. Overbearing Style- very connected and inflexible parenting. Strict Style- disconnected and inflexible parenting. Uninvolved Style- disconnected and very flexible parenting.

Family System Theory: Christian (2006)- Boundaries

Boundaries relate to limits, togetherness, and separateness- what or who is "in" or "out of" the family. Two types of families emerge as well discuss family boundaries. Disengaged families have members who tend to be independent, value separtness and autonomy, and each person's identity is encouraged and respected. Enmeshed families have boundaries that tend to be more closed and restrictive; the families emphasize togetherness, belonging, emotional connectedness, and at times, conformity. Ideas for working with families Respect families' need for control. When introducing new ideas, materials, or experiences to children, involve families as well. Recognize that for some families everything is a family affair. Be sure to have enough chairs, snacks, and materials to accommodate extended families at events and conferences.

Family System Theory: Christian (2006)- Climate

Climate is about the emotional and physical environment a child grows up in. To determine the climate of a family system, consider the answers to the following questions: what would it feel like to be a child in this family? Would I feel safe, secure, loved, encouraged, or supported? Or would I feel scared, angry, hated, and unhappy? Ideas for working with families Provide opportunities for families to discuss their beliefs about their children, what they want for their children, and how they support their children's development. Create a classroom climate of safety, positive feedback and guidelines, and healthy sensory experiences.

Family Systems Theory: Olson, et. al., (2019)- Key components of the circumplex model of marital and family systems

Cohesion- emotional bonding (time, space, decision making, friends, etc.) Flexibility- change in leadership, roles, and rules (negotiation styles, leadership, and relationship rules). Communication- listening skills speaking skills, self-disclosure, clarity, respect, etc. (linear- the higher, the better). Considered a facilitating dimension.

Family Stress Theory: Murry, Butler-Barnes, Mayo-Gamble, & Inniss-Thompson (2018)- Summarize and discuss research findings cited in "Racial Socialization and Racial Identity"

Conveying messages to promote racial pride, in order to prepare for racial discrimination, and equality shape Black adolescents' identity-promoting positive adjustment and development. Black American parents who communicated messages of racial pride reported fewer behavioral problems among their children. Black American adolescents who reported higher levels of racial-group heritage and membership as part of their academic identity had higher levels of academic self-efficacy beliefs.

Family Life Cycle: Establishment stage- courtship and marriage (1)

Couples are focused on establishing their home base. If couples can blend their individual needs and desires, find workable solutions to conflicts, and maintain good communication and intimacy patterns, then they're better able to handle the tasks associated with the next stages. Stage-sensitive family developmental tasks: Establishing a mutually satisfying marriage, adjusting to pregnancy and the promise of parenthood, and combining families.

Family Stress Theory: Patterson (2002)- Resilience & resiliency

Resilience: the phenomenon of doing well in the face of adversity. You're only resilient if you're overcoming a risk factor. Resiliency: an individual trait/the capacity of a family system to successfully manage their life circumstances.

Family Life Cycle: Families with school-age children (4)

The school represents an expansion of the family to other social systems that influence the family system in significant ways. Parents relinquish some authority to the school. Stage-sensitive family developmental task: Fitting into the community of school-age families in constructive ways (children's activities, relationships, etc.)

Family Development Theory: Primary terms and concepts- Family development

Development occurs as families make the transition from one stage to another. According to Rodgers and White, family development can be analyzed at four different levels: the individual family member, family relationships, the family group, and the institution of family.

Family Development Theory: Primary terms and concepts- Developmental tasks

Developmental tasks occur at particular points over the life course in response to either physical maturation or cultural pressures and changes. The individual must respond by developing new abilities, roles, or relationships. Using this model, Duvall & Hill incorporated specific tasks for each of the eight stages of the family life cycle. These tasks focus on what the family, as a unit, must accomplish, while also taking into account the individual needs of the parents and children.

Family Development Theory: Primary terms and concepts- Norms

Each stage of development is related to behaviors or tasks that would normally be expected to occur during that stage. Norms govern both group and individual behaviors, often defining the roles the people play. There are two types of norms: static and process. Static norms regulate behaviors and expectations within a particular stage. Ex) the appropriate age to drink alcohol. Process norms regulate timing and sequencing of expectations and behaviors over the family life course. Ex) love precedes marriage and marriage precedes child bearing.

