2
Psych 520 Midterm Exam with precise detailed || || || || || || ||
solutions
Who were the beginning movements/organizations that brought work with families to a
|| || || || || || || || || || || ||
profession platform? - ✔✔● Charity Organization Society: helps families cope with the stress of
|| || || || || || || || || || || || || ||
urban living through in-home therapy support and concrete assistance. Sought to assess and
|| || || || || || || || || || || || ||
understand family and individual needs || || || ||
o Staff called themselves "friendly visitors"
|| || || || ||
o Goal - help families handle stress of urban life (everyone)
|| || || || || || || || || ||
● Settlement House Movement: Viewed family problems as resulting from debilitating
|| || || || || || || || || || ||
environmental conditions. Sought to change societal, city, and neighborhood conditions that had a || || || || || || || || || || || ||
delirious impact on the family
|| || || || ||
o Both organizations forced families to assimilate to White culture → more so Settlement House
|| || || || || || || || || || || || || ||
o Gave attention to the family within the broader environment
|| || || || || || || || ||
The Marriage Counseling Movement
|| || ||
o No one specifically trained as marriage counseling - diverse group of counselors were clergy,
|| || || || || || || || || || || || || || ||
lawyers, gynecologists, social workers, and college professors (family life specialists)
|| || || || || || || || ||
o Most people were seeking everyday facts of marriage and family life, not resolving relationship
|| || || || || || || || || || || || || || ||
issues
o Included premarital counseling, guidance to newlywed and married couples,
|| || || || || || || || || ||
support/information on legal and social obligations regarding marriage || || || || || || ||
Child Guidance Movement || ||
● Initial goal of child guidance movement was to address juvenile delinquency while teaching
|| || || || || || || || || || || || || ||
parents to understand their children and respond to them with the appropriate use of
|| || || || || || || || || || || || || ||
love/discipline
● This movement helped practitioners begin to understand the child, they began to look for social
|| || || || || || || || || || || || || || || ||
and family dynamics that may influence the child's psychological difficulties
|| || || || || || || || ||
What influence did Freud have on the understanding of families? - ✔✔● Freud believed
|| || || || || || || || || || || || || ||
unconscious sexual and aggressive instincts and the expression of these instincts are shaped by || || || || || || || || || || || || || ||
early childhood relationships and their parents
|| || || || ||
,2
● Parents influence child's drives → put mothers down
|| || || || || || || ||
What is symbolic interactionism? - ✔✔● These principles are shaped by the meaning people
|| || || || || || || || || || || || || ||
assign to those interactions since the meaning is not inherent in those interactions
|| || || || || || || || || || || ||
o Humans have capacity to assign meaning to people, things, events because language allows
|| || || || || || || || || || || || || ||
naming and generating symbols that have meaning/value
|| || || || || ||
• Structural/Functionalism: the role of family to rear a child to fit in society (the family's role
|| || || || || || || || || || || || || || || || ||
within social order) || ||
o Family should raise children to be productive members of society
|| || || || || || || || || ||
o Teach morals and ethics and establish goals so that individual kids will carry that on out of the
|| || || || || || || || || || || || || || || || || || ||
family
• These theories provided conceptual context that impacted some of the basic theoretical
|| || || || || || || || || || || || ||
formulations of family development theory, psychosocial theories about the family, and family
|| || || || || || || || || || || ||
therapy.
First Generation - ✔✔influenced by systems theory. The therapists were observers and believed
|| || || || || || || || || || || || ||
the right models could "manipulate" systemic interactions
|| || || || || ||
o Assumptions/bias were based on middle-class or working-class notions of the ideal family and
|| || || || || || || || || || || || || ||
gender equality || ||
o Examples of theories: structural, family of origin, communicative, symbolic experiential,
|| || || || || || || || || || ||
strategic
Second Generation - ✔✔critiqued first gen as "mechanical" and could be "manipulated" by the
|| || || || || || || || || || || || || ||
"expert" therapist. Also started to take a greater recognition of multicultural differences
|| || || || || || || || || || ||
o Examples of theories: Solution-focused and narrative
|| || || || || ||
Third Generation - ✔✔: Integration of clinical judgments with research evidence, greater
|| || || || || || || || || || || ||
recognition of disparities in social status of ethnic minorities, and increased concern about gender
|| || || || || || || || || || || || || ||
biases
o Examples of theories: CBT
|| || || ||
,2
How the "traditional family" was perceived and known as - ✔✔▪ 1950s construction of family
|| || || || || || || || || || || || || || ||
represented the ideal, which in reality represented middle and upper-middle class White families || || || || || || || || || || || || ||
who could afford such lifestyles
|| || || ||
▪ Issues of social inequality based on race, gender, and sexual orientation, along with family
|| || || || || || || || || || || || || || ||
issues like marital strife, domestic violence, and child/physical/sexual abuse had not emerged in
|| || || || || || || || || || || || ||
public consciousness as social and family problems || || || || || ||
The "rings" of Brofenbrenner's ecological model - ✔✔1) The microsystem is the individual and
|| || || || || || || || || || || || || ||
those within his or her immediate life space.
