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"Affiliates Matter"
The year in review, conference workshops, award winners
December 13, 2011
By Chloe Merrill, Ph.D., CFLE, ACB Chair 20102011
Following the annual NCFR Conference, there will be a leadership
change on the ACB. This is a result of a twoyear rotation of officers. I
will become the PastPresident. I have certainly enjoyed the two years I
spent on the NCFR Board of Directors and also the past two years as
President of the Affiliate Councils Board. It has been exciting to see
strategic plan developments and affiliate growth during that time.
Thanks to everyone for their support during these past four years.
There has been growth and continued effectiveness from all of the
affiliates.
At the end of the 2011 NCFR Conference, Minnell Tralle will assume
the role of President of the Affiliate Councils Board. The ACB will
continue to change as new leadership takes office. This will lead to
continual new and exciting changes for the ACB and for the affiliates.
The Affiliate Council Board has had a busy year continuing to
implement strategic plans and new ideas for the regional, state, and
student affiliates. Some of the activities that the Affiliate Council Board
and Affiliate Councils have been involved with are highlighted below.
Quarterly conference calls were held (February, May, August) to help meet the needs of the various
affiliate councils and to get a better idea of what affiliate needs are so that NCFR can address them as
best they can.
The Affiliate Councils Board (ACB) met once a month via conference call.
The ACB also met several times at the NCFR Annual Conference in November 2011.
On January 8 and 9, 2011, the ACB met in Minneapolis for the third strategic planning meeting. At this
meeting the board, along with NCFR staff members, mapped out plans for the Affiliate Councils and the
Affiliate Councils Board
At the NCFR Annual Conference, the ACB sponsored its annual workshop entitled "Affiliates Matter:
Planning for Success." The workshop keynote speakers were Deb Cashen and Susan Marsh. Also,
participants learned from other affiliates in the following roundtable discussions: Planning for Success,
Recruitment, Web Page Ideas, Career Paths in Family Science, and Program and Conference Ideas.
Workshop participants had opportunities to interact with their peers. The annual business meeting was also
held at this time.
�The ACB sponsored a Friday breakfast meeting for presidents and representatives of student affiliate
councils at the NCFR Annual Conference. The topic was "Bridges to Building a Successful Student/Local
Affiliate."
The Affiliate Councils Board was also pleased to announce two winners of the 2011 ACB Outstanding
Student Paper competition. Each NCFR Affiliate Council can submit one graduate and one undergraduate
student paper to the review committee for award consideration.
This year's graduate student winner is Kimberly A. Crossman of the Illinois Student Council on Family
Relations with her paper titled, "He Could Scare Me Without Laying A Hand On Me." Kimberly received a
monetary award, travel stipend, an award plaque, and presented a poster session.
Michelle Burton and Andrew Chris of the Weber State Student Council on Family Relations and the Utah
Council on Family Relations were the undergraduate student winners with their paper titled, "Religiosity
Impacting Stepfamily Dynamics." They received a monetary award and an award plaque.
This year the ACB also sponsored the second PresidentForADay Award. Michelle Burton from Weber
State University received this award for 2011. The award recognizes a student or new professional's
commitment, energy, innovation in their service to NCFR and empowers them to continue evolving their
leadership role. The recipient of this award will have supported and furthered the organization's mission
during their membership through previous conference volunteering, yearround service opportunities
(including service to student/state/regional affiliate councils or NCFRrelated university or professional
activities), and overall efforts to foster community among S/NPs.
The ACB also gave four Affiliate Councils Award for Meritorious Service. This award recognizes the service
of affiliate members within their local, state and regional council. This past year the recipients were:
Marcie Rein, CFLE Minnesota Council on Family Relations
Dr. Richard Sale Texas Council on Family Relations
Dr. Paul Schvaneveldt Weber State Student Council on Family Relations and Utah Council on Family
Relations
Dr. Jennifer Hardesty Illinois Student Council on Family Relations.
