History 12 Archive Contribution
Object and Infographic due: Monday, May 4th by 11:59pm
Analysis Essay Due Friday, May 8th by 1:59PM
We often discuss history as an abstract concept; however, history is often best understood
from the lived reality of everyday spaces and experiences. For this assignment, you will identify
an object with a relationship to a person you believe to be historically significant.
You have a good deal of leeway when it comes to selecting an item and defining who/what is
“historically significant” however, here are a couple things to keep in mind as you decide on an
archive item:
• Accessibility: Do you have access to the item and/or an individual with some connection
to the item? Similarly, do you have access to someone you can conduct an oral history
with?
• Relationship to course: The best research unfolds from your data; however, you should
at least have a broad idea of the potential connections you plan on making to the
course. For example, are you interested in your item as a product of a particular era or
an item whose significance has changed over time?
• Creativity: As History 12 has shown, history is created at all levels of society. In this case,
you will need to focus on something you have a connection to. As such, family history is
both completely relevant and encouraged for this assignment; however, you might also
think about documenting an object in the various communities you belong to (schools,
church, athletics, sub-cultures, etc).
History 12 Archive:
Students are required to upload their item to the History 12 Archive Google Form. To be
considered complete, your upload must include: a title, an image, and tw0 paragraphs
describing the item and analyzing its significance.
Infographic*:Students are required to create an infographic depicting the item and its
significance to History 12. Your infographic will be no more than one page and must use both
text and images to describe your item and place it in historical context.
Two Page Analysis:Students are required to write a two page essay analyzing their object’s
historical significance. Essays must connect the archive object to specific historical content
covered in History 12.
Optional Oral History: Students have the option of conducting an oral history with the person
connected to their object and completing a one-to-page “time log” documenting what was
covered in the oral history for five points of extra credit.
*Note: You will find sample infographics in the “Sample Infographics” link posted to the
Research Project Module
My name is Yazmillie Fuentes and I was born in Aibonito, Puerto Rico and raised in a small town named Cayey. I lived with my mother, maternal grandmother, brother, cousins and aunt. Although my mother divorced my dad, her accomplishment in becoming a business woman became my inspiration. Juggling between furthering my career, my wonderful four children and grands.
My name is Yazmillie Fuentes and I was born in Aibonito, Puert.docxdohertyjoetta
My name is Yazmillie Fuentes and I was born in Aibonito, Puerto Rico and raised in a small town named Cayey. I lived with my mother, maternal grandmother, brother, cousins and aunt. Although my mother divorced my dad, her accomplishment in becoming a business woman became my inspiration. Juggling between furthering my career, my wonderful four children and grandson has been my pride. However, it has also been a challenge that I have been trying to overcome, In spite of that, I know that I have the drive and ambition to keep moving forward. Being determined and setting goals for my future has always been a part of my personal experience. The field of Psychology caught my attention when I was in high school and I had taken an elective class in the tenth grade. I instantly felt the passion and I knew that this would someday be my career. I had my first son when I was sixteen-years old, and my second when I was seventeen-years-old. I worked a full-time job while also attending college. With the help of my marvelous mother and cousin, I was able to complete my Bachelor’s Degree in Psychology. Within four years I received my Master’s degree in Counseling Psychology and in 2007, I graduated from the University of Turabo in Puerto Rico. I made the decision to move to Florida in 2007, to provide a better life for myself and my children. I prevailed through the hardships of the language barrier. I had to find a way to adjust with limited job openings during that time. I was able to find a job in a daycare facility as a teacher, where I discovered working with children and helping families were also my passion. Also, during this period I got married and had two more children.
In 2010, I was given a wonderful opportunity to interview for a position as a case manager at The Centers. Excitedly, I was hired immediately. I was required to take a 3 month training to be certified as a case manager with the child welfare system. Working as a case manager for five years gave me the aspect of personal and professional growth. In addition, I acquired the experience in the court room. This personal growth has made a significant impact on my life. Learning how to help the parent alter their perspective with hopes of a change of heart was also a reward. These changes helped me with the ability to unite families and help them process through their conflict.
Currently in my career, I have advanced into an Individual/Family Counselor position with the Arnette House, as well as an Independent Contracted Clinician with Families First of Florida as a Mental Health Counselor. At the Arnette House my responsibility is to visit with children in school settings in order to establish a connection with the child and provide counseling services. Within my counseling sessions, anger management, depression, bullying, social, and coping skills are addressed. I counsel individually and apply the therapeutic interventions of
Solution
Focused Therapy to implement solutions instea.
Krystina Lange is completing her Bachelor's degree in psychology from Argosy University Online. She has worked various jobs including as a paraprofessional, teacher's aide, and personal care attendant. She believes these experiences will help her achieve her goal of working in social services helping children and families. Lange maintains high grades while raising her daughter as a single mother. She reflects that her time at Argosy has given her a new perspective in psychology and prepared her for her career.
Robin analyzed a document describing her educational and career experiences. She began as an average elementary student without college aspirations but became a straight-A high school student. She got pregnant her senior year and remained determined to complete high school and attend college. She has since earned degrees in psychology and substance abuse counseling. Robin now works in a mental health hospital and plans to continue her education by pursuing a master's degree in forensic psychology.
RUNNING HEAD Professional Philosophy of Education1Profes.docxtoltonkendal
RUNNING HEAD: Professional Philosophy of Education 1
Professional Philosophy of Education
Jaymi Ragin
EDU100: Issues in Education
Dr. John Richard Kay
June 16, 2016
Guided Response: You will respond to your classmates who gave you feedback on your draft post. In addition, post to two classmates on their draft, using the checklist on peer review/feedback to guide your critique. To ensure that everyone receives peer feedback, respond to classmates posts who have no or only one response. Be sure to focus on the thesis statement, topic sentences and paragraphs, research integration, fallacies, and the conclusion. Your initial posts to your classmates should be a minimum of 300-words.
What I plan on doing with my degree after I graduate would be to open my own childcare facility. This has been my dream since I began having my own children. I would like it to be a Montessori type of center we don’t have many out here where I live. I like the concept of children being able to build their own instruments and thing like that. It will help with their developmental process. I am really reaching for my center to be diverse. We will have space for all children no matter the race, culture or disability. My goal is to make all the children feel welcome and ready to learn. I really believe that owning my own center will be a wonderful idea because I really have the passion for teaching and building a safe, loving, caring, educational environment for them. I admire how children feed off of their environment so if they feel safe where they are going they will have no problem wanting to come back to learn every day. I am real big on education especially with my own children. So with that being said when children reach my facility even though they are not my birth children, when they enter the child care environment they should be able to feel loved and welcome. They should be able to talk to you and get to know you as well as you are getting to know them. I see this type of business as a family away from your actually family. I love to push my children and student to dream big and if they work hard they can be anything they want. So with that being said the educational would and business concept of it is really where I need to be.
My theoretical perspective on teaching and learning is that in education the rules, procedure, methods and standards frequently change as time goes on. So with that being said the way you teach and learn information changes as well. There are always new information to gather so you may have to find different ways to keep track of them may it be keeping notes, binders, email things of that nature. When it comes to my teaching methods I don’t normally go by the book all the time. I go off the energy of my students to me they bring out the best in teachers.
Why is education important? Education is the key to life as I learn growing up. Teaching children young and being involved in their learning process will help t ...
Jennifer Giles is pursuing a Bachelor's degree in Psychology from Argosy University. She volunteers facilitating art and domestic violence groups for children. Her goal is to obtain a Master's in Mental Health Counseling to help others gain control over their lives. She discusses how her education and life experiences have helped her develop communication, research, and counseling skills. She plans to continue learning throughout her career to best serve her clients.
The document is Felicia Struck's ePortfolio for her BA in Psychology from Argosy University in 2012. It includes her personal statement about her interest in psychology and forensic psychology, as well as her experience interning at an autism clinic. It also includes her resume, highlighting her education and work experience in customer service and management roles, as well as a reflection on her time at Argosy University.
The document analyzes the physical, cognitive, and socioemotional development during the prenatal through infancy stages. It discusses the typical growth patterns and milestones in these areas, as well as common health risks. Piaget's theory of cognitive development is also examined, outlining the sensorimotor stages from birth to age 2 when object permanence emerges.
Kassim Osman completed an internship and volunteering experience at a school serving immigrant students to fulfill requirements for his Family Social Science degree. Through these experiences, he was able to apply theories like symbolic interactionism to better understand the students, families, and community. While the school lacked diversity, it provided an environment where the students could maintain their cultural identities while receiving an education. Osman reflected that these experiences improved his communication, assessment, and problem-solving skills to work with diverse families and help address their needs.
My name is Yazmillie Fuentes and I was born in Aibonito, Puert.docxdohertyjoetta
My name is Yazmillie Fuentes and I was born in Aibonito, Puerto Rico and raised in a small town named Cayey. I lived with my mother, maternal grandmother, brother, cousins and aunt. Although my mother divorced my dad, her accomplishment in becoming a business woman became my inspiration. Juggling between furthering my career, my wonderful four children and grandson has been my pride. However, it has also been a challenge that I have been trying to overcome, In spite of that, I know that I have the drive and ambition to keep moving forward. Being determined and setting goals for my future has always been a part of my personal experience. The field of Psychology caught my attention when I was in high school and I had taken an elective class in the tenth grade. I instantly felt the passion and I knew that this would someday be my career. I had my first son when I was sixteen-years old, and my second when I was seventeen-years-old. I worked a full-time job while also attending college. With the help of my marvelous mother and cousin, I was able to complete my Bachelor’s Degree in Psychology. Within four years I received my Master’s degree in Counseling Psychology and in 2007, I graduated from the University of Turabo in Puerto Rico. I made the decision to move to Florida in 2007, to provide a better life for myself and my children. I prevailed through the hardships of the language barrier. I had to find a way to adjust with limited job openings during that time. I was able to find a job in a daycare facility as a teacher, where I discovered working with children and helping families were also my passion. Also, during this period I got married and had two more children.
In 2010, I was given a wonderful opportunity to interview for a position as a case manager at The Centers. Excitedly, I was hired immediately. I was required to take a 3 month training to be certified as a case manager with the child welfare system. Working as a case manager for five years gave me the aspect of personal and professional growth. In addition, I acquired the experience in the court room. This personal growth has made a significant impact on my life. Learning how to help the parent alter their perspective with hopes of a change of heart was also a reward. These changes helped me with the ability to unite families and help them process through their conflict.
Currently in my career, I have advanced into an Individual/Family Counselor position with the Arnette House, as well as an Independent Contracted Clinician with Families First of Florida as a Mental Health Counselor. At the Arnette House my responsibility is to visit with children in school settings in order to establish a connection with the child and provide counseling services. Within my counseling sessions, anger management, depression, bullying, social, and coping skills are addressed. I counsel individually and apply the therapeutic interventions of
Solution
Focused Therapy to implement solutions instea.
Krystina Lange is completing her Bachelor's degree in psychology from Argosy University Online. She has worked various jobs including as a paraprofessional, teacher's aide, and personal care attendant. She believes these experiences will help her achieve her goal of working in social services helping children and families. Lange maintains high grades while raising her daughter as a single mother. She reflects that her time at Argosy has given her a new perspective in psychology and prepared her for her career.
Robin analyzed a document describing her educational and career experiences. She began as an average elementary student without college aspirations but became a straight-A high school student. She got pregnant her senior year and remained determined to complete high school and attend college. She has since earned degrees in psychology and substance abuse counseling. Robin now works in a mental health hospital and plans to continue her education by pursuing a master's degree in forensic psychology.
