Family Therapy Review

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FAMILY THERAPY REVIEWPreparing for Comprehensive and

Licensing Examinaions

Edited by Robert H. Coombs UCLA School of Medicine

LAWRENCE ERLBAUM ASSOCIAES! "UBLISHERS M#h$#h! Ne$ %ersey

London

&'esti# Medi# Americ#! Inc. www.questia.com

P!"#icaion Informaion$ Boo( itle) *#mily her#+y Re,ie$) "re+#rin- for Com+rehensi,e #nd Licensin- E#min#tions. Contrib'tors)Robert H. Coombs / editor. "'blisher) L#$rence Erlb#'m Associ#tes. "l#ce of "'blic#tion) M#h$#h! N%. "'blic#tion 0e#r) 1223. "#-e N'mber

ConensPreface i

Ac%noedgmens ,ii

'A(IC CLI)ICAL *)+WLE,-E A), (*ILL(

PART I$ I),IVI,.AL( A), THE FAMILY

/ Fami#0 Hea#h and ,0sf!ncionJoanM. Lucariello and Jacqueline V Lerner 4

1H!man Lifespan ,eve#opmen

JoanM. Lucariello and Jacqueline V Lerner15

2H!man ,iversi0Barbara F. Okun

65

3Ps0chopaho#og0Len Sperry, Maureen P. u!!y, "ic#ard M. $ureen, andScott %. &illi'

78

4Ps0chopharmaco#og0"oy "esniko!!

98

PART II$ THERAPE.TIC (*ILL( A), T++L(

5Theories of Fami#0 Therap0 6Par I7(im Snow, )u'# *. *ret#ar, Patricia "obey, and Jon

*arlsonTheories of Fami#0 Therap0 6Par II7)u'# *. *ret#ar, (im Snow, and Jon *arlson

564

8

Assessmen9 ,iagnoses9 andTreamen P#anning

Jo %llen Patterson, $odd M. %dwards, andSte!anie L. *arnes

57:

:Case ManagemenPatricia *. owds and a+id &. Byrom

5:5

/;

Managing 'ehaviora# EmergenciesP#illip M. (leespies, Barbara L. iles,*at#erine J. (utter,and -llison . Ponce

154

C+MM+) CLIE)T PR+'LEM(PART III$ ,I(TRE((E, C+.PLE(// Conf#ic and ,isenchanmen 143
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%dward F. (ouneski and a+id ). Olson

/1(eparaion9 ,ivorce9 and Remarriage*rai' -. %+erett, Ste+e %. Li+in'ston, andLee uke Bowen

138

/2(ex!a# Pro"#ems

Joan . -twood188

/3Inimae Parner Vio#enceSandra M. Stit# and (aren ). "osen 425

PART IV$ CHIL, A), A,+LE(CE)T I((.E(

/4,eve#opmena# ,isa"i#iies"obert M. )odapp, Jaclyn . Sa'un, and%lisabet# M. ykens

413

/5

'ehaviora# and Re#aionshipPro"#ems$#omas L. Seton, -lice %. Sydnor,Marcy (. "owland, and

James F -leander

46:

/AI,(Julianne M. Sero+ic# and S#onda M. *ra!t

32:

CAREER I((.E(PART VI$ PR+FE((I+)AL ,EVEL+PME)T

13Ethic#l #nd Le-#l Iss'es in *#mily her#+y

Samuel $. &laddin'345

14Preparing for Licensing Examinaions(in!y Sturkie

36:

15Conin!ing Professiona# ,eve#opmen/illiam *. ic#ols

37:

A"o! he A!hors 39:

Appendix$ Ans&er *e0 725A!hor Index 75:

(!"?ec Index

Preface*#mily ther#+y! #n im+ort#nt com+onent in tod#y;s he#lthc#re system! offers #fford#ble ment#l he#lth c#re in thecontet of f#mily circ'mst#nces. *#mily dyn#mics infl'ence the +hysic#l he#lth #nd emotion#l $ellness of itsmembers! +resent #nd f't're. *#mily ther#+ists consider f#mily circ'mst#nces #n inte-r#l +#rt of di#-nosis #ndtre#tment! e,en $hen $or(in- $ith # sin-le client. Indi,id'#l +roblems #re #ssessed $ithin the contet of f#milystr'ct're! bo'nd#ries! beliefs! roles! sentiments! #cti,ities! #nd inter#ctions.More th#n # collection of indi,id'#ls! thef#mily is # li+in' system,#n or-#nic $hole $herein # ch#n-e in one member brin-s ch#n-es in the entire f#milysystem. Hos+it#l +sychi#trists noted in the 5:32s th#t $hen cert#in +#tients im+ro,ed #nother f#mily member often-ot $orse. S'bseNichols ? Sch$#rt@! 1225! +. 38. he -o#l of f#mily tre#tment! Dlic( #ndcolle#-'es noted! is the im+ro,ed f'nctionin- of the f#mily #s #n interloc(in- system #nd net$or( of indi,id'#ls
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>Dlic(! Berm#n! Cl#r(in! ? R#it! 1222! +. 15.Li(e other schools of +sychother#+y! f#mily ther#+y incl'des thefollo$in- elements >Dlic( et #l.! 1222)5. An effecti,e +#tient/ther#+ist rel#tionshi+1. Rele#se of emotion#l tension or de,elo+ment of emotion#l e+ression4. Co-niti,e le#rnin-6. Insi-ht into the -enesis of one;s +roblems3. O+er#nt reconditionin- of the client to$#rd more #d#+ti,e beh#,ior +#tterns 'sin- techniDlic( et #l.! 1222! +. 162.Rese#rch consistently sho$s th#t themore # client;s f#mily becomes #++ro+ri#tely in,ol,ed in ther#+y! the -re#ter the li(elihood of tre#tment s'ccess. An

edited boo( by S+ren(le >1221 #n#ly@ed h'ndreds of f#mily ther#+y o'tcome st'dies=cond'ct disorder #nddelin1221! +. 87 note! here iscert#inly c#'se for -re#t ecitement==here is little do'bt! -i,en the eistin- em+iric#l b#se! th#t the f#mily/b#sed

tre#tment field is #t the c'ttin- ed-e of dr'- #b'se inter,ention science.S'mm#ri@in- the o'tcome of more th#nfi,e h'ndred f#mily ther#+y e,#l'#tion st'dies! Dlic( #nd his colle#-'es >1222! +. 746 re+ort)

5. *#mily tre#tment is more effecti,e th#n no tre#tment #t #ll. St'dies th#t contr#sted f#mily #nd m#rit#ltre#tment $ith no/tre#tment control -ro'+s fo'nd st#tistic#lly si-nific#nt differences) ro'-hly 78 of m#rit#l

c#ses #nd 82 of f#mily c#ses im+ro,ed. hese o'tcome res'lts im+ro,ed sli-htly $hen the identified +#tient$#s # child or #n #dolescent r#ther th#n #n #d'lt. No one method of ther#+y is cle#rly better th#n #nother.

1. he deterior#tion r#te >i.e.! the +ercent#-e of +#tients $ho become $orse or e+erience ne-#ti,e effects ofther#+y is #bo't 52 lo$er th#n for indi,id'#l ther#+y.

4. *#mily tre#tment is the +referred inter,ention str#te-y for se,er#l ty+es of +roblems. Since 5:82! o'tcomed#t# s'--est th#t co'+les ther#+y is s'+erior to indi,id'#l ther#+y for m#rit#l conflict sit'#tions! es+eci#lly for

incre#sin- m#rit#l s#tisf#ction #nd red'cin- co'+le conflict. Ho$e,er! both f#mily ther#+y #nd indi,id'#lther#+y $ere tied for other +roblems! often in sit'#tions $here the identified +#tient h#d # serio's Ais I

+roblem >i.e.! #ny clinic#l disorder=ece+t for ment#l ret#rd#tion #nd +erson#lity disorders=#s $ell #s otherconditions th#t m#y be #t the center of clinic#l #ttention.

*#mily ther#+y clients re+resent # $ide ,#riety of +roblems incl'din- co'+les in crises! yo'n- children or#dolescents $ith their +#rents! children #nd f#milies in the foster c#re system! se'#l #b'se ,ictims #nd

+er+etr#tors! indi,id'#ls #ddicted to #lcohol or other dr'-s #nd their f#milies! other #ddicted +eo+le=com+'lsi,e-#mblers! se #ddicts! $or(#holics! com+'lsi,e b'yers #nd e#tin- etremists=#nd their f#milies! F',enile offenders

#nd others in the crimin#l F'stice system! f#milies de#lin- $ith se,ere ment#l illnesses #nd emotion#l disorders!s'ch #s #niety! de+ression! #nd -rie,in- lo,ed ones $ho h#,e lost # f#mily member.

*#mily ther#+ists $or( in # $ide ,#riety of settin-s=+ri,#te +r#ctice! schools #nd He#d St#rt centers! b'sinesses#nd cons'ltin- com+#nies! em+loyee #ssist#nce +ro-r#ms! soci#l ser,ice #-encies! -o,ernment #-encies! co'rts #nd

+risons! co'nty ment#l he#lth de+#rtments! hos+it#ls! comm'nity ment#l he#lth centers #nd residenti#l tre#tmentf#cilities! 'ni,ersities #nd rese#rch centers 0Marria'e and Family $#erapists1.

*#mily ther#+ists ty+ic#lly +r#ctice short/term ther#+y=t$el,e sessions on #,er#-e=#bo't one/h#lf #re one/on/onesessions $ith the other h#lf di,ided bet$een co'+leGf#mily ther#+y! or # combin#tion of tre#tments 0Marria'e andFamily $#erapists1.Not only is f#mily ther#+y 's'#lly rel#ti,ely brief! it is #lso solution2!ocused, speci!ic,$ithattainable t#erapeutic 'oals,#nd desi'ned wit# t#e 3end in mind.4 0F-5s on MF$s1.

Since the e#rly 5:82s! D'ttm#n >in Dlic( et #l.! +. iii noted! f#mily ther#+y h#s de,elo+ed e+onenti#lly! both#s # +hiloso+hy #nd #s # tre#tment mod#lity. Since th#t time! the M* +rofession h#s e+erienced # fifty/fold

incre#se. At #ny -i,en time! f#mily ther#+ists #re c'rrently tre#tin- o,er 5.9 million +eo+le.he membershi+ of theAmeric#n Associ#tion for M#rri#-e #nd *#mily her#+y >AAM*! the +rofession#l #ssoci#tion th#t ser,es f#milyther#+ists! -re$


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as an MF$1.And this n'mber do'bles $hen #ddin- in members of the C#liforni# Associ#tion of M#rri#-e #nd *#milyher#+y >CAM*=more th#n 13!222 C#liforni#ns! $ith fe$ $ho hold Foint membershi+s. he first st#te to licensef#mily ther#+ists >in 5:74! C#liforni# h#s #n etensi,e infr#str'ct're of se,enty/se,en schools #nd 'ni,ersities th#toffer f#mily ther#+y +ro-r#ms. E#ch ye#r #bo't one tho's#nd C#liforni# st'dents t#(e the f#mily ther#+ye#min#tion. With t$enty/nine re-ion#l ch#+ters! CAM* s+onsors #n #nn'#l conference! +'blishes the *ali!ornia$#erapist,#nd h#s # stron- ,oice in the st#te le-isl#t're. >Cont#ct CAM* #t 8:25 R#ytheon Ro#d! S#n ie-o! CA:1555 tele+hone 75:/1:1/1749 Web site) $$$.c#mft.or-. Not s'r+risin-ly! st#tes reco-ni@in- #nd re-'l#tin-f#mily ther#+ists h#,e -ro$n ste#dilyfrom ele,en in 5:97 to forty/si in 1224. And other st#te le-isl#t'res #reconsiderin- re-'l#tory bills 6irectory o! MF$ Licensin' Boards1.Of the st#tes th#t license the f#mily ther#+ist! onlyfo'r >52 ori-in#ted before 5:92! #nd t$enty/fo'r of the forty >72 $ere initi#ted #fter 5::2.Com+#red $ith+sychi#try! clinic#l +sycholo-y! #nd soci#l $or(! f#mily ther#+y is cle#rly # ne$comer. *#mily ther#+y $#s born inthe 5:32s! -re$ '+ in the 5:72s #nd c#me of #-e in the 5:82s! noted Nichols #nd Sch$#rt@ >1225! +. 8. *rom #r#dic#l ne$ e+eriment >+. 428! f#mily ther#+y -re$ to be #n est#blished force in the 5:72s #nd 82s! com+lete$ith its o$n #ssoci#tion >the AAM* re+lete $ith st#te #ffili#tes! # +rofession#l Fo'rn#l! #nd #n #nn'#l n#tion#lconference. Unli(e other ther#+e'tic mo,ements or-#ni@ed #ro'nd one m#For theory or inno,#tor >e.-.!+sycho#n#lysis! beh#,iorism or by +rofession#l de-ree >e.-.! +sycholo-y! +sychi#try! soci#l $or(! f#mily ther#+y'ses # ,#riety of theories #nd dr#$s follo$ers from m#ny +rofession#l b#c(-ro'nds >+. 428.By the mid/5::2s! the+rofession com+#red $ith other ment#l he#lth +rofessions in the follo$in- $#ys! #s noted by # re+ort of the U.S."'blic He#lth Ser,ice;s Center for Ment#l He#lth Ser,ices >M#nderscheid ? Sonnenchein! 5::7)J *#mily ther#+ists com+rised 55 of the clinic#lly tr#ined mental #ealt# personnel in t#e 7.S.Co'nselin- #nd

+sycholo-y $ere #t com+#r#ble r#tes >56 #nd 57! res+ecti,ely. Soci#l $or( #nd +sychosoci#lreh#bilit#tion com+rised the hi-hest r#tes #t 11 e#ch! $hile the lo$est r#tes $ere sh#red #mon- +sychi#try>9! school +sycholo-y >3 #nd +sychi#try n'rsin- >1.