The Affiliate Council Board would like to extend appreciation for the service that the past board members
have given. As they leave the ACB for new adventures, we wish them well and want them to know that they
will be called upon for their expertise in the future. These members include Dr. Richard Sale and Dr. Joanne
Roberts.
New members of the ACB will be welcomed in November including Rose Allen, Presidentelect; Deb
Cashen, program chair; and Josh Shaw, student affiliate representative (Josh actually joined us earlier this
year when there was a resignation). Continuing members include Minnell Tralle, Lloyd Pickering, Dani
Taylor, Chloe D. Merrill, and Lynda Bessey (NCFR staff). Please let us know how we can continue to serve
you and your affiliate needs. We all look forward to working with you and continuing to move the Affiliate
Councils to new heights.
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"Affiliates Matter"...News from the Affiliate Councils
Board
New affiliates, conference workshops, award winners
September 16, 2011
By Chloe Merrill, Ph.D., CFLE, ACB Chair
The Affiliate Councils of the National Council on Family Relations are
state, regional, and student groups who work in their immediate areas
as well as with the national organization to further the mission of NCFR.
Affiliates, at all levels, are an important part of NCFR. This year has
been exciting for the Affiliate Councils Board as we have approved four
new affiliates and would like to welcome them. NCFR new affiliates are:
Eastern Illinois University (student affiliate); President, Theresa Lindsay
University of Tennessee at Knoxville (student affiliate); President, Karen
Bluth
Utah Valley University (student affiliate); President, Jeron Parry
Wisconsin Council on Family Relations (state affiliate); President, Jami
Kaiser
Throughout the year we have continued strategic planning and
involvement in a variety of activities to help strengthen all affiliates. We
have continued to hold conference calls quarterly with all the state, regional, and student affiliates
presidents, advisors, or their designee. We have found that this is a good way to interact and be more
aware of affiliate needs.
At the NCFR Annual Conference, this year's Affiliate Councils Workshop on Wednesday, November 16, is
entitled "Affiliates Matter: Planning for Success." The workshop will be held from 8am to 1pm with a
business meeting included. Come hear from Deb Cashen and Susan Marsh and learn from other affiliates
in the following roundtable discussions: Planning for Success, Recruitment, Webpage Ideas, Career Paths
in Family Science, and Program and Conference Ideas. Workshop participants will have opportunities to
interact with their peers during this time.
At the Affiliate Councils business meeting we will be honoring four NCFR members with the Affiliate
Councils Meritorious Service Award. The recipients are Marcie Brooks, Dr. Richard Sales, Dr. Paul
Schvaneveldt and Dr. Jennifer Hardesty. We would love to see you there.
�This workshop includes lunch. Registration is required. No charge for affiliate presidents and officers; $30
for others.
The Affiliate Councils will also be sponsoring the Affiliate Councils Student Breakfast on Friday, November
18, 7:3010am, entitled "Bridges to Building a Successful Student/Local Affiliate." This breakfast is a great
opportunity for student officers and advisors to meet their counterparts from other areas, network, and learn
how to develop a strong student affiliate. A presentation will be given by advisors Glee Bertram, Nate Cottle
and Kaye Sears.
Also at this meeting, awards for the Outstanding Graduate and Undergraduate Student Research Papers
will be awarded and the Student PresidentForADay will be recognized. These winners are:
Outstanding Graduate Research Paper: "He Could Scare Me Without Laying A Hand On Me" by
Kimberly A. Crossman, M.S.; Jennifer L. Hardesty, Ph.D.; and Marcela Raffaelli, Ph.D. Sponsoring Affiliate
Council: Illinois Student Council on Family Relations.
Outstanding Undergraduate Research Paper: "Religiosity Impacting Stepfamily Dynamics" by Michelle
Burton, Andrew Chris, and Paul Schvaneveldt, Ph.D. Sponsoring Affiliate Councils: Utah Affiliate Council on
Family Relations; Weber State Student Council on Family Relations.
PresidentforaDay Award: Michelle Burton, senior student at Weber State University, Ogden, Utah.