Family Systems Theory: Olson, et. al., (2019)- examples for families who fit the different family types

Enmeshed Cohesion & Chaotic Flexibility: A family that is very tight knit and lacking individuality as well as very inconsistent with regard to rules and roles. Balanced Cohesion & Balanced Flexibility: A family that is connected while fostering individuality as well as able to adapt well to change within the family system. Disengaged Cohesion & Rigid Flexibility: A family that is emotionally uninvolved with one another but demands strict adherence to family rules. Disengaged Cohesion & Chaotic Flexibility: A family that is very uninvolved with one another as well as does not adhere to a consistent set of rules or roles. Enmeshed Cohesion & Balanced Flexibility: A family that is very close as well as able to adapt well to change within the family system. Balanced Cohesion & Rigid Flexibility: A family that is connected while fosters individuality but demands strict adherence to family rules, roles, and norms.

Family System Theory: Christian (2006)- Equilibrium

Equilibrium is the balance within the family. Change or inconsistency in a family can create confusion or resentment in its members, including children. Consistency in families can be difficult to maintain, but it is essential to children's development of a sense of security and trust. When there is change, positive or negative, it impacts the balance of the family. Ideas for working with families Provide as much consistency as possible when you are aware of changes within a family. Encourage families to plan ways to increase stability and security.

Family Development Theory: Be able to discuss the information presented in the History section of the book chapter

Evelyn Duvall and Ruben Hill pointed out that families are social groups that are influenced by developmental processes. Like individuals, families experience life cycles, with clearly delineated stages, each of which requires that accomplishment of specific tasks. But families must be studies as a dynamic unit, not as a collection of individuals. The family life cycle has two major stages- expansion and contraction. The cycle of expansion and contraction gave rise to the term family life cycle. Expands when you add new members to the family and it contracts when you leave for college or get married Duvall and Hill (1948) first presented their version of the family life cycle in which they identified tasks that were accomplished by both parents and children (Eight-stage model). Later versions of the theory went beyond the demarcation of stages and tasks and began to focus on changes within the family over time, including transitions and social roles. In 1964, Roy Rodgers developed a version of the theory with twenty-four different stages. Rodgers further expanded the concept of family interactions by focusing on three dynamics across the family career. He emphasized that families were influenced by institutional norms, by the expectations from the family itself, and by the expectations of the individuals within the family. Joan Aldous (1978, 1996) noted not all families followed the cycle from beginning to end, as in the case of divorced or remarried families. She preferred the term family careers to indicated that families followed stages that were somewhat predictable but not cyclical in nature. Her family career model had only four stages- the establishment of the marital relationship, the parental role, the return to the couple relationship, and the aging couple. Additionally, Aldous' model did not focus exclusively on the family. It went further to include dimensions of family interdependency and social networks. For example, she considered the parent-child career and the sibling career and how these interactions changed over the lifespan of the family. In response to the criticism of Wesley Burr, due to a lack of scientific testability (concepts and variables not well defined), James White published a book in 1991 entitled Dynamics of Family Development: A Theoretical Perspective. Within his text, White outlined specific testable propositions and variables for family development theory. White and his colleagues expanded the theory to provide a more contextualized perspective. This perspective still takes into account stages over time but recognizes that, in this social context, all families do not follow the exact same path at the exact same time. Understanding the family as a dynamic process encourages researchers to see fluidity and interrelationships among the process of development, the. individual, and the context of development. 1993- include additional variables, such as multiple views of time, micro- and macrosocial contexts, and increasing diversity over time. Tracey Laszloffy (2002) modified the theory to address two fundamental weaknesses: (1) the assumption that the stages are universally experienced by all families and (2) the bias towards the experience of a single generation (launching and leaving). Her revision, called the systemic family development model, conceptualizes the family as a round, multilayered cake and helps to visualize the impact of family change on complex multigenerational systems. SFD states that each family's developmental pattern in unique. An analysis of the family must account for the combination of all the factors influencing it (SES, race, religion, etc.) Laszloffy describes the family as a layer cake, with each layer representing a generation within the family. Each layer is at a different stage with the family life cycle, having to deal with its own issues and developmental tasks. To fully describe the family, one must study the interrelationships between the layers and describe the complexities that result from the family dealing with emerging stressors. The SFD model provides a way to view the family in multiple developmental cycles concurrently while respecting the various social contexts that influence development. It allows us to investigate the influences across, as well as within, generations.

