Michigan Family Review最新文献

{"title":"I Wanted a Fresh Start from Where I Was: Rural Low-Income Women's Experiences of Multiple Partnership Transitions","authors":"Yoshie Sano, Margaret M. Manoogian","doi":"10.3998/MFR.4919087.0015.101","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0015.101","url":null,"abstract":"Rates of union disruption between romantic partners--whether through divorce, separation, or dissolution of cohabitation--are substantially higher in the United States than other Western countries (Cherlin, 2008). It is estimated that approximately 25% of all American marriages end in divorce or separation within five years and more than half of cohabiting relationships are dissolved within five years (Cherlin, 2008). Yet, rates of re-partnering also are high, with more than half of the women who end their partnerships entering new relationships within four years (Andersson & Philipove, 2002). Partnership transition rates or instability, however, vary by social-class. Working or poor families are more likely to experience partnership transitions than their middle-class counterparts (Wells, 2005). Those with less education, particularly women, are the most vulnerable (Cherlin, 2010). Consequently, it is becoming increasingly common for low-income individuals to experience multiple partnership transitions during adulthood in the United States.To date, research examining partnership transition/instability has focused primarily on child outcomes or maternal parenting. In addition, the majority of studies conceptualize partnership instability as a discrete, singular event, such as divorce, separation, and dissolution of cohabitation, rather than a series of multiple transitions over time (Beck, Cooper, McLanahan, & Brooks-Gunn, 2010). Further, most previous studies have investigated urban, low-income populations, even though the greatest increase in cohabiting households with children in the last decade has occurred in rural areas (O'Hare, Manning, Porter, & Lyons, 2009). This study begins to fill in some of these knowledge gaps by focusing on rural, low-income mothers' experiences of and explanations for multiple partnership transitions.The higher rate of family instability among low-income households compared to other social classes has become a national concern as it is associated with a decrease in family finances, increase in welfare dependency, and higher likelihood of negative developmental outcomes for children. A substantial body of literature indicates that as children are exposed to multiple changes in family structure, they experience less positive developmental outcomes (Osborne & McLanahan, 2007; Sun & Yuanzhang, 2008). Negative outcomes include behavioral problems, delinquency, and teenage pregnancy (Cavanagh & Huston, 2006; Fomby & Cherlin, 2008; Wu & Thomson, 2001). Osborne and McLanahan (2007) reported that each partnership transition modestly increased the likelihood of a child exhibiting behavioral problems. Even one partnership transition, such as a separation, introduces multiple stressors into family life, which could include changes in family rules and routines, reassignment of household roles and responsibilities, challenges in meeting the emotional needs of family members, and readjustment of family finances. In the case of p","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"224 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81476854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thematic Analysis of the Experiences of Wives Who Stay with Husbands who Transition Male-to-Female","authors":"Gary H. Bischof, Bethany L. Warnaar, M. Barajas, H. Dhaliwal","doi":"10.3998/MFR.4919087.0015.102","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0015.102","url":null,"abstract":"The transgender literature dealing with couple and family dynamics is limited. Married couples with a transgender partner who wish to remain together have minimal information available and few models about how this type of transition might be negotiated. This qualitative study analyzed fourteen cases of the wives of male-to-female (MTF) transsexuals from Virginia Erhardt‟s 2007 book, Head over Heels: Wives Who Stay with Cross-Dressers and Transsexuals. The authors used thematic analysis (Braun & Clarke, 2006) to identify and organize key themes in the experiences of wives who stayed with MTF transsexual partners. Themes clustered in three main areas: 1) Intrapersonal, 2) Couple Relationship, and 3) Family and Social Relationships. Conclusions from this study and implications for human service professionals are offered.","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"499 1","pages":"16-33"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90891976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring Undergraduates: Professors Strategically Guiding the Next Generation of Professionals","authors":"E. Long, J. Fish, Leema Kuhn, John Sowders","doi":"10.3998/MFR.4919087.0014.104","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.104","url":null,"abstract":"My own interest in mentoring began during my first year of college. As a naive freshman, I was surprised when a faculty member approached me after a large lecture class and mentioned that he had read my last assignment and thought I had a lot of \"academic ability.\" I suggested he must have confused me with another more promising student. Upon his insistence, the conversation continued as did the relationship. Thirty years later, the fact that his interest focused on my person, rather than my understanding of a component of his course, still motivates me to pursue mentoring relationships with undergraduate students.During my freshman year I spent many hours in that professor's office, asking questions about classes, majors, careers, and further education. The earliest discussions dealt with issues focused mostly on my educational pursuits, but over time, the discussions evolved, often into issues of a more personal nature. One day, while sitting in his office, I said to myself, \"I want to do what he does.