J Most +eo+le in the mental #ealt# disciplines$ere tr#ined in soci#l $or( or co'nselin- $ith more th#n 42!222tr#inees e#ch. "sycholo-y tr#inees follo$ed $ith 59!222 tr#inees! $ith f#mily ther#+y #nd +sychi#try h#,in-bet$een 7!222 #nd 8!222 tr#inees e#ch. "sychi#tric n'rsin- h#d 1!222 tr#inees.

J he distribution o! !amily t#erapists,#ried consider#bly #cross the st#tes! r#n-in- from fe$er th#n 4 +er522!222 resident +o+'l#tion in West Kir-ini#! el#$#re! Ohio! North #(ot#! Lo'isi#n#! #nd Ar(#ns#s! to moreth#n 12 +er 522!222 in O(l#hom#! Indi#n#! e#s! #nd Ne,#d#! to more th#n 84 +er 522!222 +o+'l#tion inC#liforni#. Dener#lly! more st#tes in the West #nd the Northe#st h#d more th#n 52 f#mily ther#+ists +er522!222 th#n did st#tes in the So'th #nd Centr#l United St#tes. he n#tion#l #,er#-e $#s 58.7 m#rri#-e #ndf#mily ther#+ists +er 522!222 +o+'l#tioninC#liforni#.

he 'ender distribution,#ried-re#tly by disci+line. *#mily

ther#+ists #nd +sycholo-ists $ere themost b#l#nced $ith 34 of f#milyther#+ists fem#le #nd 68 m#le. In+sycholo-y! 66 $ere fem#le! 37m#le. "sychi#trists $ere +rim#rilym#le >83! $hile +sychi#tric n'rses>:3! soci#l $or(ers >88 #ndco'nselors >89 $ere mostlyfem#le.J "sychi#trists #nd co'nselors $ere #t o++osite ends of the a'e8eperience

s+ectr'm. "sychi#trists $ere +rim#rily older m#les! 72 of $hom h#d been in+r#ctice for o,er 12 ye#rs.

J Soci#l $or(ers! f#mily ther#+ists! #nd co'nselors $ere the +rim#ry clinic#l st#ff

of mental #ealt# and ot#er #ealt# clinics.Ro'-hly 32!222 clinic#lly tr#ined+rofession#ls $ere em+loyed in clinics! either #s their +rim#ry or second#ry$or( settin-.

J "sycholo-ists #nd f#mily ther#+ists +redomin#ted the #++roim#tely 562!222clinic#lly tr#ined ment#l he#lth +ersonnel $ho $or(ed inpri+atepractice,either#s their +rim#ry or second#ry $or( settin-! follo$ed by soci#l $or(ers #ndco'nselors. "sychi#trists #nd +sychi#tric n'rses re+resented the lo$est+ercent#-e of clinic#lly tr#ined ment#l he#lth +ersonnel $ho $or(ed in +ri,#te+r#ctice! settin-s.

J Amon- the ,#rio's $or( #cti,ities=+#tient c#reGdirect ser,ice! rese#rch!te#chin- #nd #dministr#tion=theprimary work acti+itiesof ment#l he#lth+rofession#ls 's'#lly in,ol,ed direct +#tient c#re! r#n-in- from 78 for school+sycholo-ists to :7 for +sychosoci#l reh#bilit#tion +rofession#ls. Almost nineoften f#mily ther#+ists >99 $ere in,ol,ed in direct +#tient c#re.

J he disci+lines in,ol,ed in researc#$ere +sychi#tric n'rsin- >13.5!+sycholo-y >5:.8! +sychi#try >58.6! #nd M* >57.3. Co'nselin-! soci#l
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$or(! #nd school +sycholo-y h#,e the lo$est r#tes >2.5! 5.4! #nd 6.2!res+ecti,ely.

J $eac#in'$#s # ,ery common #cti,ity #mon- +sychi#tric n'rses >3:!+sychi#trists >6:! f#mily ther#+ists >68! #nd +sycholo-ists >45. Only55 of soci#l $or(ers #nd : of co'nselors #re in,ol,ed in te#chin- #cti,ities.

J he m#Fority of f#mily ther#+ists >37! +sychi#trists >31! #nd +sychi#tricn'rses >31 $ere in,ol,ed in administrati+e acti+ities,follo$ed by soci#l$or(ers >43 #nd +sycholo-ists >18.

AAM* $#s ori-in#lly c#lled the Americ#n Associ#tion of M#rri#-e Co'nselors >AAMC. irected by #,id M#ce! $hol#ter bec#me my colle#-'e #t the W#(e *orest Uni,ersity School of Medicine! AAMC $#s or-#ni@ed in 5:61 #s #+rofession#l or-#ni@#tion to set st#nd#rds for m#rri#-e co'nselors. In 5:82 the AAMC ch#n-ed its n#me to theAAM*! em+h#si@in- f#mily ther#+y! yet ret#ined # foc's on co'+le rel#tionshi+s! #nd bec#me the m#Forcredenti#lin- body for the field. hro'-h its reCont#ct AAM* #t 5544 53 thStreet N. W.! S'ite422 W#shin-ton C 12223/1852! tele+hone) 121631/252:.

AAM*;s code of ethics #ddresses +ro+er beh#,ior $ith re-#rd to the follo$in-) res+onsibility to clientsconfidenti#lity! +rofession#l com+etence #nd inte-rity res+onsibility to st'dents! em+loyees! s'+er,isees! #nd

rese#rch s'bFects fin#nci#l #rr#n-ements #nd #d,ertisin-. It #lso lobbies st#te #nd feder#l -o,ernments for theinterests of f#mily ther#+ists! s'ch #s 'niform st#te licensin-. Bec#'se of its l#r-e membershi+! eno'-h income is

-ener#ted to m#(e the AAM* # +o$erf'l +l#yer in ment#l he#lth +olitics #nd h#s #ided reco-nition of f#mily ther#+y#s # distinct field by the -o,ernment #nd the +'blic #li(e >Nichols ? Sch$#rt@! 1225.

ho'-h not #s infl'enti#l #s AAM*! other or-#ni@#tions +ro,ide conferences! +'blic#tions! #nd net$or(in-o++ort'nities. he Americ#n *#mily her#+y Ac#demy >A*A! for e#m+le! #n or-#ni@#tion not re#dily o+en to the

r#n(/#nd/file f#mily ther#+ist! $#s or-#ni@ed in 5:88

#s # -ro'+ $hose membershi+ +res'm#bly confers hi-h st#t's. *i,e c#te-ories of members #re #dmitted) ch#rter!

clinic#l/te#cher! rese#rch! distin-'ished! #nd intern#tion#l. o be considered for A*A membershi+! #++lic#nts's'#lly m'st obt#in three enth'si#stic s'++ort letters from eistin- members. es+ite efforts to rem#in sm#ll!

A*As membershi+ do'bled bet$een 5:94 #nd 1224=from 322 to o,er 5!222 >Nichols ? Sch$#rt@! 1225. A*Aholds #n #nn'#l conference! # bi/#nn'#l clinic#l rese#rch conference! #nd +'blishes # ne$sletter three times # ye#r

for its members. >Cont#ct A*A #t 5729 12thStreet! NW! 6th *loor! W#shin-ton! C 122:! tele+hone) 12144447:2! f#) 12144447:1! e/m#il) #ft##ft#.or- Web site) $$$.#ft#.or-. A $orld/$ide f#mily ther#+y

or-#ni@#tion! the Intern#tion#l *#mily her#+y Associ#tion >I*A! $#s or-#ni@ed in 5:97 #s # $#y for f#milyther#+ists in different co'ntries to inter#ct. I*A s+onsors the World *#mily her#+y Con-ress in # different co'ntry

e#ch ye#r! $ith +#st hosts incl'din- *inl#nd! Dreece! Holl#nd! Irel#nd! Isr#el! H'n-#ry! Meico! "ol#nd! #nd 'r(ey.In #ddition! I*A +'blishes # bi#nn'#l Fo'rn#l! theJournal o! Family Psyc#ot#erapy,#nd # ne$sletter! $#e9nternational *onnection.>Cont#ct I*A #t the *#mily St'dies Center! "'rd'e Uni,ersity C#l'met! H#mmond!Indi#n# 6741412:6! tele+hone) 15::9:1218! f#) 15::9:1881! e/m#il) tre++erc#l'met.+'rd'e.ed'! Web

site) $$$.ift/f#milyther#+y.or-. N#tion#l st#nd#rds for the #ccredit#tion of f#mily ther#+y tr#inin- +ro-r#ms #re setby # s'bsidi#ry or-#ni@#tion of the AAM*=/the Commission on Accredit#tion for M#rri#-e #nd *#mily her#+y

Ed'c#tion >COAM*E=$hich #ccredits f#mily ther#+y tr#inin- +ro-r#ms #t the m#ster;s! doctor#l! #nd +ost-r#d'#tele,els. Reco-ni@ed since 5:89 by the U.S. e+#rtment of Ed'c#tion #s the n#tion#l #ccreditin- body for f#mily

ther#+y! the COAM*E $or(s coo+er#ti,ely $ith its +#rent or-#ni@#tion >the AAM*! st#te licensin- #nd certific#tion

bo#rds! #nd the Associ#tion of M#rri#-e #nd *#mily her#+ist Re-'l#tory Bo#rds >AM*RB.he COAM*E #ccreditsthree ty+es of +ro-r#ms)J Master:s de'ree+ro-r#ms desi-ned to +re+#re indi,id'#ls for be-innin- # c#reer in M* by +ro,idin- b#sic

did#ctic #nd clinic#l inform#tion! #s $ell #s +rofession#l de,elo+ment #nd soci#li@#tion.J octoral de'ree+ro-r#ms +re+#re st'dents for #c#demic c#reers! rese#rch! #d,#nced clinic#l +r#ctice! #nd

s'+er,ision. he doctor#l c'rric'l'm incl'des #d,#nced instr'ction in m#rri#-e #nd f#mily ther#+y rese#rch!theory constr'ction! #nd s'+er,ision.

J Post'raduate de'ree clinical trainin'+ro-r#ms +ro,ide clinic#l ed'c#tion in f#mily ther#+y to tr#inees $ith #m#ster;s or doctor#l de-ree in f#mily ther#+y! or in # closely rel#ted field. A +ro-r#m m#y #llo$ for s+eci#li@ed

tr#inin- in # +#rtic'l#r mod#lity or tre#tment +o+'l#tion 6-bout *O-MF$%1.he COAM*E;s #ccredit#tion +rocess benefits the +'blic! tr#inin- +ro-r#ms! st'dents! #nd the +rofession by)

J "ro,idin- #ss'r#nce to the +'blic #nd cons'mers th#t the #ccredited +ro-r#m h#s 'nder-one etensi,eetern#l e,#l'#tion #nd meets st#nd#rds est#blished by the +rofession.

J "ro,idin- # stim'l's for self/e,#l'#tion #nd # cost/effecti,e re,ie$ mech#nism th#t stren-thens the re+'t#tion

#nd credibility of # +ro-r#m bec#'se of the +'blic re-#rd for #ccredit#tion. Accredited +ro-r#ms becomeeli-ible for f'ndin- 'nder se,er#l feder#l -r#nt +ro-r#ms.
http://www.afta.org/http://www.ift-familytherapy.org/http://www.afta.org/http://www.ift-familytherapy.org/


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J Ass'rin- st'dents th#t the #++ro+ri#te (no$led-e #nd s(ill #re#s necess#ry for entry into # chosen field #reincl'ded in the co'rse of st'dy #nd th#t the tr#inin- +ro-r#m is fin#nci#lly st#ble.

/,/

Ass'rin- +ros+ecti,e em+loyers th#t the ed'c#tion#l tr#inin- of # Fob #++lic#nt $ith # de-ree from #n

#ccredited +ro-r#m indic#tes #deSUs in the follo$in- #re#s 6*ommission on -ccreditation1;J $#eoretical Foundations>1 SUs. he historic#l de,elo+ment! theoretic#l fo'nd#tions! #nd contem+or#ry

conce+t'#l directions of the field of f#mily ther#+y. St'dents le#rn to conce+t'#li@e #nd distin-'ish the critic#l

e+istemolo-ic#l iss'es in m#rri#-e #nd f#mily ther#+y. All te#chin- m#teri#ls $ill be rel#ted to clinic#lconcerns.

J *linical Practice>6 SUs. A com+rehensi,e s'r,ey of the m#For models of f#mily ther#+y! incl'din- methods#nd m#For ment#l he#lth #ssessment methods #nd instr'ments.

