Term | Definition |
Family Systems Theory | *A change in any one part of a family system affects all other parts of the family system (circular causality)
*Characterized by periods of rapid growth and periods of stability
*Focus on interaction of family members within larger environment |
Family systems theory application | *Mate selection
*courtship process
*family communication
*boundary maintenance
*power and control w/i family
*parent-child relationships
*adolescent pregnancy and parenthood |
Family stress theory | *Explains how families react to stressful events and suggests factors that promote adaptation to stress.
*Stress has a cumulative affect on families.
*Potential to predict family behaviors in response to stressors and develop effective interventions. |
Family stress theory application | *transition to parenthood
*single-parent families
*work-related stressors
*acute or chronic childhood illness
*death
*divorce
*teen pregnancy |
Developmental Theory | *Has developmental stages *Performance at one stage influence the next stage. *Family in disequilibrium when entering a new life cycle, must strive towards homeostasis. *Oldest child marks transitions *Nurse provides anticipatory guidance for transitions |
Developmental theory application | *anticipatory guidance * educational strategies *developing & strengthening family resources for transition into parenthood * fam adj to children entering school *empty nest and retirement |
Duvall's stage 1 | *Marriage & Independent Home
*Joining of the families
*Reestablish couple identity
*Make decisions about parenthood |
Duvall's stage 2 | Families with infants
*Integrate infants into family unit, maintain marital bond |
Duvall's stage 3 | Families with preschoolers
*Socialize children
*Parent adjust to seperation |
Duvall's stage 4 | Families with school children
*develop peer relations |
Duvall's stage 5 | Families with teenager
*children develop autonomy
*parents focus on midlife marital and career concerns |
Duvall's stage 6 | Families as launching centers
*young adults est independent identity
*parents renegotiate marital relationship |
Duvall's stage 7 | Middle -aged families
*reinvest in couples identity
*deal with disabilities or death |
Duvall's stage 8 | Aging families
*retirement
*prepare for death of spouse, siblings and peers |
Traditional nuclear family | married couple and their biological children |
Nuclear family | 2 parents and their children (biologic, step, adoptive, or foster) |
blended family (reconstituted) | at least 1 stepparent, step-sibling, or half-sibling |
extended family | at least 1 parent, 1 or more children, and 1 or more members other than parent or sibling |
binuclear family | parents continuing the parenting role while terminating the spousal unit |
polygamous family | multiple spouse |
communal family | *may have divergent beliefs, practices, and organization *share common ownership of property *goods ad services are shared without monetary consideration |
LGBT families | families with same sex-parents |
family function | interaction of family members, quality of relationships and interactions |
roles | learned thru socialization process * structuring initially takes place w/i family unit and are shaped primarily by parents |
authoritarian parenting | *unquestioned mandates *do it because i said so *children tend to be shy, self-conscious, submissive *may be assoc with defiant, antisocial behaviors |
permissive parenting | *exert little or no control over child's actions *lax, inconsistent discipline, rarely punish child, and do not prevent child from upsetting home routine |
authoritative parenting | *Mix of authoritarian and permissive *emphasizing reason for rules *respect individuality of child and allow to voice objections *control is focused on issue *foster inner-directedness *children have high self-esteem and interact w/ others |
discipline | *to teach *a set of rules governing conduct *action taken to enforce the rules after noncompliance |
limit setting | est the rules or guidelines for behavior |
setting limits and discipline help to... | *test limits of control
*achievement in area appropriate for level
*channel undesirable feelings
*protect from danger
*learn socially acceptable behavior |
reasoning | *explaining why an act is wrong *appropriate for older children |
response burst | occurs when the desired behavior increases after ignoring is initiated because the child is testing the parents to see if they are serious about the plan |
natural consequences | occur without any intervention, such as being late and having to clean up the dinner table |
logical consequences | directly related to the rule, not being able to play with 1 toy until another is put up |
unrelated consequences | imposed deliberately, no playing until homework is complete or use of time-out |
flaws of spanking | *teaches that violence is ok *can physically harm if resulting from parental rage *children can become accustomed requiring an increase in punishment |
foster care | placement of a child in a stable and approved environment with a non-related family. Most states require training and continued education to foster. |
ecological framework | individuals adapt in response to changes in their surrounding environments. A person's behavior results from the interaction of their traits and abilities with the environment. |
external assets that youth receive from the community | 1. support 2. empowerment 3. boundaries and expectations 4. constructive use of time |
internal assets that youth receive from community | 1. Commitment to learning 2. positive values 3. social competencies 4. positive identity |
race | groups people together by their outward, physical appearance |
ethnicity | group individuals by common characteristics that differentiate them from others in society. Unique cultural, social, and linguistic heritage. |
ethnocentrism | attitude that one's ethnic group is superior to others, that one's values and beliefs are correct and best. |
social class | family's economic and educational level. Does not include strength of family relationships. |
physical poverty | lack of money or material resources, including poor nutrition, insufficient clothing, poor sanitation, and deteriorating housing. |
invisible poverty | social and cultural deprivation such as limited employment opportunities, lack of healthcare services, and absence of public services. |
absolute standard of poverty | delimit a basic set of resources needed for adequate existence |
relative standard poverty | reflects the median standard of living, what appears to be deprivation in one area may be norm in another |
spirituality | concerns the deepest level of human experience, meaning of our lives, relational consciousness |
religion | particular and culturally influenced representation of human spirituality |
social learning theory | emphasizes learning thru observation and imitation |
script theory | media provides youth with a script or directions for how to behave in new situations |
super-peer theory | media is a source of extreme peer pressure on youth to participate in what is shown to be normal behavior |
culture | characterizes a group with its values, beliefs, norms, patterns, and practices that are learned, shared, and transmitted from one generation to another |
gender | individuals self-identification as a man or woman |
sex | biological designation of male or female |
cultural humility | lifelong commitment to self-reflection and critique *addressing power imbalances in nurse-client relationship * developing mutually beneficial partnership with the community in which one is working |