\" My interest in higher education, being a faculty member, and positively impacting the lives of students, began that semester as a result of that relationship. When I think about the significant impact professors can have on the lives of their undergraduate students I often think of that professor and his investment in students outside of the classroom. My interaction with him, our relationship, has been life changing educationally, professionally, and personally. Until his untimely death ten years ago, Dr. Palfreyman would regularly call me asking about, my personal and professional goals, how my family was doing, what scholarship I currently was working on, and whether or not he could help me in any way. Before he died, the relationship came full circle. In the completion of his doctorate, I had the privilege of being his mentor as he completed the statistical analyses for a dissertation on the not surprising topic of \"mentoring.\"This paper describes the mentoring relationship of one faculty member with three undergraduate mentees and highlights some of the beneficial outcomes for faculty and students. The description of mentoring here is not meant to be the best model to follow. It is one example of how a mentoring relationship develops over time and how it benefits students and faculty. The aim is to present a model and rationale for mentoring that will encourage faculty, students, and universities to be more strategic in developing these relationships. To that end, I have incorporated comments from three former proteges, hoping to provide a glimpse into our lived experience, and the reciprocal nature of mentor-mentee relationships. Each of my co-authors was asked a series of questions and then responded describing their experiences in relationships with any of their undergraduate mentors. Each of them is a first generation student. Jessica Fish graduated from Central Michigan University (CMU) in the spring of 2008 with a double major in Fami","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73733045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women","authors":"T. Henderson, A. G. Hunter, G. Hildreth","doi":"10.3998/MFR.4919087.0014.105","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.105","url":null,"abstract":"We, African American women professionals in higher education, make visible the continued presence of race and gender oppression, and the hegemony that supports systems of oppression within the academy (Dillard, 2000; Patton, 2004ab). Race and gender differences in patterns of employment, rank, and personal experiences within academic units are illustrative of the interlocking nature of race and gender oppression that have multiple influences (Combs, 2003; Wright Myers, 2002), including pathways to doctorate studies, institutional hiring practices, tenure and promotion processes, organizational behavior, and professional relationships. Further, Black women are more likely to report organizational barriers to advancement and have more negative views of academic or departmental climates. They also are less likely to indicate that their scholarship is valued, that they are respected by their colleagues, and that they are viewed as legitimate scholars compared to White women, men of color, or White men (Thomas & Hollenshead, 2001).Because career advancement and greater retention rates are among the most reported benefits of mentoring, mentoring is one form of resistance to systems of oppression, organizational barriers, and other negative dynamics experienced by Black women faculty. Mentoring also reduces social isolation and helps one to manage different academic roles (Bova, 2000; Holmes, Land, & Hinton-Hudson, 2007), making it one of the most viable coping and resistance strategies. Yet, a discussion of mentoring without acknowledging the intersections of race and gender, their implications within predominately White institutions, and forms of resistance would not address fully the needs of Black women in the academy, beckoning the use of a cultural-inclusive approach to working with African American women in the academy.Therefore, to frame the current discussion on mentoring, we use core themes of Black Feminist Thought (Hill Collins, 1986; 1991) to situate Black women faculty in the academy. Part of our framework includes three sites of tension and resistance: (a) the Mammy-Sapphire continuum of existence, (b) inequality without reverence to credentials, expertise, and professional experiences, and (c) White privilege that dismisses the intersecting realities of racism and sexism. We then suggest a model of peer mentoring that allows for the careful integration of the socio-political tensions, such as race and gender as critical factors when mentoring African American women faculty (Benishek, Bieschke, Park, & Slattery, 2004). Inside the current article, we offer a few biographical narratives to place a face on the issues presented.Black Feminist Thought: Articulating the \"Outsider Within\"Patton (2004a) argues that \"rather than the university being a place to explore diversity and to embrace diversity, universities often become complicitous in domination and oppression (p. 190).