J 9ndi+idual e+elopment and Family "elations 6


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dia'nosis= treatment plannin' and case mana'ement= t#erapeutic inter+entions= le'al issues, et#ics, and standards=#nd researc# and pro'ram e+aluation=f#mily ther#+ists m'st m#ster fi,e sets of s(ills) conceptual skills>'nderst#nd ther#+e'tic +rinci+les!perceptual skills>be #ble to inter+ret rele,#nt d#t# thro'-h +#r#di-m#tic #ndconce+t'#l lenses! eecuti+e skills>demonstr#te #++ro+ri#te beh#,iors! #ctions! #nd inter,entions in the ther#+y+rocess! e+aluati+e skills>be #ble to #ssess #nd #++r#ise rele,#nt #s+ects of ther#+e'tic #cti,ities! #nd

pro!essional skills>be #ble to cond'ct ther#+y effecti,ely >+erson#l corres+ondence from AAM*! No,ember 1224.hese s(ills #re el#bor#ted #s follo$s)

Admission o TreamenConcep!a# (%i##sJ Underst#nd systems conce+ts! theories! #nd technie.-.! co'rts!soci#l ser,ices

J Reco-ni@e iss'es th#t mi-ht s'--est referr#l for e,#l'#tion! #ssessment! or s+eci#li@ed c#re beyond clinic#lcom+etence

Exec!ive (%i##sJ D#ther #nd re,ie$ int#(e inform#tionJ etermine $ho sho'ld #ttend ther#+y #nd in $h#t confi-'r#tion >i.e.! indi,id'#l! co'+le! f#mily

J ecide if! $hen! #nd ho$ other +rofession#ls #nd si-nific#nt others #re needed to contrib'te to the clients;c#re

J *#cilit#te in,ol,ement of #ll necess#ry +#rtici+#nts in tre#tmentJ E+l#in +r#ctice settin- r'les! fees! ri-hts #nd res+onsibilities of e#ch +#rty! incl'din- +ri,#cy #nd

confidenti#lity +olicies #nd d'ty to c#re

J Est#blish #nd m#int#in #++ro+ri#te #nd +rod'cti,e ther#+e'tic #lli#nces $ith the clientsJ Solicit #nd 'se client feedb#c( thro'-ho't the ther#+e'tic +rocessJ e,elo+ #nd m#int#in coll#bor#ti,e $or(in- rel#tionshi+s $ith clients! referr#l reso'rces! #nd +#yers

J M#n#-e session dyn#mics $ith m'lti+le +ersonsJ e,elo+ # $or(#ble ther#+e'tic contr#ct

Eva#!aive (%i##sJ E,#l'#te c#se for #++ro+ri#teness for tre#tment $ithin +rofession#l com+etence

J E,#l'#te int#(e +olicies #nd +roced'res for com+leteness #nd contet'#l rele,#nceProfessiona# (%i##s

J Underst#nd the le-#l ree.-.!+#rents!

#nd +#yers


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C#inica# Assessmen and ,iagnosisConcep!a# (%i##sJ no$ # systemic fr#me$or( for #ssessment #nd di#-nosisJ Underst#nd +rinci+les of h'm#n de,elo+ment! h'm#n se'#lity! -ender de,elo+ment! +sycho+#tholo-y! co'+le

+rocesses! f#mily de,elo+ment #nd +rocesses >e.-.! f#mily dyn#mics! rel#tion#l dyn#mics! systemic

dyn#mics! iss'es rel#ted to he#lth #nd illness! #nd di,ersityJ Com+rehend the m#For ment#l he#lth disorders! incl'din- the e+idemiolo-y! etiolo-y! +henomenolo-y!

effecti,e tre#tments! co'rse! #nd +ro-nosis

J Underst#nd the clinic#l needs #nd im+lic#tions of +ersons $ho s'ffer from co/occ'rrin- disorders >e.-.!s'bst#nce #b'se #nd ment#l illness

J Underst#nd the theoretic#l conce+ts rel#ted to indi,id'#l #nd systemic #ssessment #nd di#-nostic instr'mentsth#t +ert#in to ment#l he#lth #nd rel#tion#l f'nctionin-

J Com+rehend indi,id'#l! co'+le! #nd f#mily #ssessment instr'ments #++ro+ri#te to +resentin- +roblem #nd+r#ctice settin-

J Underst#nd the et#nt models 'sed for #ssessment #nd di#-nosis of ment#l he#lthJ Underst#nd the et#nt models 'sed for #ssessment #nd di#-nosis of rel#tion#l f'nctionin-

J Underst#nd the limit#tions of the et#nt models of #ssessment #nd di#-nosis! es+eci#lly #s they rel#te todifferent c'lt'r#l #nd ethnic -ro'+s

J Underst#nd the conce+ts of reliability#nd +alidity,their rel#tionshi+ to #ssessment instr'ments! #nd ho$ theyinfl'ence ther#+e'tic decision m#(in-

Percep!a# (%i##sJ etermine $ho is the clientJ Assess e#ch client;s en-#-ement in the ch#n-e +rocessJ System#tic#lly inte-r#te client re+orts! obser,#tions of client beh#,iors! client rel#tionshi+ +#tterns! re+orts

from other +rofession#ls! #nd inter#ctions $ith client to -'ide the #n-e +rocessJ e,elo+ systemic hy+otheses re-#rdin- rel#tionshi+ +#tterns #nd their be#rin- on the +resentin- +roblemJ e,elo+ systemic hy+otheses #bo't the infl'ence of tre#tment on etr#ther#+e'tic rel#tionshi+s #nd other

client systemsJ Connect #ssessment to inter,entions #nd e+ected o'tcomes

Exec!ive (%i##sJ i#-nose #nd #ssess client +roblems systemic#lly #nd contet'#llyJ En-#-e $ith m'lti+le +ersons #nd m#n#-e m'lti+le le,els of inform#tion d'rin- the ther#+e'tic +rocessJ "ro,ide #ssessments #nd deli,er de,elo+ment#lly #++ro+ri#te ser,ices to childrenJ A++ly effecti,e #nd systemic inter,ie$in- techni


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'nderst#nd its rel#tionshi+to tre#tment -o#ls #ndo'tcomes

Eva#!aive (%i##sJ E,#l'#te #ssessment methods for rele,#nce to clients; needs

J Assess #bility to ,ie$ iss'es #nd ther#+e'tic +rocesses systemic#llyJ E,#l'#te the #cc'r#cy of differenti#l #nd rel#tion#l di#-nosesJ Assess clients; #cce+t#nce of ther#+e'tic -o#ls #nd di#-nosis

Professiona# (%i##sJ Utili@e +eer cons'lt#tion #nd s'+er,ision effecti,ely

Treamen P#anning and Case Managemen

Concep!a# (%i##sJ no$ $hich models! mod#lities! #nd techni


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J Reco-ni@e ho$ different techni


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Percep!a# (%i##sJ Reco-ni@e sit'#tions in $hich ethics! l#$s! +rofession#l li#bility! #nd st#nd#rds of +r#ctice #++lyJ Reco-ni@e ethic#l dilemm#s in +r#ctice settin-

J Reco-ni@e $hen # le-#l cons'lt#tion is necess#ry

Exec!ive (%i##s

J Monitor iss'es rel#ted to ethics! l#$s! #nd +rofession#l st#nd#rdsJ e,elo+ +olicies! +roced'res! #nd forms to +rotect client confidenti#lity #nd to com+ly $ith rele,#nt l#$s

Inform clients of limit#tions to confidenti#lity #nd +#r#meters of m#nd#tory re+ortin-

J M#int#inclient records$ith timely!#++ro+ri#te!#nd #cc'r#tenotes

J e,elo+s#fety +l#nfor clients$ho +resent$ith +otenti#l

#b'se or,iolence

J #(e#++ro+ri#te#ction $henethic#l #ndle-#ldilemm#semer-e

J Re+ortinform#tion to#++ro+ri#te#'thorities #s

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$or(

Eva#!aive (%i##sJ E,#l'#te #cti,ities rel#ted to ethics! le-#l iss'es! #nd +r#ctice st#nd#rdsJ Monitor +erson#l iss'es #nd +roblems to ins're they do not im+#ct the ther#+y +rocess #d,ersely or cre#te

,'lner#bility for miscond'ct

Professiona# (%i##sJ "'rs'e +rofession#l de,elo+ment thro'-h self/s'+er,ision! colle-i#l cons'lt#tion! +rofession#l re#din-! #nd

contin'ined'c#tion#l #cti,ities

Research and Program Eva#!aion

Concep!a# (%i##sJ no$ the et#nt f#mily ther#+y liter#t're! rese#rch! #nd e,idence/b#sed +r#cticeJ Underst#nd rese#rch #nd +ro-r#m e,#l'#tion methodolo-ies rele,#nt to M* #nd ment#l he#lth ser,icesJ Underst#nd the #++lic#tion of +l's se,er#l ye#rs ofl#borio's time! ener-y! #nd fin#nci#l in,estment on # fe$ ho'rs; +erform#nce. And m#ny f#ilP Accordin- to #nonline ne$sletter from the C#liforni# Associ#tion of M#rri#-e #nd *#mily her#+y! only 69 of C#liforni#ns +#ssed$ho too( the f#mily ther#+y or#l e#m in one ye#r.Underst#nd#bly! most f#mily ther#+y #++lic#nts -r#s+ #t$h#te,er reso'rces #re #,#il#ble to -i,e them #n ed-e! tho'-h these #ids #re 's'#lly e+ensi,e. "re+#rin- f#milyther#+y tr#inees to +#ss licens're e#min#tions h#s become # thri,in- b'siness in st#tes li(e C#liforni# $here som#ny c#ndid#tes +'rs'e the f#mily ther#+y license. One -l#nce thro'-h $#e *ali!ornia $#erapist,the st#te#ssoci#tion;s m#-#@ine! re,e#ls the n'mber of +re+#r#tory ser,ices #nd +ro-r#ms #d,ertisin- +re+#r#tory co'rsesoffered to hel+ licens're c#ndid#tes +#ss these e#ms. *#mily ther#+y #s+ir#nts ty+ic#lly s+end h'ndreds of doll#rs+'rch#sin- m#teri#ls #nd #ttendin- $or(sho+s.Altho'-h there is no l#c( of f#mily ther#+y boo(s for #s+irin-clinici#ns=#n Internet se#rch fo'nd more th#n 5!122 ,ol'mes on m#rri#-e #nd f#mily ther#+y=fe$! if #ny! offer+roblemb#sed re,ie$s s+ecific#lly intended to hel+ st'dents +re+#re for school/b#sed com+rehensi,e #nd st#te

licens're e#ms. By offerin- st'dents #nd tr#inees # h#ndy +roblem/oriented re,ie$ -'ide! Family $#erapy "e+iewis desi-ned tofill this -#+.his boo( c#n be 'tili@ed both #s # +rofession#l h#ndboo( #nd # co'rse tetboo(. *#milyther#+y ed'c#tors loo(in- for '+/to/d#te co'rse o'tlines #nd #ccom+#nyin- tetboo(s $ill find the contents of thisboo( #ttr#cti,e #nd 'sef'l! #s $ill licensed ther#+ists! clinic#l s'+er,isors! #nd ment#l he#lth +rofession#ls $ho $#ntto '+d#te their (no$led-e #nd clinic#l s(ills. With $ell/or-#ni@ed #nd c'rrent content inform#tion! thiscom+rehensi,e re,ie$ boo( +ro,ides #n '+/to/d#te h#ndboo( of 'sef'l inform#tion.E#ch $ritten by le#din- e+erts!ch#+ters co,er the st#nd#rd inform#tion 's'#lly tested on com+rehensi,e #nd licensin- e#ms. Or-#ni@ed into sisections! these to+ics incl'de)J 9ndi+idual and t#e Family=f#mily he#lth #nd dysf'nction! h'm#n lifes+#n de,elo+ment! h'm#n di,ersity!

+sycho+#tholo-y #nd +sycho+h#rm#colo-yJ $#erapeutic Skills and $ools=theories #nd models! #ssessment! di#-noses #nd tre#tment +l#nnin-! c#se

m#n#-ement! #nd m#n#-in- beh#,ior#l emer-enciesJ istressed *ouples=conflict #nd disench#ntment! se+#r#tion! di,orce #nd rem#rri#-e! se'#l +roblems!

intim#te +#rtner ,iolenceJ *#ild and -dolescent 9ssues=de,elo+ment#l dis#bilities! beh#,ior#l #nd rel#tionshi+ +roblems! s'bst#nce#b'se! child #b'se #nd ne-lect


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iminis#ed )ealt# and /ell2Bein'=c#re/-i,in- #nd -rief! #lcohol #nd other dr'- de+endencies!non+h#rm#colo-ic#l #ddictions! de+ression #nd #niety! HIKGAISJ Pro!essional

e+elopment=ethic#l #nd le-#liss'es!+re+#rin- forlicensin-e#min#tions!#nd contin'in-+rofession#l-ro$th.

E,ery ch#+ter h#s # +#r#llel form#t desi-ned for # com+rehensi,e #nd e#sy/to/follo$ re,ie$ of f#mily ther#+yinform#tion. S+eci#l fe#t'res incl'ded in e#ch ch#+ter incl'de)J 9ntroductory 5ui>=tr'eGf#lse form#tted li(e those on licensin- e#ms th#t c#n be

#ns$ered by re#din- the ch#+terJ iscussion 5uestions=+ro,oc#ti,e disc'ssion


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M#nderscheid! R. W.! ? Sonnenchein! M. A.! >Eds.. >5::7. *enter !or Mental )ealt# Ser+ices.Ment#l He#lth! U.S.!5::7. >HHS "'blic#tion No. SMA :742:9. W#shin-ton C) S'+erintendent of oc'ments! U.S. Do,ernment"rintin- Office.

Marria'e and !amily t#erapists; *ommonly asked questions,>n.d.. Retrie,ed No,ember! 1224! from $$$.##mft.or-

Nichols! M. ".! ? Sch$#rt@! R. C. >1225. Family t#erapy; *oncepts and met#ods>3th ed.. Boston) Allyn ? B#con.

Ro$e! C. L.! ? Liddle! H. A. >1221. S'bst#nce #b'se. In . H. S+ren(le >ed.! %!!ecti+eness researc# in marria'eand !amily t#erapy>++. 3498. Ale#ndri#! KA) Associ#tion for M#rri#-e #nd *#mily her#+y.

S+ren(le! . H. >Ed.. >1221. %!!ecti+eness researc# in marria'e and !amily t#erapy.W#shin-ton! C) Associ#tionfor M#rri#-e #nd *#mily her#+y.