The Affiliate Councils will also be hosting affiliate displays this year. Each affiliate has the opportunity to set
up a display within the exhibit hall Thursday through Friday. Affiliates need to contact Lynda Bessey at
NCFR headquarters by September 15 if they are interested in showing off their affiliate and setting up a
display.
More information and flyers will be forthcoming concerning all of these activities.
Please let us know how we can continue to serve you and your affiliate and help you meet your goals.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
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New affiliates, conference workshops, award winners
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September 16, 2011
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<a href="https://learning.ncfr.org/pluginfile.php/1779/mod_folder/content/0/tcrm_1981_ahrens.pdf?forcedownload=1" target="_blank">https://learning.ncfr.org/pluginfile.php/1779/mod_folder/content/0/tcrm_1981_ahrens.pdf?forcedownload=1</a>
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"Conferred exchange" and the intrinsic rewards of family life: A functionalist expansion of social exchange theory.
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Ahrens, N.
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1981
-
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<a href="https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_woolfolk.pdf?forcedownload=1" target="_blank">https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_woolfolk.pdf?forcedownload=1</a>
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"Doing" father involvement: Revisiting engagement and commitment
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tcrm_2009_woolfolk
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2009
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1a539d1ea6bba1ba62925566eec17ea4
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“Downrange Dads”:
How Deployment Shapes
Men’s Fathering
Nicolle Buckmiller Jones and Kevin Roy
University of Maryland
�Introduction
Military fathers- a unique population
of fathers
Challenges to fostering nurturant
relationships
family demands
military workplace culture
�Goals
How military fathers negotiate
transitions across contexts
Pre-deployment, Deployment, Reunification
Impact of contextual transitions on
fathering
How military fathers foster nurturant
relationships
�Methods
Qualitative interviews with 23 Active Duty,
National Guard, and Reserve Army fathers
15 enlisted, 8 officers
Varied in age, race, socio-economic status
Had at least one child during at least one
deployment, had been deployed at least once,
were married or had been in a committed
relationship
90 minute retrospective interviews drawing
from grounded theory methodology
�Analysis
Open, axial, and selective coding
Four emergent themes:
Risk Shapes Fathering
Different Dad Identities
Deliberate Strategies for Fathering
Mental Health and Reintegration
�Results
Risk Shapes Fathering
“Putting on my tough guy face”
Different Dad Identities
“When I’m a downrange dad”
�Results
Deliberate Strategies for Fathering
“Building the Emotional Bank
Account”
Mental Health and Reintegration
“Getting myself right” & “Following
my family’s lead”
�Implications
Efficacy of support programs,
resources, interventions
Linking research to best practice
Fathers and families
Other fathers with periods of non-residence
�
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2014 conference materials
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ncfr-2014-materials
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"Downrange Dads": How Deployment Shapes Men's Fathering
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Nicolle Buckmiller Jones & Kevin Roy
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downrange-dads-how-deployment-shapes-mens-fathering
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November 2014
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https://archive.ncfr.org/files/original/87a67b869b291854a610549cb4fea4cf.pdf
6ac1d40b7c5b100864f0ab360e21abf4
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“I DON’T REALLY LIKE
NEW MEN COMIN’ IN”:
THE IMPACT OF
TRANSITIONS ON
STEPFAMILIES
Kristin Hadfield and Dr. Elizabeth Nixon
School of Psychology
Trinity College Dublin
�INTRODUCTION
Family transitions are generally thought to be
negative
There is little attention to transitions into and
out of stepfamilies
The strength of the stepparent-stepchild
relationship is important for child outcomes
But there has been little attention to the processes
underpinning the development of these relationships
With Ganong, Coleman, & Jamison (2011) and KinniburghWhite, Cartwright, & Seymour (2010) being notable
exceptions
�RESEARCH QUESTION
How does the experience of being through
stepfamily dissolution impact on the development
of subsequent stepfamily relationships?
