COMM 4471: Communication in Marriage and Family

Fall 2007

Theoretical Perspectives in Family Communication Research

Logical-Empirical (76%) Interpretive (20%) Critical (4%)

Logical-Empirical

Reality is objective Purpose of theory is to discover

“objective Truth” Knowledge is based on empirical

testing of deductively derived hypothesis

Interpretive

Reality is subjective and multiple Purpose of theory is to understand

how subjective reality is created Knowledge is based on individual

experiences

Critical

Reality is socially constructed by those in power

Purpose of theory is to liberate and emancipate the powerless/oppressed

Knowledge is based on acceptance of ideology/dogma

Defining Family

Structural by social role

Task-Orientation by goals & outcomes

Transactional by communication behaviors &

relationships

“Family” Properties

Long-term commitment Types of relationships

biology, law, affection Enmeshment in kinship networks Ongoing interdependence Institutionalization

B & B’s Definition

“a social group of two or more persons, characterized by ongoing interdependence with long-term commitments that stem from blood, law, or affection.” (p. 3)

Consequences of Definitions

Social Legal Psychological Theoretical

B & B’s Definition of Communication

“symbol use between persons through verbal and nonverbal means” (p. 3)

An alternative definition of Interpersonal Communication

Interpersonal Communication is any interaction between two or more persons who exchange information, create meaning, and influence each other and who through this process create social reality for themselves and others and create and maintain relationships with each other.

Social Identity Theory

Identity is gained thru membership in socially meaningful groups

Individuals enact membership to protect & support identity, esp. when identity or group are threatened

Communication Accommodation Theory

Accommodation = change in communication based on partner Approximation (performance, style)

Convergence-Divergence Interpretability Discourse management Interpersonal Control

Assumptions of Communication Accommodation Theory

Accommodation affected by group membership (i.e., SIT)

Family relationships are intergroup relations E.g., generation, gender, ethnicity

Accommodation processes affected by culture

Assignment

Individually, think of a situation where your communication can be attributed to accommodation processes between members of different social groups

Assignment (cont) In groups, share your experiences and

discuss how well CAT explains the behaviors and how useful CAT is in understanding family comm.

Consider CAT’s utility Types of behaviors explained Relevance of explained behaviors Relative power of alternative

explanations

Privacy Management Theory

Private information = info one owns Privacy is in dialectical tension with

disclosure How persons manage privacy in

relationships explains much of their behavior, esp. in families

Boundaries

Enclose those who know private information

Are defined and enacted thru rules Boundary coordination

Who’s linked? (is inside vs. outside) Parameters of co-ownership Permeability of boundary

Boundary Turbulences

Processes of creating, changing, and maintaining privacy rules

Because they involve others, these processes are often contentious, conflicted, and involve trail and error

Turbulence also occur in families when new members join

Questions

Why do people disclose? Why do they keep info private?

What are the relational consequences of sharing or hiding private information?

Why is privacy management particularly relevant for families?

Family Communication Patterns

Associated with Shared Social Reality Two means to share reality (McLeod

&Chaffee) concept (conversation) orientation socio (conformity) orientation

Two Dimensions ofFamily Communication Concept (Conversation) - Orientation

- open discussion of ideas- family values interaction

Socio (Conformity) - Orientation- children’s adoption of parental values- family values conformity

Significance of Conversation Orientation

facilitates socialization of children increases cognitive complexity validates children’s opinions,

enhances self-esteem

Significance of Conformity Orientation

determines autonomy and independence of children

determines children’s decision making

Consensual

Pluralistic

Protective

Laissez-Faire

Conversation Orientation

ConformityOrientation

Family Types

Protective Families

High conformity, low conversation = Baumrind’s authoritarian parents Parents teach rules & obedience Cold family climate / relationships Children fail to self-regulate Children’s adjustment dependent on

social group (family, peers)

Pluralistic Families

High conversation, low conformity = Baumrind’s permissive parents Parents supportive and child centered Warm family climate / relationships Children fail to regulate Children’s adjustment dependent on

own intelligence & social group

Consensual Families

High conformity, high conversation = Baumrind’s authoritative parents Parents teach principles Warm family climate / relationships Children learn to self-regulate Children adjust well

Laissez-Faire Families

low conformity, low conversation = Baumrind’s neglective parents Parents teach few rules & obedience Cold family climate / relationships Children fail to self-regulate Children’s adjustment dependent on

social group (peers)

Assignment

In groups, determine how Communication Accommodation or Privacy Management would be handled in the four FCPT family types

FCP and PMT

Conversation orientation Fewer boundaries within & outside More boundary negotiation Less tension in turbulences

Conformity orientation More boundaries within & outside More boundary rules More tension in turbulence

FCP and CAT

Conversation orientation Less accommodation Power de-emphasized

Conformity orientation More accommodation Power emphasized

Goals Plan Action

Assumes behavior is result of cognition

Assumes people pursue goals communication is result of goal

directed cognition

Goals

= future states one hopes to attain or maintain

Become interaction goals when they require communication/coordination

Vary in concreteness/abstractness

Goal Types

Primary: what an interaction is about Secondary: other contextual goals

that constrain communication Identity Conversation Relationship Personal resources Arousal management

Plans and Planning

Cognition using knowledge from memory and interaction used to behave to bring goals about

Vary in complexity Vary in specificity Lead to Action = goal driven behavior

GPA and Interaction

How does goal pursuit play out in dyadic and/or family relationships?

