a4 what is a family

8/14/2019 A4 What is a Family

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For some, the family is blood-related kin

For some, the family is psychologically connected.

For some, the family is composed of people livingin the same house or neighborhood

For some, the family is a group of 2 or more people

related by birth, marriage, or adoption and residing

together in a household.

What is a family?


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The family is more than a collection of

individuals but instead it is a whole larger

than (and different from) the sum of its

parts!!!

What is a family?


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Family Facts and Forecasts

Half the marriages this year in the U.S. willprobably end in divorce

Divorce rates are likely to be higher when a

marriage is preceded by a premaritalpregnancy

Age of the spouses at the time of first

marriage is highly related to the divorce rate(those under 20 are two to three times more

likely to divorce than those who marry in

their 20s.


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Married couples are divorcing earlier thanever before (38% within four years of

marriage, 50% within seven years)

Because of early divorces, younger childrenare more and more likely to be affected by

divorce.


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More than one out of four children in the U.S. isnow born to an unwed mother. The number of

teenage unwed mothers in the US is at an all time

high.

Todays unwed teenage mother is opting

increasingly to keep her child.

Never-married single women--especially thoseover 35, educated, and economically self-

sufficient--are having children out of wedlock at

an increasing rate


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About one in four children live with a single

parent.

More than two of every three children under

6 has a mother who is employed outside thehome.

More than half the people in the US have

belonged or will belong to a stepfamily atsome period in their lives.


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Family Tasks (Harvey & Wexler, 1996)

Daily living tasks: obtaining and preparing food; cleaning,

repairing, improving family possessions; child care and

socialization of dependent children; care for the sick and

elderly

Family leadership functions: giving direction to familydevelopment; held by one person or shared over time

Cohesiveness-building functions: developing family

rituals and traditions, stories, secrets, and rules for

everyday living and coping with crises. Development of a family value system: setting

expectations for family member behavior--a hierarchy of

goals.


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From a contemporary perspective, it no longer makes

sense to refer to a typical American family. We mustconsider various types of families, with diverse

organizational patterns, styles of living, and living

arrangements. The idealized American nuclear family

depicts a carefree, white family with a suburban residence,sole provider father, and homemaker mother. Both parents

are dedicated to child rearing and remain together for life;

children are educated at a neighborhood school and attend

church with their family on Sunday; plenty of money and

supportive grandparents are available.of course this is

stuff of TELEVISION!!!


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Counselors working from a systems-

perspectiveview clients disturbed

behavior as representative of a system

that is faulty and not due to individual

deficit or deficiency. The clientsdifficulties might then be viewed more

accurately as signaling a social system

in disequilibrium!!!


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Systems Theory Family members are studied in terms of their

interactions and not merely their intrinsicpersonal characteristics.

Every event within a family is multiply

determined by all the forces operating within

that system. Circular causality emphasizes that problems

are not the result of a linear, cause-and-effect

process brought about by some primary factor.

Rather, problematic behavior results frommistaken or dysfunctional interaction patterns

that develop between people in a mutually

reinforcing manner and, thereby, serve to

maintain the problem rather than change it.


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Family theories provide tools for

expanding school counselors

and other counselors expandtheir default thinking to include

a family based framework.


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Systems Theory

Family members are studied interms of their interactions and

not merely their intrinsic

personal characteristics.

Every event within a family is

multiply determined by all theforces operating within that

system.


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Systems Theory

Circular causalityemphasizes thatproblems are not the result of a linear,

cause-and-effect process brought about by

some primary factor. Rather, problematicbehavior results from mistaken or

dysfunctional interaction patterns that

develop between people in a mutually

reinforcing manner and, thereby, serve to

maintain the problem rather than change it.


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Systems Theory Example A female client indicated that her

problem with shyness is that shesimply is not attractive. At firstthe counselor decided to

intervene with this client byimplementing typical self-esteem exercises. However,upon further exploration the

counselor realized that theclients parents have repeatedlyindicated that she is not as

pretty as her older sister.


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Properties of Systems

The boundaries within systems

and subsystems are either

enmeshed or disengaged.

Boundaries determine who

participates and how, and where

the authority lies. Enmeshment

and disengagementare nothealthy but are merely

relationship styles


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Enmeshment and Disengagement

Enmeshmentis when theboundaries are too permeableand family members become

over-involved and entwined inone anothers lives (openingeach others mail, knowing eachothers secrets, being continually

attuned to each other feelings)


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Enmeshment and Disengagement

Disengagementinvolves overlyrigid boundaries, with familymembers sharing a home but

operating as separate units,with little interaction, exchangeof feelings, or sense ofconnection to one another.

Little support, concern, or familyloyalty is evident in disengagedfamilies.


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Counselors who work from a

family counseling or systems

perspectiveexplore

dysfunctional family relationships

and attempt to shift the balance

so that new forms of relatingbecome possible, with the goal of

problem resolution.