Family Development Theory: Primary terms and concepts- Change

FDT proposes that family relationships are not static but change over time. Catalysts for change can be either internal (such as biological growth) or external (through interaction with the environment). Change comes with varying levels of acknowledgement and acceptance by family members. Depending on how prepared they are for the new stage, families respond to a change as either a crisis or an opportunity.

Family Development Theory: 6th basic assumption- Families should be viewed over time

Families are not static but change over time. This changing over time is the primary focus of the theory. How and when families change, what they accomplish at different points in time, and why they change can be known only if one studies families over time.

Family Stress Theory: Patterson (2002)- key components of the family adjustment and adaptation response model

Families engage in active processes to balance family demands with family capabilities as these interact with family meanings to arrive at the level of family adjustment or adaptation (demands and capabilities occur at 3 levels- individual family members, family unit, and community/culture context). Family demands- comprised of normative and non-normative stressors, ongoing family strains, and daily hassles. Family capabilities- resources (tangible/psychosocial) and coping behaviors Family meanings- families' definitions of their demands and capabilities, their identity as a family, and their world view. Family adjustment- bon-adaption or maladaption.

Family Stress Theory: Murry, Butler-Barnes, Mayo-Gamble, & Inniss-Thompson (2018)- Summarize and discuss research findings cited in "Collective Socialization"

Having access to other adults in the community who come together to support parents and monitor neighborhood children. Among rural Black women a sense of community attachment served a stress-buffering effect, decreasing the negative effects of interpersonal and financial stressors on maternal psychological functioning. Community socialization has protective effects against deviant peer affiliation, conduct disorder, and sexual risk behavior.

Family System Theory: Christian (2006)- Hierarchy

Hierarchy is related to decision making, control, and power in the family. Early childhood professionals may observe family hierarchies based on gender and age and influenced by culture, religion, or economic status. Ideas for working with families Watch out for hierarchies emerging in the classroom and on the playground. Avoid activities that reinforce the same hierarchy over time. Engage in careful and kee observation. Family watching is essential.

Family Stress Theory: Murry et. al., (2018)- Summarize and discuss research findings cited in "Effects of Parental Stress on Parenting and Child outcomes"

In an effort to disentangle the intricate ways that stress cascades through Black families, studies have focused on challenges associated with parenting under stressful conditions. Parenting stress, in these studies, often refers to the condition or feeling experienced when a parent perceives that the demands of parenting exceed the personal and social resources that they have at their disposal to meet these demands. Results from Greene and Graner's revealed that highly stressed mothers were more likely to ignore or withdraw privileges from their children. Zebrak and Green (2016) conducted a study to document how parental psychological distress and alcohol use related over time to a child or adolescent problem behavior in a cohort of urban Black youth. Results revealed significant effects between parent's alcohol use and later adolescent problem behavior.

Family Stress Theory: Patterson (2002)- examples of demands and capabilities at each level

Individual level - A demand is a child's chronic condition -A capability is a parents spiritual beliefs Family level -A demand is family debt -A capability is the family's cohesion Community level - A demand is social isolation, living in a rural setting. -A capability is developing collaborating relationships with professionals.

Family Stress Theory and Family Resilience: Key terms & basic assumptions

Key terms -Stressors: discrete life events or transitions that have an impact upon the family unit and produce or have the potential to produce, change in the family system -Normative: it is something that occurs in all families, you can anticipate its occurrence, and it is short term rather than chronic. -Non-normative: are not anticipated and thus are more likely to lead to a crisis. Ex: losing a child to sudden infant death syndrome. -Resources: includes characteristics, traits or abilities of individuals, families or communities. For example, coping which is what we do in an attempt to deal with a stressor. -Crisis: a stage or period of disorganization that rocks the foundation of the family -Adaptation: The level of family adaptation is usually thought to fall somewhere between bonadaptation, a positive result to the crisis and maladaptation, an unhealthy or dysfunctional resolution of the crisis. -Sense of coherence: This concept is related to the idea of resiliency and is based on comprehensibility, manageability and meaningfulness Basic assumptions 1) Stressor have characteristics that influence how they affect families (Normative/non-normative, ambiguous/clear, volitional/non-volitional, chronic/acute) 2) Resilience and vulnerability determined by a family's access or new and existing resources 3) Perceptions of stressors will impact the degree of crisis (self-fulfilling prophecy)

Family Stress Theory: Murry, Butler-Barnes, Mayo-Gamble, & Inniss-Thompson (2018)- Summarize and discuss research findings cited in "Kinship Support "

Kinship support is positively associated with family functioning and family relations, reducing the negative effects of financial pressure on individuals through the enhancement of self-efficacy beliefs and perceptions of personal resources to overcome challenges. Maintaining positive and supportive relationships with extended kin is an "adaptive strategy" for poor Black American mothers. The positive association of family financial pressure with adolescents' problem behavior was less apparent for those with more than for those with less kin social support.