\" The fracturing between the politics, language, and practices of lib","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86508573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on Supervision in Human Services: Gazing Through Critizal and Feminist Lenses","authors":"K. Poole","doi":"10.3998/MFR.4919087.0014.107","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.107","url":null,"abstract":"Supervision is a cornerstone activity in the development of practice skills for human service professionals. Traditionally, supervision is conducted in ways that emphasize the expertise of the supervisor and the need to impart expert wisdom to the supervisee. In many ways, the supervisory relationship often mirrors traditional teacher/student roles contextualized in dominant/subordinate ways of being together. Oversight and monitoring become central activities in such traditional supervisory approaches, which may limit possibilities for growth and development. Critical and feminist perspectives offer other ways of conceptualizing supervision, namely through careful consideration of how power operates and may be used in the supervisory relationship. Intentional reciprocity may be discovered if dominant/subordinate power differentials are re-visioned. This article suggests ways that supervision and supervisory relationships may be (re)considered beyond traditional approaches.","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78302453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Debates on Family Issues with Undergraduate Students: The 5 R's Strategy for Promoting Skill Development and Attitude Change","authors":"Patricia Hrusa Williams","doi":"10.3998/MFR.4919087.0014.109","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.109","url":null,"abstract":"Debates often are used as a teaching strategy in the fields of family science, psychology, sociology, political science, and social work. As a teaching strategy they hold promise as a tool to assist students in developing critical analysis skills. For example, debates can make students aware of differences in the perspective of family scientists and practioners when considering the same issue, serving to broaden their understanding of complex issues (Steiner, Brzuzy, Gerdes, & Hurdle, 2003; Omelicheva & Avdeyeva, 2008). Debates also can create challenges for instructors. Students may hold strong opinions on issues, producing situations where instructors need to manage potentially high levels of conflict and emotion among students (Kennedy, 2007). For students who come to class with established attitudes on issues debates may also merely reinforce stereotypical views that they already hold (Budesheim & Lundequist, 2000) that may not be conducive to working with diverse individuals and families.The purpose of this article is to review the research on using debates as a teaching strategy. To do so, the 5 R's (Reading, Rapping, (w)Riting, Reporting, and Repeating) Strategy for using debates in a child development course is presented along with data on the effectiveness of this technique in promoting student skill development and broadened attitudes about child, parent, and family issues. While the 5 R's strategy has been used in writing courses (Gutkind, 1996; Williams, 2008), the technique has been adapted here for use in analyzing debates in family science. Finally, strategies for the effective use of debates in a classroom setting with students are outlined.Why Use Debates?The National Council on Family Relations (2009) has identified topics that family life educators need as part of their academic preparation, including a set of practice skills necessary to be effective in the field. They require students receive instruction and tools to analyze how family systems, society, and laws impact the well-being of children, parents, and families. They also require educators to develop students' skills in applying theory and research, evaluating solutions to solve social problems, and broadening their views so they can develop new solutions to the challenges families face. Consistently, many family science disciplines recognize information literacy, communication skills, sociocultural awareness, and the development of critical thinking skills as key undergraduate learning goals (Dunn, McCarthy, Baker, Halonen, & Gill, 2007; Ganong, Colemen, & Demo, 1995; Halonen et al., 2002; Steiner et al., 2003). Research on employers' perspectives show they are looking for communication skills, problem-solving abilities, and global knowledge in graduates (Benson et al., 2006; P.D. Hart Research Associates, 2008).Debates which are used to examine and present opposing arguments and evidence on timely, real-world issues seem an ideal strategy to reach these curricular go","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78505453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovation with Integrity: Preparing Parent Educators Online","authors":"Susan K. Walker, Heather Cline, Betty L. Cooke","doi":"10.3998/MFR.4919087.0014.108","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.108","url":null,"abstract":"We are living in an economic and social climate that is increasingly complex for families, with unparalleled demands placed on parents as individuals, and on their roles as caregivers and providers (Parlakian & Lerner, 2009). As such, there is a critical need for parent educators who can help parents navigate the challenges of daily life while building and maintaining positive relationships and environments for their children's development (Cooke, 2006). Effective parent educators must stay current in their knowledge of families' changing needs, parenting research, and pedagogical strategies. They also must employ innovative approaches to program delivery that keep pace with learner preferences.Here, we describe the redesign and development of a program to prepare parent education professionals to meet the needs of today's families: a graduate-level university program adapted for online delivery. The online platform affords participation by a wider range of students than does the traditional classroom program, thereby increasing the potential number and diversity of professionals in the field (Rickard & Oblinger, 2003). It employs distance communications technology in program delivery, thereby enhancing student comfort with e-learning tools (e.g., asynchronous discussion boards, chat rooms, modular courses), which increasingly are deployed in the field. Most importantly, the