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SFL 160 Midterm
| Question | Answer |
|---|---|
| 1. Know why we study the family. | - To understand the complexities of family systems - To help unhealthy families and support healthy families - To understand the human life course (Family of origin to family of procreation) |
| 2. Know how to define family system and family process and the difference between the concepts. | System: The individuals, rules, boundaries, routines, and norms associated with a self-defined group of individuals. Process: The ways family members interact together to achieve the goals and functioning of their family unit. |
| 1. Know how cohabitation has changed in the last several decades. | Once popular among rich college students, to a "testing ground" for marriage (doesn't work), but now seen as a normal stepping stone in the dating process. Birth control was catalyst. |
| 2. Know the latest trends in marriage, divorce and marital attitudes. | Decreased divorce in recent years (more cohabitation, less marriage=less divorce). No-fault divorce. Individualized marriage (based on individual goals and happiness). Marriage still matters, but rate is falling. Child bearing disconnected from marriage. |
| 2. Know the different types of truth discussed in class, where they come from and the limitations of each. | Pure truth: spiritual knowledge. Diluted truth: secular knowledge (pure truth poorly interpreted with limited knowledge). Relative truth: comes from personal experience and acquired information. Used to interpret pure/diluted truth (bias) |
| 3. Understand what bias is. | Knowledge is wrong b/c the information we use or create to obtain it. Researcher: researcher change results (un)intentionally. Sample/selection: the people/families we learn from limit findings in some way. Bias may interfere with research question. |
| 4. Know the key terms associated with family research we discussed. (construct, variable, relationships, quantitative/qualitative) | Construct: how we conceptualize something that cannot be measured directly (love, happiness, conflict). Dependant V: what we want to know about. Independent: what predicts our DV. Relationship: how 2+ variables interact |
| 6. Correlation and Causation | Correlation: to co-relate two things together. Causation: to determine one thing causes another. Spurious Relationships: ex. organic food sales have gone up, so has autism, so organic food causes autism. |
| 2. Understand the concept of family goals and how it fits in with family systems theory. | Family systems work toward common goals. Explicit: agreed upon as family. Implicit: never openly talked about, but sensed that they are a goal |
| 3. Understand what symbols are and how they influence families. | Something that represents or stands for thoughts, feelings ideas. Have shared meaning and symbolic relevance in family life. |
| 4. Understand the three main contexts that family life course theory suggests we need to consider. | HISTORICAL: war, recession, politics. CULTURAL: social norms, status quo (transition to fit in), reactionary (opposition to social norms to set apart). GENERATIONAL: placement in the family (mom, daughter, sister), shifts bring changing roles/expectations |
| 5. Know how interaction plays a central role in symbolic interaction theory. | Interaction creates meaning, not pre-existing. Our meanings are constantly being reassessed and chnaged based on our interactions and experience with others |
| 1. Understand the definition of paradigm and family paradigm | Paradigm: collection of thinking, beliefs, and values that characterize a group or community. Family paradigm: collective way a family views the world based on shared beliefs and values. Family has own characteristics/values. Goals come from them |
| 2. Know the difference between first and second order processes | 1st: visible. gender roles, rights, expressions of love. 2nd: themes/beliefs, goals/paradigms. directs first order. changes over time, what is ok and not ok in a family. Ex. 1st: receive candy for working, 2nd: because work is important |
| 3. Know the differences between assimilation and accommodation | Assimilation: incorporating different views into our existing paradigms. Accomodation: changing views based on new information |
| 4. Know and be able to describe the four family types related to family paradigms | closed, random, open, synchronous |
| 1. Know the definitions of folkways, mores, and metarules | Folkway: rules about less serious behavior (brush teeth, saturday is for football). Mores: rules about serious issues/behaviors (don't kill, WoW, violation = consequence. Metarules: rules about rules (who creates, when to change) |
| 2. Know where rules come from | Develop from paradigms |
| 3. Be able to explain how families create rules out of paradigms | Discovery: open communication between partners. Negotiation: discussing priorities, linked to paradigm formation/merging, comes from values/beliefs. Creation: merge and blend previous rules to fit new family system, variation on traditional rules. |