Be sure to consider primary and secondary goals, that all parties may pursue goals, and that all parties are aware of that fact!

Ways of Learning

Classical Conditioning Operant Conditioning Social Learning

Operant Conditioning Associating behavior with an outcome

through reinforcement Reinforcement

positive = presence of outcome negative = absence of outcome

Outcome positive = desirable (reward) negative = undesirable (punishment)

Operant Conditioning

Reinforcement

Outcome

pos.

pos.neg.

neg.

NoReward Reward

NoPunish-ment

Punish-ment

Codependence

Behavior of functional partner that enables other’s dependency

Enabeling behavior Controlling Nurturing Control = punishment Nurturing = reward

Inconsistent Nurturing as Control

Functional partner controls dependent through intermittent nurturing

Based on Learning Theory nurturing is rewarding withholding nurturing is used to punish

dependent (neg. reinforcement) intermittent rewards reinforce behavior

Assumptions of INC

Learning Theory is accurate Withholding nurturing only available

punishment to functional partner Functional partner is “weak”:

low self-esteem low Clalt

no other resources

Conclusions re. Codependence

Abuse & dependency of one partner are affected by dyadic processes

Codependents contribute to abuse & dependency thru enabeling behavior

Change in the codependent’s behavior can and does effect change in the behavior of the abuser/dependent

Ethics of codependence

What type of ethical concerns/insights do you have codependency and INC?

What’s the moral bases for these concerns, what are its assumptions?

Are ethical concerns valid in regard to theories based on realism?

Narrative Performance Theory

Critical Theory based on phenomenology Empirical: world as experienced Eidetic: world that is possible (essential) Performance: behavior that constitutes

something else Performativity: behavior that constitutes

itself

Family Story Telling

Strategies to perform Family: Content Ordering Task Ordering Group Ordering

Strategies hierarchically ordered Strategies give identities, meaning,

roles, purpose to life.

Assignment

Consider an instance of family story telling. How was family performed in that instance?

Systems Theory

Wholeness: Complete interdependence of parts

Nonsummativity: System is more than sum of parts

Systems Theory Input: The raw material used by the

system

Throughput: The processes used to convert input to output

Output: The product which results from the system's throughput or processing

Exercise

Goal/output Get you to go to bed on time

Explain did your family accomplish this goal (input/throughput)

Systems Theory

Equifinality: Outcomes are not pre-determined by inputs School achievement Family cohesion

Systems Theory

Boundaries: The point where a system or subsystem can be differentiated from its environment or from other subsystems.

Hierarchy: Systems interact with other systems

Openness: Systems do not exist in isolation

Diagram of Systems Theory

Draw your own family system Where do you draw your boundaries? What are the different subsystems? How permeable are the boundaries? What other systems interact?

Evaluation of Systems Theory

Strengths Emphasis on whole family &

interdependence Clarification of role of external factors

Weaknesses Complexity and interdependence make

testable hypotheses difficult or impossible

Cybernetics

Systems are self-regulating Have goals Can perceive actual states Compare actual state with goal Determine deviation from goal Engage in corrective action (feedback)

Relational Communication

Communicators constitute systems

Communication has 2 levels Content Relational

Relational Dialectics

Unlike Hegelian Dialectics, no synthetical resolution

Dialectics are in discourse Most crucial in 3 dimensions

1) integration2) certainty3) expression

Dialectics are internal & external

Internal & External Dialectics

INTERNAL– Connectedness –

Separateness– Certainty –

Uncertainty– Openness –

Closedness

EXTERNAL– Inclusion –

Seclusion– Conventionality –

Uniqueness– Revelation –

Concealment

Dialogue in Dialectics Dialectical flux Constitutive process Utterance Aesthetic moment

Symbolic Convergence Theory

Bridging rhetoric and social science Concerned with:

Group-Identity / Cohesion Social Reality of groups

Interaction Process Analyses Theory about leadership behaviors in

groups Identified process of “dramatization”

Fantasy in Group Communication

Creative/Imaginative interpretation that fulfills psychological/rhetorical need Dramatization Fantasy Chain Fantasy Themes Fantasy Types Rhetorical Vision