Family Stress Theory: Murry, Butler-Barnes, Mayo-Gamble, & Inniss-Thompson (2018)- Summarize and discuss research findings cited in "Optimism and Hopefulness"

Optimists generally expect positive outcomes, which in turn influence how individuals respond to challenging circumstances. Cutrona, Russell, Murry, Hessling, and Brown (2000) provided empirical evidence to illustrate that despite living and raising children in impoverished and crime-ridden neighborhoods, optimism combined with positive affectivity enabled rural Black mothers to overcome the deleterious effects of environmental conditions on their daily lives.

Family Systems Theory: King, Boyd, & Thorsen (2015)- Findings and the key points from the discussion:

Paid particular attention to how perceptions of family belonging are related to quality of ties between family members. Family belonging encompasses children's feelings of inclusion within their families: of being understood, having fun together, and of being paid attention to. Results revealed that although the quality of the stepfather-adolescent relationship contributed to a feeling of belonging, the quality of the mother-adolescent relationship was particularly critical for such feelings. All parts of the family system are interconnected, and changes or problems in one subsystem affect other subsystems. The quality of the mother-stepfather relationship was not associated with adolescent perceptions of family belonging in stepfamilies. Hispanic adolescents reported significantly higher levels of family belonging than white and black adolescents. This may be related to familism and stronger beliefs about family obligations- regardless of relationship quality between individuals. Three additional characteristics were significantly but only indirectly associated: number of full siblings, adolescent age, & religiosity Relationships within the family are the most important predictors of adolescent perceptions of family belonging in stepfamilies.

Family Life Cycle: Families with preschool children (3)

Preschoolers need structure in their play and activities, and they benefit from intensive parental involvement. Despite demands of on the resources of time, energy, and money, the couple must spend meaningful time together. Stage-sensitive family developmental task: Adapting to the critical needs and interests of preschool children in stimulating, growth-promoting ways.

Family Development Theory: Primary terms and concepts- Stages

Probably the most unique aspect of family development theory is its focus on the stages of the family life cycle. In the model developed by Duvall and Hill, stages are the result of major changes in family size, in the developmental age of the oldest child, or in the work status of the breadwinner(s).

Family System Theory: Christian (2006)- Roles

Roles are apparent in all families. There is usually a peacemaker, a clown, a rescuer, and a victim. Family roles can be carried over to school, work, and social settings. Ideas for working with families Help families recognize their children's many and varied strengths. Observe children carefully. Set up situations for children to see themselves in different roles.

Family Stress Theory and Family Resilience: 6 Models

Roller-coaster profile of adjustment -Crisis, period of disorganization, recover, & level of reorganization. -The stress is the crisis and the breaking point -Angle of recovery is something you want to think about, if the angle of recovery is more flat line it can take family a little longer to recover. Benefits: Modify: ABC-X model (pre-crisis time) -A is the stressor -B is the family resources/strengths -C is the perception of the event -X is the Crisis -Just because you experienced "A" doesn't mean you will experience a crisis. -Benefits: Gives space for family to prevent a crisis. -Modify: only allows us to focus on one stressor event at a time. Double ABC-X model -A is the pileup of stressors -B is the existing and new resources -C is the perception of the pileup -X is the the continuum of resilience: bon-adaptation, adaptation, & maladaptation -Critique: It still starts with one stressor -Benefits: adds a post-crisis period of adjustment which takes into consideration the fact that families must respond not only to initial crisis, but also to events that precede and follow it. -Modify: does not truly represent experiences of those who encounter oppression on a continual basis. Mundane extreme environmental stress model -Encounter oppression on a continual basis -Stressors that are a part of daily life *stress isn't one event* Benefits: Modify: Family adjustment and adaptation response model (FAAR model) -Balance family demands with family capabilities Benefits: Modify: Contextual model -There are some stressors/things you do/don't have control over. -External context: no control over like age & genetics. -Internal context: control over like family values and beliefs. Benefits: Modify:

Family System Theory: Christian (2006)- Rules

Rules are sets of standards, laws, or traditions that tell us how to live in relation to each other. Rules may be spoken or unspoken. When home and school cultures conflict, misunderstandings and even hostility can occur for children, families, and teachers. Ideas for working with families Make distinctions between home rules and school rules. Watch for unspoken rules, especially those related to gender, power, and how they treat each other. You may uncover alternative activities that meet the goals of al.