Ac%noedgmens

I -r#tef'lly #c(no$led-e *arla *ronk#ite Vera,my esteemed #ssist#nt #t UCLA! for her e+ert hel+ $ith e,ery

#s+ect of this boo(. She #ssisted me in de,elo+in- the boo( +ro+os#l! selectin- #'thors! +ro,idin- cle#r #'thor-'idelines! #nd effecti,ely net$or(in- $ith #ll #'thors. She #lso s'--ested $#ys to im+ro,e ch#+ter m#n'scri+ts!#nd h#ndled myri#d det#ils #nd +roblems $ith ch#r#cteristic efficiency #nd -ood cheer. *arolJean *oombs,my life;s+#rtner! +ro,ided ,#l'ed co'nsel #nd #d,ice #nd s'--ested $#ys to effecti,ely shorten len-thy ch#+ter m#n'scri+ts$itho't s#crificin- im+ort#nt content

FAMILY THERAPY REVIEWPreparing for Comprehensive and

Licensing Examinaions

PART

II),IVI,.AL( A), THE FAMILY

'A(IC CLI)ICAL *)+WLE,-E A), (*ILL(

/5/

CHAPTER/

Fami#0 Hea#h and ,0sf!ncion@ohn ,eFrain

.niversi0 of )e"ras%a=Linco#nRichard Coo%

'eh#ehem Insi!e ofEd!caion9 Ta!ranga9

)e& ea#and-#oria -onBa#es=*r!ger

.niversi0 of )e"ras%a=Linco#n
http://www.aamft.org/http://www.aamft.org/


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TR.TH +R FICTI+)5. "esearc#ers #a+e asked, 3)ow do !amilies succeed@ 3many more times t#an askin', 3/#y do !amilies !ail@ 31. - problem2centered medical treatment model translates per!ectly to t#e !ield o! !amily t#erapy.4. $#ree decades a'o. !amily t#erapists did not #a+e clear models o! !amily #ealt# to #elp 'uide t#em in t#eir

work6. From a researc# standpoint, t#e Aud'ment o! pro!essionals is t#e best perspecti+e !or understandin' !amily

stren't#s.3. "esearc#ers use t#ese terms to describe !amilies w#o ai doin' well to'et#er; stron' !amily, #appy !amily,

'ood !amily, #ealt#y !amily, success!ul !amily, nuclear !amily, resilient !amily, balanced !amily, and optimally!unctionin' !amily,

7. $#e structure o! a !amily tells a t#erapist a 'reat deal about t#e emotional #ealt# o! t#e !amily.8. Stron' marria'es are t#e center o!stmn' !amilies.9. /#en comparin' stron' !amilies around t#e world, t#e di!!erences !rom culture to culture are muc# more

apparent t#an t#e similarities.:. 9n assessin' t#e stren't#s o! a !amily, a t#erapist wit 9 !ind !amily income a critical indicator o! stren't#.52. $#e normati+e de+elopmental transitions o! t#e adolescent period o! li!e are likely to disrupt #ealt#y parentC

c#ild relations#ips !or years to come.55. Most !amilies around t#e world are dys!unctional.51. $#e stren't#s o! !amilies!rom culture to culture are muc# more similar t#an di!!erent.

54.- positi+e emotional bond in a !amily is a +ery important !oundation !or e!!ecti+ely dealin' wit# a crisis.

/4/

56. -!ter #elpin' a8amity assess t#eir stren't#s, a !amily t#erapist can t#en 'uide t#em in t#e process o!de+elopin' plans t#at use t#eir stren't#s to meet t#e c#allen'es t#ey !ace to'et#er in li!e.

53. =53. $alkin' wit# !amilies about t#eir cultural belie!s and +alues can ser+e to #elp t#em identi!y andacknowled'e #ow t#ey may be usin' t#ese to be astrong family.

A stren-ths/b#sed #++ro#ch to co'+les #nd f#milies h#s more +romise th#n one foc'sed on f#il're #nd +#tholo-y.Loo(in- to the f't're r#ther th#n the +#st! it foc'ses on $here the f#mily c#n -o by $or(in- to-ether! r#ther th#n#ssessin- bl#me #nd ho$ it -ot into the +resent +redic#ment. Nothin- in the $orld co'ld m#(e h'm#n life h#++ierth#n to incre#se -re#tly the n'mber of stron- f#milies! s#id #,id R. M#ce! # +ioneer f#mily co'nselor #nd

m#rri#-e ed'c#tor >Stinnett ? e*r#in! 5:93! d'st F#c(et. Wh#t #re the Woodho'se!5:42. When Herbert Otto cond'cted # liter#t're se#rch on f#mily stren-ths in the 5:72s! he fo'nd th#t rese#rchers'sed 353 terms to describe he#lthy f#mily beh#,iors. Bet$een the l#te/5:62s #nd the e#rly/5:72s! ho$e,er! the,#st m#Fority of the rese#rch +rofects foc'sed on +roblems r#ther th#n he#lth >Otto! 5:71 D#bler ? Otto! 5:76!b't the sit'#tion is ste#dily im+ro,in- tod#y.

5. he terms #ealt##nd dys!unction#s commonly defined tod#y)#. #re cle#r #nd concise.b. #re $ell concei,ed by both con,ention#l $isdom #nd +rofession#ls.

c. hel+ 's 'nderst#nd stron- f#milies better.d. none of the #bo,e.

HEALTH 6THE A'(E)CE +F ,Y(F.)CTI+)7 A),,Y(F.)CTI+) 6THE A'(E)CE +F HEALTH7

Medic#l tets ty+ic#lly foc's on myri#d m#l#dies. One s'ch ,ol'me h#s 1!:22 +#-es of sm#ll +rint! yet offers noentry on #ealt#or dys!unction.his +roblems/oriented #++ro#ch to medicine m#(es sense $hen t#l(in- #bo't+hysic#l +#in #nd s'fferin-! b't h#s limited ,#l'e for yo'! the f#mily ther#+ist. *oc'sin- on indi,id'#l +roblems isnot eno'-h. E,erythin- th#t h#++ens to one f#mily member im+#cts e,eryone else in the f#mily bec#'se they #reinterconnected in one common f#mily system.

1. *#mily ther#+ists h#d # ,#riety of tools to 'se in the mid/5:82s! incl'din-#. ,#rio's f#mily systems theories.b. +sychodyn#mic theories #nd beh#,ior#l ther#+ies.


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c. non/directi,e client/centered ther#+ies.d. #ll of the #bo,e.

By the e#rly 5:82s! fami#0 s0sems heor0 $#s recei,in- # -re#t de#l of #ttention #nd #cce+t#nce #mon-+rofession#ls. he tools of # f#mily ther#+ist #t th#t time incl'ded)

/6/

A ,#riety of f#mily systems theories th#t s'--ested $or(in- $ith the entire f#mily $hen +ossible tobetter 'nderst#nd its inherent com+leitiesJ "sychodyn#mic

theories th#tfoc'sed on the+#st #nd ho$+re,io'se+eriencesinfl'ence+erson#lityde,elo+ment

J Beh#,ior#lther#+ies th#t#ssessed+resentbeh#,iors #ndim+lementedreinforcement+roced'res tofoster +ositi,e#nd #cce+t#blebeh#,iors

J Non/directi,e!client/centeredther#+ies th#t

em+h#si@edthe client;s+ers+ecti,e#nd #bility tofind sol'tionsto their+roblems>r#ther th#nthe ther#+ist;s,ie$s #ndsol'tions.

he


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7. *#mily str'ct're)#. tells the in,esti-#tor # -re#t de#l #bo't # f#mily;s intern#l stren-ths.b. is # critic#l element of # f#mily;s stren-ths.c. is commonly foc'sed on by rese#rchers #nd society in -ener#P! tho'-h f#mily f'nctionin- is more 'sef'l

to loo( #t from # f#mily ther#+ist;s +ers+ecti,e.d. is # solid +redictor of f#mily f'nctionin-.

J 9t:s about !unction, not structure.When t#l(in- #bo't he#lthy f#milies! rese#rchers! #nd society in -ener#l!commonly m#(e the mist#(e of foc'sin- on etern#l fami#0 sr!c!re r#ther th#n intern#l fami#0

f!ncioningD *or e#ch f#mily str'ct're! there #re co'ntless re+resent#ti,e stron- f#milies) there #re stron-sin-le/+#rent f#milies! stron- ste+f#milies! stron- n'cle#r f#milies! stron- etended f#milies! stron- f#milies

$ith -#y #nd lesbi#n members! #nd stron-

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t$o/+#rent f#milies. Li(e$ise! for e#ch ty+e of f#mily str'ct're! there #re #lso m#ny f#milies $ho#re not c'rrently f'nctionin- $ell. Sim+ly (no$in- $h#t ty+e of f#mily # client li,es in tells 'snothin- #bo't the stren-th of the f#mily or its +otenti#l for f't're -ro$th.

(nowin' a!amily:s et#nicor cultural orreli'ious8spiritual 'roup does nottell one a 'reatdeal eit#er aboutt#e stren't#s o!t#e t#e !amily.E#ch ethnic!c'lt'r#l! #ndreli-io'sGs+irit'#l-ro'+ h#s # hostof $onderf'lf#milies in it!#nd! of co'rse!

there #re ,erytro'bled f#miliesin e#ch -ro'+.An in,esti-#torh#s to di-dee+er #nd -#in# +ers+ecti,e onthe intern#ldyn#mics of thef#mily to re#lly'nderst#nd thef#mily.

8. Stron- m#rri#-es)#. #re #n essenti#l element of stron- f#milies.

b. #re #t the center of m#ny stron- f#milies.c. #re irrele,#nt in tod#y;s $orld.d. #re #n #n#chronism best left to the d'stbin of history.

J Stron' marria'es are t#e center o! many stron' !amilies.he co'+le rel#tionshi+ is #n im+ort#nt so'rce ofstren-th in m#ny f#milies $ith children $ho #re doin- $ell. $o lo,in- +#rents $or(in- to-ether to n'rt'retheir children c#n be # +o$erf'l combin#tion! #nd thenmodelin- of # +ositi,e co'+le rel#tionshi+ c#n infl'encethe child;s life f#r into #d'lthood.

J Stron' !amilies tend to produce 'reat kids, and a 'ood place to look !or 'reat kids is in stron' !amilies.Nic(Stinnett;s rese#rch tells this story ,ery $ell >Stinnett ? O;onnell! 5::7. In # sense! Stinnett $ent b#c($#rdin his st'dy of more th#n 6!222 he#lthy #dolescents #nd f#mily stren-ths. Inste#d of loo(in- #t f#milies $hodefined themsel,es #s stron- or he#lthy #nd then st'dyin- their children! he chose to enlist the hel+ of+rofession#ls #nd l#y+ersons in m#ny comm'nities to identify #dolescents $ho $ere doin- $ell in school! inreli-io's or-#ni@#tions! #nd other soci#l -ro'+s. In essence! Stinnett identified -re#t (ids in the $ords of

#d'lts in their comm'nity $ho $or(ed $ith yo'n- +eo+le. Stinnett then $or(ed b#c( to these yo'n- +eo+le;sf#milies #nd fo'nd! to little s'r+rise! th#t the ,#st m#Fority c#me from stron- f#milies.9. Indi,id'#ls $ho -re$ '+ in # serio'sly tro'bled f#mily)


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#. #re doomed to +#ss the +oison of their e#rly ye#rs onto the net -ener#tion.b. #re #ll serio'sly sc#rred.c. c#n cre#te # stron- f#mily of their o$n #s #n #d'lt.d. c#n


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b. more in,esti-#tions into ho$ # f#mily stren-ths +ers+ecti,e c#n be 'sed in one;s +erson#l life #nd one;sf#mily.

c. more in,esti-#tions into ho$ # f#mily stren-ths +ers+ecti,e c#n be 'sed by ed'c#tors! +olicym#(ers! #ndf#mily ther#+ists.

d. #ll of the #bo,e.J Future researc# needs in t#e area o! !amily stren't#s includethe need for more #nd better rese#rch from

m'ltic'lt'r#l +ers+ecti,es #nd more in,esti-#tions into ho$ the f#mily stren-ths +ers+ecti,e c#n be 'sed inone;s +erson#l life! one;s f#mily! one;s $or( #s #n ed'c#tor! +olicym#(er! #nd f#mily ther#+ist.

.ALITIE( +F (TR+)- FAMILIE(O,er the +#st three dec#des! 'sin- both insider #nd o'tsider #ssessments! $e h#,e been de,elo+in- # rese#rchb#sed Intern#tion#l *#mily Stren-ths Model. O'r rese#rch h#s in,ol,ed more th#n 15!222 f#mily members from the

United St#tes #nd t$enty/se,en other co'ntries. Re-#rdless of c'lt're! $e le#rned th#t there #re si m#For htt+)GGn'forf#milies.'nl.ed'
http://nuforfamilies.unl.edu/http://nuforfamilies.unl.edu/


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H#,e e#ch +erson +l#ce #n S >for stren-th beside the


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=We li(e to do thin-s for e#ch other th#t m#(e 's feel -ood #bo't o'rsel,es.

=We h#,e re#son#ble e+ect#tions of e#ch other.

=We #llo$ e#ch other to be o'rsel,es.

=We h#,e # hi-h re-#rd for e#ch other.

=We res+ect the roles e#ch of 's +l#ys in the f#mily.

=We find it e#sy to be honest $ith e#ch other.

=We #cce+t th#t e#ch of 's h#s # different $#ys of doin- thin-s.

=We b'ild e#ch other;s self/esteem.

=All thin-s considered! $e ,#l'e e#ch other #nd #re committed to o'r $ell/bein- #s # f#mily.

Posiive Comm!nicaion

S'ccessf'l co'+le #nd f#mily rel#tionshi+s #re not sim+ly #bo't sol,in- +roblems #nd resol,in- conflicts. Membersof stron- f#milies #re -ood #t t#s(/oriented comm'nic#tion they c#n identify diffic'lties! st#y foc'sed on them! #nd

find sol'tions th#t $or( re#son#bly $ell for #ll f#mily members. Stron- f#milies #lso s+end time t#l(in- $ith #ndlistenin- to one #nother F'st to st#y connected. Some of the most im+ort#nt t#l( occ'rs $hen no one is $or(in- #t

it) o+en/ended! r#mblin-! serendi+ito's! #nd f'n con,ers#tions c#n re,e#l im+ort#nt inform#tion th#t hel+s smootho't the b'm+s of f#mily li,in-.