RUNNING HEAD Professional Philosophy of Education1Profes.docxtoltonkendal
RUNNING HEAD: Professional Philosophy of Education 1
Professional Philosophy of Education
Jaymi Ragin
EDU100: Issues in Education
Dr. John Richard Kay
June 16, 2016
Guided Response: You will respond to your classmates who gave you feedback on your draft post. In addition, post to two classmates on their draft, using the checklist on peer review/feedback to guide your critique. To ensure that everyone receives peer feedback, respond to classmates posts who have no or only one response. Be sure to focus on the thesis statement, topic sentences and paragraphs, research integration, fallacies, and the conclusion. Your initial posts to your classmates should be a minimum of 300-words.
What I plan on doing with my degree after I graduate would be to open my own childcare facility. This has been my dream since I began having my own children. I would like it to be a Montessori type of center we don’t have many out here where I live. I like the concept of children being able to build their own instruments and thing like that. It will help with their developmental process. I am really reaching for my center to be diverse. We will have space for all children no matter the race, culture or disability. My goal is to make all the children feel welcome and ready to learn. I really believe that owning my own center will be a wonderful idea because I really have the passion for teaching and building a safe, loving, caring, educational environment for them. I admire how children feed off of their environment so if they feel safe where they are going they will have no problem wanting to come back to learn every day. I am real big on education especially with my own children. So with that being said when children reach my facility even though they are not my birth children, when they enter the child care environment they should be able to feel loved and welcome. They should be able to talk to you and get to know you as well as you are getting to know them. I see this type of business as a family away from your actually family. I love to push my children and student to dream big and if they work hard they can be anything they want. So with that being said the educational would and business concept of it is really where I need to be.
My theoretical perspective on teaching and learning is that in education the rules, procedure, methods and standards frequently change as time goes on. So with that being said the way you teach and learn information changes as well. There are always new information to gather so you may have to find different ways to keep track of them may it be keeping notes, binders, email things of that nature. When it comes to my teaching methods I don’t normally go by the book all the time. I go off the energy of my students to me they bring out the best in teachers.
Why is education important? Education is the key to life as I learn growing up. Teaching children young and being involved in their learning process will help t ...
Jennifer Giles is pursuing a Bachelor's degree in Psychology from Argosy University. She volunteers facilitating art and domestic violence groups for children. Her goal is to obtain a Master's in Mental Health Counseling to help others gain control over their lives. She discusses how her education and life experiences have helped her develop communication, research, and counseling skills. She plans to continue learning throughout her career to best serve her clients.
The document is Felicia Struck's ePortfolio for her BA in Psychology from Argosy University in 2012. It includes her personal statement about her interest in psychology and forensic psychology, as well as her experience interning at an autism clinic. It also includes her resume, highlighting her education and work experience in customer service and management roles, as well as a reflection on her time at Argosy University.
The document analyzes the physical, cognitive, and socioemotional development during the prenatal through infancy stages. It discusses the typical growth patterns and milestones in these areas, as well as common health risks. Piaget's theory of cognitive development is also examined, outlining the sensorimotor stages from birth to age 2 when object permanence emerges.
Kassim Osman completed an internship and volunteering experience at a school serving immigrant students to fulfill requirements for his Family Social Science degree. Through these experiences, he was able to apply theories like symbolic interactionism to better understand the students, families, and community. While the school lacked diversity, it provided an environment where the students could maintain their cultural identities while receiving an education. Osman reflected that these experiences improved his communication, assessment, and problem-solving skills to work with diverse families and help address their needs.
Linda Manila is seeking a career change after graduating with a Bachelor's degree in Psychology with a focus on Criminal Justice. She has worked as a Head Start teacher for several years and teaches preschool children from low-income families. Manila draws from her experience growing up learning English as a second language to empathize with her students. She is dedicated to helping vulnerable children and families in need achieve their goals.
Jessica Sharma completed her undergraduate degree in psychology at Argosy University Online. She has a longstanding interest in psychology that began in high school. Her goal is to work as a genetic counselor to help children with autism. During her studies, she gained skills in areas such as communication, research, and critical thinking. She hopes to gain experience in the field through employment or internships before pursuing a graduate degree in genetic counseling.
Au Psy492 E Portfolio Template For Slide Shareraygoodsell
1. Ray Goodsell presents a relapse prevention model for his client Peter. He identifies several life circumstances and psychological issues that could lead Peter to relapse, including having parents and siblings with substance abuse issues.
2. Ray recommends family therapy and regular attendance at AA/NA meetings to help the family address issues that led to dysfunction and provide support. He also stresses the importance of Peter continuing his medication as prescribed to manage his bipolar disorder and ADHD.
3. Ray notes potential risks of Peter living with his two former roommates, who also struggle with substance abuse, and identifies the highly addictive drugs Peter previously abused. He acknowledges Peter's progress in counseling over the past two years.
Here are two relevant quotes from The Polyphonic Spree without context:
1. "Just follow the day and reach for the sun."
2. "We marvel as people reach for the tip of that mountain and they will seemingly go far in life."
The document is Elaina Wilson's personal statement for her undergraduate psychology ePortfolio, in which she discusses her interest in psychology sparked by personal experiences and professors, her goal of becoming a counselor to help women with issues like addiction and eating disorders, and her education and work experience in areas like the county education office that have prepared her for a career in counseling.
PORTFOLIO OF ACTIVITIES AND GAME final (1)Carly Tunks
The document provides a critique of the musical production "Legally Blonde" in terms of its appropriateness for children. It discusses how plays can be beneficial for children's development when they enhance imagination and teach life lessons, but can also be harmful if they contain offensive material. The critique notes that "Legally Blonde" was advertised as a family musical and describes the basic plot about a young woman pursuing law school. It also mentions the production was directed by J. Bethurne and held at an auditorium in Caledon.
Au Psy492 M7 A3 E Portf Saunders A. Doctonisvision
The document is an ePortfolio belonging to Antoinette Saunders, who is pursuing a Bachelor's degree in Psychology. It includes her personal statement, resume, reflections on her academic experience, and a table of contents for the portfolio sections. The personal statement outlines her background as an advocate for children with special needs and her goals to further her education and address disparities through research and public speaking.
Amanda Bain earned a B.A. in psychology in 2010. She began her undergraduate studies focused on addiction studies but switched to psychology to work in a field helping others. She has professional experience in sexual assault prevention, education, addictions, and working with children through teaching preschool and volunteering with youth organizations. Her goal is to obtain a position as a Family Services Advocate and eventually earn a master's degree to continue her education and career in human services.
The document is a personal statement and resume from a psychology student. She discusses her goals of obtaining a doctorate in psychology with a focus on clinical psychology. However, she is first pursuing a master's degree in higher education to support her current role as director of a medical assisting program. She discusses losing a pregnancy recently and how grief counseling helped her cope. Her main interests now are spending time with her daughters and pursuing interests like reading, cultures, and museums when time allows. Her skills include active listening, instruction, teamwork, and critical thinking.
The document is a personal statement and resume from a psychology student. She discusses her goals of obtaining a doctorate in psychology with a focus on clinical psychology. However, she is first pursuing a master's degree in higher education to support her current role as director of a medical assisting program. She discusses losing a pregnancy recently and how grief counseling helped her cope. Her main interests are spending time with her daughters and learning about other cultures through museums. She outlines skills like active listening, instruction, teamwork and critical thinking. Her resume and reflection discuss research skills learned in her program.
This document contains personal statements and resume information from Pamela Green regarding her undergraduate studies and career objectives. It discusses her difficult upbringing as a homeless teen mother and her journey to complete her BA in Industrial/Organizational Psychology. She overcame many challenges, including homelessness, the death of her son, and mental health issues, to return to college. She gained work experience in healthcare and developed entrepreneurial skills in creating natural body care products. Her goal is to obtain an entry-level HR position and pursue an advanced degree in I/O psychology.
Tiffany has gained critical thinking skills through her education and the ability to analyze issues from different perspectives. She feels strongest in applying knowledge to real situations and helping others through listening. While she understands basic research methods, she wants to improve at recognizing specific methods used in articles. Tiffany also aims to enhance communicating psychological concepts orally so all audiences understand. She is interested in ethics and relates topics to psychology well but seeks continued growth. Her education strengthened skills in diversity awareness and applying major concepts.
This document summarizes the key topics and discussion from a meeting about parent engagement. It outlines an agenda focusing on including parents who do not speak English as a first language. It emphasizes that parents are extensions of students and the importance of open communication and partnership between parents and schools. Strategies are proposed for strengthening relationships with parents and removing barriers to parent participation.
This document discusses Tisha Lane's personal statement and resume as part of her undergraduate ePortfolio. It provides an overview of her educational and career path, which has included studying psychology, paralegal studies, and teaching. She has worked in a laboratory, as a teacher's aide, and as a paralegal. Lane expresses her interest in pursuing a master's degree in education or psychology to work as a teacher or behavior specialist, combining her interests in children, behavior, and education.
This document contains a personal statement and resume from Tisha J. Lane, who is pursuing a bachelor's degree in Organizational Psychology. In her statement, she discusses her career path which has included beauty school, community college courses in various subjects, and working in education. She found her passion in psychology while taking those courses and working with children. Her goal is to obtain a master's degree to work as an education counselor, combining her interests in behavior, children, and education. Her resume outlines her education history and work experience in laboratories, education, and as a paralegal.
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docxsimonithomas47935
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docxsimonithomas47935
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
.
How are self-esteem and self-concept different What is the or.docxsimonithomas47935
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
.
How are morality and religion similar and how are they different.docxsimonithomas47935
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
.
How are financial statements used to evaluate business activities.docxsimonithomas47935
How are financial statements used to evaluate business activities?
What is managerial accounting and how does it help businesses create a competitive advantage
What skills must be developed to evaluate company performance?
How are investment and operations alternatives evaluated and selected?
2pages
.
How are Japanese and Chinese Americans similar How are they differe.docxsimonithomas47935
How are Japanese and Chinese Americans similar? How are they different? After exploring your course material and outside sources, please share the differences and similarities on such topics as immigration patterns, family life, economic picture, etc. Be sure to cite your sources properly. At a minimum, students should include summarized (no direct quotes) information from the course text. Do not forget to include page numbers in your in-text citations!
.
Hot Spot PolicingPlace can be an important aspect of crime and.docxsimonithomas47935
Hot Spot Policing
"Place" can be an important aspect of crime and crime prevention. Behaviors occur across space and time. In the 1990's hot spot policing became a very popular topic.
In this paper, you need to address the following:
Define the concept of "Hot Spot" from the context of law enforcement,
Define the concept of "Hot Product" from the context of law enforcement,
Describe VIVA and CRAVE (as they relate to hot spots and hot products),
Identify a few products or objects that might be prime targets for crime, and
Indicate how these products or objects fit the ideas of VIVA and CRAVED.
.
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Linda Manila is seeking a career change after graduating with a Bachelor's degree in Psychology with a focus on Criminal Justice. She has worked as a Head Start teacher for several years and teaches preschool children from low-income families. Manila draws from her experience growing up learning English as a second language to empathize with her students. She is dedicated to helping vulnerable children and families in need achieve their goals.
Jessica Sharma completed her undergraduate degree in psychology at Argosy University Online. She has a longstanding interest in psychology that began in high school. Her goal is to work as a genetic counselor to help children with autism. During her studies, she gained skills in areas such as communication, research, and critical thinking. She hopes to gain experience in the field through employment or internships before pursuing a graduate degree in genetic counseling.
Au Psy492 E Portfolio Template For Slide Shareraygoodsell
1. Ray Goodsell presents a relapse prevention model for his client Peter. He identifies several life circumstances and psychological issues that could lead Peter to relapse, including having parents and siblings with substance abuse issues.