Family Development Theory: Finklestein (1986)- Discuss how living in a war zone impacts the developmental tasks of concern at each stage.

Stage 1- Being pregnant in a warzone can propose serious risk factors on the health of the mother and child. Stage 2- Parents may not be able to establish a satisfying home base for a child in the midst of missiles being launched. Stage 3- Parents may have a tough time attending to the interests of the preschool child amidst their own psychological stressors. Stage 4- Parents may lack interest in fitting into the community of school-age families in the midsts of missles being fired at their community. Stage 5- Teenagers may find themselves taking on more responsibilities than freedom due to the challenges of living in a warzone. Stage 6- Young adults may choose to stay with the family due to the need for mutual support when living in a warzone. Stage 7- It may not be realistic to invest financially in the later years when the high threat of death is apparent. Stage 8- Older family members may not adjust well to living alone if due to the war they lost family members.

Family Stress Theory: Murry et. al, (2018)- Summarize and discuss research findings cited in "Racism: A Mundane, Social Structural Stressor"

Structural policies, implicit racial bias, and socioeconomic inequity cascade through Black American families to affect everyday life experiences. In fact, disparities that persist for Black Americans, regardless of family income, parental education, or community context, are thought to be attributed, in part, to systematic discrimination experienced by this population. Spears Brown, and Bigler (2004) found that Black children as young as 5 years of age described feeling marginalized by teachers. Other scholars reported that, among fourth and sixth-grade Black American students, anticipating that one would be exposed to racial discrimination experiences was assoicated with lower reading skills and higher externalizing and intenalizing behavior.

Family Systems Theory: Key terms

System: Any set of objects, with their attributes, that relate to each other in a way that creates a new "super entity." A family is a social system. It is a boundary-maintained unit composed of interrelated and interdependent parts such that an alteration in one part affects all components of the system. Subsystems: Individual systems within the larger system. Subsystems within the family can be created around gender (males/females), generation (parent/children), or other characteristics, but three primary subsystems include the parental, spousal, and sibling subsystems. Family roles: Recurring patterns of behavior developed through interaction that family members use to fulfill family functions. All family members take on roles. David Kantor and William Lehr identified "four player parts" in the family- the mover, the opposer, the follower, and the bystander. The mover initiates action. The opposer disapproves of the movers actions and tries to block it. The follower approves of the movers action or the opposers reaction. The bystander witnesses the action of the mover but is passive about overtly aligning with the mover or the opposer. Dysfunctional families have roles that are found to some degree in most families. The dependent person, the enabler/codependent, the hero, the delinquent, the invisible child, and the clown. The dependent person is the parent with the chemical dependency. The enabler/codependent is the one who helps the dependent person avoid the consequences of their behavior. The hero is the first born child. He or she is the idea student and caretaker who appears to have it all together. The delinquent is the second child. This is the scapegoated child who does poorly in school or manifests other acting-out behaviors. The invisible child keeps a low profile in the hope that it will lessen the family tension. The clown is the last child. He or she attempts to use humor in dealing with family problems. Hierarchy: The amount of power an individual in the family has. Boundaries: A family maintains its boundaries by filtering out any external elements that seem hostile to the goals and policies of the family while at the same time incorporating those that are deemed beneficial. Open- highly interactive with outside environment. Closed- extremely private with little external interchange. Open families- basically democratic. Random family- almost no boundaries. Closed family- the family members are overly involved in each other's lives (enmeshed). Entropy: As a system, if we do nothing we will naturally gear towards disorganization or crisis (time & energy required). It is the loss of energy, connection, and focus within families. Family rules: the repetitive behavioral patterns, based on the redundancy principle, that define a family and regulate family functioning by offering guidelines for future family interactions. Explicit rules are clearly articulated and acknowledged by the family. Implicit rules are those that are unstated. Meta-rules are the rules about the rules. Feedback: A family system corrects itself (tries to regain homeostasis or tries to incorporate change) through the use of feedback loops. Positive feedback encourages further change (morphogenesis). Negative feedback discourages or squelches change (morphostasis). Family cohesion: The degree of closeness or emotional bonding family members have for one another. Disengagement versus enmeshment (two extremes). Family flexibility: A family's adaptability to new and/or stressful situations represents a family's flexibility. Rigid families versus chaotic families (two extremes).