Counselors, then, help families get

unstuck


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Systems Theory and School Counseling

A family is in crisis. Bonnie is a 14 year old girl who is

referred to the school counselor because she is refusing to eat.

The school counselor finds out that Bonnie is also having

trouble with her peers (even though her grades are very good).

Her mom has just been promoted and now earns more than her

husband, who is a truck driver. Husband and wife are fightinga great deal. Bonnies mom reports that she has come home

with pot on her breath. The parents scolded her. The

parents are very upset, however, that she is not eating. In this

Italian family, food is very important. The counselorconcludes that the more the parents focus on Bonnie, the less

tension is felt by the parents fighting. Thus, the symptom

(Bonnies eating) emerges as the point of family crisis and is

maintained by the system.


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Bowen believed that changes

in the family system impact

the individual, and thatchanges in the individual

influence the family.


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Types of Families Nuclear Family represents a two generation

system consisting of a marital couple (i.e.,parental subsystem) or a singleparent/grandparent and their children (i.e.,the sibling subsystem).

Extended Family is an extended systemwhich includes other generations extended inat least two directions, upward or downwardin the family tree. Extended families caninclude aunts, uncles, cousins, great aunts,and second cousins.

Blended Family is one in which two differentnuclear family systems join to form a newfamily system.


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Carter and McGoldricks (1988)

Six Stages of Family Life Development

1. Single young adults--leaving home

2. The new couple

3. Families with young children

4. Families with adolescents

5. Launching children and moving

on

6. Families in later life


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There are developmentalmodels for understanding how

family units change over time.

Although most development

models have significant cultural

and heterosexual biases, it is

generally understood that

families develop from a couplerelationship to a family system

that involves children.


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Single Young Adults - Leaving Home

Disconnection and reconnectionwith ones family on a differentlevel while simultaneouslyestablishing ones self as aperson

Striking a balance between acareer and/or marriage ambitions Desire for personal autonomy Overcoming internal and externalpressures to marry


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The New Couple

Idealization Adjustment and adaptation

Most likely stage of divorce due to

an inability of individuals toresolve differences

Greatest amount of satisfaction,

too! Financial and time constraints are

the two main limitations.


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Families with Young Children

Change (e.g., physical,psychological, emotional)

associated with the arrival of

child. The family becomes unbalanced,

at least temporarily.

Relationships with extendedfamily are adjusted.

Work/career and leisure demands

are adjusted.


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Families with Adolescents

Sandwich generation: adults inthese families often are squeezedin between taking care of

themselves, their teenagers, and

aging parents.

Most active and exciting times in

the family cycle.

Families often have trouble setting

limits, defining relationships, and

taking adequate care of one

another.


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Families with Adolescents

Tension between parents and

adolescents is common. Reasons

for tensions: distinction between

what parents want for their

youngsters and what youngsterswant for themselves, desire for

autonomy (adolescent); influence of

peer groups; parental influencedecreases

Parents too are experiencing

change due to the aging process.


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Children Leave Home

Empty nest syndromecouples without child rearing

responsbilities.

The number of couples in this

stage is increasing in the U.S.

Couples must rediscover each

other and fun together. Some

are unsuccessful and marriagesend.


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Children Leave Home

Women who have mainly defined

themselves as mothers may experience

depression, despondency (depression), and

divorce may occur.

Men may focus on their physical bodies,

marriages, and occupational aspirations.

Research has not focused much on men

during this period and therefore little data isavailable.


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The Family Later in Life

These families are composed of a couplewho are in the final years of employment or

who are in retirement (65 years and up)

Major concerns are finances, health,mentalillness, and loss of spouse.


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The Family Later in Life

Psychopathology increases with age,particularly organic brain disease and

functional disorders such as depression,

anxiety, and paranoid states. Suicide alsorises with age, with the highest rate among

elderly white men.

Grandparenting is an advantage of the agingfamily.


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Variables that Affect Life Cycle

Ethnicity:culture and ethnic background can influencethe life cycle and important milestones in afamilys development. For instance,transitions from childhood to adulthood aresymbolized differently among cultures.


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Illness and/or Disability:

the onset, duration and outcome of illnessor disability can disrupt a familys cycle.

Substance Abuse:

families of addicts are often stuck in a lifecycle that promotes dependency of the

young and a false sense of identity. Theybecome competent within a framework ofincompetence.


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Poverty:families in poverty are more dependent onkin and are maternal-headed. Continuingpoverty some times pushes fathers away

from their children.


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Defining the Healthy Family Family roles are known to all in the family

and may change over the course of time.

Degree of elasticity and adaptability infamily roles.

Healthy families are mature families (Satir).Mature families consist of parents/guardians

who communicate clearly, directly, andhonestly.


