Test Bank The Expanded Family Life Cycle, 4th Edition Monica McGoldrick A=

$45.00
Test Bank The Expanded Family Life Cycle, 4th Edition Monica McGoldrick A=

Test Bank The Expanded Family Life Cycle, 4th Edition Monica McGoldrick A=

$45.00
Test Bank The Expanded Family Life Cycle, 4th Edition Monica McGoldrick A=

SELF IN CONTEXT
HUMAN DEVELOPMENT AND THE INDIVIDUAL LIFE CYCLE IN SYSTEMIC
PERSPECTIVE

CHAPTER SUMMARY

  • Healthy development requires establishing a solid sense of our cultural, spiritual, and psychological identity in the context of our connections to others. This involves developing a sense of belonging or “home.”
  • American culture heavily emphasizes individualism, autonomy, and self-determination to the neglect of viewing the self in the context of relations with others. It also minimally acknowledges how structured inequalities create differential life
  • Maturity requires developing the capacity to communicate with, understand, and relate to others in empathic, respectful, tolerant, and caring ways while communicating and standing by one’s values, beliefs, and
  • Traditional developmental theories overemphasize typically male traits such as autonomy and independence while devaluing typically female traits like connection and
  • Differences between males and females often are explained via biology and/or the impact of being raised by mothers, while minimizing societal and cultural
  • The expanded life cycle framework focuses on the “self-in-relation,” which tends to reflect feminine values that happen to benefit healthy development for both females and
  • Sociocultural conditions related to sexism, racism, homophobia, and poverty significantly influence growth and development and must be considered at all
  • There are multiple ways of knowing and diverse forms of
  • Enhanced emotional and social intelligence are tied to better academic
  • Health development is represented in Bowen’s concept of differentiation that refers to balancing the forces of separation and
  • Therapists must be attuned to and gather information about a family’s cultural background and social style and
  • No one schema or developmental framework can capture the diversity and complexity of the human life cycle, however, the expanded family life cycle explores the phases of development by including the perspectives of different cultures, different points in history, and in terms of the influence of a myriad of contextual forces and
  • The expanded family lifecycle covers approximately nine stages of the human life cycle and contextualizes each stage in terms of the influence that various dimensions of diversity (e.g., gender, race, class, sexual orientation, religion/spirituality) and structural inequalities have on

COMPETENCE

Identify Issues Intervention and Practice Ethics and Legality

CHAPTER OUTLINE

Redefining the Dimensions of Human Development Developing a Self in Context

The Myths of Complete Autonomy and Self-Determination Developing a Mature Interdependent Self

Gendered Development

Developing a Self in a Non-affirming Environment Our Multiple Intelligences

Connected Self

Countering Unequal Gender, Class, Cultural, and Racial Socialization The “Slings and Arrows” as Individual, Family, and Community Intersect

The Individual Life Cycle in Context: Developing an Autonomous and Emotionally

SUGGESTED IN CLASS DISCUSSION QUESTIONS

  1. What is your definition of maturity and how is it similar to and different from the one presented in the book?
  2. Develop an argument for why optimal health is best defined by complete autonomy and self-determination, and then provide a counter argument that emphasizes the disadvantages.
  3. Provide examples of how we raise and socialize girls and boys differently, and what impact you believe these differences have on adult
  4. How might we change the current educational system if our goal was to incorporate attention to diverse styles of learning and multiple forms of intelligence?
  5. What are some examples of how inequalities and discrimination impact the development of girls and minorities?
  6. Do you agree with the nine stages of the human life cycle that are outlined at the end of the chapter? Would you change or revise anything and if so why, and if not, why not?

KEY TERMS, CONCEPTS OR PEOPLE

Homeplace Maturity

Gendered Development

Bidirectional Developmental Influences

Multiple Intelligences; Emotional and Social Intelligence Differentiation

Impact of Discrimination on Development

Eleanor Maccoby, Erik Erikson, Sarah Lawrence Lightfoot, Murray Bowen, Daniel Goleman, Joan Borsenkyo

SUGGESTED LEARNING EXPERIENCES or PRACTICE APPLICATIONS

  1. The authors define maturity as “the ability to empathize, trust, communicate, collaborate, and respect others who are different and to negotiate our interdependence with our environment and with our friends, partners, families, communities, and society in ways that do not entail the exploitation of others. Maturity requires us to appreciate our interconnectedness and interdependence on others and to behave in interpersonally respectful ways, controlling our impulses and acting on the basis of our beliefs and values, even if others do not share them.” Using this definition, write an analysis of the ways in which each of your parents manifest, and fail to manifest maturity. Be specific and provide examples to support your

  1. Use Erikson’s psychosocial theory to describe your development up until your current age, and then write a second description of your development using the expanded and contextualized theory outlined by the authors at the end of Chapter 2. Note how your descriptions differ based on each

ASSESSMENT

Please pick the one best possible answer from the choices below.

