Ch5 Family Systems Theory Test Bank Answers

Chapter 5

Family Systems Theory

KEY TERMS

system circular causality

family roles linear causality

hierarchy identified patient

boundaries double bind

entropy family cohesion

energy family flexibility

family rules mutuality

feedback

equilibrium

TRUE-FALSE QUESTIONS

1. According to system’s theory, the locus of pathology is within the person.

2. Within human social interactions, there are a number of forces moving in many directions simultaneously.

3. Positive feedback occurs when a family member begins to move outside the accepted limits of family behavior and others enact corrective measures to get that member back in line.

4. Many family rules are implicit, including rules governing communication and authority.

5. Individuals are responsible for their own behavior, but no behavior can be understood in isolation

6. For a system to survive, it is best to have a balance between positive feedback loops and negative feedback loops.

7. Systems theory is more focused on how couples/families interact during conflict than on what the issues are that causes them conflict.

8. The primary source of dysfunctions is individual behaviors, not communication patterns.

9. You can change the family role of one member without the other family members having to change their roles.

10. The most powerful family rules are almost always explicit.

11. All families have boundaries.

12. It is important to figure out which member of the family is causing the problems so you can move forward with helping the family fix those issues.

13. Family enmeshment is always a positive family environment.

14. Without intentionality, families have a natural tendency toward entropy.

. 15. All systems, including the family, are based on a power structure or a hierarchy.

16. FACES is a multi-item instrument designed to measure family cohesion and family

adaptability.

MULTIPLE-CHOICE QUESTIONS

1. The way in which a family system changes its relationship rules, power structure, and role expectancies in response to either normal developmental changes or crises depends upon its

a. adaptability.

b. cohesion.

c. organizational structure.

d. family members education and income.

2. Sometimes a family is compared to a mobile. What Dad does affects his son Blair; what Blair does affects his sister Michaela, etc. These family members keep establishing some form of balance. This mobile and example illustrate that families operate as

a. units.

b. alliances.

c. systems.

d. separates independent of one another.

3. Angela and Alberto constantly spend evenings and weekends together. Their children go to school but are not encouraged to join school or community activities. They may not have friends to their home to play or to stay overnight. This family would be described as

a. an open system.

b. a disengaged system.

c. a semi-permeable system.

d. a closed system.

4. “Filtering out any external elements that seem hostile to the goals and policies of the family while at the same time incorporating those that are deemed beneficial” is the process identified by Kantor and Lehr (1975) as

a. creating rules.

b. bounding.

c. controlling.

d. maintaining equilibrium.

5. According to Smith and Hamon, a double bind

a. is a type of pathological communication.

b. occurs when a person is given two commands that contradict each other.

c. creates distress because the individual cannot obey one command without disobeying the other.

d. is all of the above.

6. According to Smith and Hamon, which is a critique of systems theory?

a. The major concepts are too vague for true testing and do not predict in the sense of deducing from propositions.

b. The theory is too global and abstract.

c. The theory is most useful for examining sequential patterns of interaction, communication and control, goal orientation, boundary maintenance, and complex relationships.

d. All of the above are critiques of the theory.

7. The “identified patient” is the person in the family who

a. manifests the disturbed behavior.

b. initially seeks or is sent for treatment.

c. may be expressing family disequilibrium.

d. all of the above.

8. Adopting a family systems perspective means

a. you cannot fully understand a person without knowing something about his or her family.

b. you will always observe and analyze families by paying attention to the relationships among members as opposed to paying attention only to one individual.

c. you realize that what may be viewed as problematic behavior in one setting may be functional in another context.

d. you realize that a change in one part of the system affects every part of the system.

e. you do all of the above.

9. According to Smith and Hamon, which of the following assumptions about systems theory is TRUE?

a. The locus of pathology is not within the person, but is a system dysfunction.

b. A family is much more than a collection of individuals who live together and are related to each other; the whole is greater than the sum of the parts.

c. Rules result from the redundancy principle and are discovered in retrospect.

d. Feedback loops or circular causality guide behavior.

e. All of the above are true.

10. From the family systems perspective, psychopathology or dysfunctional behavior results from a struggle

a. between persons.

b. between internal forces with a single person.

c. between the individual’s conscious and unconscious mind.

d. between dwelling on childhood experiences and living in the present.