In the current study, a stepparent was defined as
the romantic partner of a mother with residential
child(ren)
Therefore, stepfamily dissolution occurs when the
romantic relationship between the mother and her
partner ends
�SAMPLE
Biological
mothers and residential children who
have been through at least one stepfamily
dissolution
17
families (N=38)
15 with mother and at least one participating child
2 with mother
Mothers
(n=17)
Mean age = 38.4 (SD=6.1)
Children
(n=21)
Mean age = 12.4 (SD=2.4), ages range between 9 and
18
14 boys, 7 girls
�METHOD
Part of a larger study on the development of the
stepparent-stepchild relationship
Participants recruited through primary and
secondary schools, a parenting website, and through
snowballing
Individual, semi-structured interviews
31 in participants’ homes, 7 on campus
�ANALYTIC METHOD
Data pertaining to experiences with previous
stepparents and the impact on subsequent
relationships with stepparents were subjected to
content analysis
Thematic analysis (Braun & Clarke, 2006)
Data was classified into smaller meaningful
categories (codes)
Codes were sorted into potential themes
Themes and subthemes were refined using the
constant comparative method (Strauss & Corbin,
1990)
�INDIFFERENCE
“I: Umm, so, how does it make you feel kind of like, if
your mom dates someone?
P: I don’t really mind.
I: No. Ok. Umm. Ok. So it doesn’t matter to you at all
kind of?
P: No, not really.
I: Would it impact your life in any way kind of if she
was dating anyone?
P: No.”
(Philip, child, age 13)
�AMBIVALENCE
I: Um how would you feel if she did end up dating someone
else?
W: Umm I’m not really sure because uh I think I’d kind of
feel like uh does is this- this time, is this guy gonna be my
dad and I’d hope that he’s nice cause if he’s not nice and I
don’t think he’s nice then I wouldn’t really have a really
nice stepdad so I’d kinda be slightly worried if I don’t
know if he’s nice or not so uh I’d kind of be worried but
kind of happy for my mom. That she’s happy.
I: Yeah. If you find out that he is really nice, um would
you still be worried or?
W: Well I would be happy that he’s nice and all but I
would be kind of worried because I think that now my
mom’s gonna spend more time with him instead of us so
I’d kinda be worried a bit.
(Willow, child, age 9)
�NEGATIVITY
C: I was pretty much like, it was me and her for seven
years.
I: Yeah.
C: And, uh, then my brothers came along and that was a
big shock
I: Yeah.
C: And, em, then, with her and my brothers’ fathers, how
can I put this? Uh, uh, I don’t really get along with my
brothers’ fathers, so I wouldn’t get along with any other
m-, like man
I: Yeah
C: That she’s involved with.”
(Charlotte, child, age 15)
�
What is it about experiencing one or more
stepfamily transitions that leads children to feel
negatively about the development of subsequent
stepfamily relationships?
Three themes emerged:
1.
2.
3.
Disempowerment
Feeling excluded
Protection of family unit
�DISEMPOWERMENT
Some mothers gave their children considerable input in
their romantic relationships
“Because if we don’t get on with them, she’d probably like break
up with them. Cause I know that like one time she was going out
with this guy and I said that I had like annoying scary dreams. I
don’t remember if I did or didn’t but like whenever he stayed, and
she broke up with him after that… it makes me feel like she a lot
of respect for us and what we feel.” (Bronagh, child, aged 12)
And also in whether the child continued to have contact
with the stepparent after the romantic relationship ended
“I started to cry when I heard that we were moving away from
him cause he’s really kind and he’s almost like a stepdad or
something cause he’s really really nice and kind and he cares for
me as if I was like his own child or something. So he’s really really
nice and he som- we sometimes go down and visit him and visit
my old friends and all and we, whenever we go down there we
don’t not visit him – we always visit him because he’s really
special and nice.”
(Willow, child, aged 9)
�DISEMPOWERMENT
But many children did not have a say in either of these
aspects
Romantic relationships
“I: Uh, do you think it would be ok for you if she got married or?