1. The theory of self in context defines maturity by our ability to:
a. live in respectful relation to others and our complex and multifaceted world.
b. live in autonomous, independent, and self-determined ways.
c. act on the basis of our beliefs and values, unless doing so will compromise or threaten
our relationships with key people in our lives.
d. manifest enough inner strength to sacrifice our selfish needs accommodate to the needs of
those we love.
Answer: a

2. Homeplace involves multilayered, nuanced individual and family processes anchored in:
a. feelings of empowerment, belonging, commitment, rootedness, ownership, safety, and
renewal and have nothing to do with an actual physical place.
b. the ability to develop relationships that provide us with a solid sense of social and cultural
identity.
c. a concept that only applies to those who are socially marginalized groups and therefore
have a need for the sense of community and safety provided by homeplace.
d. is something that sexual minorities cannot feel if their families fail to understand and
accept their sexual identity.
Answer: b

3. When helping children to develop competences it is crucial to bear in mind that:
a. society quickly assigns roles and expectations based on gender, culture, class, and race.
b. their competences reflect milestones that they reach individually.
c. families are far more influential in their development than are cultural factors.
d. even though it is not PC to say this, mothers are the key to children’s healthy
development.
Answer: a

4. The people with the most privilege in our society–especially those who are white and
male and who have financial and social status–tend to be:
a. possess higher levels of independence than those with less privilege.
b. extremely aware of their privilege which they use to limit their dependency on others.
c. systematically unconscious of their dependence on others.
d. are well buffered against adversities such as divorce, illness, and job loss by virtue of their
privilege.
Answer: c

5. Children have the best chance of developing to maturity if they:
a. are offered fluid and flexible gender, cultural, and class role expectations.
b. are given solidly defined gender, cultural, and class role expectations.
c. are not required to negotiate too much difference and ambiguity.
d. are raised in homogenous environments that promote independence and autonomy.
Answer: a

6. Gender differences between males and females are largely the result of:
a. immutable biological differences.
b. the fact that mothers have had to assume primary responsibility for caretaking children.
c. societal norms and expectations.
d. adhering to historical patterns.
Answer: c

7. With respect to gender, traditional developmental theories:
a. assume an ungendered approach to human development.
b. privilege qualities that are identified with maleness while devaluing qualities identified
with femaleness.
c. feminize development by assuming that children are primarily raised by mothers.
d. do not favor male development by emphasizing autonomy and separateness since all
people need these qualities to be healthy.
Answer: b

8. The authors critique Erikson’s psychosocial theory of development by explaining issues that
arise between the age of 2 and 20, however, the theory makes almost no reference to:
a. interpersonal issues.
b. intrapsychic issues.
c. psychosexual issues.
d. sociocultural issues.
Answer: a

9. During mixed-sex group, interactions research provides evidence that:
a. men are highly influenced by the opinions of other men in a group.
b. women tend to take unilateral action to get their way in a dispute, which is highly
effective.
c. women often feel at a disadvantage.
d. men have limited influence on women but a lot of influence on other men.
Answer: c

10. Psychological studies reveal that when fathers are substantially involved in child-rearing:
a. sons become more empathic than when they are raised with limited male involvement.
b. sons get more pressure to be tough and independent and to repress empathy and
vulnerability.
c. daughters learn how to assert themselves more directly.
d. daughters become more deferential and self-doubting.
Answer: a

11. There are diverse ways of learning and knowing and multiple forms of intelligence:
a. and these are reflected in most developmental theories.
b. but certain ways and forms are more valid and effective than others.
c. that remain largely unrecognized within mainstream education and traditional
developmental theories, thereby disadvantaging women and minorities.
d. but focusing too much on these can lead to role confusion and distress.
Answer: c

12. Traditional child developmental schemas tend to reward:
a. conformity with group functioning.
b. the ability to resist rigorous time restrictions
c. non-verbal and expressive communication styles
d. the development of the analytic style of processing information.
Answer: d

13. Emotional and social incompetence and disconnection lead to
a. depression and poor academic performance for girls but not boys.
b. a negative impact on the quality of interpersonal relationships but have little effect on
academic, and later occupational success.
c. prejudice, lack of empathy, the inability to direct adequate attention to the needs of others.
d. strained relationships between sons and their mothers.
Answer: c

14. Bowen’s concept of differentiation refers to:
a) the capacity to balance separation and connection.
b) the capacity to be autonomous, independent, and non-reactive to others.
c) the capacity to be different and celebrate ones uniqueness.
d) the capacity to differentiate between reactive autonomy and healthy autonomy.
Answer: a

15. Bowen’s theory is often critiqued for the way it:
a. promotes emotional expressiveness.
b. minimizes attention to broader societal forces and how these can complicate
differentiation for women and members of minority groups.
c. promotes rationality while also encouraging people to enhance their emotional reactivity.
d. fails to acknowledge the role that triangulation plays in difficulties females have in
asserting themselves.
Answer: b

16. To counter our society’s privileging of particular skills for only certain children, family
therapists must:
a. challenge families on their distribution of chores and their role expectations.
b. support culturally sanctioned behaviors even if they do not encourage differentiation.
c. only assess a family’s social style if they are members who belong to a minority group.
d. avoid making a clinical judgment about behaviors that are a culturally syntonic way of
manifesting distress.
Answer: a

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