A f#,orite +#intin- $e h#,e on #n office $#ll sho$s # So'th "#cific isl#nder f#mily=in this c#se! # mom #nd t$oteen#-ed d#'-hters in *rench "olynesi#=lyin- on the front +orch of their tiny ho'se. We c#n im#-ine th#t it;s # hot

#nd m'--y #fternoon! the bree@e is blo$in- off the l#-oon! #nd the f#mily members #re rel#in- to-ether. hey;re#ll # little slee+y from the he#t! b't they #re cle#rly enFoyin- bein- to-ether! le#nin- on e#ch other! not s#yin-

m'ch! loo(in- li(e # +ride of lions #fter # bi- me#l. 0o'n- Americ#ns c#ll this h#n-in- o't=it;s # critic#l #cti,ity forstron- f#milies. When somethin- im+ort#nt needs to be t#l(ed thro'-h! f#mily members h#,e # reser,oir of -ood

$ill #nd -ood feelin-s to$#rd e#ch other to b'ild '+on.

57. Elements of +ositi,e comm'nic#tion incl'de)

#. $itty #nd s#rc#stic h'mor li(e on tele,ision.b. o+en/ended! r#mblin-! serendi+ito's! #nd f'n con,ers#tions.

c. sol,in- +roblems #nd resol,in- conflicts.d. b #nd c.

his "ositi,e Comm'nic#tion Chec(list c#n hel+ yo'r clients #ssess their stren-ths #nd +otenti#l.

In o'r f#milyQ

=We li(e to sh#re o'r feelin-s $ith e#ch other.

=It is e#sy to c'e into e#ch other;s feelin-s.

=We li(e t#l(in- o+enly $ith e#ch other.

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=We listen to e#ch other.

=We res+ect e#ch other;s +oint of ,ie$.


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=#l(in- thro'-h iss'es is im+ort#nt to 's.

=We -i,e e#ch other # ch#nce to e+l#in o'rsel,es.

=We enFoy o'r f#mily disc'ssions.

=We sh#re Fo(es to-ether.

="'t/do$ns #re r#re.

=S#rc#sm is not -ener#lly 'sed.

=#ll Athin-s considered! o'r comm'nic#tion is effecti,e.

En?o0a"#e Time Togeher

A f#scin#tin- element of o'r rese#rch #nd ed'c#tion#l #cti,ities h#s been #s(in- res+ondents to t#(e A %o'rney of

H#++y Memories. We re


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=We h#,e lots of -ood times to-ether.

=We often l#'-h $ith e#ch other.

=Obser,in- f#mily rit'#ls #nd c'stoms is im+ort#nt to 's.

=We enFoy sh#rin- o'r memories $ith e#ch other.

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=We enFoy h#,in- 'n+l#nned! s+ont#neo's #cti,ities to-ether

=All thin-s considered! $e h#,e #de


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=O'r +erson#l reli-io's beliefs #re com+#tible $ith e#ch other.

=All thin-s considered! $e h#,e stron- connections th#t enh#nce o'r $ell/bein-.

(!ccessf!# Managemen of (ress and Crises

Most of the +roblems in the $orld either be-in or end '+ in f#milies! noted #,id H. Olson >Olson ? e*r#in!1224! +. 387. Sometimes # f#mily >or # f#mily member in#d,ertently cre#tes # +roblem for itself sometimes the$orld cre#tes # +roblem for the f#mily #nd #lmost #l$#ys! the f#mily -ets st'c( $ith the +roblem no m#tter $h#tthe c#'se.

59. *#milies)#. cre#te most of their o$n +roblems.b. cre#te most of the +roblems in the $orldc. h#,e to de#l $ith most of the +roblems in the $orld.d. #re the root c#'ses of most the +roblems children h#,e in the $orld.

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his Co+in- Ability Chec(list #ssesses f#mily stren-th #nd +otenti#l. In o'r f#milyQ

=A crisis h#s hel+ed 's to -ro$ closer to-ether.

=It is e#sy to find sol'tions to o'r +roblems $hen $e t#l( #bo't them.

=It is #l$#ys im+ort#nt to to try ch#n-e the thin-s $e c#n.

=We $or( to-ether to sol,e diffic'lt f#mily +roblems.

=A. crisis h#s hel+ed m#(e o'r rel#tionshi+s stron-.

=We try not to $orry too m'ch! bec#'se thin-s 's'#lly $or( o't o(#y.

=We #re #ble to f#ce d#ily iss'es confidently.

=We li(e to s'++ort e#ch other.

=O'r friends #re there $hen $e need them.

=A. crisis m#(es 's stic( closer to-ether.

=We #l$#ys find somethin- -ood comes from # crisis.

=We find it e#sy to m#(e ch#n-es in o'r +l#ns to meet ch#n-in- circ'mst#nces.

=We h#,e the co'r#-e to t#(e ris(s th#t $ill im+ro,e thin-s for o'r f#mily.

=We feel it is im+ort#nt to #cce+t the thin-s $e c#nnot ch#n-e.

=All thin-s considered! $e loo( #t ch#llen-es #s o++ort'nities for -ro$th.

Stron- f#milies #re not imm'ne to stress #nd crisis! b't neither #re they #s crisis/+rone #s tro'bled f#milies tend to

be. R#ther! they +ossess the #bility to m#n#-e both d#ily stressors #nd diffic'lt life crises cre#ti,ely #nd effecti,ely.hey (no$ ho$ to +re,ent tro'ble before it h#++ens! #nd ho$ to $or( to-ether to meet ch#llen-es $hich ine,it#bly

occ'r in life.


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One t#ctic stron- f#milies 'se in diffic'lt times is to se#rch for ne$ $#ys to define the sit'#tion. her#+ists c#ll thisre!rainin'.B#sic#lly! the f#mily loo(s #t the ch#llen-e from # different #n-le. *or this re#son! $e h#,e chosen not tot#l( #bo't the o++osite of f#mily stren-ths=dysf'nction or +roblems. R#ther! $e foc's on f#mily stren-ths #nd#re#s of +otenti#l -ro$th. his is not sim+ly +l#yin- $ith $ords! b't # serio's #ttem+t #t loo(in- #t f#milies thro'-h# ne$! more discernin- lens.

r#dition#l Chinese c'lt're ill'str#tes this +rinci+le. he Chinese +icto-r#+hic $ritin- system! -oin- b#c( se,er#ltho's#nd ye#rs! 'ses # +ict're/li(e symbol for the $ord crisisth#t lin(s t$o symbols) the +icto-r#+h for the $orddan'er,#nd the +icto-r#+h for opportunity.*or tho's#nds of ye#rs! the Chinese h#,e refr#ined diffic'lt sit'#tions #so++ort'nities for -ro$th. A crisis is #dmittedly # diffic'lt time in life! b't! if ,ie$ed +ositi,ely #nd cre#ti,ely! it c#nbe # c#t#lyst for si-nific#nt +erson#l #nd f#mily -ro$th=# si-n of better thin-s to come.

5:. Re-#rdin- lo,e)

#. A model of f#mily stren-ths $ith the conce+t of lo,e in the center $or(s $ell for most of the c'lt'res ofthe $orld!

b. Lo,e is both # feelin- one h#s for others! #nd # series of lo,in- #ctions $e demonstr#te re-'l#rly to$#rde#ch other!

c. A model of f#mily stren-ths $ith the conce+t of lo,e in the center $or(s $ell for Western c'lt'res!d. b #nd c.

Where does lo,e fit in the f#mily stren-ths model In o'r e#rlier models $e ,ie$ed #ll f#mily stren-ths in # circ'l#rf#shion=#ll intert$ined! hi-hly rel#ted! #nd essenti#lly inse+#r#ble#nd $e +l#ced the conce+t of lo,e in the center.his model $or(s $ell for Western c'lt'res

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$here lo,e is # centr#l conce+t. When $e #s(ed Americ#ns #bo't the stren-ths of their f#milies! lo,e $#s 's'#llycited. We define lo,e #s both # feelin- one h#s for others! #nd #s lo,in- #ctions th#t $e demonstr#te re-'l#rlyto$#rd e#ch other. Lo,in- #ctions to$#rd others le#d to $#rm #nd lo,in- feelin-s! #nd these feelin-s le#d to lo,in-#ctions in # reci+roc#l +rocess. An #b'si,e s+o'se m#y s#y I lo,e yo'! b't $ords $itho't lo,in- #ctions #reme#nin-less.

12. In Chinese c'lt're tod#y)#. lo,e is # centr#l conce+t $hen t#l(in- #bo't f#milies.b. the conce+t of h#rmony reson#tes better th#n the conce+t of lo,e.c. Western infl'ences m#y be ch#n-intr#dition#l ,ie$s!d. b #nd c.

Rese#rch from the "eo+le;s Re+'blic of Chin#! ho$e,er! ch#n-ed o'r thin(in- some$h#t >ie! e*r#in! Meredith! ?Combs! 5::7. When #s(ed #bo't their f#mily stren-ths! the Chinese in D'#n-@ho'! for e#m+le! indic#ted simil#rstren-ths to Westerners! $ith only minor differences. In tr#dition#l Chinese c'lt're! lo,e $#s not seen #s centr#lto f#mily $ellbein- inste#d! the term #armony,d#tin- b#c( cent'ries to Conf'ci#n times! reson#ted better $iththem. o them! h#rmony me#nt # +le#sin- #tmos+here of #-reement #nd #ccord! # st#te of friendly rel#tions=notm'ch different from one $#y Westerners; 'se the $ord lo+e,Chin# is in # +eriod of tr#nsition. Western infl'ences#bo'nd=+o+ m'sic! mo,ies! #nd boo(s=#nd the $ord lo+eis becomin- more common in Chinese l#n-'#-e.

A((E((I)- A), IMPR+VI)- FAMILY(TRE)-TH(

We h#,e +resented #n 97/item f#mily stren-ths in,entory c'lt'r#lly s+ecific to Americ#n f#milies! di,ided into e#chof the si m#For f#mily stren-ths.

15. A f#mily stren-ths in,entory is not)#. 'sef'l for seein- the simil#rities #nd differences #mon- f#mily members; +erce+tions of their stren-ths.b. to be 'sed #s # scientific clinic#l #ssessment tooP for +redictin- f't're beh#,ior in # f#mily.c. 'sef'l for seein- ho$ f#mily +erce+tions of their +#st! +resent! #nd f't're #re simil#r #nd different.

d. 'sef'l for f#mily ther#+y sessions.


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he m#in +'r+ose of the Americ#n *#mily Stren-ths In,entory is to s+#r( disc'ssion of f#mily stren-ths. It co'ld be'sed in f#mily ther#+y sessions! for e#m+le! to -et # better 'nderst#ndin- of yo'r clients; +erce+tions of theirf#milies; stren-ths #nd +ercei,ed #re#s of needed -ro$th. As( f#mily members to e#ch fill o't these chec(lists #nd#fter$#rd disc'ss their +erce+tions of their f#mily;s stren-ths. 0o' c#n then hel+ clients refr#me their +roblems!seein- them in more ho+ef'l $#ys=#s o++ort'nities to b'ild ne$ f#mily stren-ths.

he Uni,ersity of Nebr#s(#;s 7!or FamiliesWeb site > htt+)GGn'forf#milies.'nl.ed' htt+)GGn'forf#milies.'nl.ed'T #lso +ro,ides # $ide ,#riety of interestin- #nd f'n #cti,ities for f#mily members to en-#-e in to-ether tostren-then their rel#tionshi+s $ith e#ch other. hese Web site m#teri#ls s'--est s+ecific #cti,ities th#t $ill hel+ yo'rclients de,elo+ e#ch of the si f#mily stren-ths.

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As # f#mily ther#+ist yo' c#n hel+ yo'r clients; f#milies foc's on #nd b'ild their stren-ths in # n'mber of $#ys)

J *onduct initial assessmentsth#t s'r,ey the stren-ths #s $ell #s the distress of # f#mily.11. A f#mily;s +#st is 'sef'l to e+lore from # stren-ths +ers+ecti,e)

#. to see ho$ the f#mily h#s o,ercome +#st ch#llen-es to-ether.b. to better 'nderst#nd $h#t ins+ired f#mily members to t#(e hel+f'l #ction in the f#ce of +#st ch#llen-es!

c. to hel+ the f#mily dr#$ +ositi,e concl'sions #bo't themsel,es bec#'se of their s'ccesses to-ether!

d. #ll of the #bo,e.J $ake particular note o! stren't#sthe f#mily h#s demonstr#ted #s they h#,e o,ercome +#st ch#llen-es=bi- orsm#ll.

J Sur+ey !amily members: moti+ations !or en'a'in' in t#erapy#nd $rite the +ositi,e moti,#tions on # bo#rd or+#+er for #ll members to see.

J %plore t#e strate'ies and skills bein' used w#en t#in's 'o wellin the seemin-ly insi-nific#nt micro/moments#nd enlist the f#mily;s hel+ to see if there #re #ny +#tterns to these +ositi,e! stren-ths/b#sed moments.

J 7se two2#anded re!lections and summaries=the ch#llen-es on one h#nd #nd the stren-ths on the other. *ore#m+le! # f#mily $ith # teen $ho freWhite ? E+ston!

5::2. he f#mily! #s storyteller! rel#tes the c'rrent +ers+ecti,e on re#lity th#t it holds. he f#mily ther#+ist!

in concert $ith the f#mily members! hel+s de,elo+ # ne$ n#rr#ti,e=or story=th#t m#(es it +ossible for thef#mily to meet its -o#ls in # more effecti,e m#nner.

J /it# your client:s !amily, a'ree on a stren't#2buildin' pro!ect and name it.his techni


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e+lor#tion of ho$ f#mily members #chie,ed s'ccess in th#t inst#nce. As( #bo't $h#t $#s s#id! done!tho'-ht! #nd chosen in the 'nnoticed min'tes in,ol,ed. As( ho$ th#t micro/moment mi-ht be +#rt of the+rofect of +roblem/be#tin- #nd stren-th/b'ildin-! #nd ho$ it mi-ht be 'sef'l in f't're moments.