platform facilitates the integration of critical dimensions of educational quality, such as attention to beginners' professional development, to address competency standards through an environment that capitalizes on contemporary learning research. To do this, three sections are presented. First, we argue that high quality, innovative parent educator professional development is essential in providing support for today's families. We then describe the key design and pedagogical elements of our program. Finally, we reflect on the program's accomplishments to date and identify challenges to online instruction that must be met if the field of family education intends to move forward with this method of delivery.The Need for Quality Parent Educator DevelopmentThe formal practice of parent education began as a gathering of mothers in the 19th century and developed into a professional field a century later (Smith, Perou, & Lesesne, 2002). During that time parent education evolved into different formats including; individual instruction in homes, small group classes, mass media approaches (Carter, 1996), and more recently, Internet and social media applications (Walker & Greenhow, 2008). Parent education addresses families across all socioeconomic strata and takes place in a variety of settings, such as hospitals, schools, early childhood programs, mental health agencies, churches, and social service agencies (Carter, 1996). Today the National Parenting Education Network (NPEN) asserts that the goal of parent education is: \"To strengthen families by providing relevant, effective educ","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"131 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76414071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Justice Mentoring: Preparing Family Therapsists for Social Justice Advocacy Work","authors":"C. McGeorge, T. Carlson","doi":"10.3998/MFR.4919087.0014.106","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.106","url":null,"abstract":"Mentoring is an important component of the development of emerging professionals; however, within the field of family therapy mentoring has received little attention (Prouty, Lyness, & Helmeke, 2008). Although mentoring is not widely written about in the family therapy field, it appears that most often the roles and functions associated with mentoring occur within the context of clinical supervision. Mentoring involves helping emerging professionals learn about their new roles within their chosen discipline through education and personal development (Williams-Nickelson, 2009). Additionally, the role of the mentor involves providing encouragement, direction, emotional and professional support, and constructive feedback that fosters personal and professional growth (Johnson, 2006; Prouty, Lyness, & Helmeke, 2008; Williams-Nickelson, 2009). The processes that comprise the mentoring relationship are similar to the processes that occur within clinical supervision. Specifically, the role of the clinical supervisor is to assist student trainees in developing an identity as a family therapist, and thus, integrate them into a new professional role, while also helping them develop a specific set of clinical competencies (Todd & Storm, 1997). Thus, one reason why the topic of mentoring may have received little attention in the family therapy field is that clinical supervision encompasses what other disciplines refer to as mentoring.The family therapy literature on supervising and mentoring graduate students has focused on issues related to self of the therapist and addressing professional and ethical practices (Baldwin, 2000; Carlson & Erickson, 1999; Fontes, Piercy, Thomas, & Sprenkle, 1998; Satir, 1988; Timm & Blow, 1999). Self of the therapist work is based on the notion that, if left unexplored, therapists' personal life experiences and family histories will become a barrier in their work with clients (Aponte, 1994). Specifically, self of the therapist work has involved assisting students in exploring the patterns that exist within in their own families of origin in an effort to be less reactive to transgenerational patterns, and in order to create greater objectivity on the part of the therapist (Aponte et al., 2009; Aponte & Winter, 1987; Guerin & Hubbard, 1987).While the purpose of this self of the therapist work is to assist therapists in becoming more aware of their position within their own families, less focus has been placed on the therapists' positions within larger societal structures. The importance of exploring therapists' positionality (i.e., social location in regard to gender, race, class, sexual orientation, etc. ) within dominant power structures has become more salient in recent years as the family therapy field has been engaged in a dialogue about the need to expand the practice of family therapy to include social justice advocacy work (Almeida, Dolan-Del Vecchio, & Parker, 2008; Green, 1998; Hardy & McGoldrick, 2008; McDowell & Jeris","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89358772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students as Practitioners in a Service Learning Context","authors":"Jenifer K. McGuire, V. Doty","doi":"10.3998/MFR.4919087.0014.110","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0014.110","url":null,"abstract":"IntroductionMentoring and teaching content can be powerful ways to enhance understanding and retention of course material for students (Amaral & Vala, 2009); however, developing useful mentoring experiences that incorporate course content can be challenging in a university context. As such, this article focuses on the use of students as mentors to adolescents through the incorporation of family life programming within traditional undergraduate instruction. Specifically, we present a case example of an advanced adolescent development course where students had the opportunity to collaboratively develop