CARE OF FAMILIES
Definition of Family
 A social system composed of “two
or more persons who are joined by
bonds of sharing and emotional
closeness and who identify
themselves as being part of the
family” (Friedman, 1998, p. 9).
Types of Families - 1
 Nuclear conjugal family
 Nuclear dyad family
 Dual earner family
 Extended family
Types of Families - 2
 Single-parent family
 Step-family (blended family)
 Binuclear family
 Cohabiting family
Types of Families - 3

Gay or lesbian family
 Communal family

Foster family
 Skip generation family
Theoretical Approaches to
Family Nursing
 Systems models
 Family development models
 Structural-functional models
Family Systems Models
 System: The family (focal system)
 Subsystems: Family members
 Suprasystem: Influences external
to the family (interacting systems)
Figure 14–1 Sample Family Genogram
Figure 14–2 Sample Family Ecomap
Figure 14–3 Hierarchical Systems
Family System Goals
 Maintenance of a steady state
 System growth
Family Systems Processes
 Environmental exchange
processes
 System operation processes
 Internal Processes
Environmental Exchange
Processes
 Input: Entry of energy, matter, or
information into the system
 Throughput: Transformation of material in
some way
 Output: System products discharged into
the environment
System Operation Processes
 Limiting energy expenditure
 System organization
 Preventing system overload
Internal Processes
 Subsystem change processes
 Adaptive processes

Entropy

Negentropy

Feedback
Family Development Models
 Families pass through a series of
developmental stages in which
they must accomplish certain
family developmental tasks.
Stage I - Single Young Adult
 Accept self-responsibility
 Differentiate self from family of origin
 Develop intimate peer relationships
 Develop a career and financial
independence
(Carter & McGoldrick, 1999)
Stage II - New Couple
 Achieve commitment to the new
relationship
 Form the marital relationship
 Realign relationships with families
and friends
(Carter & McGoldrick, 1999)
Stage III - Family with Young
Children
 Adjust the marriage to the presence of
children
 Distribute childrearing, household,
and financial tasks
 Develop new relationships with family
members (parenting and
grandparenting)
(Carter & McGoldrick, 1999)
Stage IV - Families with
Adolescents
 Adapt to growing independence of
adolescent family members
 Adjust to increasing frailty of own
parents
 Change parent-child relationships
 Address marital and career issues
(Carter & McGoldrick, 1999)
Stage V - Launching Children
and Moving on
 Accept multiple entries and exits from
family structure
 Renegotiate the marital dyad
 Adapt relationships to accommodate inlaws and grandchildren
 Deal with disability and death of one’s own
parents
(Carter & McGoldrick, 1999)
Stage VI - Families in Later Life
 Accept the change in generational
roles
 Maintain function
 Explore new roles
 Assure support for middle and older
generations
 Deal with the death of others and
one’s own approaching death
(Carter & McGoldrick, 1999)
Structural-functional Models - 1
 Structure: Family members and
family interaction patterns related
to roles, values, communication
patterns, and power structure
Structural-functional Models - 2
 Function: One of a group of
related actions that lead to
accomplishment of specific goals
Structural-functional Models - 3
 Family structural elements affect
the family’s ability to carry out
socially recognized family
functions.
Family Functions
 Affective function
 Socialization function
 Reproductive function
 Economic function
 Provision of needs function
Assessing Family Health
 Biophysical considerations
 Psychological considerations
 Physical environmental considerations
 Sociocultural considerations
 Behavioral considerations
 Health system considerations
Biophysical Considerations
 Family members’ age and
maturational level
 Family members’ physical health
status
 Genetic inheritance
Psychological Considerations
 Communication patterns
 Family relationships
 Emotional strengths
 Coping abilities
 Childrearing practices
 Family goals
Figure 14–4 Family Communication Patterns
Physical Environmental
Considerations
 Home environment
 Safety hazards
 Neighborhood
Sociocultural Considerations
 Roles
 Culture
 Religion
 Employment and income
 Education level
 Community relationships and
resources
Behavioral Considerations
 Consumption patterns
 Rest and sleep
 Exercise and leisure
 Safety practices
Health System Considerations
 Family response to illness
 Use of health care services
 Health insurance status
Planning Family Health Care
 Primary prevention
 Secondary prevention
 Tertiary prevention
Family Crisis Intervention
 Crisis: The experience of an event
or stressor that is beyond the
family’s ability to cope.
Types of Crises
 Maturational crises: Arise from
normal transitional periods in family
development.
 Situational crises: Arise from sudden,
unexpected, or unpredictable events.
Factors Affecting Susceptibility
to Crisis
 The stressor and family
perceptions of the stressor
 Presence of other stressors
 Family coping abilities
 Family resources
Structure of a Crisis Event
 Hazardous event gives rise to the potential
for crisis
 A precipitating event generates crisis
 Typical coping mechanisms are used
 If successful, crisis is averted
 If not, crisis ensues
Figure 14–5 Structure of a Crisis Event
Assessing a Crisis Situation






Assess family perceptions of the crisis
Assess factors contributing to crisis
Assess family response to crisis
Assess family coping abilities
Assess family resources
Assess suicide potential
Principles of Crisis Intervention
 Listen actively.
 Encourage family members to
verbalize their perceptions and
emotions experienced.
 Encourage family acceptance of
reality.
 Focus on development of effective
coping skills.
Principles of Crisis Intervention
 Develop social support systems to
assist in crisis resolution.
 Assist the family in problem solving.
 Reinforce new, more effective coping
strategies.
 Follow-up to prevent future crises.