Ch.4 Family Stress Theory Full Test Bank 4th Edition

Chapter 4

Family Stress Theory

KEY TERMS

stressors crisis

normative event adaptation

resources

TRUE-FALSE QUESTIONS

1. As defined by family stress theory, stressor events are neither positive nor negative.

2. Family stress and crisis are interchangeable terms that mean a state or period of disorganization.

3. Pileup refers to multiple stressors accumulating over time.

4. How individuals interpret a stressor is as important as accessing resources when

determining how a family will react to a crisis.

5. Getting married is an example of a chronic stressor.

6. Social support can be thought of as a resource.

7. Stressors are discrete life events which impact the family unit.

8. Something that has a positive impact on one’s life can still be seen as a stressor.

9. Families who are less integrated are better able to deal with stress.

10. According to the ABC-X model one of the most important resources we can access is money.

11. Ambiguous losses are easier to cope with than are those that are normative.

12. Stress is different than crisis because when you are stressed you are unbalanced but are still coping, whereas when you are in crisis you don’t function adequately.

13. The ABC-X model is more capable of examining stressor pile-up than the Double ABC-X model.

14. Families are either in crisis or they are not in crisis.

15. Normative events tend to be chronic in nature.

MULTIPLE-CHOICE QUESTIONS

1. According to Hill’s roller-coaster profile of adjustment model, which stage is characterized by a family’s attempts to cope with a stress-provoking event?

a. Crisis

b. Period of Disorganization

c. Angle of Recovery

d. Level of Reorganization

2. According to Hill, learning to meet the needs of a newborn infant would be an example of which stage of the Roller-coaster profile of adjustment to crisis?

a. reorganization

b. recovery

c. crisis

d. period of disorganization

3. Which of the following is an acute stressor?

a. Getting into a car accident

b. Caring for a relative with Lou Gehrig’s disease

c. The death of a great-grandparent

d. The adoption of a child

4. McCubbin and Patterson (1985) came up with three categories of resources: individual, family, and community. Which of the following is an example of a family resource?

a. Job experience

b. Equitable household division of labor

c. Attending a networking brunch with co-workers

d. Personal motivation

5. Recall the story at the beginning of the chapter. Which concept best describes the Peabody’s feelings of joy that their twins bring them despite the worry and exhaustion they still face?

a. Adaption

b. Crisis

c. Definition of the situation

d. Resources

6. The double ABC-X model by McCubbin and Patterson (1982) adds to the ABC-X model by: a. Predicting future crises

b. Taking into account experiences of those who experience oppression on a continual basis, such as minority status individuals.

c. Defining the criteria that affect the degree to which a stressor will impact a family.

d. Including a post-crisis period of adjustment, whereby families must respond not only to the initial crisis, but also to the events that precede and follow it as well.

7. A normative stressor can be described as all of the following, EXCEPT,

a. Something that occurs in all families.

b. Something that can be anticipated.

c. Something that is chronic.

d. Something that is short-term.

8. According to Lazarus and Folkman (1984), Coping methods—interactions between resources and perceptions —can be divided into three primary categories: using direct actions, intrapsychically, or by controlling the emotions associated with the stressor itself. Which of the following is an example of intrapsychic coping?

a. Considering a worse alternative to a current situation.

b. Seeking the expertise of a guidance counselor.

c. Abusing drugs as a means of alleviating distressing emotions.

d. Seeking out friends for emotional support.

9. According to Smith and Hamon, which of the following statements about family stress theory is TRUE?

a. The Women’s Movement was the impetus for the scientific study of how families deal with stress.

b. According to Hill’s roller-coaster profile of adjustment, families go through four stages when faced with a crisis: crisis, disorganization, recovery, and reorganization.

c. Koos is responsible for the conclusion that a family’s reaction to stressors is dependent upon integration and adaptability.

d. All of the above are TRUE.

10. ________________ is to ABCX model of family stress as _____________ are to Double ABCX model of family stress.

a. Hans Selye/Thomas Holmes and Richard Rahe

b. R. C. Angell/R. S. Cavan and K. H. Ranck

c. Reuben Hill/Hamilton McCubbin and Joan Patterson

d. Pauline Boss/E. L. Koos and Reuben Hill

11. Mundane Extreme Environmental Stress (MEES)

a. was developed by Peters and Massey.

b. adds an A factor which represents constant exposure to racial discrimination, most of which is both chronic and unpredictable.

c. adds a D factor which represents the pervasive environmental stress associated with being of minority status in the United States.

d. adds a Y factor which represents the lens through which crisis situations must be viewed for Black families, since their experiences are different from those of majority status.

e. is and does all of the above.