J %plore t#e moti+ations !or t#e micro2moments o! stren't# and w#at t#ese moments mi'#t mean about t#e!amily.his line of in+ro,erbs th#t c#n be ,ery +o$erf'l tools >V'ni-#! 5::1 Don@#le@ ? R'i@!5::3. With +eo+le from #ny c'lt're! t#l(in- #bo't f#mily rit'#ls they h#,e -ro$n '+ $ith $ill hi-hli-ht the f#mily;sstren-ths. It $ill #lso +ro,ide yo' #n

/59/

'nderst#ndin- of the stren-ths the f#mily m#y h#,e lost or re+ressed in the ne$ c'lt're! b't c#n brin- b#c( intotheir life. Kery often! f#milies F'st need to be reminded th#t the connectedness #nd their stren-ths do eist=theyF'st need to 'se them. M#ny #s+ects of # f#mily;s c'lt're #re desi-ned! if 'sed effecti,ely! to s'++ort thede,elo+ment #nd m#inten#nce of f#mily stren-ths. o identify #nd disc'ss f#mily stren-ths $ithin # c'lt'r#l contetis one $#y for f#milies to de#l more effecti,ely $ith life ch#llen-es.A stren-ths/b#sed +ers+ecti,e of f#mily ther#+y!foc'sin- on he#lth r#ther th#n dysf'nction! on c#+#cities r#ther th#n c#t#stro+hes! reflects the $ords re+'ted to be$ritten by R#l+h W#ldo Emerson m#ny ye#rs #-o) Wh#t lies behind 's #nd $h#t lies before 's #re tiny m#tterscom+#red to $h#t lies $ithin 's.

*EY TERM(fami#0 f!ncion$ he intern#l $or(in-s of # f#mily! i.e.! ho$ f#mily members beh#,e to$#rd e#ch other. A

stren-ths/b#sed #++ro#ch tends to foc's on f#mily f'nction r#ther th#n str'ct're.fami#0 srenghs perspecive$ Aconce+t'#l fr#me$or( +ro+osin- f#mily rese#rchers #nd ther#+ists foc's on eistin- #nd +otenti#l stren-ths!

bec#'se if they foc's only on f#mily +roblems! they $ill only find +roblems.fami#0 sr!c!re$ Refers to the ,#rio'sty+es of f#milies in re-#rd to membershi+! s'ch #s n'cle#r f#milies! etended f#milies! ste+f#milies! #nd so

forth.fami#0 s0sems heor0$ "osits th#t bec#'se f#mily members #re interconnected! e,erythin- th#t h#++ens to#ny one f#mily member $ill h#,e #n im+#ct on e,eryone else in the f#mily.narraive herap0$ An #++ro#ch in

$hich the f#mily ther#+ist! in concert $ith f#mily members! see(s to de,elo+ # ne$ n#rr#ti,e! or story! th#t hel+sthe f#mily meet its -o#ls more effecti,ely.srong fami#ies$ inshi+ -ro'+s $ho ty+ic#lly sh#re these stren-ths)

#++reci#tion #nd #ffection! commitment to e#ch other! +ositi,e comm'nic#tion! enFoy#ble time to-ether! # sense ofs+irit'#l $ell/bein-! #nd the #bility to effecti,ely m#n#-e stress #nd crisis.

,I(C.((I+) .E(TI+)(5. Wh#t ,#l'e is there for # f#mily ther#+ist to consider the stren-ths of # client f#mily

1. Ho$ do he#lthy f#milies de#l $ith +roblems

4. *#milies c#n be ,ie$ed from both #n insider #nd #n o'tsider +ers+ecti,e. Wh#t #re the #d,#nt#-es #nddis#d,#nt#-es of e#ch

6. Ar-'e for or #-#inst olstoy;s #ssertion th#t h#++y f#milies #re #ll #li(e.


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3. Most +roblems in the $orld either be-in or end '+ in f#milies. Wh#t does this me#n7. Ho$ do f#mily stren-ths ,#ry from c'lt're to c'lt're8. Wh#t ,#l'e is there in foc'sin- on sm#ll s'ccesses in f#mily ther#+y9. "eo+le #re +eo+le #re +eo+le! #nd f#milies #re f#milies #re f#milies. Wh#t does this me#n:. isc'ss ho$ reli-io's #nd s+irit'#l fo'nd#tions im+#ct f#mily he#lth #nd $ell/bein-.52. Ho$ c#n f#mily ther#+ists 'se N#rr#ti,e her#+y to identify #nd b'ild f#mily stren-th

/5:/

(.--E(TE, F.RTHER REA,I)-

Moore! . A.! Ch#l(! R.! Sc#r+#! ! ? K#ndi,ere! S. >1221! A'-'st. *#mily stren-ths) Often o,erloo(ed b't re#l.*#ild $rendsRese#rch Brief! *rom $$$.childtrends.or-

#t# from t$o recent n#tion#l s'r,eys sho$ le,els of im+ort#nt f#mily stren-ths #re #ct'#lly 5::2. Success!ul !amilies.Ne$ 0or() Norton.

Billin-sley! A. >5:97. Black !amilies in /#ite -merica,En-le$ood Cliffs! N%) "rentice H#ll.

Coo(! R. >1222. iscourses inspirin' t#e stren't#s o! a selection o! ew Dealand !amilies.Un+'blished m#ster;sthesis! Uni,ersity of W#i(#to! H#milton! Ne$ Ve#l#nd.

C'ell#r! I.! Arnold! B.! ? Don@#le@! D. >5::3. Co-niti,e referents of #cc'lt'r#tion) Assessment of c'lt'r#l constr'ctsin Meic#n Americ#ns.Journal o! *ommunity Psyc#olo'y, 5G1! 558567.

e*r#in! %.! ? Stinnett! N. >1221. *#mily stren-ths. In %. %. "on@etti et #l. >Eds.! 9nternational encyclopedia o!marria'e and !amily>1nd ed.! ++. 748761. Ne$ 0or() M#cmill#n Reference Dro'+.

E+stein! N. B.! Bisho+! . S.! Ry#n! C! Miller! L.! ? eitner! D. >5::4. he McM#ster model of f#mily f'nctionin-. In *.W#lsh >Ed.! ormal !amily processes>++. 549572. Ne$ 0or() D'ilford "ress.

D#bler! %.! ? Otto! H. >5:76. Conce+t'#li@#tion of f#mily stren-ths in the f#mily life #nd other +rofession#lliter#t're.Journal o! Marria'e and t#e Family,


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eefe! S. E.! ? "#dill#! A. M. >5:98. *#icano et#nicity.Alb'++. 3:92. Ne$ 0or() Wiley.

Olson! . H.! ? e*r#in! %. >1224. Marria'es and !amilies; 9ntimacy, stren't#s, and di+ersity>6th ed.. Ne$ 0or()McDr#$/Hill.

Olson! . H.! McC'bbin! H. I.! B#rnes! H.! L#rsen! A.! M'en! M.! ? Wilson! M. >5:9:. Families; /#at makes t#emwork>1nd ed.. Los An-eles) S#-e.

Otto! H. A. >5:71. Wh#t is # stron- f#mily Marria'e and Family Li+in', 5:74. Criteri# for #ssessin- f#mily stren-th. Family Process, 5:95. $#e !amily:s construction o! reality.C#mbrid-e! MA) H#r,#rd Uni,ersity "ress.

Stinnett! N.! ? O;onnell! M. >5::7. &ood kids.Ne$ 0or() o'bled#y.

Stinnett! N.! ? e*r#in! %. >5:93. Secrets o! stron' !amilies.Boston) Little! Bro$n.

Stinnett! N.! ? S#'er! . >5:88. Rel#tionshi+ ch#r#cteristics of stron- f#milies. Family Perspecti+e, HH 6E1,455.

Uni,ersity of Nebr#s(#. >1226. Coo+er#ti,e Etension 7 For FamiliesWeb site) htt+)GGn'forf#milies.'nl.ed'

White! M. >5:9:. Selected papers.Adel#ide! So'th A'str#li#) 'h,ich Centre "'blic#tions.

White! M.! ? E+ston! . >5::2. arrati+e means to t#erapeutic ends.Ne$ 0or() Norton.

Woodho'se! C. D. >5:42. A st'dy of 132 s'ccessf'l f#milies. Social Forces, I, 55341.

ie! .! e*r#in! %.! Meredith! W! ? Combs! R. >5::7. *#mily stren-ths in the "eo+le;s Re+'blic of Chin#.9nternational Journal o! t#e Sociolo'y o! t#e Family, ed by
http://nuforfamilies.unl.edu/http://nuforfamilies.unl.edu/


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abstract reasonin' and scienti!ic t#inkin'.6. Vy'otsky, contrary to Pia'et, belie+ed t#at culture 6e.'., lan'ua'e1 plays a key role in c#ildren:s co'niti+e

!unctionin'.3. $#e 3>one o! proimal de+elopment4 or@+d was concei+ed by Vy'otsky as a way to measure c#ildren s H5.7. $#e in!ormation processin' t#eory o! co'niti+e de+elopment +iews t#e mind in terms o! a computer,8. = K. - ccordin' to in!ormation processin' t#eorists, youn'er c#ildren remember less well t#an older c#ildren

because t#ey are less likely to use memory strate'ies, suc# as re#earsal.9. = I. Studies s#ow t#at contrary to popular belie!, youn' c#ildren:s memory o! e+ents is actually as accurate

as most adults and t#eir 3eyewitness accounts4 are 'enerally correct.:. 9! a c#ild doesn :t cry w#en #er mot#er lea+es t#e room, t#at c#ild is insecurely attac#ed.52. = H. -ssociations #a+e been !ound between parentin' styles and certain be#a+iors in c#ildren,55. = HH. &ender roles are 'enetically determined.

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51. = Hco-niti,e str'ct'res #nd the en,ironment. E


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Or-#ni@#tion of tho'-ht #nd #d#+t#tion to the en,ironment le#d to the de,elo+ment of different +sycholo-ic#lstr'ct'res #t different de,elo+ment#l +eriods thro'-ho't childhood. hese +sycholo-ic#l str'ct'res #re re+resentedin fo'r st#-es.

The Sensorimotor Stage (Birth-2 years)."i#-et belie,ed th#t inf#nts $ere not c#+#ble of ment#l tho'-ht=onlyo,ert #ctions. he +sycholo-ic#l str'ct'res of the inf#ncy +eriod #re sensorimotor #ction schemes! s'ch #s the

reflees of -r#s+in- or s'c(in-. Schemes #re or-#ni@ed #ction +#tterns. Hence! intelli-ence is b'ilt '+on the b#sicreflees of the inf#nt. "i#-et di,ides this st#-e into si s'bst#-es of de,elo+ment o,er $hich these #ction schemesbecome more el#bor#te! rel#ted! #nd -o#l/directed.

e,elo+ment in the sensorimotor st#-e c'lmin#tes $ith the onset of ment#l re+resent#tion. he toddler c#n no$

thin( ment#lly! not merely thro'-h #ction. h#t the inf#nt h#s #chie,ed ment#l re+resent#tion is e,ident in #milestone of this st#-e=the de,elo+ment of obAect permanence.his is the 'nderst#ndin- th#t obFects contin'e toeist $hen the child is not seein- or #ctin- '+on them.

The Preoperational Stage (27 years).In this st#-e! ment#l re+resent#tion >the symbolic f'nction emer-es.

he most ob,io's e#m+le of symbolic f'nctionin- is l#n-'#-e. he child #c


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3. *orm#l o+er#tion#l re#sonin- is)#. 'sed by #ll #dolescents e,ery time they sol,e # +roblem.b. consists in scientific! #bstr#ct! lo-ic#l thin(in-.c. de,elo+s in the concrete o+er#tion#l st#-ed. +#rt of lon-/term memory.

he #bility to thin( hy+othetic#lly le#ds to # deficiency in re#sonin- th#t occ'rs most stron-ly #t the be-innin- ofthis st#-e (no$n #s ado#escen egocenrismD his refers to the hei-htened self/conscio'sness th#t #dolescentse+erience. Adolescent e-ocentrism declines #s +ro-ress in #bstr#ct re#sonin- is m#de d'rin- this st#-e. 'e to

their +reocc'+#tion #bo't $h#t others #re thin(in- of them! #dolescents f#ll +rey to t$o distortions in re#sonin-.he imaginar0 a!dience conce+t refers to their sense th#t they #re #l$#ys on st#-e! or #t the center of

e,eryone;s #ttention. Hence! #dolescents #re etremely self/conscio's. he second distortion in re#sonin- is (no$n#s the persona# fa"#eD his is #n e#lted sense of one;s o$n im+ort#nce #nd 'niation; $#e "ole o! *ulture 6Lan'ua'e1 in *o'niti+e $nctioning.Ky-ot(sy belie,ed in the soci#l ori-ins of co-niti,e f'nctions #s e,ident in his process o!internali>ation.E,ery f'nction in the child;s c'lt'r#l de,elo+ment #++e#rs t$ice) first! on the soci#l le,el! #nd l#ter!on the indi,id'#l le,el first! bet$een +eo+le 6interpsyc#olo'ical1,#nd then insidethe child 6intrapsyc#olo'ical1Allthe hi-her f'nctions ori-in#te #s #ct'#l rel#tions bet$een h'm#n indi,id'#ls >Ky-ots(y! 5:89! +. 38! em+h#sis inori-in#l. Hence! intern#li@#tion is the +rocess $hereby co-niti,e f'nctions #nd +rocesses +erformed on #n etern#l+l#ne bet$een +ersons come to be +erformed intern#lly! $ithin the child.