2. Ray recommends family therapy and regular attendance at AA/NA meetings to help the family address issues that led to dysfunction and provide support. He also stresses the importance of Peter continuing his medication as prescribed to manage his bipolar disorder and ADHD.
3. Ray notes potential risks of Peter living with his two former roommates, who also struggle with substance abuse, and identifies the highly addictive drugs Peter previously abused. He acknowledges Peter's progress in counseling over the past two years.
Here are two relevant quotes from The Polyphonic Spree without context:
1. "Just follow the day and reach for the sun."
2. "We marvel as people reach for the tip of that mountain and they will seemingly go far in life."
The document is Elaina Wilson's personal statement for her undergraduate psychology ePortfolio, in which she discusses her interest in psychology sparked by personal experiences and professors, her goal of becoming a counselor to help women with issues like addiction and eating disorders, and her education and work experience in areas like the county education office that have prepared her for a career in counseling.
PORTFOLIO OF ACTIVITIES AND GAME final (1)Carly Tunks
The document provides a critique of the musical production "Legally Blonde" in terms of its appropriateness for children. It discusses how plays can be beneficial for children's development when they enhance imagination and teach life lessons, but can also be harmful if they contain offensive material. The critique notes that "Legally Blonde" was advertised as a family musical and describes the basic plot about a young woman pursuing law school. It also mentions the production was directed by J. Bethurne and held at an auditorium in Caledon.
Au Psy492 M7 A3 E Portf Saunders A. Doctonisvision
The document is an ePortfolio belonging to Antoinette Saunders, who is pursuing a Bachelor's degree in Psychology. It includes her personal statement, resume, reflections on her academic experience, and a table of contents for the portfolio sections. The personal statement outlines her background as an advocate for children with special needs and her goals to further her education and address disparities through research and public speaking.
Amanda Bain earned a B.A. in psychology in 2010. She began her undergraduate studies focused on addiction studies but switched to psychology to work in a field helping others. She has professional experience in sexual assault prevention, education, addictions, and working with children through teaching preschool and volunteering with youth organizations. Her goal is to obtain a position as a Family Services Advocate and eventually earn a master's degree to continue her education and career in human services.
The document is a personal statement and resume from a psychology student. She discusses her goals of obtaining a doctorate in psychology with a focus on clinical psychology. However, she is first pursuing a master's degree in higher education to support her current role as director of a medical assisting program. She discusses losing a pregnancy recently and how grief counseling helped her cope. Her main interests now are spending time with her daughters and pursuing interests like reading, cultures, and museums when time allows. Her skills include active listening, instruction, teamwork, and critical thinking.
The document is a personal statement and resume from a psychology student. She discusses her goals of obtaining a doctorate in psychology with a focus on clinical psychology. However, she is first pursuing a master's degree in higher education to support her current role as director of a medical assisting program. She discusses losing a pregnancy recently and how grief counseling helped her cope. Her main interests are spending time with her daughters and learning about other cultures through museums. She outlines skills like active listening, instruction, teamwork and critical thinking. Her resume and reflection discuss research skills learned in her program.
This document contains personal statements and resume information from Pamela Green regarding her undergraduate studies and career objectives. It discusses her difficult upbringing as a homeless teen mother and her journey to complete her BA in Industrial/Organizational Psychology. She overcame many challenges, including homelessness, the death of her son, and mental health issues, to return to college. She gained work experience in healthcare and developed entrepreneurial skills in creating natural body care products. Her goal is to obtain an entry-level HR position and pursue an advanced degree in I/O psychology.
Tiffany has gained critical thinking skills through her education and the ability to analyze issues from different perspectives. She feels strongest in applying knowledge to real situations and helping others through listening. While she understands basic research methods, she wants to improve at recognizing specific methods used in articles. Tiffany also aims to enhance communicating psychological concepts orally so all audiences understand. She is interested in ethics and relates topics to psychology well but seeks continued growth. Her education strengthened skills in diversity awareness and applying major concepts.
This document summarizes the key topics and discussion from a meeting about parent engagement. It outlines an agenda focusing on including parents who do not speak English as a first language. It emphasizes that parents are extensions of students and the importance of open communication and partnership between parents and schools. Strategies are proposed for strengthening relationships with parents and removing barriers to parent participation.
This document discusses Tisha Lane's personal statement and resume as part of her undergraduate ePortfolio. It provides an overview of her educational and career path, which has included studying psychology, paralegal studies, and teaching. She has worked in a laboratory, as a teacher's aide, and as a paralegal. Lane expresses her interest in pursuing a master's degree in education or psychology to work as a teacher or behavior specialist, combining her interests in children, behavior, and education.
This document contains a personal statement and resume from Tisha J. Lane, who is pursuing a bachelor's degree in Organizational Psychology. In her statement, she discusses her career path which has included beauty school, community college courses in various subjects, and working in education. She found her passion in psychology while taking those courses and working with children. Her goal is to obtain a master's degree to work as an education counselor, combining her interests in behavior, children, and education. Her resume outlines her education history and work experience in laboratories, education, and as a paralegal.
Similar to History 12 Archive Contribution Object and Infographic due .docx (15)
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docxsimonithomas47935
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docxsimonithomas47935
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
.
How are self-esteem and self-concept different What is the or.docxsimonithomas47935
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
.
How are morality and religion similar and how are they different.docxsimonithomas47935
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
.
How are financial statements used to evaluate business activities.docxsimonithomas47935
How are financial statements used to evaluate business activities?
What is managerial accounting and how does it help businesses create a competitive advantage
What skills must be developed to evaluate company performance?
How are investment and operations alternatives evaluated and selected?
2pages
.
How are Japanese and Chinese Americans similar How are they differe.docxsimonithomas47935
How are Japanese and Chinese Americans similar? How are they different? After exploring your course material and outside sources, please share the differences and similarities on such topics as immigration patterns, family life, economic picture, etc. Be sure to cite your sources properly. At a minimum, students should include summarized (no direct quotes) information from the course text. Do not forget to include page numbers in your in-text citations!
.
Hot Spot PolicingPlace can be an important aspect of crime and.docxsimonithomas47935
Hot Spot Policing
"Place" can be an important aspect of crime and crime prevention. Behaviors occur across space and time. In the 1990's hot spot policing became a very popular topic.
In this paper, you need to address the following:
Define the concept of "Hot Spot" from the context of law enforcement,
Define the concept of "Hot Product" from the context of law enforcement,
Describe VIVA and CRAVE (as they relate to hot spots and hot products),
Identify a few products or objects that might be prime targets for crime, and
Indicate how these products or objects fit the ideas of VIVA and CRAVED.
.
HOSP3075 Brand Analysis Paper 1This is the first of three assignme.docxsimonithomas47935
This document provides instructions for the first assignment of a brand analysis paper. Students must choose a hotel brand and write a paper analyzing the brand using at least four sources. The paper should be organized using provided topic headings, including: brand overview and history; target markets; brand position; and brand elements. For each section, the document provides guidance on what information should be included. For example, for the brand overview and history section, it instructs students to provide a brief history and timeline of the brand, as well as information on the brand's geographic locations and parent company. MLA format is required.
Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Fo.docxsimonithomas47935
Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Forensics in Internet of Things IEEE Internet of Things Journal, I(1),1-15,.
Chen, J. & Zhu, Q. (2019). Interdependent Strategic Security Risk Management With Bounded Rationality in the Internet of Things. IEEE Transactions on Information Forensics and Security, 14(11), 2958-2971.
Borek, A. (2014). Total Information Risk Management: Maximizing the Value of Data and Information Assets (Vol. First edition). Amsterdam: Morgan Kaufmann
The readings this week discusses broad context of risk and investigative forensics. Part of risk management is to understand when things go wrong, we need to be able to investigate and report our findings to management. Using this research, or other research you have uncovered discuss in detail how risk and investigate techniques could work to help the organization. ERM helps to protect an organization before an attack, where as forensics investigate technique will help us after an attack - so lets discus both this week.
Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
.
How (Not) to be Secular by James K.A. SmithSecular (1)—the ea.docxsimonithomas47935
How (Not) to be Secular? by James K.A. Smith
Secular (1)—the earthly plane of domestic life as distinguished from the sacred.
Secular (2)—areligious, neutral, unbiased, “objective”
Secular (3)—a world in which it is possible to imagine not believing in God; religious belief is no longer axiomatic.
Cross-pressured—The simultaneous pressure of various spiritual options or the feeling of being caught between an echo of transcendence and the drive toward immanentization.
Immanent frame—A constructed social space that frames our lives entirely within a natural order, an order “whose working could be systematically understood and explained in its own term, leaving open the question whether this whole order had a deeper significance....” (Taylor, A Secular Age, p. 15)
Exclusive humanism—A worldview that is able to account for meaning and significance without any appeal to the divine or transcendence.
Self-transcendence—a turning of life toward something beyond ordinary human flourishing. (Taylor, p. 44)
Fullness—The human impulsion to find significance, meaning, value—even within an entirely immanent frame.
Spin—A construal of life in an immanent frame that does not recognize itself as construal. Does not grant plausibility to the alternative,
Take—A construal of life in an immanent frame that is open to appreciating the viability of other takes.
Modern Moral Order (MMO)—Understanding of morality that focuses on the organization of society for mutual benefit rather than obligation to higher or eternal norms.
Faith
Faith Development Theory and a Look at Faith Today
Definitions of Faith
Faith (in general) = one’s ultimate concern (Paul Tillich)
Religious Faith = a relationship with God which engages a person’s total personhood; (Fischer and Hart reading); personal knowledge of God (Richard McBrien)
Faith is not primarily belief in ideas but in God
Difference between faith and “the faith”—the latter usually refers to a collection of “beliefs”
Misunderstandings of the Meaning of Faith
1. Having faith is believing things, “assenting to truths”—the rationalist misunderstanding
2. Having faith is behaving morally—the moralist misunderstanding
3. Having faith is feeling something —the emotionalist misunderstanding
These are all aspects of faith but faith cannot be reduced to any one of these.
Key Points about Faith
1. “Faith seeks understanding and is a friend of reason.” (The United States Catholic Catechism for Adults) In the words of Vatican I, faith is “consonant with reason.” Faith and reason are compatible. Faith is not “blind faith.”
2. Although faith has a content (beliefs), what Christians believe in are not the formulas of faith but in the realities they express.
3. Faith is a commitment of the whole person, not just the intellect of the person.
4. Faith is both personal and communal.
Faith Development Theory
Fowler’s Stages of Faith
Similar to Lawrence Kohlberg’s Stages of Moral Development
Overview of the Stages.
Hopefully, you enjoyed this class on Digital Media and Society.Q.docxsimonithomas47935
Hopefully, you enjoyed this class on Digital Media and Society.
Question #1:
Has your impression of digital media and society changed after taking this class? How? What in your opinion is the future of digital media and the Internet?
Topic 2: One Takeaway
There are no readings assigned this week. Reflect on the weekly Read & Watch content you have been exposed to throughout the semester to craft your response.
Discussion:
There are many interesting concepts, ideas, and theories presented in this class. We talked Curly Fries, Filter Bubbles, Global Collaboration, Digital Divide, Privacy, Big Data...
Question #1:
What is the most important thing you have learned from this class? What is your Number One Takeaway?
.
hoose (1) one childhood experience from the list provided below..docxsimonithomas47935
hoose
(1) one
childhood experience from the list provided below. This list has been generated from the Australian Institute of health and Welfare (2020) Australia’s Children report.