Family Stress Theory and Family Resilience Sample Reading: Sullivan (2015)- ABC-X factors in case study

The A factor (stressor): The significant stressor was Mr. Acevedo's return following his deployment. It was experienced against several other stressors such as: financial stress, Miguel's autism, the functional impairment of the aftermath of Bianca's illness, the ongoing grief of Mrs. Acevedo's miscarriage, and the death of her mother. The B factor (resources): The extra income coming from Mr. Acevedo's deployment, the lack of resources coming from her in laws, and the lack of support from the military community. The C factor (meaning): The meaning of Mr. Acevedo's return from deployment meant that Mrs. Acevedo would have to give up the role of the decision maker which she took pride in. She was concerned about the effects of her husband's return on the routines she had worked hard to establish. It also meant negative meaning to Miguel because his father did not understand Miguel's condition, did not have patience, and favored his daughter. Overall, the stressor had negative meaning for the Acevedo family.

Family Stress Theory: Murry, Butler-Barnes, Mayo-Gamble, & Inniss-Thompson (2018)- Summarize and discuss research findings cited in "Church involvement and Spirituality"

The Black church is one of the most significant and influential institutions in the Black American community. Black churches have provided social services that benefit the Black community. Spirituality has been associated with a range of emotional protective processes, including happiness, hope, faith, optimis, strength, confidence, forgiveness, trust, and meaning (Mattis, 2001). Church involvement promotes positive behavior and development, racial pride, and self-esteem.

Family Development Theory: Finklestein (1986)- Describe each families' experiences and their reactions to ongoing terrorism.

The Single young adult: Rebecca was exposed to OGT since the age of 11 but is living an independent life out of the range but her mother still lives in the frontline. She still receives messages warning residents of the missiles which triggers her emotional reactions and becomes anxious and concerned for her mother. The new couple: Sara and Samuel are a middle-class couple born in the south and exposed to rocket shootings since the age of 17. Samuel was used to it but Sara was not. She had difficulty adjusting and was paralyzed when she arrived in the region. She became afraid and ashamed about her fears and could not share her anxiety with friends in the community. One traumatic event that happened at her neighbors house that caused her to avoid sexual relations. Sarah was helpless and Samuel was expressing his intentions of support by assuming the role of "Savior". Family with young children: Deborah who is 5 was born into the reality of OGT and was the third of four siblings. She attended kindergarten but at homes clings to her mother and does not play with friends. She is afraid that a bomb will fall out and demands she sleeps with her parents. It was very hard for Deborah to talk and verbalize her fears and sadness but could describe her experience by drawing. Her mother had difficulty talking to her seeing as though she could not relate she was afraid to discuss unpleasant issues and was ashamed to talk with anyone about her incapability. Family with adolescents: Daniel, his mother, father and sister had suffered a direct hit to their house which was badly ruined. The missile hit his mother room missing her and waking up Daniel and his sister. They were badly traumatized, hospitalized and slightly injured. They all moved in with their grandmother but there was no room for Daniel and he offered to stay at the old house while it was being repaired. The family was not aware of Daniel deterioration in his reactions and functioning until they visited him and realized he had lost 20 kilos, stopped attending school, playing music and seeing friends. The communication in the family was blocked and there were no emotion sharing. The family members were preoccupied with Josephine and ignored Daniels own emotional distress. Families at midlife: Nora and Abraham are married and have three adult sons. Nora had recently suffered symptoms of anxiety and depression. She needed time for herself while her husband wanted to spend more time with her. Their older son moved into the nearby community expecting Nora to help out with her 4-year-old grandson, she had to give up her dreams of retirement and studying painting. She helped her grandson with a traumatic experience and she was unable to discuss her reactions while wanting to pay attention to her own needs. She had an inner conflict putting the needs of others before hers while her husband and son were unaware of her neglecting herself. The family in later life: Saul an 83 widower was living with his daughter and had a younger son who lived away from the fire line. His daughter played the caretaker role and would make sure he went into hiding when a missile hit and would get angry at him if he did not go. Saul had difficulty in accepting his daughter's anxiety and his daughter was worried his father would be hurt. He was at the end of his life and felt no fear of death. The elderly people had to evacuate the area which Saul objected and when they asked his younger son if he could go over there he refused to take his father and the family did not know how to address the conflict.