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Defining the Healthy Family

Healthy families develop flexible rules whichgovern family behavior, but are subject tochange (Satir)

Healthy families have well-definedhierarchies of power and status (Minuchin)

Healthy families consist of strong andsatisfying marriages/adult relationships.


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Familys Maslows Hierarchy of Needs

Physical and life sustaining needs(need for food,

water, air, warmth, sexual gratification, elimination ofbody wastes, and so on)

Physical Safety(need for protection from physical

attack and disease)

Love(need to be cherished, supported, aided by others)

Self-Esteem(need to have a sense of personal worth

and value, to respect and value ones self)

Self-Actualization(need to be creative and productive

and to attain worthwhile objectives)


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Levels of Family Needs

Level I:

Families who need essential requisites for

survival and well-being (food, shelter,

protection from danger, health care, and

minimums of nurturance) Families at this level have experienced crisis

(e.g., job loss, major illness)

Families at this level lack leadership andstructure

Families at this level have indistinct

boundaries among members


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Level I Intervention

Build on basic strengths and resilience

Focus on resources

Mobilize support for the parental system(e.g., church groups, community agencies,

extended family)

Reframe and highlight meanings in stressand distress (survivors pride)

Be an advocate, role model, convener!


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Cassie, a sixth grader, came to the attention of the

school counselor after she was identified forextensive absences. Cassie has missed 20 of the last

40 days of school. Through the counselors

discussions with teachers and Cassie, she discovers

that Cassies family is homeless and lives out of a

station wagon parked at a nearby park. Cassies

father is an alcoholic and her mother is disabled.

What would your first intervention be?

Second intervention?

Third?


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Level of Family Need Level II:

Issues related to maintaining authority andsetting limits are prominent

Parental subsystem is unable to set and maintain

sufficient limits for one or more family members There is either a lack of clear expectations or a

lack of power to enforce expectations

Children are often out of control, acting out

Parents might be involved in substance abuse

Violence in the family may be present


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Level II Intervention

Focus on strengths, resilience, and resources. Structure meetings with families, particularly

parents; Modeling structure for parents isimportant.

Meet with parents consistently in order to developa coalition of those in charge versus those in needof control.

Parent education (e.g., social learning skills,

behavioral topics) and support groups could behelpful for these families (e.g., parents)


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Joel is a 10-year old 4th grader who was referred to

the counselor for disruptive classroom behavior(e.g., not raising his hand to speak, pushing children,

not completing class work). Joel has also been

suspended from riding the bus because of his

misbehavior. Joels mother is single and works inD.C. The mothers boyfriend is living temporarily

with Joel and his mother. After school, Joel is not

supervised and the mother has refused to attend

parent teacher conferences.

How should the counselor intervene?


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Level III

Rich mixture of coping mechanisms are

present, but are often faulty or unhealthy.

Control in these families might be absolute,

with little or no negotiation.

Issues related to clear and appropriate

boundaries are prevalent.


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Level III Interventions

Reshaping the internal processes of the family

Challenging the existing family structure andconfront the familys tendency to remain incurrent patterns of behavior.

Examination of communication and powerstructures around the presenting problem maybe useful.

Family counseling and therapy are realoptions for these families


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George and Hilary have two children, George Jr. (17) and Tasha (12).

George Jr has become very negative at home and his grades are low. His

parents fear that he is involved with drugs and a violent group of boys.There are no concerns about Tasha at this time. Hilary (the mom) is quiet

and is overly involved with Tasha, but appears to be bonded with George

Jr. George Sr. (dad) is a firefighter and is rarely at home and when he is

at home, he has little contact with the children. George Sr. and Hilarys

relationship is tension-ridden and George uses an authoritarian style ofparenting.

George Sr.s father and mother are overly involved with their sons

family. George Sr.s parents live next door and use an authoritarian style

of communication with their son and daughter in law.

As a counselor working with this family, what might you do?


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Level IV

Desire for greater intimacy, greater sense of

self, or more autonomy.

Goal is to live more fully and grow towardactualization of each members potential.

Issues such as inner conflicts, intimacy,

self-realization, insight, and spiritualyearnings are the focus.


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Level IV Interventions

Genograms extending over three or four (or more)generations are useful to highlight

transgenerational patterns.

Family sculpting

Narrative interventions and rewriting ones story

Object relations therapy (psychoanalytic) for those

who want more insight into patterns.

Focus on values, meanings, and spirituality.

Referrals to church-related counseling centers

might be appropriate.


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Kelly R., a married mother of 2 children (10th and

12 grade) at your school, comes to your office to

discuss her sons college aspirations. During yourconference with the mother, she reports that her

mother passed away last year and she has not been

herself. Reading between the lines, you realize

that she seems despondent and depressed. She

admits that she is afraid of her son leaving home

for college and that she is in need of

restructuring her life.