Symbolic Conversion

Dramatization Dramatization Dramatization

F-Chain

F-Theme

F-Chain F-Chain

F-Type

F-Theme

Rhetorical Vision

F-Type

Attachment

The Strong Bond between Infant & Primary Care Giver

Innate (shared with many other animals)

Necessary for Survival & Development

Characterized by Multi-Stage Reaction to Separation

Attachment (cont.) Necessary for Survival &

Development Secure Base Function Save Haven Function

Characterized by Multi-Stage Reaction to Separation: Protest Despair Detachment Rebound from Detachment

Ainsworth’s Attachment Styles(determined by Strange Situation)

1. Secure - briefly upset, then easily re-bond

2. Avoidant- Not upset, then avoid mother

3. Anxious/Ambivalent- very upset, then avoidant, upset & clingy

Kobak’s Attachment Dimensions

Secure

Insecure

PreoccupiedDismissing

Secure

DismissingAvoidant

Preoccupied

Bartholomew’s FourAttachment Styles

Model of Self

ModelOf Other

+

_

_+

Secure

Dismissive

Preoccupied

FearfulAvoidant

PCG’s Behavior and Infant’s Attachment Style Reliably Available

Secure Attachment Reliably Unavailable

Avoidant Attachment Unreliably Available/Over Involved

Anxious/Ambivalent AttachmentHowever, parenting behavior is also

determined by child behavior

Adult Attachment

Assumption that attachment system also applies to adult romantic relationships

Similar physiological/cognitive foundation

Not related to parent attachment to child

Similarities between Infant and Adult Attachment

Effects on relationship quality Effects on communication behaviors

Support providing and seeking Conflict / problem solving Averse behaviors, aggression, hostility Avoidance

Effects on psychological well-being

Differences between Infant and Adult Attachment

Infant Complementary Parent or Other

Adult Exploration System

easily overwhelmed

Adult Reciprocal Peer & Sexual

Partner Separation has to

be sever to elicit attachment-like reaction

Attribution Theory

Attributions= Explanations for behavior internal vs. external causation stable vs. temporary specific vs. global controllability of cause

Allow for prediction & control

Attribution Theory

Require “theory of mind” knowledge of rules relevant to context

Assume People actively interpret world They do so rationally (logical)

Kelley’s ANOVA

When making attributions, people look at: Consistency = similar behavior in similar

situations? Consensus = do other people behave

similarly? Distinctiveness = similar behavior in

different situations

Kelley’s ANOVA (cont)

These observations lead to judgments about locus of control (internal-external) how reliable (stable-unstable) how typical (global-specific)

Typical Biases

Fundamental attribution error attribute other’s behavior to internal

causes Explanation: Lack of knowledge

Actor-Observer Difference attribute own neg. behavior externally attribute other’s neg. behavior internally Explanation: self-serving biases

Attributions and Satisfaction In satisfied relationships:

Positive behaviors = internal, stable, global Negative behaviors = external, unstable,

local In dissatisfied relationships:

Negative behaviors = internal, stable, global

Positive behaviors = external, unstable, local

Bases of Attributions in Close Relationships: Knowledge of the Other

Goals & Personality Knowledge of Self

Goals & Personality Knowledge of Social Environment

Norms & Rules Knowledge of the Relationship

History, ongoing exchanges

Critical Theory

Focus on structures & practices that: Oppress, disadvantage, create &

maintain inequality Culture, status, privileges and lives

enacting them & affected by them Struggle between ideologies Past instances of social change

Aim is social change

Feminist Theory

Based on believe in equality of sexes Central concept Gender

Gender= social meaning of sex Gender is “performed,” as is sexuality

Central Concept Patriarchy Society as constituted reflects interests

of men (also whites, capitalists, etc.) Both men & women maintain it

Foci of CFT

Inclusion in Family Legal status of marriage Power relations in families Caregiving and other family

responsibilities What aspect of families should be

researched

Small Group Assignment

Read the article about children names Using CFT, analyze the phenomenon

and prepare to present your findings to the class

Emotion Regulation Theory

Regulation of negative emotions (sadness, anger) crucial for social competence & development

Regulation achieved thru parents’ teaching: meta-emotions

Regulation mediated thru physiology (baseline vagal tone = heart rhythm)

Meta-Emotions

Emotions about emotions i.e., executive function

Two Parenting Styles Emotion-coaching Emotion-dismissing

Emotion-coaching

Awareness of child’s emotion Child neg. affect = opportunity Teaching expression of emotion Acceptance of emotions Problem solving Result: Child accepts emotion and

learns how to deal with them

Emotion-Dismissing

Unaware of affect Child neg. affect = bad situation Teaching hiding of emotion Dismissal of emotion Problem solving Result: Childs learns that emotions

are bad and is given no tools to deal with them