This article covers This article covers Friedman Family Assessment — Short form: Family Assessment Paper.
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Discussion: Family Assessment Paper
Scholarly Family Assessment Paper
Possible Points
Your Points
Comments
1.Briefly introduce family & basic elements of assessment. Include family form & membership—i.e., who is in the family you are discussing, brief background
3
2.One type of Family Structure discussion
2
3.One type of Family Function discussion
2
4.ONE family theory (Include explanation of theory components and application to this family)
List theory used here ___________
10
5. Conclusion
2
6. Diagrams (3): Genogram, Ecomap, Attachment Diagram—must be labeled with any necessary key
3
Text Mechanics
7.Citations and References
3
8.Mechanics/Format/Level 1 headings/Overall impression
2
9.Grammar/Form/Spelling/Punctuation/Flow/Readability
3
10.Grading Criteria (minus 5 pts if not included)
–
Total Points for Family Theory Project—Paper Component
30
Friedman Family Assessment—Short form
Identifying Data
1. Family name
2. Address and phone
3. Family composition
4. Type of family form
5. Cultural (ethnic) background
6. Religious identification
7. Social class status
8. Family’s recreational or leisure-time activities
Developmental Stage and History of Family
9. Family’s present developmental stage
10. Extent of family developmental tasks fulfillment
11. Nuclear family history
12. History of family of origin of both parents
Environmental Data
13. Characteristics of home
14. Characteristics of neighborhood and larger community
15. Family’s geographic mobility
16. Family’s associations and transactions with community
17. Family’s social support system or network
Family Structure
18. Communication patterns
Extent of functional and dysfunctional communication
(types of recurring patterns)
Extent of emotional (affective) messages and how expressed Characteristics of
communication within family subsystems Extent of congruent and incongruent messages
Types of dysfunctional communication processes seen in family Areas of open and
closed communication
Familial and contextual variables affecting communication
19. Power structure Power outcomes
Decision-making process
Power bases
Variables affecting family power
Overall family system and subsystem power (Family power continuum placement)
20. Role structure
Formal role structure
Informal role structure
Analysis of role models (optional) Variables affecting role structure
21. Family values
Compare the family to American or family’s reference group values and/or identify
important family values and their importance (priority) in family.
Congruence between the family’s values and the family’s reference group or wider
community
Congruence between the family’s values and family member’s values Variables
influencing family values
Values consciously or unconsciously held
Presence of value conflicts in family
Effect of the above values and value conflicts on health status of family
Family Functions
22. Affective function
Family’s need–response patterns
Mutual nurturance, closeness, and identification Separateness and connectedness
23. Socialization function
Family child-rearing practices
Adaptability of child-rearing practices for family form and family’s situation
Who is (are) socializing agent(s) for child(ren)?
Value of children in family
Cultural beliefs that influence family’s child-rearing patterns
Social class influence on child-rearing patterns
Estimation about whether family is at risk for child-rearing problems and if so, indication of high risk factors
Adequacy of home environment for children’s need to play
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24. Health care function
Family’s health beliefs, values, and behavior
Family’s definitions of health–illness and their level of knowledge Family’s perceived
health status and illness susceptibility
Family’s dietary practices
Adequacy of family diet (recommended 3-day food history record) Function of mealtimes
and attitudes toward food and mealtimes Shopping (and its planning) practices
Person(s) responsible for planning, shopping, and preparation of meals Sleep and rest
habits
Physical activity and recreation practices (not covered earlier)
Family’s drug habits
Family’s role in self-care practices
Medically based preventive measures (physicals, eye and hearing
tests, and immunizations)
Dental health practices
Family health history (both general and specific diseases— environmentally and
genetically related)
Health care services received
Feelings and perceptions regarding health services
Emergency health services
Source of payments for health and other services
Logistics of receiving care
Family Stress and Coping
25. Short- and long-term familial stressors and strengths
26. Extent of family’s ability to respond, based on objective
appraisal of stress-producing situations
Coping strategies utilized (present/past)
Differences in family members’ ways of coping Family’s inner coping strategies
Family’s external coping strategies
Dysfunctional adaptive strategies utilized (present/past; extent of usage)
Name (last, first)
1. (Father)
2. (Mother)
3. (Oldest child)
4. 5. 6. 7. 8.
Friedman, M. M., Bowden, V. R., & Jones, E. G. (2003). Family nursing: Research,
theory and practice (5th ed.). Upper Saddle River, NJ: Prentice Hall/Pearson Education.
Structure & Function—Family Theory/Friedman (2003):
STRUCTURE: Refers to how family is organized, and how they relate to each other & to the whole. Four interactive & interrelated dimensions:
1. Role systems
2. Value Systems
3. Communication networks
4. Power Structure
FUNCTION: Refers to how families go about meeting needs of individuals and broader society. Family functions are what a family does. Five family function dimensions:
1. Affective
2. Socialization
3. Reproductive
4. Health care
5. Economic
Additionally…. How a family deals with stress, coping, adaptation, and SPIRITUALITY are all important in our assessments of families.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
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Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.