12. According to Pauline Boss,

a. boundary ambiguity exists when a family member is physically absent, but psychologically present.

b. boundary ambiguity exists when a family member is physically present, but psychologically absent.

c. when there is ambiguity regarding a family member’s presence or absence in the family system, the situation is called ambiguous loss.

d. All of the above are true.

13. What is one advantage of the Double ABCX Model over Hill’s earlier ABCX Model?

a. It focuses on pre-crisis areas and how a family got into the crisis.

b. It provides for normative transitions through stages of crisis.

c. It includes post-crisis areas and how a family recovers over time.

d. It accounts for differences in families-of-origin when two quite opposite people form a long-term relationship.

14. Which of the following is an example of a family resource?

a. Being able to pull the family together

b. Being flexible

c. Asking for outside help

d. All of these choices are family resources

15. Which of the following is a “resource” for dealing with family stressors?

a. previous experience

b. adaptability

c. material items like money, time, and space

d. personal characteristics like self-esteem

e. all of the above are resources

16. Cognitively reframing a problem so that it doesn’t seem so overwhelming is an example of what kind of coping resource?

a. controlling the emotions

b. intrapsychic coping

c. self-fulfilling prophesy

d. direct action

17. Which of the following statements is TRUE about crisis?

a. Crisis occurs when the family is no longer able to maintain its usual balance

b. All stressors will lead to crisis

c. Families follow a typical pattern before entering crisis

d. Families are usually broken apart because of crisis

18. Sarah and her family have recovered from a serious family crisis. Although it was stressful, they are stronger now than they have ever been as a result of living through this together. How would you describe their adaptation?

a. bonadaptation

b. maladaptation

c. somewhere between bonadaptation and maladaptation

d. intrapsychic

19. Luke and Laura have a 4 year old daughter named Sophie who was diagnosed with cancer. They have taken Sophie to multiple specialists seeking treatment advice. They have done research online and talked to other parents who have a child like Sophie. What part of the ABC-X model are they currently focusing on?

a. stressor event

b. resources

c. definition of the situation

d. crisis

20. Dealing with a natural disaster such as a forest fire that destroys your home is an example of what kind of stressor?

a. discrete

b. acute

c. situational

d. bonadaptation

MATCHING QUESTIONS

Match the term or concept with its appropriate definition.

1. Stressor a. state or period of disorganization that rocks

the foundation of the family

2. Normative event b. how the family recovers from the crisis

3. Resources

c. an event that is predictable, short term, and happens in most families

4. Crisis

d. life events that impact that family and have the potential to produce change in the system

5. Adaptation

e. Things we can access to help deal with a stressor

SUGGESTED TOPICS FOR DISCUSSION/ESAAY QUESTIONS

1. Discuss the statistics regarding who is most susceptible to stress, careers that are deemed to be the most stressful, and physical reactions to stress. Talk about which parts of the ABC-X model could be used to alleviate the most serious physical reactions to stress, or could be used by those in highly stressful jobs.
2. Talk about the Kubler-Ross five stages of grief for when someone is dying: denial, anger, bargaining, depression, acceptance. How does this relate to the ABC-X model?
3. Show a movie clip depicting a stressor event and reactions to the event, such as the first 7 minutes of Moonlight and Valentino, and have students apply the ABC-X model to the scene.
4. Show a video clip such as excerpts from the TV show Teen Mom and have students identify the eight criteria of Lipman-Bluman’s (1975) that determine the impact of a stressor event as shown in the video.

CLASSROOM ACTIVITIES OR HOMEWORK ASSIGNMENTS

Song Analysis: Hill’s ABCX Model

Play Craig Morgan’s music video of “This Ain’t Nothing” (or any other song which reflects on life’s stressors): http://www.metrolyrics.com/this-aint-nothin-lyrics-craig-morgan.html

Possible Discussion Questions for “This Ain’t Nothing”:

• What is this old man’s definition of the situation (tornado destroying his home and property)?
• What factors contribute to his definition (e.g., values, previous experience, religion)?
• How does this stressor compare to other stressors he has encountered in his life? How do these other experiences shape his current perception?
• How will his definition contribute to the X variable or his level of bonadaptation or maladaptation?