C: No.
I: No?
C: I- I- I don’t like the idea of like her bein’ with someone.
I: Ok.
C: Yeah, I d- don’t know why, to be honest, it’s just like lettin’ someone new in
and I don’t, I don’t really like change either.”
(Charlotte, child, aged 15)
Whether the child continues contact
“S: But for a good year after the relationship broke up, [my child] was upset. He
w- kept on asking if he could see him and when we were meeting up and that was
like, “Sorry! It’s not gonna…
I: Mmm. Um and did he have any contact with Samuel?
S: No. No.
I: No? Was that because of you or because of him or?
S: Well, it would be more because of me… I didn’t feel it was right that an exboyfriend should have a relationship with- that’s just the way I feel.”
(Sinead, mother, aged 35)
�PROTECTION OF FAMILY UNIT
“B: I prefer livin’ on my own.
I: Yeah?
B: With my mom and my brother because if there’s a
fourth person there, I just like I just- I don’t feel as
like comfortable as I would be around like my mom
and my brother… I don’t know. It’s just really that I
don’t really know these people as much as I know my
brother and my mom.
(Bronagh, child, aged 12)
“Because umm because u- I was mostly with my dad
all my life and I’m to uh him more and if someone
else just uh was dating my mom then well my dad
wouldn’t like him.” (Gavin, child, aged 13)
�FEELING EXCLUDED
“Umm well I always find it hard if she starts seeing
somebody to accept it because it means that she’ll start
having less time with us and it makes- I think it makes me
feel a bit less important… it just makes me feel a bit less
important cause she starts having less time with us. I
understand that sh- if she wants to date somebody it’s ok
and it’s like, but still yeah.”
(Penelope, child, aged 14)
“I think that sh- she does worry about whether- well, you
know, if I- if it was a boyfriend, what would that mean?
And I think she feels quite threatened a- when I’m in a
relationship because then I- I maybe don’t give her as
much attention in her mind or. I know she struggled when
her father started a new relationship and she used to cry
about that and I think she just feels like that maybe we
love her less if we’re with somebody that we love now.”
(Moira, mother, aged 30)
�CONCLUSIONS
Many children have little influence over the
introduction of a stepparent into their lives or the
dissolution of their relationship with their stepparent
In those families where mothers did not include children in
stepparent-related decision-making, the children developed
strategies to gain agency over their family life
They treated subsequent stepparents with apathy and did not
consider stepparents to be part of the core family unit
Those children who were given more of a say tended to be
less readily negative about subsequent stepparents
Some mothers tried to avoid introducing multiple
partners to their children, but this often left children
feeling excluded because their mother had less time
available to spend with them
�LIMITATIONS AND FUTURE RESEARCH
Non-probabilistic sample
Longitudinal research would help further elucidate
the impact that each stepfamily transition has on
the development of subsequent stepfamily
relationships
Mothers’ facilitation or suspension of the
stepparent-stepchild relationship after her
romantic relationship dissolution seems to impact
how willing children are to develop relationships
with subsequent stepparents
Future research which investigates this specifically
would be valuable for researchers and therapists
�Any questions?
hadfielk@tcd.ie
�
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"I don't really like new men comin' in": The impact of transitions on stepfamilies
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Kristin Hadfield and Elizabeth Nixon
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i-don-t-really-new-men-comin-impact-transitions-stepfamilies
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November 2013
-
https://archive.ncfr.org/files/original/08017ee82afc23a7d5c8bb7d616d7d43.pdf
b9916b1b94ec48455f16f1dffee250b2
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�Protective Withholding in
Couples Living in Mortal Time
Eunjin Lee, Ed. M.
Linda M. Roberts, Ph. D.
Sabeena Cheema, B.S.
Human Development and Family Studies
University of Wisconsin-Madison
Presentation (Session 321-03) will be held on November
13 between 10 and 11:15am at Plaza A
Do not quote without permission *
11/2/15
University of Wisconsin–Madison
2
�Facing mortality
Mortal time :
Psychological state
one enters when
directly or
vicariously
confronted with
the prospect of
death.