Ky-ots(y >5:71 st'died the intern#li@#tion of l#n-'#-e bec#'se he belie,ed th#t l#n-'#-e! # c'lt'r#l symbol/system! h#s # +rofo'nd infl'ence on co-niti,e f'nctionin-. L#n-'#-e hel+s children thin(! +l#n! #nd -'ide their#ctions. Ky-ots(y +ro+osed th#t l#n-'#-e is first 'sed comm'nic#ti,ely >the soci#l le,el bet$een +eo+le. Of co'rse!the soci#l/comm'nic#ti,e f'nction of l#n-'#-e contin'es to de,elo+. Ho$e,er! l#n-'#-e $ill #lso de,elo+ #lon- #second line. It $ill become intern#li@ed #s inner s+eech >indi,id'#lGintr#+erson#l le,el #nd ser,e #nintr#indi,id'#l/co-niti,e f'nction. E-ocentric s+eech m#r(s the mid+oint in this intern#li@#tion +rocess.

Accordin-ly! Ky-ots(y h#d # ,ery different ,ie$ of e-ocentric s+eech th#n did "i#-et. "i#-et s#$ e-ocentric s+eech#s merely # reflection of the e-ocentric thin(in- of the +reo+er#tion#l child. He belie,ed e-ocentric s+eech ser,es nof'nction. It does not hel+ or #d,#nce thin(in-. Nor does it -'ide the child;s #ction. In contr#st! Ky-ots(y belie,edth#t e-ocentric s+eech is ,ery im+ort#nt to the child;s f'nctionin-. E-ocentric s+eech #ssists thin(in- #nd it -'idesthe child;s #ction. Indeed! Ky-ots(y demonstr#ted th#t children;s #mo'nt of e-ocentric s+eech incre#ses $hen they

#re tryin- to sol,e # +roblem. When $e no lon-er he#r the child 'sin- m'ch e-ocentric s+eech! #s they ne#r 8 to 9ye#rs of #-e! Ky-ots(y +ro+osed th#t this s+eech h#s become intern#li@ed #s inner s+eech. Inner s+eech! li(ee-ocentric s+eech! h#s the selfre-'l#tory f'nctions of -'idin- o'r tho'-ht #nd #ction.


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8. Unli(e "i#-et! Ky-ots(y ,ie$ed co-niti,e de,elo+ment #s # >n=+rocess.#. soci#lly medi#tedb. #cti,eC. Ky-ots(y! 5:89! +. 97. he>pd#asbeen #++lied to the #ssessment ofintelli-ence. It is considered # dynamic#ssessment me#s're. Inste#d of me#s'rin- com+leted #nd inde+endent

de,elo+ment! #s does #n I& test! the>pdme#s'res the +otenti#l le,el of de,elo+ment th#t c#n be #chie,ed $ith#ssist#nce from others. his +otenti#l de,elo+ment#l le,el m#y ,#ry from the #ct'#l! inde+endent de,elo+ment#lle,el. Ky-ots(y #lso #++lied the>pdconce+t to instr'ction. In contr#st to "i#-et! Ky-ots(y felt th#t le#rnin- orinstr'ction le#ds de,elo+ment. Hence! -ood instr'ction is #he#d of de,elo+ment.

:. Accordin- to Ky-ots(y! $hich of the follo$in- $o'ld be $ithin # child;s @one of +roim#l de,elo+ment

#. t#s(s th#t # child c#n #ccom+lish #lone or $ith the hel+ of #n #d'ltb. t#s(s th#t # child h#s recently m#stered inde+endently follo$in- the #ssist#nce of #n #d'lt

c. t#s(s th#t # child c#nnot yet h#ndle on her o$n! b't c#n do $ith the hel+ of #n #d'ltd. t#s(s th#t # child #ccom+lishes thro'-h her inde+endent #cti,ity

52. A color m#tchin- #cti,ity is $ithin Veld#;s @one of +roim#l de,elo+ment 6Bpd7D Hence! Veld#)#. c#n #lre#dy m#ster this t#s( $itho't #ssist#nce.b. $ill m#ster this t#s( on her o$n soon.c. needs direct te#chin- in order to le#rn this t#s(.d. c#n com+lete this t#s( $ith -'id#nce from # more s(illed +erson.

Informaion Processing Theor0 of Cogniive,eve#opmen

Inform#tion +rocessin- theorists #do+t # com+'terli(e ,ie$ of the mind. his is e,ident in the m'lti/store model of

memory >At(inson ? Shiffrin! 5:79. his model h#s t$o fe#t'res) str'ct'r#l #nd f'nction#l. he str'ct'r#l fe#t'res#re 4 stores= sensory re'ister, workin'or s#ort2term memory,#nd lon'2term memory>the (no$led-e b#se=$here inform#tion is stored or held. hese stores #re #ss'med to be 'ni,ers#l #nd #,#il#ble for inform#tion+rocessin- by #-e t$o ye#rs! if not e,en e#rlier. he f'nction#l fe#t'res #re the mental strate'iesor control

processesth#t o+er#te on or +rocess the inform#tion th#t flo$s thro'-h the stores. e,elo+ment occ'rs $ithres+ect to ment#l str#te-ies. 0o'n-er children #re -ener#lly +oor str#te-ists! $here#s older children #nd #d'lts #re

more com+etent str#te-y 'sers.

/17

(ores and (raegies

Inform#tion first enters the system thro'-h the sensory re-ister. Only # ,ery limited #mo'nt of inform#tion c#n beheld by the sensory re-ister #nd only ,ery briefly. Si-hts #nd so'nds #re re+resented directly. Inform#tion in thesensory re-ister c#n become tr#nsferred to the net store! short/term or $or(in- memory. In short/term memory!inform#tion is only held ,ery briefly! 'nless str#te-ies #re +erformed on the inform#tion. Rehe#rs#l! s'ch #s ,erb#llyre+e#tin- the inform#tion! is one im+ort#nt str#te-y to ret#in inform#tion. 0o'n- children #re less li(ely to en-#-e instr#te-ies. hey m#y (no$ these str#te-ies b't f#il to +rod'ce them thereby e,idencin- # +rod'ction deficiency. *or

inst#nce! if -i,en # list of $ords to rec#ll! yo'n-er children #re not fo'nd to rehe#rse >e.-.! $his+er the n#mes ofthe $ords. Hence their rec#ll is +oorer th#n th#t of older children $ho en-#-e in s+ont#neo's rehe#rs#l.


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he lon-er $e ret#in inform#tion in short/term memory! the -re#ter the li(elihood it $ill be tr#nsferred to lon-/termmemory. his store is ,ery d'r#ble inform#tion c#n be ret#ined for dec#des. Lon-/term memory #lso h#s # ,eryl#r-e c#+#city. Di,en this l#r-e c#+#city! the retrie,#l of inform#tion from lon-/term memory c#n be +roblem#tic.Ho$e,er! the l#r-e #mo'nt of inform#tion held in lon-/term memory is or-#ni@ed. One c#n be str#te-ic in retrie,#lby relyin- on s'ch or-#ni@#tion #nd thereby incre#se the li(elihood of retrie,#l. *or e#m+le! $e c#n rely ont#onomic c#te-ories! s'ch #s #nim#ls #nd clothin-! in rec#llin- # c#te-ori@ed list of items.

55. In the inform#tion +rocessin- system! short/term memory)#. stores inform#tion +erm#nently.b. is 'nlimited in c#+#city.c. the conscio's +#rt of o'r ment#l system.d. is the centr#P +rocessin- reso'rce +ool.

51. In the inform#tion +rocessin- system! ment#l str#te-ies #re)

#. conce+t'#li@ed #s the h#rd$#re of the system.b. inborn #nd 'ni,ers#l.

c. +roced'res th#t o+er#te on #nd tr#nsform inform#tion.d. limited by the c#+#city #nd s+eed of inform#tion +rocessin-

Memor0 Is a Consr!cive Process

Memory is not tho'-ht to co+y re#lity #t stor#-e nor f#ithf'lly re+rod'ce it #t retrie,#l. R#ther! memory is #constr'cti,e #cti,ity! $hich is l#r-ely infl'enced by o'r c'rrent (no$led-e. We inter+ret! select! omit! #dd! #ndother$ise tr#nsform m#teri#l in the memory +rocess. *or e#m+le! if -i,en the sentence he m#n d'- # hole! $hen #s(ed to retrie,e this sentence some time l#ter! $e mi-ht remember it #s he m#n d'- $ith # sho,el! orhe m#n d'- # ditch. In,esti-#tors h#,e +resented children $ith stories to rec#ll #nd one c#n see the constr'cti,en#t're of memory. Children often rec#ll the more im+ort#nt fe#t'res! $hile for-ettin- the less im+ort#nt ones. Also!they tend to reorder the story into # more lo-ic#l see.-.! definitions! #ntonyms! synonyms #nd #ll other (inds of f#ct'#l (no$led-e >e.-.! -eo-r#+hy!

history! m#them#tics! science. Episodic memor0 refers to memory for # s+ecific e,ents th#t $e h#,e +erson#llye+erienced >e.-.! yesterd#y;s l'nch! o'r birthd#y +#rties! #nd ,#c#tions.

A s#lient form of sem#ntic (no$led-e for yo'n- children is scri+t (no$led-e. Scripts#re ment#l re+resent#tions>conce+ts for e+ected! common+l#ce e,ents. hese incl'de c#ret#(in- #cti,ities >e.-.! h#,in- l'nch! -ettin-dressed #nd $h#t h#++ens #t the -rocery store! or rest#'r#nts! or school. hese re+resent#tions s+ecify theseL'c#riello ? Mindolo,ich! 5::3! 1221. hese incl'de e,ents s'ch #s theb#c(fired +l#n. Ment#l re+resent#tions for these (inds of 'ne+ected e,ents m#y be c#lled counter scripts.

&$to'iographical emory.One ty+e of e+isodic memory is a!o"iographica# memor0D his refers to o'rmemory or ment#l re+resent#tions for sin-'l#r #nd im+ort#nt e,ents in o'r li,es. hese mi-ht incl'de o'r first d#y#t school or o'r first tri+ to isneyl#nd. It is commonly the c#se th#t $e c#nnot retrie,e memory for e+eriencesth#t h#++ened to 's +rior to #-e 4 ye#rs. his f#il're to rec#ll s'ch e#rly/e+erienced e,ents is (no$n #s infani#eamnesiaD Se,er#l #cco'nts h#,e been offered to e+l#in inf#ntile #mnesi#. A'tobio-r#+hic#l memory dem#nds th#tchildren or-#ni@e their +erson#l e+erience into some (ind of coherent story. Hence! children;s #bility to str'ct'rememories into stories m#y de,elo+ from t#l(in- #bo't these e+eriences $ith others >Nelson! 5::7. Or +erh#+s#'tobio-r#+hic#l memories #re de+endent on # stron- sense of self! $hich m#y not emer-e +rior to #-e 4 >Ho$e ?Co'r#-e! 5::8.

54. Recent rese#rch s'--ests th#t for e#rly memories of e,ents to become #'tobio-r#+hic#l! the child m#y needto)

#. h#,e # $ell/de,elo+ed l#n-'#-e system #nd # re+ertoire of memory str#te-ies.b. o,ercome +rod'ction #nd 'tili@#tion deficiencies.c. be #ttenti,e to ro'tines #nd embed no,ei e,ents in terms of those ro'tines.


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d. h#,e # $e 55/de,elo+ed im#-e of the self #nd the #bility to or-#ni@e +erson#l e+eri ence into n#rr#ti,eform.

etacognitie *no"le!ge.Meacogniion refers to children;s (no$led-e of their o$n co-niti,e tho'-hts #nd+rocesses. Children become incre#sin-ly more #$#re of their o$n co-niti,e +rocesses $ith #-e. *or e#m+le! older

children #re better #ble to determine ho$ m'ch time it $ill t#(e them to le#rn somethin- #nd $h#t ste+s mi-ht hel+

them. One (ind of (no$led-e #bo't the mind is termed t#eory o! mind>oM. his is #n #++reci#tion of +eo+le #sment#l bein-s. It is the 'nderst#ndin- of ment#l #nd emotion#l st#tes >o$n #nd others #nd th#t s'ch 'nderliebeh#,ior.

56. One;s o$n #$#reness of one;s o$n ment#l str#te-ies is c#lled=#. self/reflectionb. reflecti,e tho'-htc. met#co-nitiond. self/referencin-

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53. Children;s ide#s #bo't the intern#l ment#l #nd emotion#l st#tes of themsel,es #nd others #re c#lled=.

#. # theory of mindb. reflecti,e tho'-ht

c. co-niti,e 'nderst#ndin-d. mind/br#in co-nition

Chil!ren%s +ye"itness emory.More #nd more often children #re bein- c#lled '+on in co'rtrooms to deli,ereye$itness testimony. 0o'n-er children;s memory is -ener#lly m'ch less reli#ble th#n th#t of older children;s in thiscontet. 0o'n-er children #re less resist#nt to le#din- #nd misle#din-


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c. # sec're b#sed. self/re-'l#tion

/1:/

A securely attac#edinf#nt is #ble to 'se the mother #s # sec're b#se from $hich to e+lore the $orld.

When se+#r#ted from the mother! # sec're inf#nt m#y or m#y not cry if so! it is bec#'se the inf#nt h#s# stron- +reference for the mother o,er # str#n-er. U+on the mothers ret'rn! if distressed! the sec'rely#tt#ched inf#nt see(s cont#ct $ith the mother #nd is comforted by th#t cont#ct. If not distressed! thesec'rely #tt#ched inf#nt -reets the mother h#++ily $hen she ret'rns.1. Inf#nts $ho

h#,e #na+oidantattac#mentrel#tionshi+sho$ littledistressd'rin-se+#r#tions!#nd $hendistressedthey #ree#silycomfortedby others.When themotherret'rns!they t'rn#$#y fromher #nd#,oidcont#ct $ith

her r#therth#n either-reetin-her h#++ilyor see(in-comfort.

4. Inf#nts $hoh#,e #nambi+alentattac#mentrel#tionshi+#reetremelydistressed

byse+#r#tions!#nd seem'n#ble to-#incomfortfrom themother$hen sheret'rns.heycontin'e tocry #nd $ill

#lsoe+ress#n-er


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to$#rds themother.