Family Life Cycle: Childbearing- families with infants (2)

The arrival of an infant- the roles "father" and "mother" appear. The couple must now negotiate how they will share the new responsibilities of caring for the child and reallocate previously assigned household responsibilities. Parents must provide food, clothing, shelter, and medical care for their infant, as well as nurture their infant's cognitive and emotional needs. All of this costs money, which places an additional financial demand on the family. The couple must continue to practice effective communication strategies to maintain a strong bond. Stage-sensitive family developmental task: Establishing a satisfying home for both parents and infant(s).

Family Stress Theory and Family Resilience Sample Reading: Sullivan (2015)- External & internal context in case study

The external context is the differences in cultural values between Mrs. Acevedo and the in-laws. Mr. Acevedo's family had a different way of understanding Miguel's condition and did not support Mrs. Acevedo's decision to give Miguel medication or take him to a social worker. She felt frustrated because she did not receive more instrumental support from her husband's family. This is an external context because it deals with the culture of Mr. Acevedo's family which she has no control over. The Internal context would be Mrs. Acevedo functioning as a single parent and being forced to make decisions for the family on her own when Mr. Acevedo was suddenly deployed. This is an internal factor because the belief is that the father is the head of the household and makes decisions but that changed when Mr. Acevedo was deployed. This belief was changed by Mrs. Acevedo and she had control over her own family.

Family Life Cycle: Aging family members (8)

This last stage begins with the man's retirement, goes through the loss of the first spouse, and ends with the death of the second. Stage-sensitive family developmental task(s): Adjusting to retirement and coping with living alone.

Family Life Cycle: The middle years (7)

This refers to the time after all the children have launched, but before the parents retire. One of the associated tasks is ensuring security for later years by increasing retirement accounts. Most importantly, the couple must work to maintain their own communication as they consider what they want to accomplish during the remainder of their lives.

Family Life Cycle: Families with young adults- the launching stage (6)

This stage begins when the oldest child leaves home and ends when the last child has left. During the launching stage, the family experiences the cycle of contraction. Stage-sensitive family developmental task(s): Releasing young adults and maintaining a supportive home base. Reallocating responsibilities, duties, and roles among the family members who remain at home.

Family Development Theory: Systemic family development model

Tracey Laszloffy (2002) modified family development theory to address two weaknesses (1) the assumption that the stages are universally experienced by all families and (2) the bias towards the experience of a single generation (launching and leaving). The systemic family development model accounts for every family member and how they can be in different stages. It accounts for multiple generations. Laszloffy describes the family as a layer cake, with each layer representing a generation within the family. Each layer is at a different stage within the family cycle, having to deal with its own issues and developmental tasks. She argues that to fully understand the family, one must study the interrelationships between the layers and describe the complexities that result from the family dealing with emerging stressors. 4th Generational level: Recent death 3rd Generational level: Recent Divorce 2nd Generational level: A couple marrying for the first time in mid-life, Parents are preparing to launch their son for college 1st Generational level: A young adult is preparing to leave home for college

Family Development Theory: Primary terms and concepts- Transitions

Transitions are the processes that form a bridge between the different states when something changes. In FDT, transitions are the shifts in roles and identities encountered with changes in developmental stages. Ease of transition is dependent on the resolution of the stages beforehand or the degree to which the stage is perceived to be a crisis. Some families move easily from one stage to the next, and some do not.

Family Development Theory: Primary terms and concepts- Timing

WHEN something happens has an impact on family life. Timing as normative recognizes that social prescriptions exist as to when individuals and families are to engage in particular behaviors or accomplish certain tasks. Age timing notes the chronological demarcation of a beginning event. Event and stage sequencing suggests that the order in which a family approaches events and stages has ramifications for family development. Ontogenetic time refers to the time one recognizes as one grows and changes through one's own life time (personal awareness of time). Generational time refers to how time is experienced in one's social group (as in one's family or cohort). Historical time refers to how time is experienced in the social context or greater historical period.