Discuss this client in terms of

intervention strategies.

Intervent ion Choic e Points


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Cont exts

Orien tations Family/ Coupl e/ Indiv idual /

Com munity Parents Studen t

Behavio ral/Interactiona l

Experien tial

Historical


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Focus on strengths rather than deficits and

focus on solutions rather than problems!!!

Intervention Choices


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Intervention Choices

Behavioral/Interactional Choices: what people do,their actions, etc. Social skills training andstrategic/structural activities may be used.

Experiential Choices: makes use of cognition,affect, communication, and interpersonalrelationships. Individual, group, or family counselingmay be used.

Historical Choices: what happened in the past.Family of origin work and psychodynamic methodsare used. Psychotherapy may be used.


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Major Concepts of the Ecosystems Perspective

(Germain & Gitterman, 1995)

Reciprocal Exchanges: transactions

between the person and his/her

environment; these transactions shape and

influence each other over time

Life Stress: positive or negative person-

environment relationship

Coping: special adaptations that are madein a response to stress.

Major Concepts of the Ecosystems Perspective


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j p y p

(Germain & Gitterman, 1995)

Habitat: where a person or family lives Niche: the result of ones accommodation to the

environment; refers to the status that is

occupied by a member of the community

Relatedness: based on attachment theory; refers

to emotional closeness or isolation

Adaptations: changing the environment to allowfor meeting the physical and psychological needs

of an individual or family


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Family Systems View: Key Assumptions

Wholeness: change in one part of system will

cause change in other parts

Feedback:families are regulated by feedback

loops or inputs from family members

Equifinality: the same result may be reachedfrom different beginnings

Circular Causality: systems are constantly

modified by recursive circular feedback from

multiple sources within and outside of the

system.

S i l C i i h


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Social Constructionist Metatheory

Relativism regarding all meanings; there is

no reality;meanings are constructed by

participants

Emphasis is on meanings rather than

actions; from expertise to collaboration;from diagnosis to problems to mutual

creation of solutions

Nonhierarchical relationships in family areOK.

P i i h F ili d C i i


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Partnering with Families and Communities

Difference between professional learning

community and school learning community. Professional learning communityemphasizes

the teamwork of principals, teachers, staff, (oragency director, counselors, staff) to improve

curriculum and instruction, assess studentprogress and increase effectiveness.

School learning communityincludeseducators, students, parents, and community

partners (stakeholders) who work together toimprove the school and enhance studentslearning opportunities.


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Partnering with Families and Communities

One component of a school learningcommunity is an organized programof

school, family, and community partnerships

with activities linked to school goals. These programs, research shows, increase

student achievement, strengthen families,

invigorate community support, and improveschools.


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Six Types of Involvement

Parenting

Communicating

Volunteering

Learning at Home

Decision Making

Collaborating with the Community


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Action Teams

Create an Action Team

Obtain funding and other supports

Identify starting points

Develop 3 year outline and a one year

action plan

Continue planning and working


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Community Partners

Businesses/Corporations Universities

Health Care Organizations

Government and Military Agencies Volunteer Organizations

Faith Based Organizations

Senior Citizens Organizations Cultural Institutions

Community Individuals

Mandatory Knowledge and Skills Necessary for


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Culturally Competent Work With Families

(Pinderhughes, 1989)

Knowledge of specific values, beliefs, and

cultural practices of families

The ability to respect and appreciate the values,beliefs, and practices of all families.

The ability to be comfortable with difference in

others and thus not to be trapped in anxiety

about difference or defensive behavior.



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Culturally Competent Work With Families

(Pinderhughes, 1989)

The ability to control and even change false beliefs,

assumptions, and stereotypes.

The ability to think flexibly and to recognize that ones

own way of thinking and behaving is not the only way.

The ability to behave flexibly. Be ready to engage in

the extra steps required to sort through general

knowledge about a cultural group and to see the specificways in which knowledge applies or does not apply to a

given client.


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Interventions for High Risk

Families Engagement

Support and Strengths Inventory

Nurturing the Family

Role Modeling

Conflict Resolution

Advocacy


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Process of Family Intervention

Pre-Planning Tasks:initial contact made by counselor;

gather essential information (e.g.,

name, address, phone number, email,

statement of problem);

counselor should be supportive, caring,

talks in a manner that conveys respect

and receptivity


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Join the family: establish a sense of trust

Inquire about members perceptions of the

family and its problems



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Process of Family InterventionObserve family patterns (i.e., family dance)

What is the outward appearance of the family?What is the cognitive functioning in the family?

What repetitive, non-productive sequences do you

notice?

What individual roles reinforce family resistances?

What subsystems are operative in this family?

Who carries the power?


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Assess What Needs To Be Done

Engender (provoke) Hope for Change and

Overcome Resistance


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a4 what is a family

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