Asthma in children aged 5-14
Type 1 diabetes in children aged 0-14
Brain cancer in children up to 14 years
Anxiety disorders in children aged 5-14
Dental decay in children over 12
Overweight/Obesity in children 5-14
School aged child living with an intellectual disability
Children experiencing homelessness
Low birthweight babies
Children who are exposed to or a victim of family violence
After researching the prevalence of your chosen childhood experience, develop a brief hypothetical case study (200 words or so) about a child and their family highlighting the health care setting in which you (the nurse) meet the family;
the case study helps to guide your essay and provide context for your reader.
To explore the impact of your chosen childhood experience on the child and their family in the case study you have developed, read widely and address the following prompts informed by
contemporary and relevant
developmental, nursing and family care theory:
Outline the prevalence in Australia of the childhood experience chosen and highlight the short term, medium term and potential long term health outcomes/impact on the child
Discuss the impact (protective or otherwise) of family, culture and environment on the identified health outcomes for children identified from prompt 1
Explore the impact of the chosen childhood experience on the learning and development of the child in the case study, in light of their age/stage of development
When you (the nurse) meet the family (as outlined in your case study) how might you engage therapeutically with the child and family? Outline age/development appropriate communication strategies that you could adopt to support child/family flourishing
Based on the chosen childhood experience selected and the case study specifics, provide two priority nursing actions/interventions with rationales, that would advocate for positive child/family health outcomes
This essay will be developed with an introduction, body and conclusion, with correct grammar and spelling and acknowledging sources using APA 7th Edition referencing style. Word count of 2000 words +/-10% will be maintained; inclusive of intext references, excluding reference list.
Rubric
Assessment 3: Case study and literature review
Assessment 3: Case study and literature reviewCriteriaRatingsPtsThis criterion is linked to a learning outcome1.Case study developed is clear, informative and feasible
5
PtsExceeds expectationsVery well considered case study. The child/family circumstances are realistic and comprehensively presented in light of the chosen childhood experience; the context of the family and nurse interaction is clearly defined.4
PtsMeets ExpectationsWell considered case study. The child/family circumstances are realistic and thoroughly present.
honesty, hard work, caring, excellence HIS 1110 Dr. .docxsimonithomas47935
honesty, hard work, caring, excellence
HIS 1110 Dr. G. J. Giddings
ANALYSIS PAPER: GREAT MIGRATION HISTORY AS TACTIC
4 pages; 4 “works cited”/reference sources (at least 1 primary source)
Related Course Outcome: Identify and analyze connections between individual events and national
historic events.
OPTIONS I
Analysis Paper: Migration As Tactic/
Solution
(Long Interviews as main resource) (4 pages)
Millions of African Americans escaped or ran away from their homes in the South to seek refuge
in the North. Explore your individual interviewees’ descriptions of problems (lack of opportunities, racial
terrorism, personal reasons, etc.) they faced in the South or wherever, and how they attempted to
escape these problems by choosing migration as a tactic or solution. Explore how the individual
migration stories connect to or compare with the general Great Migration “push” and “pull” factors,
which motivated so many African Americans to leave the South. To help draw these connections,
identify and compare the “pull” and “push” factors of the Great Migration as well as other related
course themes such as: leadership tactics, African America socio-economic and culture status/state,
protest; demographic shifts/changes, etc.
OPTIONS II
Analysis Paper: Migration As Tactic/
.
hoose one of the four following visualsImage courtesy o.docxsimonithomas47935
hoose one of the four following visuals:
Image courtesy of: Nike® 2013 advertisement
Image courtesy of: Parents magazine June 2011
Image courtesy of: Harley Davidson® advertisement
Image courtesy of: Bank of America advertisement
In a
2-3-page APA formatted paper with an additional reference page
(
template here
), analyze the strategic use of perceptual visual communication:
Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.).
Describe how each culture’s cognitive memories and experiences may affect how they perceive this image.
Explain why cultural perception is important to consider when working with international or global cultures.
Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings.
Support the items above by including relevant quotes and paraphrases from academic/scholarly sources.
.
HomeworkChoose a site used by the public such as a supermark.docxsimonithomas47935
Homework
Choose a site used by the public such as a supermarket, doctor's office, library, post office, or department store and observe one or more key processes, the associated suppliers, inputs, process steps, outputs, customers, the measurement systems, and how the measurements are used to manage and improve the process. Submit a Word document in which you include the following:
Company visited.
Process observed.
SIPOC elements.
Process measurements.
Process management systems used.
.
Homework 2 Please answer the following questions in small paragraph.docxsimonithomas47935
The document contains homework questions asking about the conditions in Europe that led to the conquest of America, the effects of the conquest on native peoples and Europeans, the motives and backgrounds of Spanish conquistadors, and factors explaining how a small number of Spaniards conquered large indigenous empires.
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BBA 2010-16J-5A21-S1, Introduction to Business
Unit VI
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Course Resource Booklet (Final Submission Due)
Child Welfare Advocates have many resources available to them to assist those in need. The key is to know what resources are available. This assignment will require students to create resources on local and child welfare social services and present in a booklet format. This will be an ongoing course project as you learn about new resources in each module. As you continue with your classes, you may even choose to add additional resources.
Timeline
Module 1
— Course Resource Project assigned
Module 2
— Submit for instructor feedback – non-graded.
Students will submit the title page, introduction and one agency description in Module 2 for purposes of non-graded feedback.
Module 5
— Final Course Resource project due
Directions
Students will create a booklet that compiles information for twelve different agencies.
The twelve agencies must represent the following categories of general services. No category can be eliminated.
Adult Assistance — include one agency that specializes in helping the homeless
Child Development — include one agency that specializes in helping those in poverty
Family Support Services — include one resource on family violence
Health — include one agency that specializes in helping those with addiction
Legal — include the Guardian Ad Litem program
Mental Health
Each category should include:
A maximum of two agency resources for each category.
No more than one state agency may be included in each category.
Do not use the same agency more than once.
Agencies should be alphabetized by category.
Students should work on the Course Resource Booklet each module so they have a cumulative booklet ready for submission. Do not wait until the last minute.
Each local agency resource should include the following information. Use headings for components, as needed.
(See sample page attached.)
Name of Agency
Agency address (Domestic Violence shelters may use outreach center)
Website URL
Hours of Operation
Agency Description of 150 to 175 words
. This part of the resource booklet must be written and paraphrased in paragraph format and must include the following information:
(1.5 spacing for submission to instructor)
Mission/Purpose of the resource
Populations Served
Specific Type of Services
Eligibility Requirements
One strength and one limitation of the agency or its services
The final booklet should include:
A Title Page
Table of Contents
An introduction with a statement of purpose and definition of child welfare
Use paragraph form for agency description, strength and limitations of resource
Agency information should be alphabetized and spaced at 1.5
Use Times New Roman, size 12 font
Include page numbers
Be visually appealing and professional in appearance
Submit your document to Turnitin®. Turnitin® will tell you if you have copied text from o.
Homeless The Motel Kids of Orange CountyWrite a 1-2 page pa.docxsimonithomas47935
Homeless: The Motel Kids of Orange County
Write a 1-2 page paper double spaced using 12 point Calibri/Times New Roman font.
Your paper should be written using the “conflict” and “symbolic interactionism” perspective. 1) What was the premise of the video? 2) Give two examples of how the children understood the situation they are in. 3) Why or why not do you see hope for the children. 4) How did the video make you feel?
.
Home work 8 Date 042220201. what are the different between.docxsimonithomas47935
The document discusses two California government websites, waterboards.ca.gov and water.ca.gov and asks what the differences are between the agencies that run each site. It instructs the reader to visit both websites to learn more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
History 12 Archive Contribution Object and Infographic due .docx
1. History 12 Archive Contribution
Object and Infographic due: Monday, May 4th by 11:59pm
Analysis Essay Due Friday, May 8th by 1:59PM
We often discuss history as an abstract concept; however,
history is often best understood
from the lived reality of everyday spaces and experiences. For
this assignment, you will identify
an object with a relationship to a person you believe to be
historically significant.
You have a good deal of leeway when it comes to selecting an
item and defining who/what is
“historically significant” however, here are a couple things to
keep in mind as you decide on an
archive item:
• Accessibility: Do you have access to the item and/or an
individual with some connection
to the item? Similarly, do you have access to someone you can
conduct an oral history
with?
• Relationship to course: The best research unfolds from your
data; however, you should
at least have a broad idea of the potential connections you plan
on making to the
course. For example, are you interested in your item as a
product of a particular era or
an item whose significance has changed over time?
2. • Creativity: As History 12 has shown, history is created at all
levels of society. In this case,
you will need to focus on something you have a connection to.
As such, family history is
both completely relevant and encouraged for this assignment;
however, you might also
think about documenting an object in the various communities
you belong to (schools,
church, athletics, sub-cultures, etc).
History 12 Archive:
Students are required to upload their item to the History 12
Archive Google Form. To be
considered complete, your upload must include: a title, an
image, and tw0 paragraphs
describing the item and analyzing its significance.
Infographic*:Students are required to create an infographic
depicting the item and its
significance to History 12. Your infographic will be no more
than one page and must use both
text and images to describe your item and place it in historical
context.
Two Page Analysis:Students are required to write a two page
essay analyzing their object’s
historical significance. Essays must connect the archive object
to specific historical content
covered in History 12.
Optional Oral History: Students have the option of conducting
an oral history with the person
connected to their object and completing a one-to-page “time
log” documenting what was
3. covered in the oral history for five points of extra credit.
*Note: You will find sample infographics in the “Sample
Infographics” link posted to the
Research Project Module
My name is Yazmillie Fuentes and I was born in Aibonito,
Puerto Rico and raised in a small town named Cayey. I lived
with my mother, maternal grandmother, brother, cousins and
aunt. Although my mother divorced my dad, her
accomplishment in becoming a business woman became my
inspiration. Juggling between furthering my career, my
wonderful four children and grandson has been my pride.
However, it has also been a challenge that I have been trying to
overcome, In spite of that, I know that I have the drive and
ambition to keep moving forward. Being determined and setting
goals for my future has always been a part of my personal
experience. The field of Psychology caught my attention when I
was in high school and I had taken an elective class in the tenth
grade. I instantly felt the passion and I knew that this would
someday be my career. I had my first son when I was sixteen-
years old, and my second when I was seventeen-years-old. I
worked a full-time job while also attending college. With the
help of my marvelous mother and cousin, I was able to complete
my Bachelor’s Degree in Psychology. Within four years I
received my Master’s degree in Counseling Psychology and in
2007, I graduated from the University of Turabo in Puerto Rico.
I made the decision to move to Florida in 2007, to provide a
better life for myself and my children. I prevailed through the
hardships of the language barrier. I had to find a way to adjust
with limited job openings during that time. I was able to find a
job in a daycare facility as a teacher, where I discovered
4. working with children and helping families were also my
passion. Also, during this period I got married and had two
more children.
In 2010, I was given a wonderful opportunity to interview for a
position as a case manager at The Centers. Excitedly, I was
hired immediately. I was required to take a 3 month training to
be certified as a case manager with the child welfare system.
Working as a case manager for five years gave me the aspect of
personal and professional growth. In addition, I acquired the
experience in the court room. This personal growth has made a
significant impact on my life. Learning how to help the parent
alter their perspective with hopes of a change of heart was also
a reward. These changes helped me with the ability to unite
families and help them process through their conflict.