11. Which family role is most likely to be played by the eldest child?

a. enabler

b. delinquent

c. clown

d. hero

12. Families interact in repetitive behavioral sequences. This is known as

a. boundary rules.

b. homeostasis.

c. the redundancy principle.

d. the rule repetition phenomenon.

13. A mother asks her family, “What do you want me to make for dinner tomorrow, lasagna or pot roast?” The kids say they would like lasagna, to which the mom angrily responds, “You don’t like my pot roast?” This is an example of:

a. codependence

b. double bind

c. negative feedback

d. epistemology

14. Dad has had a heart attack and the family has gathered at the hospital to await news from the doctor. The sister was the last to arrive as she had to drive in from out of town. As she walks into the hospital room, the brother exclaims, “I’m so glad you’re here! I have kept everything as lighthearted as possible but we need someone who can help us figure out what to do when the doctor gives us out options and that person is you!” What role does the sister play in this family?

a. The clown

b. The invisible child

c. The delinquent

d. The hero

15. Caroline, an adult daughter, reduced her work hours to provide care to her father, Don. Don has been living with Caroline and her family for the last several months, since his stroke. Caroline, always the responsible child, looks forward to her brother John’s visit each week so that she can get some errands done outside of the home. John has a way of lifting everyone’s spirits with his wit and sense of humor. What role does brother John play in this family?

a. The clown

b. The invisible child

c. The delinquent

d. The hero

16. Alicia and Chris have been arguing a lot at home and are contemplating divorce. Cooper hears them arguing but hides in the hallway so they don’t know he can hear them. One day the principal from Cooper’s school calls the parents in for a conference and reports that Cooper has been acting out in school and hit another boy during an argument. The family seeks therapy at the suggestion of the principal. Alicia starts the session by saying they have come for help because Cooper is having problems at school. Which of the following terms would describe the role of Cooper?

1. The cause of the family’s problems
2. The identified patient
3. The double bind
4. The morphogenesis

17. Marcia’s parents have never told her what to do or how to behave. She is driving now and has no curfew, can drive whenever she wants, wherever she wants, and can invite friends to her house or go to their houses without permission. Marcia’s family has which kind of boundaries?

a. open

b. closed

c. random

d. delinquent

18. Sam's family has an unwritten rule that you do not invite people over without approval from his parents. One day at school Sam has a friend, Charlie, whose dad was supposed to pick him up but got stuck at the airport and is going to be a few hours late. The school buses have already left, so Sam tells Charlie he can come home with him until his dad gets home, even though Sam could not get in touch with his parents to seek permission. While Sam's parents are polite to Charlie, they tell Sam in private that he is grounded for a week for inviting Charlie over without their permission. What is Sam's punishment an example of?

a. negative feedback

b. positive feedback

c. circular causality

d. redundancy principle

19. Laura and Mike have been fighting about how to spend their money. When Laura forces the conversation Mike retreats and refuses to talk about it. Then Laura pushes even more, at which point Mike leaves the house. Systems theory would suggest which of the following statements is true?

a. Laura needs to stop pushing Mike so hard when they talk about issues.

b. Mike needs to stop retreating when Laura tried to talk to him about issues

c. Money is a topic that Mike and Laura will probably never be able to discuss freely

d. This pattern of behavior would probably exist regardless of topic, and Mike and Laura need to learn how to break the communication pattern

20. While a pizza has its individual ingredients like sauce, pepperoni, crust, and cheese, the product you get when you put them all together and bake them is different than the individual ingredients with which you started. This is an example of which basic assumption?

a. The whole is greater than the sum of its parts.

b. The locus of pathology is not within the person but is a system dysfunction.

c. Circular causality guides behavior.

d. Rules result from the redundancy principle and are critical in defining a family.

21. Which of the following is NOT one of the dimensions of the Circumplex Model?

a. equilibrium

b. cohesion

c. flexibility

d. communication

MATCHING QUESTIONS

Based on David Kantor and William Lehr’s (1975) classic work Inside the Family, match the “four player parts” with their correct definition.

