Review of Handbook of Relational Diagnosis and Dysfunctional Family Patterns.

1995 ◽  
Vol 40 (10) ◽  
pp. 1013-1013
Author(s):  
Terri Gullickson
Keyword(s):  
Dysfunctional Family ◽  
Family Patterns ◽  
Relational Diagnosis

A Battery for the Assessment of Young Spanish Adults

2012 ◽  
Vol 28 (4) ◽  
pp. 270-282 ◽  
Author(s):  
Clara Valls-Vidal ◽  
Carles Pérez-Testor ◽  
Joan Guàrdia-Olmos ◽  
Raffaella Iafrate
Keyword(s):  
Factor Analysis ◽  
Transition To Adulthood ◽  
Reliability And Validity ◽  
Initial Structure ◽  
Dysfunctional Family ◽  
Family Patterns ◽  
New Instrument ◽  
Confirmatory Factor ◽  
Parent Child Relationships ◽  
Parent Child

In Spanish families, parent-child relationships play a crucial role, but they also present specific risks for the children’s transition to adulthood which may hinder their individuation and foster the creation of dysfunctional family patterns in their family of origin. In Spain there is a lack of instruments to assess parent-child relationships in these terms. The present study examines the psychometric properties of a battery to assess individuation with mother, individuation with father, and the existence of dysfunctional family patterns (DFP) in 535 young Spanish adults (20–31 years). Items from the Munich Individuation Test of Adolescence ( Walper, 1998 ), the Network of Relationships Inventory ( Furman & Buhrmester, 1985 ), the Filial Responsibility Scale ( Jurkovic & Thirkield, 1999 ), and the Feeling Caught Between Parents and Parental Pressure scales ( Walper & Schwarz, 2001 ) have been used. The initial structure obtained through exploratory factor analysis underwent a confirmatory factor analysis. The results hint at a model adjusted to the data which guarantees the construct validity of the proposed structure. Internal consistencies for scales and subscales were acceptable to excellent, with α ranging from .62 to .91. Different indices of concurrent validity were also analyzed. The results generally support the reliability and validity of the new instrument. Limitations are discussed.

Young Adults’ Individuation with Mother and Father as a Function of Dysfunctional Family Patterns, Gender and Parental Divorce

2016 ◽  
Vol 57 (4) ◽  
pp. 245-265 ◽  
Author(s):  
Clara Valls-Vidal ◽  
Anna Garriga Alsina ◽  
Carles Pérez-Testor ◽  
Juan Guàrdia-Olmos ◽  
Raffaella Iafrate
Keyword(s):  
Young Adults ◽  
Parental Divorce ◽  
Dysfunctional Family ◽  
Family Patterns

scholarly journals The relationship between dysfunctional family patterns and symptom severity among adolescent patients with eating disorders: A gender-specific approach

2015 ◽  
Vol 56 (6) ◽  
pp. 695-712 ◽  
Author(s):  
Dimitra Anastasiadou ◽  
Ana R. Sepulveda ◽  
Melissa Parks ◽  
Isabel Cuellar-Flores ◽  
Montserrat Graell
Keyword(s):  
Eating Disorders ◽  
Symptom Severity ◽  
Dysfunctional Family ◽  
Specific Approach ◽  
Family Patterns ◽  
Adolescent Patients ◽  
The Relationship ◽  
Gender Specific

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

Providing instrumental support to older parents of multi-child families in China: are there different within-family patterns?

2021 ◽  
pp. 1-18
Author(s):  
Jia Chen ◽  
Xiaochen Zhou ◽  
Nan Lu
Keyword(s):  
Adult Children ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Multinomial Logistic Regression ◽  
Adult Child ◽  
Instrumental Support ◽  
Older Parents ◽  
Older Mothers ◽  
Family Patterns ◽  
Using Data

Abstract Older parents in China rely heavily on their adult children for instrumental assistance. In different multi-child families, multiple offspring may co-operate in providing instrumental support to older parents in distinct ways in terms of how much support they provide on average and how much differentiation exists between them when they provide such support within a family. We aimed to identify different within-family patterns in relation to multiple offspring's instrumental support to an older parent in Chinese multi-child families, and to investigate potential predictors for different within-family patterns. Using data from the China Family Panel Studies (2016), we had a working sample of 5,790 older adults aged 60+ (mean = 68.54, standard deviation = 6.60). We employed latent profile analysis (LPA) to classify within-family patterns and multinomial logistic regression to investigate predictors. Our findings identified three within-family patterns: dissociated (59.10%), highly differentiated (29.60%) and united-filial (11.30%). Older parents in the highly differentiated families tended to be older, mothers, divorced/widowed and to have poorer physical health compared to their counterparts in the dissociated families. In contrast, the composition characteristics of multiple adult children played more important roles in determining the united-filial within-family pattern. The united-filial families were more likely to have fewer adult children, at least one adult daughter and at least one co-residing adult child.

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