Currently in my career, I have advanced into an
Individual/Family Counselor position with the Arnette House,
as well as an Independent Contracted Clinician with Families
First of Florida as a Mental Health Counselor. At the Arnette
House my responsibility is to visit with children in school
settings in order to establish a connection with the child and
provide counseling services. Within my counseling sessions,
anger management, depression, bullying, social, and coping
skills are addressed. I counsel individually and apply the
therapeutic interventions of
Solution
Focused Therapy to implement solutions instead of focusing
solely on the problem. I use a collaborative approach
psychoeducation and Reality Therapy to help my clients learn
5. how take ownership and responsibility for their actions. I also
utilize Cognitive Behavior Therapy, Talk, Art, and Play
Therapy.
I believe group therapy is effective in certain cases, therefore it
is an essential part of my treatment process because I work with
groups in school settings. Appealing to their situation and
listening is a significant part of the therapeutic process. At
Families First of Florida, I have the opportunity to counsel
children with autism, ADHD, and severe depression as well as
other clinical diagnosis. Currently, it is my goal to provide
parents with the skills and coping mechanisms for their
children, so that both the child and parent receive the services
they are needing. Through the years and with the experience
that I have acquired in the field, I am proud to say that many of
my dreams have been fulfilled. I have maintained many cases
that has given me a sense of duty. I am also in the process of
continuing studies to obtain a license as a mental health
counselor. In the future I know that I would be interested in
teaching college level students. I know this is also an evolving
passion, because I believe students not only need to be taught
“by the book” principles. However, they should also learn from
the perception of personal experience and application. I know
that I have the motivation and ambition to provide the future
generation with my multi-cultural, innovative and passionate
views.
8. • What Is a Family?
• Family Systems: Fundamental Concepts
• Enabling
• Disabling
• Today’s Families: A Pluralistic View
Adopting a Family Relationship Framework
• Family Structure
• Basic characteristics
• Interactive patterns
• Family Narratives and Assumptions
• Family Resiliency/Therapist Resiliency
Goldenberg/Goldenberg, Family Therapy, 8th
16. • Remarried and blended families
• Gay and lesbian families
Family Development:
Continuity and Change
• Divorce
• The decision to divorce
• Planning the breakup of the system
• Separation
• The divorce
• Post-Divorce Family
• Single parent, custodial
• Single parent, noncustodial
Goldenberg/Goldenberg, Family Therapy, 8th
18. Year: 2017
Publisher: Cengage Learning
Place of Publishing: United States of America
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Code) governs the making of
photocopies or other reproductions of copyrighted materials.
Under certain conditions
specified in the law, libraries and archives are authorized to
furnish a photocopy or other
reproduction. One of these specified conditions is that the
photocopy or reproduction is not
to be used for any purpose other than private study, scholarship,
or research. If a user makes
a request for, or later uses, a photocopy or reproduction for
purposes in excess of fair use
that user may be liable for copyright infringement.
19. 30 CHAPTER 2
Developing a Life Cycle Perspective
Advocates contend that the family life cycle perspective offers a
positive view of the family's
capacity to retain its stability and continuity at the same time
that it evolves and changes its
structure as new relational processes occur. It is not that a
competent family passes through
a particular stage stress free or without resisting change but
rather that it has the resilience
to use its strengths, resources, and effective interpersonal
processes to master the necessary
20. transitions. T he more resilient the family, the more capably it
reorganizes to deal with disrup-
tions and bounces back after temporarily being thrown off
course because of developmental
transitions (Walsh, 2012a). Interpersonal conflicts that develop
within a family may signal the
family's inability to negotiate a particular life cycle passage or
transition point; here the family
is thought to have become "stuck" between stages of the life
cycle and to be in need of reorga-
nizing in order to better accommodate to the changing needs of
its members.
Identifying Developmental Tasks
Different family life cycle stages call for the mastery of specific
developmental tasks by its
members. Developmental tasks refer to those activities or
experiences that need to be mas-
21. tered at various stages in the family life cycle to enable the
family to move to the next develop-
mental stage. Individual developmental tasks fold into family
developmental tasks. Some tasks
are universal (e.g., infant attachment to caregivers), while some
may be more culture bound
(e.g., the task of developing an individual identity is less
commonly found in collectivistic
cultures that emphasize community commitment over individual
advancement); see Masten
and Tellegen (2012). Contemporary middle-class American
society expects adolescents to be-
have differently from younger children or from adults; young
adults, economic circumstances
permitting, are encouraged to develop independence and
autonomy. However, developing
22. competencies in a dangerous inner-city environment may call
for survival skills that the larger
society may consider inappropriate. Different times, such as
periods of war, often require dif-
ferent survival skills.
Developmental tasks define role expectations throughout the
life cycle. Newly married
couples must develop a process for gaining greater closeness
and interdependence; the nature
of their involvement with one another inevitably changes once
they have a child. Parents
must remain involved with young children in a way that would
be smothering for adolescents
(Minuchin, Lee, & Simon, 2006). Family life cycle advocates
argue that the family that has
difficulty navigating a particular phase may be temporarily
vulnerable-but not necessarily
23. dysfunctional-and may need help before feeling empowered to
manage the turning point.
Conceptualizing the Life Cycle: Some Preliminary Cautions
It is important to note a few words of caution before introducing
the life cycle concepts: Any
generalizations in the family life cycle model should be seen
within the context of a particular
class, culture, and historical period (early 21st-century
America) and thus are open to peri-
odic revision as changes occur in the larger society. In addition,
individual family differences
in ethnicity, culture, language, socioeconomic status, sexual
identity, degree of acculturation,
FAMILY DEVELOPMENT: CONTINUITY AND CHANGE
24. spirituality, and experiences with family violence may modify
the nature of the stages and the
developmental tasks that must be accomplished. Couples who
do not have children experi-
ence a very different family life cycle. Box 2.1 highlights some
diversity factors that should be
considered in understanding variations in the family life cycle.
One further caution: It is useful to remember that transitions
from one stage to the next
are rarely accomplished as neatly in real life as stage theory
would suggest. Mastering a signif-
icant life cycle transition calls for changes in the family system,
not merely rearrangements of
accommodations between members (which typically go on
unnoticed throughout family life).
Most transitions occur over several years, and life stages often
merge into one another, so that
25. a family may be trying to cope with the same issues and
challenges over several stages. The key
point to remember here, as Gerson (1995) observes, is that
each transition requires a family to change, to reset priorities,
and to organize to meet the
challenges of the new life cycle stage. Therapists can learn
much about a family and how it
is coping and functioning by assessing how that family meets
the challenges of each life cycle
transition. (p. 91)
Family Diversity May Modify Life Cycle Stages
Despite the view held by most family therapists
that the life course of families evolves through a
predictable sequence of stages that are fairly uni-
versal, a variety of individual family differences
may change the exact nature of a family life cycle
stage for that family, including:
• Ethnicity
• Culture
• Socioeconomic status
26. • Sexual identity
• Spirituality
• Family violence
• Physical or mental illness
" Substance abuse
In addition, the family's migration history or degree
of acculturation, gender roles, intergenerational
hierarchies, child-rearing attitudes and patterns,
and the role of the elderly may be important in
the way the family navigates a life cycle stage, and
these issues are relevant in therapeutic work to
help families accomplish the tasks of those stages.
Attention should be given to the family's religious
and spiritual aspects so therapists can appreciate
how the family's faith beliefs and practices affect
their interactions (Walsh, 2010).
A heightened awareness of these differences is
particularly important when the background of the
family is different from the family background of
the therapist. For example, a non-Native American
therapist needs to appreciate that many young
Native Americans, seeking an escape from poverty
27. and finding a lack of employment opportunity on
the reservation, frequently move to urban areas,
thus weakening their ties to the traditional kinship
network of Native American family life and its cus-
tomary stages of development (Sue & Sue, 2013).
The non-Native American therapist needs to be
sensitive to these shifting values in Native Ameri-
can culture and appreciate the pressures they may
impart on individuals and families from that tradi-
tion. In her ecosystemic approach to working with
Latino families, Falicov (2014) contends that the
family therapy encounter is really an engagement
between the therapist's and the family's cultural
and personal constructions about family life.
31
32 CHAPTER 2
The Family Life Cycle Framework
Most families, regardless of structure or composition or cultural
heritage, progress through
28. certain predictable marker events or phases (such as marriage,
the birth of a first child, chil-
dren leaving home, death of grandparents). Each stage is
precipitated by a particular life
event-what Zilbach (1989) refers to as a family stage marker-
demanding change and a new
adaptation. These passages may occur because of a sudden
major change in family compo-
sition (e.g., birth of twins) or perhaps due to a major shift in
autonomy (a family member
starting kindergarten, entering adolescence, moving away from
home). In other cases, external
factors stress the family and demand new adaptations-a move to
a new community, a change
in career, coping with a natural disaster, or perhaps a change in
economic circumstances. The
family, as a developmental system, typically must attempt to
29. deal with the developmental
tasks (or unforeseen set of problems) that require mastery and
resolution.
L03 Family Life Cycle Stages
Relationships between parents, siblings, and extended family
members all undergo transitions
as the family proceeds through the life cycle. Table 2.1
proposes a series of discrete stages,
starting with single young adults leaving home, marrying,
having children, launching those
children into the world, and living together in later life. While
the stages outlined obviously
do not fit every family, especially considering our diverse
society, the table draws attention to
the multigenerational nature of family life as the family
continues to change and evolve.
30. Continuity and Change Throughout the Family Life Cycle
If every family lives in an ever-changing context, a key
question becomes: Is the family under
stress flexible enough to allow new interactive patterns to
emerge to meet the developmental
needs of its members? The answer tells us how easily and how
well the family manages conflict
and negotiates the transitions between stages. Successful
management of challenges in one
stage has a significant impact on its ability to effectively carry
out the tasks of the subsequent
stage. Should the family become destabilized as its members
struggle to accommodate change
(e.g., the father and mother develop violent disagreements about
how late their teenage daugh-
ter may stay out on Saturday night and what friends she may be
with), one or more family
31. members may become symptomatic (the daughter becomes
angry and withdrawn; the mother
becomes depressed; the father feels isolated and alone; and the
parents' marriage deteriorates).
The more rigid the family's interactive pattern, the less likely
the members will be able to ne-
gotiate differences, the more the family will be stressed by the
need to change, and the more
likely symptoms will develop within the family system.
As Zilbach (1989) notes, during each stage, family development
proceeds through family
task accomplishment, and family characteristics of the previous
period are carried over into
the next stage. If any tasks are incomplete or impeded,
development is delayed or suspended,
and these difficulties are carried into the subsequent stage of
32. family development. For exam-
ple, parents may experience fears of separating from a young
child and allowing that child to
move out of the immediate family to day care, preschool, or
kindergarten. That same fear, un-
resolved, may later cause conflict between parents and the child
in adolescence as separation
FAMILY DEVELOPMENT: CONTINUITY AND CHANGE
ao-ain becomes a family issue when the adolescent seeks greater
freedom and self-direction;
0
still later, it may delay separation from the family by a young
adult.
Both continuity and change characterize the family system as it
progresses through
33. time. In some cases the changes are orderly, gradual, and
continuous; in others they may
be sudden, disruptive, and discontinuous. Both call for
transformations in the organi-
zation of the system. As an example of the latter, a family may
suddenly be confronted
by unexpected catastrophic events (serious financial reverses, a
terrorist attack, death of
a young child, or a random drive-by shooting). Such crises
disrupt the family's normal
developmental flow and inevitably produce relationship changes
within the family sys-
tem. The unusual or unanticipated timing of a major event may
be particularly traumatic
precisely because it upsets the sequence and disturbs the rhythm
of the expected course
of life. Examples include the death of a parent during one's
34. childhood, teenage mar-
riage, a first marriage postponed until late in life, or a child
born to parents in midlife
(McGoldrick, Carter, & Garcia-Preto, 2011).