In #ddition to these three m#For ty+es of #tt#chment identified by Ains$orth! rese#rchers h#,e since reco-ni@ed #fo'rth ty+e $hich they c#ll disor'ani>ed attac#ment>M#in ? Solomon! 5:97. Inf#nts $ith disor-#ni@ed #tt#chmentrel#tionshi+s ehibit # di,erse #rr#y of fe#rf'l! odd! or o,ertly conflicted beh#,iors d'rin- l#bor#tory se+#r#tions

from their mothers. Its +resence is often #ssoci#ted $ith m#ltre#tment or other clinic#l concerns. he #,oid#nt!#mbi,#lent! #nd disor-#ni@ed #tt#chment rel#tionshi+s #re #ll considered ty+es of insecure attac#ment.

58. %'#n h#s de,elo+ed # stron-! #ffection#l tie to his -r#ndmother. He feels -re#t +le#s're #nd comfort d'rin-their inter#ction. %'#n is ehibitin-.=

#. #tt#chmentb. # c'lt'r#lly s+ecific emotion

c. tem+er#mentd. # dysf'nction#l rel#tionshi+

In the United St#tes! rese#rchers h#,e -ener#lly fo'nd th#t 72 to 82 of inf#nts in lo$ris(! middle/cl#ss f#milies#re sec'rely #tt#ched to their +#rents. Ains$orth #nd her colle#-'es >5:89 fo'nd th#t inf#nts $ho #re sec'rely#tt#ched #t one ye#r h#,e e+erienced sensiti,e! res+onsi,e c#ret#(in- thro'-ho't their first ye#r of life. A,oid#nt

inf#nts h#,e e+erienced +#rentin- th#t is often reFectin- or o,erly/intr'si,e! $hile the 's'#lly! b't not ecl'si,ely! the mother or f#ther 'ses to r#ise # child. "#rentin- in,ol,esbidirection#l rel#tionshi+s bet$een members of t$o or more -ener#tions #nd c#n etend thro'-h #ll or m#For +#rtsof the res+ecti,e life s+#ns of these -ro'+s.

he cl#ssic rese#rch of i#n# B#'mrind >5:85 res'lted in the identific#tion of three m#For ty+es of child re#rin-styles! a!horiaive9 a!horiarian9 #nd permissiveD he a!horiaive style is m#r(ed by +#rent#l $#rmth! the'se of r'les #nd re#sonin- >ind'ction to +romote obedience! non+'niti,e disci+line >e.-.! 'sin- time o't or-ro'ndin- inste#d of +hysic#l +'nishment! #nd consistency bet$een st#tements #nd #ctions #nd #cross time>B#'mrind! 5:85. A!horiarian +#rents #re not $#rm! stress ri-id #dherence to the r'les they set >e.-.!ObeyF'st bec#'se $e! the +#rents! #re settin- the r'les.! em+h#si@e the +o$er of their role! #nd 'se +hysic#l>cor+or#l +'nishment for tr#ns-ressions >B#'mrind! 5:85. Permissive +#rents do not sho$ consistency in their'se of r'les they m#y h#,e # l#isse@/f#ire #ttit'de to$#rd their child;s beh#,iors.

5:. A +#rent he#rs the -#r#-e $indo$ sm#sh. Doin- o'tside! he sees his child $ith # b#seb#ll b#t #fter bein- toldto -o to the +#r( for s'ch #cti,ities. An #'thorit#ri#n +#rent $o'ld)#. tell the child to s$ee+ '+ the -i#ss #nd m#(e +l#ns for re+l#cin- the $indo$!


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b. $#l( b#c( inside! lettin- the e,ent itself te#ch the child!c. dem#nd immedi#te cle#n '+. #nd m#(e the +'nishment # memor#ble one.d. hel+ the child $ith cle#n/'+! #nd #ss're her so she doesn;t become '+set.

he 'se of different +#rentin- styles is #ssoci#ted $ith differences in beh#,ior #nd de,elo+ment. Children #nd

#dolescents $ith #'thorit#ti,e +#rents h#,e more soci#l com+etence #nd fe$er +sycholo-ic#l #nd beh#,ior#l

+roblems th#n yo'th $ith #'thorit#ri#n! ind'l-ent! or ne-lectf'l +#rents. 0o'th $ith ne-lectf'l +#rents #re the le#stsoci#lly com+etent #nd h#,e the most +sycholo-ic#l #nd beh#,ior#l +roblems of #ny -ro'+. In t'rn! yo'th $ith#'thorit#ri#n +#rents #re obedient #nd conform $ell to #'thority! b't h#,e +oorer self/conce+ts th#n other children.

ho'-h yo'th $ith ind'l-ent +#rents h#,e hi-h self/confidence! they more often #b'se s'bst#nces! misbeh#,e inschool! #nd #re less en-#-ed in school.

-E),ER I),IVI,.ALITY

An im+ort#nt #s+ect of indi,id'#lity h#s to do $ith those differences th#t #re # res'lt of one;s biolo-ic#l se. Somedifferences #re rel#ted to +hysic#l #nd biolo-ic#l de,elo+ment='s'#lly referred to #s se differences others #reinfl'enced by society! c'lt're! #nd e+erience's'#lly referred to #s -ender differences. h's! -ender differencesh#,e more to do $ith

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the differences in roles #nd beh#,iors bet$een m#les #nd fem#les th#n $ith biolo-ic#l #nd +hysiolo-ic#l differences.

At #bo't #-e 1 or 4 children first #c


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const#ncy! children form schem#s for e#ch -ender #nd +rocess ne$ inform#tion into these schemes. hey incl'dethe beh#,iors th#t #re #++ro+ri#te for e#ch se. Not only do boys #nd -irls then #ct #ccordin- to the beh#,iors th#tthey h#,e +rocessed #s

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#++ro+ri#te for their se! they #re #lso li(ely to tr#nsform beh#,ior th#t they s#$ if it did not fit in $ith theirschem#s.

11. Bobby enFoys +l#yin- dress/'+ $ith his nei-hbor! Li@@ie. His enFoyment of this #cti,ity)

#. $ill contin'e thro'-h #dolescence.b. is #n indic#tion of # hormon#l imb#l#nce.

c. occ'rs in boys e#rlier th#n in -irls.d. m#y indic#te less tr#dition#l -ender stereoty+inin Bobby;s f#mily.

14. =isG#re $idely held beliefs in # c'lt're #bo't #++ro+ri#te beh#,iors #nd ch#r#cteristics for m#les #nd fem#les.#. Dender identityb. Dender rolesc. Dender stereoty+esd. Se differences

P(YCH+(+CIAL ,EVEL+PME)T ACR+(( LIFE$ERI* ERI*(+)G( (TA-E THE+RY

Eri( H. Eri(son $#s # +sycho#n#lytic#lly/oriented theorist $ho! follo$in- Si-m'nd *re'd >5:36! +ro+osed # st#-e

theory of h'm#n +sychosoci#l de,elo+ment. Eri(son s#$ e-o de,elo+ment #s +roceedin- thro'-h ei-ht st#-es! ine#ch of $hich # different emotion#l crisis m'st be resol,ed #nd # different e-o c#+#bility de,elo+ed. Sim+ly st#ted!

# s'ccessf'l +#ss#-e thro'-h e#ch st#-e is critic#l for the fin#l emer-ence of # f'lly inte-r#ted! $hole e-o.

(ages of Ps0chosocia# ,eve#opmen

As # follo$er of *re'di#n +sycho#n#lysis! Eri(son s#$ the st#-es of +sychosoci#l de,elo+ment #s com+lement#ry to*re'd;s o$n +sychose'#l st#-es. Accordin-ly! the id/b#sed +sychose'#l st#-es eist! b't they do so #lon- $iththe e-o/b#sed +sychosoci#l st#-es.

(age /$ The +ra#=(ensor0 (age

*re'd;s first st#-e of +sychose'#l de,elo+ment is termed the oralst#-e. In th#t st#-e! the inf#nt is concerned $ithobt#inin- #++ro+ri#te stim'l#tion in the or#l @one. Eri(son belie,ed! ho$e,er! th#t $hen one;s foc's shifts to the

e-o! one sees th#t the ne$born inf#nt is concerned not merely $ith or#l stim'l#tion. R#ther! the inf#nt h#s ne$lyentered the $orld! #nd therefore #ll its senses #re bein- bomb#rded $ith stim'l#tion. In order to be-in to de#l

effecti,ely $ith the soci#l $orld! the inf#nt m'st first be #ble to incor+or#te #ll this sensory inform#tion effecti,ely.

If the inf#nt h#s rel#ti,ely +le#s#nt sensory e+eriences! he or she $ill come to feel th#t the $orld is # rel#ti,ely

beni-n! s'++orti,e +l#ce. Accordin- to Eri(son! then! the inf#nt $ill de,elo+ # sense of basic trust.If! ho$e,er! theinf#nt e+eriences +#in #nd discomfort! he or she $ill feel th#t the $orld is not s'++orti,e! #nd $ill de,elo+ # sense

of mistrust.h's! the conflict to be resol,ed #t this st#-e is one of tr'st ,s. mistr'st. Eri(son stressed the +oint th#t+eo+le do not! #nd sho'ld not! de,elo+ eit#ercom+lete b#sic tr'st or com+lete mistr'st. R#ther! # -i,en +erson $illde,elo+ # feelin- th#t f#lls some$here #lon- this dimension.

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16. Accordin- to co-niti,e de,elo+ment#l theory! -ender role de,elo+ment)#. does not follo$ # de,elo+ment#l se


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in society! he or she $ill rem#in in the identity crisis. In #n #ttem+t to resol,e this crisis! the #dolescent m#y try onerole one d#y #nd #nother the net! +erh#+s s'ccessf'lly=b't only tem+or#rily=in,estin- the self in m#ny differentthin-s. Accordin-ly! Eri(son m#int#ins th#t if the #dolescent does not resol,e the identity crisis! he or she $ill feel #sense o! role con!usionor identity di!!usion.h's! this conflict is termed identity +ersus role con!usion.

18. A m#in ch#llen-e for #dolescents is to reconcile=$ith their o$n 'nderst#ndin- of $ho they #re! in order to

resol,e their identity crisis.#. their emer-inse'#lityb. their +#rents e+ect#tionsc. +eer +ress'red. societ#l roles

(age 5$ Yo!ng Ad!#hood

In this #nd the l#st t$o +sychosoci#l st#-es! Eri(son de+#rted from the +sychose'#l model #nd +ro,ided #descri+tion of the +sychosoci#l st#-e ch#n-es in,ol,ed $ith the rest of the h'm#n life s+#n. In yo'n- #d'lthood! the+erson is oriented to$#rd enterin- into # m#rit#l 'nion. he +erson sho'ld by no$ h#,e #chie,ed #n identity #ndsho'ld (no$ $ho he or she is. he society

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no$ refor $h#te,er re#son sh#re #nd be sh#red! then one $ill feel # sense ofisol#tion. h's! this conflict is termed intimacy +ersus isolation.

19. C#therine #nd %ohn h#,e been m#rried for three ye#rs. hey s+end #ll their free time to-ether! #nd h#,e m#nyfriends! b't C#therine is feelin- lonely. Accordin- to Eri(son! she m#y not h#,e s'ccessf'lly resol,ed her

#. oedi+#l tiesb. #'tonomy iss'es

c. identity crisisd. #tt#chment iss'es

(age


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Altern#ti,ely! if the +erson h#s not e+erienced these e,ents=if! for e#m+le! he or she h#s felt mistr'stf'l!#sh#med! -'ilty! #nd inferior! #nd h#s felt # sense of role conf'sion! isol#tion! #nd st#-n#tion=then he or she $illnot be enth'si#stic #bo't these l#st ye#rs of his or her life. In this c#se! Eri(son s#id! the +erson $o'ld feel # senseo! despair.h's! this conflict is termed e'o inte'rity +ersus despair.

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1:. Cl#'de $#s en,ied by m#ny. He h#d inherited $e#lth! $#s h#++ily m#rried! #nd h#d three lo,ely children. 0et!in his l#ter ye#rs! he $#s beset $ith de+ression #nd des+#ir. Eri(son $o'ld #ss'me he $#s missin- #.

#. sense of -ener#ti,ityb. m#t're sense of mor#lity

c. sense of initi#ti,ed. sense of intim#cy

42. A reco-ni@ed stren-th of Eri(son;s theory is)#. his est#blishment of in,#ri#nt st#-es $hich #ll h'm#ns +ro-ress thro'-h.b. the inte-r#tion of soci#l #nd +sycholo-ic#l forces in de,elo+ment!c. his enli-htened ,ie$ of $omen in society!d. his em+h#sis on cl#ssic#l conditionin-.

Eri(son;s theory of e-o de,elo+ment in,ol,es ch#n-es encom+#ssin- the h'm#n life s+#n. His theory re+resents #synthesis bet$een +sycho#n#lytic#lly b#sed! cl#ssic#l st#-e notions #nd #n e+licit differenti#l orient#tion tode,elo+ment. Eri(son;s >5:74 theory h#s! #t le#st in the l#st three or more dec#des! led to more rese#rch inde,elo+ment#l +sycholo-y th#n h#s #ny other +sycho#n#lytic#lly oriented theory.

*EY TERM(

ado#escen egocenrism$ In "i#-et;s theory! this is the hei-htened self/conscio'sness th#t #dolescents e+erience!

th#t re+resents # deficiency in their re#sonin-.

am"iva#en aachmen$ When #n inf#nt is etremely distressed by the se+#r#tion from the c#re-i,er! b't seems'n#ble to -#in comfort $hen th#t c#re-i,er ret'rns.

a!horiarian parening$ A style of child re#rin- ch#r#cteri@ed by +#rents $ho #re not $#rm! stress ri-id#dherence to the r'les they set! em+h#si@e the +o$er of their role! #nd 'se +hysic#l >cor+or#l +'nishment fortr#ns-re

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