and lead a prevention program curriculum for at-risk youth. The class was designed to provide an in-depth study of adolescent development extending over an existing three-semester life course development sequence for students with a particular interest in adolescence. A careful review of peer-reviewed empirical research on adolescent development, and a translation of those concepts into practical elements of providing services to adolescents are fundamental components of this course. Service learning is employed as a way to provide services to the local community, while giving students the opportunity to implement the curriculum that they developed as part of the course. Here, we present the theoretical and empirical bases for using service learning, and in particular the strategy of mentoring, to enhance course understanding and application of course concepts. Finally, we present a case example illustrating the strategies employed, lessons learned, and evaluation of the reflective observations of the students.Kolb's Model of Experiential LearningOver the past several decades, Kolb and Kolb (2005) have developed and refined models of experiential learning that argue for the balance of content and experience alongside reflection and action. The goal of adult learners, they argue, is to become integrated into the profession by developing an ability to access both components of each these dialectic processes. Integrated learning, that which combines experience with conceptualization, has been found to improve adaptive flexibility to both experience based and concept based learning situations (Mainemelis, Boyatziz, & Kolb, 2002). Complementary dialectics balance the tension between conceptualization and experience with the tension between reflection and action. Individuals with learning styles that balance these dialectics have been found to have improved flexibility, and thus, are viewed as more sophisticated learners (Mainemelis, et al., 2002). Transactions between the individual and the environment establish and maintain learning styles (Kolb and Kolb, 2005). Accordingly, the duty of education would be to provide transactions that facilitate the development of balanced learning strategies. Service learning, which typically incorporates reflection, is an educational strategy that promotes experience to complement academic concepts, and reflections that","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90184379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Meaningful Time Experiences in Intergenerational Relationships","authors":"Cheryl L. Peters, C. Bolkan","doi":"10.3998/MFR.4919087.0013.103","DOIUrl":"https://doi.org/10.3998/MFR.4919087.0013.103","url":null,"abstract":"Contradictions often emerge between how adult family members would like to spend their time and how time in their daily lives is actually spent. Prior research indicates that individuals desire more quality time spent with loved ones, but that finding the time to do so in our fast-paced American society is challenging (Robinson & Godbey, 1999). Time demands from external obligations (e.g., participation in paid labor) limit the amount of available time to spend in more meaningful activities, such as contact with older family members. Because family time is compromised, adults experience feelings of guilt and regret over the lack of time spent with their aging family members (Peters, Hooker, & Zvonkovic, 2006). As a result, many try to manage the experience of guilt rather than make actual behavioral changes. Feelings of guilt and regret about how time is spent are further complicated when family members are elderly, ill, or die.As families age, it may become more challenging to experience quality, meaningful time with each other (in light of competing life demands); however, it is the perception of quality of time spent together (rather than quantity of time or proximity) that more likely enhances well-being (Roberto, Allen, & Blieszner, 1999). To date, there are no psychometrically sound measures that adequately capture the depth of meaningful time experiences between older parents and their family members.A new measurement instrument was developed by examining the intergenerational ambivalence theoretical framework (Luescher & Pillemer, 1998) and family gerontology literature related to emotional outcomes from interactions, studies of shared time, debating family time verses family leisure activities, and older parents' perceptions of time. The survey proposed is called Meaningful Time Experiences in Intergenerational Relationships. The ten items represent the four categories in the literature listed above. The purpose of this measure is to capture how older adults value shared time experiences with family. This measure would be particularly useful to integrate with other research surveys or along side qualitative interviews. Questions are based on micro events of interactions such as conversations, visits, exchanges of help, and memories of the past that are still relevant to the relationship in present time.The survey is designed for asking about a family relationship with someone from a different generation, older than 18 years (adults). Other short introduction questions assess the respondent's family relationship type (e.g., biological, legal), parent or grandparent status, and age or cohort membership (Willson, Shuey, & Elder, 2003). As an alternative of asking the respondents' age and the age of the corresponding family member, the age could be exchanged for year born for cohort analyses of family relationships. All ten survey items are presented with an example quote from an older parent who participated in the qualitative study that wa","PeriodicalId":32430,"journal":{"name":"Michigan Family Review","volume":"41 1","pages":"21"},"PeriodicalIF":0.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83546126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}