2.1 Stages of the family life cycle
Leaving home:
Emerging young
adulcs
Joining of families
through marriage/
union
Families with young
children
Accepting emotional and financial
responsibility for self
Commitment to new system
35. Accepting new members into the
system
a. Differentiation of self in relation to family of origin
b. Development of intimate peer relationships
c. Establishment of self in respect to work and financial
independence
d. Establishment of self in community and larger society
e. Spirituality
a. Formation of partner systems
b. Realignment of relationships with extended family,
friends, and larger community and social system to
include new partners
a. Adjustment of couple system to make space for children
b. Collaboration in child-rearing, financial, and household
tasks
c. Realignment of relationships with extended family to
include parenting and grandparenting roles
d. Realignment of relationships with community and
36. larger social system to include new family structure and
relationships
33
Families with
adolescents
Increasing flexibility of family
boundaries to permit children's
independence and grandparents'
frailcies
a. Shift of parent-child relationships to permit adolescent to
move into and out of system
b. Refocus on midlife couple and career issues
c. Begin shift toward caring for older generation
d. Realignment with community and larger social system
to include shifting family of emerging adolescent and
parents in new formation pattern of relating
(Continued)
37. 34 CHAPTER 2
Launching children Accepting a multitude of exits from a.
Renegotiation of couple system as a dyad
Development of adult-to-adult relationships between
parents and grown children
and moving on at and entries into the family system b.
midlife
C.
d.
e.
f.
Families in late Accepting the shifting generational a.
middle age roles
b.
38. C.
d.
e.
Realignment of relationships to include in-laws and
grandchildren
Realignment of relationships with community and
larger social system to include new structure and
constellation of family relationships
Exploration of new interests/career given the freedom
from child-care responsibilities
Dealing with care needs, disabilities, and death of
parents (grandparents)
Maintaining of own and/or couple functioning and
interests in face of physiological decline: exploration
of new familial and social role options
Support for more central role of middle generation
Realignment of the system in relation to community
and larger social system to acknowledge changed
pattern of family relationships at this stage
Making room in the system for the wisdom and
experience of the elders
39. Supporting older generation without overfunctioning
for them
Families nearing the Accepting the realities of limitations a.
Dealing with loss of spouse, siblings, and other peers
Making preparations for death and legacy end of!ife and death
and the completion of
one cycle of life
b.
C.
d.
Managing reversed roles in caretaking between middle
and older generations
Realignment of relationships with larger community
and social system to acknowledge changing life cycle
relationships
Source: McGoldrick, Carter, and Garcia-Preto, 2011, pp. 16-17.
Certain discontinuous changes are so disruptive to family life
that they suddenly and
40. profoundly transform a family system so that it never returns to
its former way of functioning.
Hoffman (1988) points particularly to events that affect family
membership-events repre-
sentingfamily gains ( children acquired through remarriage) or
family losses (separation of par-
ents, death). Transitions that require major shifts in roles (a
young mother with a preschool
child returns to work outside the home, a husband loses his job
and cannot find reemploy-
ment) may produce discontinuous change in the family system.
Many family therapists believe that symptoms in a family
member are especially likely to
appear at these periods of change, signaling the family's
difficulty in negotiating a transition.
However, not all continuous or discontinuous change leads to
symptomatic behavior. T he
41. stress of a transition may give the family an opportunity to
break out of its customary cop-
ing patterns and develop more productive, growth-enhancing
responses to change. Families
that have developed effective collaborative ways of coping with
adversity and hardship-what
Walsh (201 Oc) calls relational resilience-may emerge hardier.
For example, a childless couple who are thinking about
becoming parents (considered a
continuous life change) may postpone the event because they
view it as restricting mobility,
FAMILY DEVELOPMENT: CONTINUITY AND CHANGE
increasing responsibility, interrupting sleep, and constricting
their social life; or they may wel-
42. come parenthood as a move to strengthen the family and invest
in its future. (They may, of
course, feel both reluctance and eagerness to become parents.)
The discontinuous changes in
remarriage may result in disequilibrium, role confusion, and
heightened conflict in the new
family, or they may provide a second chance to form a more
mature, stable relationship. The
family therapist is responsible for helping the family see the
full range of its choices, including
the possibilities of generating new solutions; the shared belief
of the therapist and family in
the adaptability of the family system and its potential for
growth and self-healing is crucial in
helping families engineer change.
A Family Life Cycle Stage Model
Family sociologists such as Evelyn Duvall and Reuben Hill first
43. proposed a developmental
framework for studying families in the late 1940s in an effort to
account for regularities in
family life over time (Duvall & Hill, 1948). The major thrust of
this early contribution was
to plot the stages through which families typically pass and to
predict the approximate time
when each stage is reached. As we shall see, more recent
theorists have refined the notion of
typical stages in family life.
The Developmental Stages
Individual life cycles take place within the family life cycle,
and the interplay between the two
affects what takes place in each. The relationship system within
a family expands, contracts,
and realigns over the family's life span, and the family must be
44. flexible enough to sustain the
entry and exit of members as well as bolster its members'
efforts to move on in their own
personal development. Families that become derailed in their
life cycle (and correspondingly
derail individual efforts at independence) need help in getting
back on developmental track.
A major goal of family therapy in such situations is to
reestablish the family's developmental
momentum, utilizing the family's inherent but previously
unused strengths.
Family therapists also need to appreciate how a family's work
life affects family development.
The high rate of dual employment for parents can exert
significant pressure on the current family
cycle stage. Similarly, high divorce rates, single-parent
adoptions, children born out of wedlock
45. to teenagers or later in life to older women, the prevalence of
unmarried couples, and numerous
stepfamily arrangements have complicated the oversimplified
picture of what constitutes normal
family development. And finally, families in which both parents
are same-sex partners continue to
bring unique pressures to bear on the family system.
Nevertheless, the life cycle outlook provides
a useful organizing framework for understanding a family's
conflicts and negotiations, flexibility
in adapting to changing conditions, and the appearance of
problematic or symptomatic behavior
at a particularly treacherous crossroad. Perhaps its major value
is to establish a template for family
difficulties, reveal linkages over generations, and focus on
family resilience and continuity.
46. Family Transitions and Symptomatic Behavior
The family life-cycle perspective offers a valuable context for
understanding individual and
family dysfunction, especially for advocates of the structural
position (Chapter 9), who
argue that problems develop within a family with a
dysfunctional structure when the family
35
36 CHAPTER 2
encounters a transition point but lacks the flexibility to adapt to
the changing conditions. For
example, a young husband and wife who have not achieved
sufficient separation from their
parents to be able to establish their own independent marital
unit may experience consider-
47. able distress, conflict, and confusion when they prepare to enter
the next phase of their family
life-the birth and rearing of their own children.
Strategists (Chapter 11) also view the appearance of symptoms
as a signal that the family is un-
able to move on to the next stage; as one example, Haley (1979)
argues that some families may need
therapeutic help in solving problems evoked by a young adult
member ready to leave home and
embark on a more independent life. In general, Haley views
individual symptomatology as arising
from an interruption of the family's normal developmental
process, and thus he is likely to direct
his efforts at helping the family as a whole resolve the impasse
that they are experiencing as a group.
Family Life Cycles: A Multidimensional, Multicultural,
and Multigenerational Perspective
48. The most prominent contemporary family life cycle model is
presented by McGoldrick,
Carter, and Preto-Garcia (2011), who broadened the framework
to include a multidimen-
sional, multicultural, multigenerational perspective along with
individual, family, and socio-
cultural perspectives. They provide a more encompassing,
intergenerational view of the impact
of multiple stresses on a family's ability to navigate transitions.
They believe the flow of anxiety
within a family is related to both "vertical" and "horizontal"
stressors (see Figure 2.1). Vertical
stressors are patterns of relating and functioning transmitted
historically through generations-
family attitudes, stories, 1 expectations, secrets, taboos, and
loaded family issues passed along
49. from grandparents to parents to children. Members of all
families receive such legacies while
growing up, listening to family narratives concerning family
experiences that formed the basis
for a "family line" or set of prejudgments in viewing new events
and situations. The vertical
axis also includes any biological heritage, genetic makeup,
temperament, and possible congen-
ital disabilities within the family. Any racism, sexism, poverty,
homophobic attitudes, as well
as family prejudices and patterns of relating carried over from
earlier generations add to these
vertical stressors. The vertical axis represents those aspects of
our lives that are "the hand we are
dealt. What we do with them is the question" (McGoldrick &
Shibusawa, 2012, p. 378).
Horizontal stressors describe the events experienced by the
50. family as it moves forward through
time, coping with changes and transitions of the life cycle-the
predictable developmental stresses
as well as unexpected, traumatic ones (such as an untimely
death, birth of a handicapped child, a
serious accident, migration). Major traumatic experiences-
terrorism, war, economic depression,
and natural disasters-are included here, as are social policies
affecting the family.
1As we noted in Chapter 1, in discussing the constructivist view
of the appearance of symptomatic behavior in a
family member, each family's self-picture is at least partly
based on "stories" it has created about itself. These stories
often are passed along over generations and may be a source of
comfort (how we Sinclairs always come through
adversity whatever the odds) or despair (how we Garcias always
end up with the short end of the stick, regardless
of our efforts). Similarly, a group's history, especially a legacy
of trauma, affects future generations (the Holocaust
on Jews and Germans, slavery on African Americans and slave-
51. owning groups). The current interest in genealogy
represents an effort to feel part of the continuity of one's
family's history.
FAMILY DEVELOPMENT: CONTINUITY AND CHANGE
System Levels Vertical Stressors
1. Social, cult�r�I, politic�!: economic Family patterns, my
ths, secrets, legacies
(gender, religion, ethnicity, etc.)
� 1 2. Community, work, friends
3. Extended family
4. Nuclear family
5. Individual
Horizontal Stressors ......._....
1. DEVELOPMENTAL
Life cycle transitions
2. UNPREDICTABLE
52. Untimely death, chronic illness, accident
Horizontal and vertical stressors
With enough stress on the horizontal axis, any family will
appear
dysfunctional. For a family that is full of stress on the vertical
axis, even
a small amount of horizontal stress can disrupt the family
system. Any
amount of horizontal stress (say, the revelation of a teenage
girl's preg-
nancy or the "coming out" of a homosexual adolescent boy) can
cause
great disruption to a family whose vertical axis is already
intensely stressed.
Should such an event occur at a transition point (in our
examples, late
53. adolescence), family dysfunction-temporary or longer lasting-is
likely
to occur. As McGoldrick and Shibusawa (2012) observe:
The anxiety engendered where the vertical and horizontal axes
con-
verge, and the interaction of the various systems and how they
work
together to support or impede one another, are key determinants
of
Time--+-
how well the family will manage its transitions through life. (p.
380) Monica McGoldrick, MSW
In general, the greater the anxiety "inherited" from previous
generations at any transition
point (say, anxieties over being parents and raising children,
passed on by one's parents), the
more anxiety-producing and dysfunctional this point will be for
the young person expecting
54. the first child. In this example, when horizontal (or
developmental) stresses intersect with
vertical (or transgenerational) stresses, there is a quantum leap
in anxiety in the system. Con-
current external stresses-death, illness, financial setbacks,
moving to a new and unfamiliar
community-add to the stress. The point where the axes
converge, then, becomes a key deter-
minant of how well the family will manage the transition point.
So it is imperative for family
therapists to attend not only to a family's current life cycle
stresses but also to their connec-
tions to family themes handed down over generations.