|| || || || || || ||
a. Grandma - lives down the street but is there everyday after school
|| || || || || || || || || || || ||
b. Family, school, health services, peers, daycare, religious organization
|| || || || || || || ||
c. Kids - family, peers, school, neighborhood
|| || || || || ||
d. Adults - significant other, immediate family (origin/procreation), work, neighborhood
|| || || || || || || || ||
2) The mesosystem represents the relationships between the members within an individual's
|| || || || || || || || || || || ||
microsystem
a. School, teachers
|| ||
b. Primary mesosystem relationship for kids may include their parent's interaction with school
|| || || || || || || || || || || ||
c. Adults - significant other and their parents/siblings
|| || || || || || ||
3) The exosystem includes those systems that the individual may never deal with directly but that
|| || || || || || || || || || || || || || || ||
can influence the individual's well-being.
|| || || ||
o Extended family and neighbors, school board, parents' economic situation, mass media, social
|| || || || || || || || || || || || ||
services and health care, government agencies || || || || ||
o Institutional structures: local government, voluntary associations
|| || || || || ||
4) Finally there are macrosystems, which include the cultural context of family life.
|| || || || || || || || || || || ||
o Attitudes and ideologies of the culture
|| || || || || ||
o Values, traditions, laws, cultural factors, larger social institutions that impact family well-being
|| || || || || || || || || || || ||
Define and apply "homeostasis" - ✔✔● Family Homeostasis: Family as an organizational entity
|| || || || || || || || || || || || ||
attempts to maintain equilibrium, stability, and order in its overall functioning || || || || || || || || || ||
o The tendency for a system to remain relatively stable and in a constant state of balance.
|| || || || || || || || || || || || || || || ||
, 2
● Stability maintained through enforcement of family norms, rules, mutually reinforcing
|| || || || || || || || || || ||
feedback loops ||
● Family rules are like a baseline norm that regulates family interaction within a range of
|| || || || || || || || || || || || || || || ||
acceptable behaviors (acceptable range = balance), when interactions deviate from family rules,
|| || || || || || || || || || || ||
homeostasis is impacted || ||
o Ex: divorce, having an elderly parent or child move in
|| || || || || || || || || ||
● Ability to adapt and change is a marker of the family's ability to maintain homeostasis
|| || || || || || || || || || || || || || ||
The stages of the family life span - ✔✔1. Marriage/couple/pair bonding
|| || || || || || || || || ||
i. Committing to the relationship
|| || || ||
ii. Formulating roles and rules
|| || || ||
iii. Becoming a couple while separating form the family of origin
|| || || || || || || || || ||
iv. Making compromises and negotiating around concrete and personal needs
|| || || || || || || || ||
2. Families with young children
|| || || ||
i. Re-stabilizing the couple unit with a triangle
|| || || || || || ||
ii. Bonding with the child and integrating them into the family
|| || || || || || || || || ||
iii. Realigning relationships with one another, deciding on work or career or domestic chores
|| || || || || || || || || || || || ||
3. Families with school-aged children
|| || || ||
i. Allowing greater independence of children
|| || || || ||
ii. Opening family boundaries to accommodate new social institutions and new people
|| || || || || || || || || || ||
iii. Understanding and accepting role change
|| || || || ||
4. Families with teenagers
|| || ||
i. Dealing with teen demands for independence through appropriate boundary adjustments
|| || || || || || || || || ||
ii. Adjusting to a new definition of personal autonomy
|| || || || || || || ||
iii. Rule changes, limit setting, and role negotiation
|| || || || || || ||
Psych 520 Midterm Exam with precise detailed || || || || || || ||
solutions
Who were the beginning movements/organizations that brought work with families to a
|| || || || || || || || || || || ||
profession platform? - ✔✔● Charity Organization Society: helps families cope with the stress of
|| || || || || || || || || || || || || ||
urban living through in-home therapy support and concrete assistance. Sought to assess and
|| || || || || || || || || || || || ||
understand family and individual needs || || || ||
o Staff called themselves "friendly visitors"
|| || || || ||
o Goal - help families handle stress of urban life (everyone)
|| || || || || || || || || ||
● Settlement House Movement: Viewed family problems as resulting from debilitating
|| || || || || || || || || || ||
environmental conditions. Sought to change societal, city, and neighborhood conditions that had a || || || || || || || || || || || ||
delirious impact on the family
|| || || || ||