| 4. Know how rule sequences are created | Sequence: repeated pattern of rules that govern a situation/event in family life. Becomes a part of the implicit rule category. Rules that act in conjunction with each other. Ex. sunday - no TV, no sports, play games, take a nap, do calling. |
| 1. Know what a ritual and a family ritual are and be able to give examples. | Ritual: repeated event typically done the same way each time. Family ritual: repeating family event that is the same each time and takes on special meaning. Creates sense of belonging. Traditions. Positive. Creates family/individual identity |
| 2. Know the difference between a routine and a ritual | Routines are repeated overtime without special meaning. Both involve whole family and helps accomplish goals. Differences: symbolism, reduces stress, structure. Loss of ritual is a loss of group cohesion (more than a hassle) |
| 4. Know the four ways that families can undermine family rituals | Dismemberment: push people away, don't feel included. Contention: ritual becomes a time of fighting and distancing. Fragmentation: ritual re-invented every year, no one knows what to expect. Trivialization: remaking/commercializing ritual (x-mas, easter) |
| Family Systems theory. | "THE process theory". Study the family as a whole, not just individuals. Individuals affect those around them (individuals interconnected), includes subsystems. |
| Boundaries | Boundaries: who is in or out. Divorce, step family, adoption, etc. How open you are to letting other people in and sharing information. |
| Stuctures | Structures: underlying patterns of interaction (pattern family does over and over again). ex. bedtime, FHE, game night. |
| Equilibrium | family systems change and transition, but ultimately seek to maintain balance between tasks. Desired state, family life predictable. |
| Family life course theory | "The big picture theory". Looking at the transitions (life course: across generations. Developmental: normal change over time). |
| Interconnected trajectories | Individual life trajectories influence each other. "Linked lives". Ex. going to college. |
| Symbolic interactionism | "The abstract theory". For the world to have meaning, we attach significance to objects. Symbols and meanings. families great symbolic relevance to their lives. Shared meanings around symbols as a family. |
| the actor and the family | Symbolic experience with a group leads to predicting the actions of others to make life predictable. We can guess behavior (imaginatively rehearse). Pragmatic actor: constantly shift actions and roles based on experiences with others. |
| How paradigms are formed | Cultural, Heritage (fam. history), Negociated (between partners to merge different family ideologies), Lived experience (find out as a family how to live life, usually when kids are brought into the family) |
| Closed family | Beliefs steady and stable. Tradition and loyalty. Rigid boundaries. Family takes priority over individual. Love tolerance for opposition - controlling parents. Continuity-oriented |
| Random family | Value creativity and novelty. Individuality over family. Permeable boundaries. Failure to provide boundaires, rebellion in an attempt to gain more structure (military, religion). Discontinuity-oriented |
| Open family | Values communication and negotiation. Willing to change and adapt. Values group and individual. Lack of consensus, intense family involvement, pulling away from family may be interpreted as abandonment. Consequence-oriented |
| Synchronous family | Emphasis on shared values. Communication is implicit. Family members skilled at reading subtle signs. Limited interaction. What if individual can't read signs? conflict avoidant, passive aggressive. Coincidence-oriented |
| Implicit rules | often simple, powerful. Not openly discussed |
| Explicit | openly discussed. More specific. |
| Healthy family rules | Agreed upon by most family members. Adaptable. Developmentally appropriate. Implicit rule patterns. |
| Continuity | Ritual: behavior repeats through generations (traditions, 4th at the cabin). Routine: behavior repeated over time and can be observed across generations (showering. |
| Commitment | Ritual: reflect on event and place special feelings and emotions on it. Routine: little thought after event is done. little planning or commitment (birthdays) |
| Communication | Ritual: communication regarding the event is centered on symbols and meaning (this is who we are). Routines: communications regarding the event is centered on tasks (this is what needs to get done). |
| Under and Over ritualization | Under: have few or no rituals. Over: too many rituals make it less meaningful |
| Paradigm/Regime/Process | Paradigm is the abstract level difficult to assess, the process is concrete behaviors, the regime is how paradigms are translated into processes/behaviors, it is how the process is regulated. It is the organization/regulation. |
Created by:
sara_hillyer