1. The mover a. approves of the mover’s actions or the opposer’s reaction

2. The opposer

b. initiates action

3. The follower

c. witnesses the action of the mover, but is

4. The bystander passive about overtly aligning with the mover or the opposer

d. blames the mover

e. disapproves of the mover’s action and tries to block it

SUGGESTED TOPICS FOR DISCUSSION/ESSAY QUESTIONS

1. Have students identify circular patterns they have in their own families of origin or their families of creation, or even among their friendships. Discuss why the patterns exist and what can be done to change or modify them.
2. Watch the beginning of the show Home Improvement season 7 episode 23. This is the same clip you showed for family development theory. First, talk about how the same clip can be interpreted differently by using the lens of this theory. Then talk about the basic assumptions of the theory and how they are shown in this television series. For example: What are their family rules? How is the idea that the whole is greater than the sum of its parts shown here? What roles have these family members taken on? What type of family is this- open, closed, or random?
3. Have students write down some of their family rules. Then have them indicate if those rules are implicit or explicit. How did they learn about each of the rules? What happens if they break a rule?
4. Write about contexts in which family systems theory is a useful lens within therapeutic contexts. For instance, describe how a family systems perspective would be useful to a school counselor in dealing with a child’s acting out behavior or how a family systems perspective would be helpful to a clinician trying to help a client lose weight or deal with the impending death of a loved one.

CLASSROOM ACTIVITIES OR HOMEWORK ASSIGNMENTS

See: My House, My Boundaries, Hammond, R. J., & Bearnson, B. (2003). The marriages and families activity workbook. Belmont, CA: Wadsworth Publishing.

See: Johns, P. A., Kreiger, R. L., & Hurff, C. M. (2015). “My life as a family therapist”: A journaling method for teaching systems-based family therapy theories to undergraduates. Family Science Review, 20, 44-52.

http://www.familyscienceassociation.org/sites/default/files/4%20-%20JOHNS.pdf

Song Analysis: Boundaries

Have students listen to Ronnie Dunn’s “I Don’t Dance”: https://www.youtube.com/watch?v=_bIBHSu0g6o

Possible Discussion Questions:

• How do these lyrics relate to boundaries?
• How does Dunn reflect boundaries in this song?
• How does “not dancing” define boundaries for Dunn?
• What will you do to guard your marital boundaries?

Hierarchy, Delegation of Power, & Boundaries in the Family System (See Handout 5.1)

This exercise will help students understand concepts and basic assumptions outlined in family systems theory through application of the material.

Family Sculpting

Have students create a family sculpture of their own families or of families in scenarios at beginning of each chapter such as Ralph and Alice from chapter two, the Morrison Family from chapter three, or the Peabody Family from chapter four.

Exploring Family Theories

Appendix 5

Family Systems Theory

Handout 5.1

Hierarchy, Delegation of Power, & Boundaries in the Family System

PURPOSE

This exercise will help students understand concepts and basic assumptions outlined in family systems theory through application of the material. The activity encourages students to think about the family as a whole. Students will construct a physical arrangement of family members, as represented by paper shapes that express the relationships with in the family during a particular point in time (from Cottle, 2003).

GOALS

Upon completion of this exercise:

1. Students will understand the basic concepts of hierarchy, delegation of power and boundaries in their own family systems.

2. Students will acquire a skill in basic genogram construction.

3. Students will grasp the significance of family systems theory in practice.

OBJECTIVES

1. Students will construct a basic family genogram based on hierarchy, delegation of power and boundaries. [# 1, 2, 3]

2. Students will discuss family interactions to fellow students regarding concepts related to hierarchy, delegation of power, and boundaries. [# 1, 3]

MATERIALS

Pre-cut paper squares and circles. (Recommended: 2’’x 2’’ squares, 2’’ diameter circles)

PREPARATION

1. Cut out squares and circles. Each student should have enough circles and squares to represent their nuclear family and any significant family members.

2. Create two piles, one for circles and one for squares.

INSTRUCTIONS TO STUDENTS

1. Collect enough squares and circles to represent your nuclear family and any significant family members.

Ex.: If a female student has a mother, father, step-father, grandmother, two younger twin brothers and a younger half sister, she should collect 4 circles and 4 squares, signifying the genders of each family member.

2. Label squares and circles with family members’ names.

3. At your desk, place family members in a hierarchy based on generational age, with the eldest in your family at the top, and the youngest in your family at the bottom. For individuals in the same generation, age is represented left to right, with eldest at the left, youngest at the right.