o Both organizations forced families to assimilate to White culture → more so Settlement House
|| || || || || || || || || || || || || ||
o Gave attention to the family within the broader environment
|| || || || || || || || ||
The Marriage Counseling Movement
|| || ||
o No one specifically trained as marriage counseling - diverse group of counselors were clergy,
|| || || || || || || || || || || || || || ||
lawyers, gynecologists, social workers, and college professors (family life specialists)
|| || || || || || || || ||
o Most people were seeking everyday facts of marriage and family life, not resolving relationship
|| || || || || || || || || || || || || || ||
issues
o Included premarital counseling, guidance to newlywed and married couples,
|| || || || || || || || || ||
support/information on legal and social obligations regarding marriage || || || || || || ||
Child Guidance Movement || ||
● Initial goal of child guidance movement was to address juvenile delinquency while teaching
|| || || || || || || || || || || || || ||
parents to understand their children and respond to them with the appropriate use of
|| || || || || || || || || || || || || ||
love/discipline
● This movement helped practitioners begin to understand the child, they began to look for social
|| || || || || || || || || || || || || || || ||
and family dynamics that may influence the child's psychological difficulties
|| || || || || || || || ||
What influence did Freud have on the understanding of families? - ✔✔● Freud believed
|| || || || || || || || || || || || || ||
unconscious sexual and aggressive instincts and the expression of these instincts are shaped by || || || || || || || || || || || || || ||
early childhood relationships and their parents
|| || || || ||
,2
● Parents influence child's drives → put mothers down
|| || || || || || || ||
What is symbolic interactionism? - ✔✔● These principles are shaped by the meaning people
|| || || || || || || || || || || || || ||
assign to those interactions since the meaning is not inherent in those interactions
|| || || || || || || || || || || ||
o Humans have capacity to assign meaning to people, things, events because language allows
|| || || || || || || || || || || || || ||
naming and generating symbols that have meaning/value
|| || || || || ||
• Structural/Functionalism: the role of family to rear a child to fit in society (the family's role
|| || || || || || || || || || || || || || || || ||
within social order) || ||
o Family should raise children to be productive members of society
|| || || || || || || || || ||
o Teach morals and ethics and establish goals so that individual kids will carry that on out of the
|| || || || || || || || || || || || || || || || || || ||
family
• These theories provided conceptual context that impacted some of the basic theoretical
|| || || || || || || || || || || || ||
formulations of family development theory, psychosocial theories about the family, and family
|| || || || || || || || || || || ||
therapy.
First Generation - ✔✔influenced by systems theory. The therapists were observers and believed
|| || || || || || || || || || || || ||
the right models could "manipulate" systemic interactions
|| || || || || ||
o Assumptions/bias were based on middle-class or working-class notions of the ideal family and
|| || || || || || || || || || || || || ||
gender equality || ||
o Examples of theories: structural, family of origin, communicative, symbolic experiential,
|| || || || || || || || || || ||
strategic
Second Generation - ✔✔critiqued first gen as "mechanical" and could be "manipulated" by the
|| || || || || || || || || || || || || ||
"expert" therapist. Also started to take a greater recognition of multicultural differences
|| || || || || || || || || || ||
o Examples of theories: Solution-focused and narrative
|| || || || || ||
Third Generation - ✔✔: Integration of clinical judgments with research evidence, greater
|| || || || || || || || || || || ||
recognition of disparities in social status of ethnic minorities, and increased concern about gender
|| || || || || || || || || || || || || ||
biases
o Examples of theories: CBT
|| || || ||
,2
How the "traditional family" was perceived and known as - ✔✔▪ 1950s construction of family
|| || || || || || || || || || || || || || ||
represented the ideal, which in reality represented middle and upper-middle class White families || || || || || || || || || || || || ||
who could afford such lifestyles
|| || || ||
▪ Issues of social inequality based on race, gender, and sexual orientation, along with family
|| || || || || || || || || || || || || || ||
issues like marital strife, domestic violence, and child/physical/sexual abuse had not emerged in
|| || || || || || || || || || || || ||
public consciousness as social and family problems || || || || || ||
The "rings" of Brofenbrenner's ecological model - ✔✔1) The microsystem is the individual and
|| || || || || || || || || || || || || ||
those within his or her immediate life space.