Song Analysis: Ambiguous Boundaries

Play Lonestar’s music video of “I’m Already There”: https://www.youtube.com/watch?v=1jm5gfuT9Z4

Play Kellie Pickler’s music video of “I Wonder”: https://www.youtube.com/watch?v=Rb9mvkxE5Ww

Possible Discussion Questions:

• Using Pauline Boss’s conception of “ambiguous boundaries” consider if there is “psychological absence or presence” and “physical absence or presence” in each case.
• What is similar or unique in each case as reflected in the song?

Personal Application

Name/draw 1-3 things that are causing you stress right now in your life. How would you use the ABC-X model to analyze each situation and figure out how to keep those stressors from leading to crisis.

Crisis or Crisis Averted? Group Activity (See Handout 4.1, Handout 4.2, and Handout 4.4)

Alternate Activity Instructions (See Handout 4.3)

Exploring Family Theories

Appendix 4

Family Stress Theory

Handout 4.1

Crisis or Crisis Averted?

PURPOSE

Hill’s ABC-X model is widely known and used in the field of family science. Family stress theory is based on the ABC-X model, with A being the stressor event, B the family resources or strengths, and C the family’s perception of the event, or how they define or attribute meaning to the event. If the event or stressor is such that the family cannot solve the problem quickly or appropriately, crisis will occur—the X component of this model. With this model in mind, students will discuss the outcome of a particular grouping of stressors, resources, and family perceptions. They will decide if the given circumstances will lead to a crisis or crisis aversion.

GOALS
Upon completion of this exercise:

1. Students will be able to apply Hill’s ABC-X model to practical real-world examples.
2. Students will understand the different components of the model.

OBJECTIVES

1. Students will decide whether a crisis will occur given particular stressors, resources, and

perceptions, or whether a crisis could be averted. [#1, 2]

2. Students will consider how stressors, resources, and perceptions interact (Handout 4.2). [#1, 2]

MATERIALS

Activity Cards (See below)

Handout 4.2 (1 per student)

Dry Erase Marker (at least 1)

PREPARATION

1. Read chapter 4, Family Stress Theory, in Smith & Hamon.

2. Copy, print, and cut out Activity Cards and divide them into three separate stacks according to group. (Lamination of cards is suggested.)

3. Copy and print handout 4.2 (1 per student).

4. Divide students into three equal groups, labeling one group “A: Stressor”, the second group “B: Resources”, and the third group “C: Perception” (Count off by 3’s).

INSTRUCTIONS TO STUDENTS

1. Have students gather around the stack of cards that corresponds to their group and have a group member choose one card from their corresponding stack. For example, students in group “A: Stressor” will gather near the RED cards and take one card from their RED stack. Groups B and C will do the same. At this time, each group should have one card.

NOTE: Some cards may not correspond well to another. This is okay. Simply choose another card if the resource or perception is deemed useless in coping with a stressor.

4. Based on the scenario we have just created with our stressor, resource and perception, do you think this stressor will lead to crisis?

Discuss with one another openly in a group until a consensus is reached. Add stressors, resources, and perceptions to the existing scenario to come up with different conclusions and to make the exercise more realistic. You may refresh the activity by choosing a new stressors, resources, and perceptions from the different groups. Three WILD cards are in each stack of cards, for students to make their own stressor, resource, or perception .Use a dry erase marker to write a stressor, resource, or perception on laminated WILD cards. Use “Interactions of Stressors, Resources, and Perceptions” handout (4.2) to help guide discussion. It may be helpful to ask the questions located in the model to consider possible outcomes.

NOTE: See Handout 4.3 for alternate activity instructions.

POST ACTIVITY DISCUSSSION QUESTIONS

1. Was using Hill’s ABC-X model helpful in thinking about how to cope with family stress? How so?

______________________________________________________________________________

Created by Katherine Bull

Handout 4.2

Interactions of Stressors, Resources, and Perceptions

A: Stressor(s)

Considerations: Internal or external; focused on individual or family; sudden or gradual onset; severity; acute or chronic; natural or artificial; perception of stressor

Crisis or Crisis Averted? Stressor Activity Cards (sheet 1 of 4)Crisis or Crisis Averted? Stressor Activity Cards (sheet 2 of 4)Crisis or Crisis Averted? Stressor Activity Cards (sheet 3 of 4)Crisis or Crisis Averted? Stressor Activity Cards (sheet 4 of 4)Crisis or Crisis Averted? Resource Activity Cards (sheet 1 of 4)Crisis or Crisis Averted? Resource Activity Cards (sheet 2 of 4)Crisis or Crisis Averted? Resource Activity Cards (sheet 3 of 4)Crisis or Crisis Averted? Resource Activity Cards (sheet 4 of 4)Crisis or Crisis Averted? Perception Activity Cards (sheet 1 of 4)Crisis or Crisis Averted? Perception Activity Cards (sheet 2 of 4)Crisis or Crisis Averted? Perception Activity Cards (sheet 3 of 4)Crisis or Crisis Averted? Perception Activity Cards (sheet 4 of 4)Handout 4.3

How do I think about or interpret the stressor?