Ex.: In the example above, students may construct a genogram hierarchy like this:

Step-father

Mother

Father

Half-sister

Female student

Twin brothers

Grandmother

4. Now, place family members in a hierarchy based on delegation of power within your family. Your hierarchy may change shape and structure based on authority, power, communication patterns, and/or decision-making processes in your family.

5. Lastly, group family members together, or create distance between family members to signify boundaries and to reflect family cohesion and flexibility.

DISCUSSION QUESTIONS

1. How did your family change based on power and authority? Did it look similar or different to the original generational hierarchy?

2. Were there any boundaries in your family system? What are they? Why do you think they exist?

3. How do power and/or authority between family members affect interactions with other family members?

______________________________________________________________________________

Created by Katherine Bull

Handout 5.2

Family Sculptures

PURPOSE

This activity is designed to incorporate kinesthetic intelligence by allowing students to physically arrange themselves as they see their family to be. Students use their classmates to physically create a family sculpture that represents their own family or those of families in books or movies viewed in class.

GOALS

Upon completion of this exercise:

1. Students will possess a better conception of a family system.
2. Students will be more comfortable using family systems’ concepts to describe their sculpted families.

OBJECTIVES

1. Students will construct a family sculpture. (#1)
2. Students will employ several systems concepts in describing their sculpture. (#2)

MATERIALS

Students can be asked to create a family sculpture based on their own families or using the families in the fictional vignettes at the beginning of chapters 2, 3 or 4. If the instructor prefers, students can create a sculpture of families in a book they are reading for class or a film they are viewing for class.

PREPARATION

1. Put instructions for students on a PowerPoint slide or handout. Create a series of reflection questions for them to process after the activity.
2. Once class begins, seek one student to volunteer to create a sculpture of his/her family or fictitious family (in book, movie, etc). One student at a time can create a sculpture in the front of the class, though the activity could be done several times by different student volunteers.

INSTRUCTIONS TO STUDENTS

I need one volunteer at a time to create a sculpture of your family.

Student volunteer should:

1. After describing a particular family member, select a person/classmate to come to the front and represent that family member in the sculpture. For instance, the student could describe his father as a stern, disciplinarian who is a very successful businessman and who is used to exerting lots of influence within his professional and personal spheres. After describing the father figure, the student should ask a classmate to come to the front to represent the father in the sculpture. The student should instruct the classmate on the pose he/she should take which best represents the father. In this case, the student might ask the classmate to stand straight and cross his arms, while maintaining a serious/stern look on his face.
2. The student volunteer should continue to work through family members one at a time, first describing them to the entire class and then selecting a classmate to represent each family member. The student should position the classmates in a physical position which best captures the characteristics of that member. For instance, the student might have a 3-year-old sibling who tends to cling to mother. The student might ask the classmate to sit on the floor and put his/her arms up in the air, reaching for the mother, with a longing look on his face.
3. The student volunteer should take into consideration emotional distance, communication patterns and other systems characteristics when placing family members within the total scene. For instance, a teen brother might be placed a distance from the rest of the family, facing outward, because the teen is not very engaged with the family. Perhaps sister, from her position close to mother, stands reaching out to the distant brother, representing the way in which she tries to pull her brother closer to the family.

DISCUSSION QUESTIONS

Upon completion of the sculpture, the instructor might pose a series of questions for class discussion, in an effort to make connections with systems concepts and assumptions.

1. To those playing a family role in the sculpture: How do you feel playing the family role that you were assigned?
2. To all:
   1. Describe this system and its attributes.
   2. Using Kantor and Lehr’s 4 player parts in families, delineate who you believe fulfills each of the roles of mover, opposer, follower, and bystander. On what basis do you make this assertion?
   3. What do you imagine the boundaries are like around this family’s system? What subsystem boundaries are also present? Describe these.
   4. Describe the hierarchical arrangement within this family. What evidence do you have for that belief?
   5. What rules are apparent in this family? Who makes the rules and who enforces the rules? Are they implicit or explicit?
   6. Describe this family’s level of cohesion and adaptability. Why do you believe this to be true?
   7. How would you imagine that this family communicates with one another?