|| || || || || || ||
a. Grandma - lives down the street but is there everyday after school
|| || || || || || || || || || || ||
b. Family, school, health services, peers, daycare, religious organization
|| || || || || || || ||
c. Kids - family, peers, school, neighborhood
|| || || || || ||
d. Adults - significant other, immediate family (origin/procreation), work, neighborhood
|| || || || || || || || ||
2) The mesosystem represents the relationships between the members within an individual's
|| || || || || || || || || || || ||
microsystem
a. School, teachers
|| ||
b. Primary mesosystem relationship for kids may include their parent's interaction with school
|| || || || || || || || || || || ||
c. Adults - significant other and their parents/siblings
|| || || || || || ||
3) The exosystem includes those systems that the individual may never deal with directly but that
|| || || || || || || || || || || || || || || ||
can influence the individual's well-being.
|| || || ||
o Extended family and neighbors, school board, parents' economic situation, mass media, social
|| || || || || || || || || || || || ||
services and health care, government agencies || || || || ||
o Institutional structures: local government, voluntary associations
|| || || || || ||
4) Finally there are macrosystems, which include the cultural context of family life.
|| || || || || || || || || || || ||
o Attitudes and ideologies of the culture
|| || || || || ||
o Values, traditions, laws, cultural factors, larger social institutions that impact family well-being
|| || || || || || || || || || || ||
Define and apply "homeostasis" - ✔✔● Family Homeostasis: Family as an organizational entity
|| || || || || || || || || || || || ||
attempts to maintain equilibrium, stability, and order in its overall functioning || || || || || || || || || ||
o The tendency for a system to remain relatively stable and in a constant state of balance.
|| || || || || || || || || || || || || || || ||
, 2
● Stability maintained through enforcement of family norms, rules, mutually reinforcing
|| || || || || || || || || || ||
feedback loops ||
● Family rules are like a baseline norm that regulates family interaction within a range of
|| || || || || || || || || || || || || || || ||
acceptable behaviors (acceptable range = balance), when interactions deviate from family rules,
|| || || || || || || || || || || ||
homeostasis is impacted || ||
o Ex: divorce, having an elderly parent or child move in
|| || || || || || || || || ||
● Ability to adapt and change is a marker of the family's ability to maintain homeostasis
|| || || || || || || || || || || || || || ||
The stages of the family life span - ✔✔1. Marriage/couple/pair bonding
|| || || || || || || || || ||
i. Committing to the relationship
|| || || ||
ii. Formulating roles and rules
|| || || ||
iii. Becoming a couple while separating form the family of origin
|| || || || || || || || || ||
iv. Making compromises and negotiating around concrete and personal needs
|| || || || || || || || ||
2. Families with young children
|| || || ||
i. Re-stabilizing the couple unit with a triangle
|| || || || || || ||
ii. Bonding with the child and integrating them into the family
|| || || || || || || || || ||
iii. Realigning relationships with one another, deciding on work or career or domestic chores
|| || || || || || || || || || || || ||
3. Families with school-aged children
|| || || ||
i. Allowing greater independence of children
|| || || || ||
ii. Opening family boundaries to accommodate new social institutions and new people
|| || || || || || || || || || ||
iii. Understanding and accepting role change
|| || || || ||
4. Families with teenagers
|| || ||
i. Dealing with teen demands for independence through appropriate boundary adjustments
|| || || || || || || || || ||
ii. Adjusting to a new definition of personal autonomy
|| || || || || || || ||
iii. Rule changes, limit setting, and role negotiation
|| || || || || || ||