While the stage model of family development offers a valuable
context for conceptualizing
individual and family dysfunction, its shortcomings too require
55. acknowledgment. The
37
38 CHAPTER 2
concept is essentially descriptive rather than explanatory. By
attending primarily to intact
families, it reflects an ever-decreasing portion of American
society at a time in history when
a diversity of lifestyles and a variety of living arrangements are
prevalent and functional.
The approach fails to account for individual differences in the
timing of nodal events (e.g.,
postponed marriages and/or delayed pregnancies). By strongly
suggesting that what transpires
within the stages is all important, this approach does a
disservice to the equally important-
56. perhaps more important-transitions between stages, which are
key periods of change. Its
arbitrary punctuations of stages tend to obscure the ongoing and
relationship-based flow of
family life. Box 2.2 describes the unique struggles of immigrant
families in North America.
While family development models are linear, family life is
anything but-it does not begin
at any particular point, nor does it have a clear-cut ending
point. Fox (2006) cites the model of
Combrinck-Graham that views family movement through time
as cyclical, or more accurately,
proceeding in a spiral. That is, at certain times family members
are tightly involved with one
another. Combrinck-Graham considers these times of pulling
together, as when a new child
57. is born or a serious illness in a family member occurs, as
centripetal periods. At other times
(starting school, beginning a career), individual moves take
precedence, and centrifugal periods
occur. In this formulation, there is an oscillation in family life,
not the tidy and continuous
unidirectional flow suggested by stage theory. At times the
family members tend to be oriented
inward; at other times they move toward interests outside the
family. Combrinck-Graham con-
tends that three-generational families are likely to alternate …
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Document Type: Book Chapter
Title of book: Family Therapy: An Overview (9th Edition)
58. Author of book: Irene Goldenberg, Mark Stanton, Herbert
Goldenberg
Chapter Title: Chapter 1 Adopting a Family Relationship
Framework
Author of Chapter: Irene Goldenberg, Mark Stanton, Herbert
Goldenberg
Year: 2017
Publisher: Cengage Learning
Place of Publishing: United States of America
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A family is far more than a collection of individuals sharing
a specific physical and psychological space. While families
occur in a diversity of forms, cultures, and complexities in
today's rapidly changing society, each may be considered a
60. natural, sustained social system1 with properties:
.. an evolved set of rules
" many assigned and ascribed roles for its members
" an organized power structure
" intricate overt and covert forms of communication
" numerous ways of negotiating and problem solving
that permit various tasks to be performed effectively
The relationships among members of this microculture are
deep and multilayered, and they are based largely on a
shared history, internalized perceptions, and assumptions
about the world, and a sense of purpose . Within such a sys-
tem, individuals are tied to one another by powerful, dura-
ble, reciprocal, multigenerational emotional attachments and
61. loyalties that may fluctuate in intensity and psychological dis-
tance between members over time yet persist over the life-
time of the family.
Each family system is itself embedded in a community
and society at large. It is molded by its existence at a par-
ticular place and time in history and shaped further by a
multitude of interlocking phenomena, such as race, ethnic-
ity, socioeconomic status, family life cycle stage, number
of generations in this country, immigration status, sexual
1Terms in boldface are defined in the Glossary at the back of
the book.
Describe the diversity of
contemporary families
62. Explain the importance of family
structure and interactive patterns
LO 3 Justify a resiliency-based
understanding of family dynamics
LO 4 Explain how gender, race, and
ethnicity influence families and
family therapy
LO 5 Discuss the evolution of family
therapy from cybernetics to
constructivism
1
2 CHAPTER 1
orientation, religious affiliation, the physical and mental health
of its members, level of educa-
tional attainment, and family values and belief systems.
63. All these factors and many others influence the system's
development, beliefs, standards
for acceptable behavior, degree of flexibility in meeting both
normal developmental chal-
lenges and unanticipated crises, and in general its adaptability
and stability over time.
Before turning to these influences, we shall examine several
basic ideas that characterize
most family systems.
Family Systems: Fundamental Concepts
All families create and socialize new members, and although
most ultimately give these mem-
bers autonomy and do not expect them to live under the same
roof into adulthood, family
membership remains intact for life. The power of the family is
such that despite the possi-
ble separation of members by vast distances, sometimes even by
64. death, the family's influence
remains (Kaye, 1985). Even when a family member experiences
a temporary or permanent
sense of alienation from the family, he or she can never truly
relinquish family membership.
Should divorce occur, co-parenting may continue, and the
former marriage continues to be
recognized with the designation of "ex-spouse" (McGoldrick &
Shibusawa, 2012). For most
of us, relationships with siblings are likely to represent our
longest continuous commitments
(Cicirelli, 1995).
As McGoldrick, Carter, and Garcia-Preto (2010) point out,
families are subject to unique
constraints. A business organization may fire an employee
viewed as dysfunctional, or an em-
65. ployee may resign if the structure or values of the company are
not to their liking. The pres-
sures of family membership allow few such exits, even for those
who move a great geographic
distance from their family of origin. Fuu:her, unlike members of
nonfamily systems, who can
generally be replaced if they leave, family members are
irreplaceable. Should a parent leave
or die, for example, and another person be brought in to fill a
parenting role, the substitute,
regardless of successful effort, can never replace in the same
way the lost parent's personal and
emotional ties to the remaining members.
Growth and change in families and the individual members who
compose them occur
concurrently, and understanding their interactions is essential in
carrying out any reparative
66. or preventive work (Nichols & Pace-Nichols, 2000). In the
process of growing up, family
members develop individual identities but nevertheless remain
attached to the family group,
which in turn maintains an evolving identity or collective image
of its own. These family
members do not live in isolation but rather are dependent on one
another-not merely for
money, food, clothing, and shelter but also for love, affection,
mutual commitment, compan-
ionship, socialization, the expectation of long-lasting
relationships, and fulfillment of other
intangible needs. They maintain a history by telling and
retelling their family "story" from
one generation to the next, thus ensuring a sense of family
continuity and shaping the ex-
67. pectations of members regarding the future. To function
successfully, members need to adapt
to the changing needs and demands of fellow family members as
well as the changing expec-
tations of the larger kinship network, the community, and
society in general (DeGenova,
Stinnett, & Stinnett, 2011).
ADOPTING A FAMILY RELATIONSHIP FRAMEWORK
Apart from its survival as a system, a well-functioning family
encourages the realization
of the individual potential of its members-allowing them
freedom for exploration and self-
discovery along with protection and the instillation of a sense of
security.
Constantine (1986) distinguishes between what he calls
68. "enabled" and "disabled" family
systems. The former succeeds at balancing system needs as a
family unit while simultaneously
facilitating the interests of all its members as individuals.
Enabled families invent procedures
that attempt to satisfy the conflicting interests of their members.
Constantine maintains that
to do less, or to prevail at the expense of certain members,
reflects family disablement, often
manifested in unstable, rigid, or chaotic family patterns.
Some families, unfortunately, are so depleted as a result of
external or internal stress (pov-
erty, migration to a country where they lack language skills or
understanding of unfamiliar
customs, serious health problems, legal issues, unforeseen
accidents) that they may need com-
69. munity support. Low-income families receiving social
assistance and working-poor families in
particular may increase their chances for success and self-
sufficiency when they receive such
social support. Pigott and Monaco (2004), Canadian community
workers in a multiservice
center in Toronto, describe the debilitating effects of poverty
and living in inadequate housing
in unsafe neighborhoods. Often led by a lone parent or parents
who are unavailable or working
for long periods, with few siblings and limited contact with
grandparents, such families feel
isolated and defeated. They need social networks (healthcare
facilities, after-school programs,
recreation centers, libraries, community agencies). Being a part
of such a social system often
represents a step toward reducing isolation and increasing the
70. possibilities of more effective
self-care and improved quality of life.
LO 1 Today's Families: A Pluralistic View
Traditionally, entrance into a family system has been seen to
occur only through birth, adop-
tion, or marriage. Today's outlook, however, makes room for
other committed family house-
holds beyond legally married heterosexual couples and their
children (McGoldrick & Carter,
201 0). There are further divisions and complexities within each
type of family structure,
brought about by early or later marriages, interracial coupling,
foster parenting, informal
kinship adoptions, social class position, and so forth. In
general, an inclusive 21st-century
definition of family must go beyond traditional thinking to
include people who choose to
71. spend their lives together in a kinship relationship despite the
lack of legal sanctions or
bloodlines.
It no longer is realistic to speak of a typical American family,
since contemporary life
is filled with families with differing living arrangements, styles
of living, and organizational
patterns. As Goldenberg and Goldenberg (2002) observe:
The idealized, nostalgic portrait of the American nuclear family
depicts a carefree, white fam-
ily with a suburban residence, sole-provider father in a 9-5 job,
and a full-time, stay-at-home
mother always available when the children return from school.
Both parents are dedicated to
child-rearing and remain together for life; children are educated
in a neighborhood school and
attend church with their parents on Sunday; plenty of money
and supportive grandparents are
available. (p. 10)
72. 3
4 CHAPTER 1
Not only is such a depiction of intact (middle-class) family life
alien to the vast majority
of people today, but there is doubt about whether it ever existed
(Coontz, 1992). Although
divorce was less common in the past, families were often
disrupted by the early death of a par-
ent or by abandonment by a breadwinner. Changes such as
remarriage, child placement with
relatives, foster care, and orphanages often followed. So,
despite the idealized picture of family
life, the risk of not growing up in an intact family has been a
part of American life for some
73. time (Walsh, 20126).
Marriage and intact family life, as Coontz (2005) observes, may
be viewed as a social
invention that in its earliest form emerged from the division of
labor between men and women
in early societies and served to ensure family survival and
efficiency, as men and women were
assigned different but collaborative, complementary roles.
Today's occupational opportuni-
ties, the evolution of women's rights, a more flexible
commitment to marriage as a permanent
union, and the expectation of greater love and intimacy in
marriage have changed expectations
regarding marriage. What has broadened our view of family life
is the visible impact of working
mothers, single-parent households, dual-earner families, long-
term unmarried cohabiting cou-
74. ples, never-married couples with children, stepfamilies,
adoptive families, and same-sex couples
living together with or without children. Even our very sense of
kinship itself has become more
fluid over the recent past, as suggested by high divorce and
remarriage rates (Diderich, 2008).
Just as our view of how families are formed has changed, so too
has our understanding of
the structure of family life. We turn now to the structural
aspects of the family.
/":LO 2 Family Structure
Families typically develop certain basic structural
characteristics and interactive patterns that
they utilize to respond to internal and external stresses. These
are founded on shared assump-
tions and family narratives and determine the manner in which
families adapt and cope with
75. life changes and challenges.
Whether traditional or innovative, adaptive or maladaptive,
efficiently or chaotically orga-
nized, married or committed life partners with or without
children, a family inevitably at-
tempts, with varying degrees of success, to arrange itself into as
functional or enabling a group
as possible so that it can meet its shared needs and goals
without consistently or systemati-
cally preventing particular members from meeting their
individual needs and goals (Kantor
& Lehr, 1975). To facilitate the cohesive process, a family
typically develops rules that outline
and allocate the roles and functions of its members. Those who
live together for any length of
time develop repeatable, preferred patterns for negotiating and
76. arranging their lives.
Even in a family crisis situation or where there is severe
conflict between members, fam-
ilies are typically resistant to change and often engage in
corrective maneuvers to reestab-
lish familiar interactive patterns. Regardless of format (e.g.,
nuclear family or stepfamily) or
ultimate success, all families should work at promoting positive
relationships among members,
attend to the personal needs of their constituents, and prepare to
cope with developmental or
maturational changes (such as children leaving home) as well as
unplanned or unexpected
ADOPTING A FAMILY RELATIONSHIP FRAMEWORK
crises (job dislocation or loss, divorce, death of a key member,
77. a sudden acute illness). Some-
times, families will reorganize to develop their own special
styles in order to adjust to the
challenges of life.