(Definition of the situation)

Will this stressor result in a crisis?

(Adaptation)

Responses: Self-fulfilling prophecy, cognitive reappraisal, reframing

C: Perception(s)

Types: Individual, family or community; instrumental or emotional; concrete or abstract

B: Resource(s)

What resources do I think will work and which ones may not be helpful? How do I think about the stressor in light of available resources?

(Coping)

Created by Katherine Bull

X: Crisis

How am I going to deal with the event or situation?

What is available to me?

A: Stressor

Caring for elderly parent

A: Stressor

Sick Pet

A: Stressor

Change to a different line of work

A: Stressor

Car Accident

A: Stressor

Having a baby/ Adopting a child

A: Stressor

Death/Sickness of close family member

A: Stressor

Car problems

A: Stressor

Son or daughter leaving home

A: Stressor

Taking out a loan/Applying for a mortgage

A: Stressor

Leadership position at job

A: Stressor

Identity Theft

A: Stressor

Job interview

A: Stressor

Trouble with boss

A: Stressor

Vacation/

Holiday

A: Stressor

Outstanding Personal Achievement

A: Stressor

Trouble with in-laws

A: Stressor

Uncompleted household task

A: Stressor

Argument with spouse

A: Stressor

WILD

A: Stressor

WILD

A: Stressor

WILD

A: Stressor

Fired from job

A: Stressor

Getting engaged

A: Stressor

Graduating from college

B: Resource

Family support

B: Resource

Flexible work schedule

B: Resource

Family rituals

B: Resource

Community organization

B: Resource

Friendship

B: Resource

An emergency fund

B: Resource

Insurance

B: Resource

Incentive

B: Resource

Sufficient sleep

B: Resource

Church/faith community

B: Resource

Childcare

B: Resource

Children

B: Resource

Hard-working

B: Resource

Motivation

B: Resource

Paid personal days

B: Resource

Own house

B: Resource

Family Cohesion

B: Resource

Personality type

B: Resource

WILD

B: Resource

WILD

B: Resource

Safe neighborhood

B: Resource

Creative

B: Resource

Open communication

B: Resource

WILD

C: Perception

I always win!

C: Perception

Life is unfair

C: Perception

Life is beautiful

C: Perception

Nothing good happens to me

C: Perception

There is no problem

C: Perception

It is what it is

C: Perception

It will get better

C: Perception

It’s my fault

C: Perception

It is God’s will

C: Perception

Other people will fix it

C: Perception

I can fix it

C: Perception

It could be worse

C: Perception

It’s not my problem

C: Perception

Everything will turn out okay

C: Perception

I have nothing I need

C: Perception

I have all I need

C: Perception

External locus of control

C: Perception

Internal locus of control

C: Perception

WILD

C: Perception

WILD

C: Perception

WILD

C: Perception

The system is against me

C: Perception

Things don’t come easy for me

C: Perception

I’ve been blessed

Crisis or Crisis Averted? Alternate Activity Instructions

• Divide the room into three equal groups, counting off by threes. (Number ones will be “The Stressor” group, or the A component of the Family Stress model. Number twos will be “The Resources” group and the number threes will be “The Perceptions” group, or the B and C components of the model, respectively. Same as original activity.)
• Pass out activity cards to participants according to group. Provide the RED cards to group one, GREEN cards to group two, and YELLOW cards to group three. (Same as original activity.)
• Instruct participants to choose a card from their own stack (which corresponds to their group. Each participant will have one card each.)
• Instruct participants to find a person from each of the other two groups. Each new group will comprise a unique set of stressors, resources, and perceptions.
• Instruct participants to decide whether the stressor will lead to a crisis (based on their group’s unique scenario). Have participants discuss with one another until they come to a conclusion. (Allow a few minutes to do so.)
• Repeat two or three times.
• Group Discussion. Ask if anyone is willing to share an example with the group. (Follow up questions could include: What was this experience like for everyone? Did anyone end up in a crisis? Were any crises averted?)