Families typically display stable, collaborative, purposeful, and
recurring patterns of interac-
tive sequences. These largely go unnoticed by oursiders,
frequently are unstated, and are not
always understood by the participants themselves. Nonverbal
exchange patterns among family
members, in particular, represent subtle, coded transactions that
transmit family rules and
functions governing the range of acceptable behaviors tolerated
by the family (for instance,
that a son does not speak before his father speaks, and he
himself can take his turn only after
78. his wife has spoken). Such patterned interactions are jointly
engaged-in, highly predictable
transactional patterns generated by all family members on cue,
as though each participant
feels compelled to play a well-rehearsed part, like it or not.
Minuchin, Lee, and Simon (1996) illustrate this point with the
following easily recogniz-
able examples:
The complementary construction of family members requires
long periods of negotiating,
compromising, rearranging, and competing. These transactions
are usually invisible, not only
because context and subject constantly change but also because
they are generally the essence
of minutiae. Who passes the sugar? Who checks the map for
directions, chooses the movie,
changes the channel? Who responds to whom, when, and in
what manner? This is the cement
by which families solidify their relationships. (p. 30)
79. Shared family rituals-holiday celebrations, christenings,
confirmations, bar and bat
mitzvahs, graduations, weddings, funerals, wakes-are part of
ongoing family interaction pat-
terns that help ensure family identity and continuity. Rituals are
symbolic actions that help
families adapt to change rather than struggle against it at the
same time that they reaffirm
their group unity in dealing with a life transition. They anchor
family members to the past,
providing a sense of family history and rootedness, while at the
same time implying future
family interactions. Participating in rituals links the members
not only to the family system
but also to the wider community and culture (Imber-Black,
2010).
Family Narratives and Assumptions
80. A family is a maker of meaning (Constantine, 1986), and our
individual judgment about what
constitutes reality is a function of the beliefs and stories that
the family (as well as the culture)
imparts about their experiences (Becvar, 2000). Throughout the
course of its development, a
family fashions and helps instill fundamental and enduring
assumptions about the world in
which it lives. As a result, the meanings and understandings we
attribute to events and situ-
ations we encounter are embedded in our family's social,
cultural, and historical experiences
(Anderson, Burney, & Levin, 1999). Box 1.1: Thinking Like a
Clinician is designed to help
you appreciate how therapists might begin to appreciate the
importance of family narratives.
The narratives or stories a family recounts help explain or
81. justify their structure and inter-
active patterns. Despite any differences or disagreements
between members, the core of family
5
6 CHAPTER 1
Appreciating Family Narratives
Alert therapists pay attention to the unfolding narratives of the
families with whom they work. To gain
experience in listening to narrative developments, respond to
the following prompts as you consider
the narrative of your own family.
What family mementos or stories connect your family to a
previous generation?
How does your family express its problems or limitations (by
anger, attacking
the outside world, withdrawing from the outside world, etc.)?
82. What roles do you find the family has assigned to individual
members (such as
"brother is the smart one," "sister is the athlete," or "father is
the depressed
one," etc.)? Can you discuss your role?
Have any losses (of a home, job, family members through death,
etc.) affected
the way your family values itself?
Does your family strongly identify with an ethnic, racial, or
religious heritage?
Has your family retained its socioeconomic position over
generations?
Have gender or sexual identity issues been important in your
family narrative
(gay parents, transgender family member, etc.)? Describe.
What is the role of education in your family?
How important is achievement (monetary, social class,
education, athletic,
83. etc.) as a value to your family?
Describe an important family ritual, and explain how it
influences the family's
appreciation and understanding of itself.
membership is based on acceptance of and belief in a set of
abiding suppositions or shared constructs about
the family itself and its relationship to its social environment.
These constructs are often limited by social
class expectations and restraints that influence what members of
that class consider to be possible, acceptable,
conceivable, or attainable in their lifetimes. Language and
dialogue thus play crucial roles in how human be-
ings come to know the world and how they interpret or make
sense of their subsequent experiences.
Some families generally view the world as trustworthy, orderly,
predictable, masterable; they are likely
to view themselves as competent, to encourage individual input
84. by their members, and to feel comfort-
able, perhaps enjoyably challenged, as a group coping with life.
Other families perceive their environment
as mostly menacing, unstable, and thus unpredictable and
potentially dangerous; in their view, the outside
world appears confusing and at times chaotic, so they band
together, insist on agreement from all members
on all issues, and in that way protect themselves against
intrusion and threat. Thus, the narrative a family
develops about itself, which is derived largely from its history,
passed on from one generation to the next, and
influenced by social class expectations, has a powerful impact
on its functioning.
The ways in which individuals and their families
characteristically deal with their lives are not based
on some objective or "true" view of reality but rather on family
social constructions-unchallenged views
85. ADOPTING A FAMILY RELATIONSHIP FRAMEWORK
of reality created and perpetuated in conversation with one
another, possibly carried on over
generations. Such views may act as blinders or restraints-
limitations a family places upon
itself by its beliefs and values-that prevent its members from
noticing other aspects of their
lives or seeing other behavioral options. Members of these
families typically construct a ratio-
nale for why undesirable behavior continues and how they have
no alternative but to live their
lives in spite of it (Atwood, 1997).
In the postmodern outlook, there is no "true" reality, only the
family's collectively agreed-
upon set of constructions, created through language and
86. knowledge that is relational and
generatively based, that the family calls reality. As we will
illustrate throughout the book, the
postmodern view has had a powerful influence on how many
family therapists view family
life-the social basis for acquiring knowledge-and how these
therapists work collaboratively
with families to generate new possibilities and co-construct
alternative narratives (Gerson,
2010; White, 2007).
3 Family Resiliency
One aspect of the family is its resiliency, that is, its ability to
thrive and maintain relatively
stable psychological and physical functioning even under
adverse conditions. All families face
challenges and upheavals during their life cycle from within and
without their structure; some
87. are expectable strains (brought on by such potential crises as
retirement or divorce or remar-
riage), while others are sudden and untimely (an unforeseen job
loss, the unexpected death of
a key family member or family friend, a holdup or rape or other
violent and life-threatening
experience, an earthquake or flood). However, not all families
react to these potentially dis-
turbing and disruptive events in the same way. Some may
experience prolonged distress from
which they seem never to recover; others suffer less intensely
and for shorter periods. For some
families, recovery may appear to come quickly, but they later
begin to experience unexpected
health problems or somehow never again enjoy life the way they
once did. Nevertheless, there
88. are large numbers who manage to cope with the temporary
upheaval or loss, rebound, and
move on to the next challenge. This ability to thrive and
maintain relatively stable psycholog-
ical and physical functioning after extremely aversive
experiences, often showing only minor,
transient disruption, reveals a great deal about a family's
resilience (Bonanno, 2004). Box 1.2
presents such a case.
Few if any families can expect to avoid exposure to stress, loss,
or potentially traumatic
events at some points in their life cycle. At the same time, as
illustrated in Box 1.2, fami-
lies have the potential for growth and repair in response to
distress, threat, trauma, or crisis,
emerging stronger and more resourceful than before (Walsh,
2012a). A family as a whole, or
89. one or more of its members, may manifest dysfunctional
behavior during periods of persistent
stress, but family processes may mediate the person's recovery,
allowing the family system to
rally, buffer stress, reduce the chances of dysfunction, and
support optimal adaptation.
Rather than view resiliency as a rare or special set of qualities a
family may or may not
possess, Masten (2001) contends that such recuperative skills
are common phenomena aris-
ing from ordinary adaptive processes successfully mastered by
most children in the process of
development. She maintains that a relatively small set of global
factors support resilience in
7
90. 8 CHAPTER 1
A Traumatized Family Rebounds from a Sudden Crisis
When Hurricane Katrina hit New Orleans in 2005,
thousands of lives were disrupted as people lost
their homes and possessions, their jobs, and
sometimes loved ones who were caught up in the
subsequent floods. Paul and Margaret, both in
their early 30s and near the beginning of their ca-
reers, had come to New Orleans 3 years earlier, he
as an architect, she as a real estate broker. When
forced to leave their newly purchased home,
which had been devastated by the hurricane, they
were unable to recover any articles or possessions.
�
I With their 1-year-old daughter, Christine, they fled
I in their car to the West Coast to move in with his
I
parents for an indefinite period as they planned
1. their suddenly disrupted future. � Although their marriage
91. had been a relatively
I � stable one, it now faced several crises simultane-
1 ously: addressing questions of how to earn a living,I where to
live, how to arrange child care, how to re-
l sume a social life, and so forth. Living with Paul's� parents
was difficult, since the house was crowded,
i his mother was ill, his father was upset by the in-
I trusion of the baby, and Paul and Margaret felt tooI old to now
be living with and be largely supported
I by his parents. Arguments broke out between fam-� ily
members, and in general the home was filled
I � with tensions between the couples. § Despite the strain on
their relationship, Paul!._.:·_: __ and Margaret, each with a
history of personal
! as well as professional achievement, ultimately
11.
retained their belief that together they would
meet the challenge. After a short period in which
both felt downcast and despondent, Paul looked
up old high school friends, finally landing a job ata construction
company, where his architectural
skills made him a desired employee. Margaret,
no longer able to afford child care and struggling
with the responsibilities of being a full-time mom,
92. began to recognize some of the satisfactions that
came with being a stay-at-home mother, some-thing she had not
contemplated in the past. With
no choice but to make decisions regarding where Iand how they
would live, they reassessed their pri- iorities, recognized how
much being together as .1,....... .a family meant to them, and
acknowledged that �they were young people with resources
who would ilearn to adapt. �Initially confused and despairing,
feeling des- I
fl perate at times during their first months in a new fl
environment, they gradually realized that they I
needed to reorganize their lives to face the new Ichallenges. The
new situation was hardly to their !
�i�i��' bt. th�y �ad h
�ac� oth_er, theirf
�hili, h
�nd Ia,t ,n t e,r re at,ons 1p. orm,ng new nen s 1ps, iretaining a
sense of humor, and recasting the crisis �they faced as a
challenge rather than a defeat all Ihelped. As they moved into
their new small apart- l!
ment, they retained the dream of returning to New !
Orleans soon, better prepared as a family to deal Iwith future
94. and positive belief system that provides shared values and
assumptions so as to offer guide-
lines for meaning and future action (e.g., viewing disruptions as
milestones on their shared
life passages without assigning blame and recasting a crisis as a
manageable challenge);
ADOPTING A FAMILY RELATIONSHIP FRAMEWORK
(b) the family's organizational processes (how effectively it
organizes its resources) that provide
the "shock absorbers" when confronted with stress (e.g.,
remaining flexible, open to change,
connected to each other); and (c) a set of family
communication/problem-solving processes that
are clear, consistent, and congruent and that establish a climate
of mutual trust and open
expression among its members (maintaining a shared range of
feeling, shared decisions, cre-
95. ative brainstorming). Boyd-Franklin (2010) notes that working
with ethnic minority families
during trauma requires culturally sensitive interventions (see
Box 1.3).
While some families may be (temporarily) shattered by crises,
others emerge strength-
ened and more resourceful. Rather than view a symptomatic
family member as a vulnerable
victim, thus pathologizing the family, the emerging viewpoint is
that while problems may cer-
tainly exist within the family, family competencies nevertheless
can be harnessed to promote
self-corrective changes. Resilience should not be considered a
static set of strengths or qualities
but as a developmental process unique to each family that
enables families to create adaptive