�The Stress of a Terminal Diagnosis
• “From the moment an individual is
diagnosed with an incurable disease, death
becomes the alarm that will not stop
ringing.” Byock, 2002, p. 280
• Advanced (Stage 4) cancer (not any stage
cancer) is considered incurable.
�Facing Mortality Together
• Patients and their carepartners both
experience stress.
• Although facing a terminal illness has
different meanings for the patient and the
caregiver, in both cases the veil of death
denial is lifted and replaced by an
experience of “mortal time.”
11/2/15
University of Wisconsin–Madison
5
�Stress and Coping in the Context of
a Couple Relationship
• An intrapersonal process
• And an interpersonal process
• Applying a “relationship lens” expands the
individual “stress and coping” model to a
dyadic, interpersonal process model.
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�Protective Buffering
• “Hiding worries, denying concerns, and yielding
to one's partner in an effort to avoid
disagreement and reduce one's partner's upset
and burden.”
• Complex processes that have been understudied.
• Descriptive rather than explanatory work
important as first step
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�Research Questions
RQ1: How do couples facing a cancer
death experience the withholding of
information, thoughts, or feelings?
What motivations, topics, strategies, and
dyadic patterns are related to
withholding behaviors?
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8
�Research Questions
1-a)
What motivates partners’withholding
behaviors?
11/2/15
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9
�Research Questions
1-b) Who engages in withholding
behaviors? Is withholding more
common for men vs. women or
patients vs. carepartners?
11/2/15
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10
�Research Questions
1-c) What types of information,
thoughts or feelings do partners
keep to themselves?
11/2/15
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11
�Research Questions
1-d) What types of strategies do
people use to withhold?
11/2/15
University of Wisconsin–Madison
12
�Research Questions
1-e) What dyadic patterns occur
when a partner withholds?
11/2/15
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13
�Couples Facing Advanced
Cancer Together (C-Fact)
Project
Specific Aims:
To ground our understanding of interpersonal
stress and coping in the lived experiences
of couples facing advanced cancer.
To provide in-depth description and analysis of
naturally-occurring individual and dyadic
coping processes in the face of the stress
of an approaching death.
To identify coping processes associated with
positive individual and relational
outcomes.
�C-FACT Study Population
Cancer patients who have a limited life expectancy due to
advanced cancer and who:
• Are in a marital or cohabiting relationship for at least
the past year
• Are ambulatory and able to visit the investigator’s
video lab at the time of study induction
• English speaking.
Partners must be in residence with the patient and agree to
participate with the patient.
�C-FACT Study Sample
30 individuals;
• 14 Opposite sex couples, 1 same sex couple
• 15 Patients, 15 Carepartners
• 14 Females (6 patients & 8 carepartners), 16 males
(9 patients & 7 carepartners)
Age range
• Between the ages of 28 and 73
�C-FACT Data Sources
• Videotaped records of couples engaged in
dyadic coping interaction.
• Short interview with couple on health and
conjugal history
• In-depth coping interviews with each partner
�Qualitative Analysis Methodology
• Interviews were recorded and transcribed.
• Open and thematic coding managed with NVivo 10
• Data analysis is guided by principles of interpretative
phenomenological analysis (IPA) (see Smith, Jarman,
& Osborn, 1999; Smith & Osborn, 2003).
• In an iterative inductive and deductive procedure, we
identified protective buffering in the respondents'’
experiences
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18
�1-a) What motivates partners’ withholding behaviors?
11/2/15
University of Wisconsin–Madison
19
�1-b) Who engages in withholding behaviors? Is
withholding more common for men vs. women or patients
vs. carepartners?
11/2/15
University of Wisconsin–Madison
20
�1-c) What types of information, thoughts or feelings do
partners keep to themselves?
11/2/15
University of Wisconsin–Madison
21
�1-d) What types of strategies do people use to
withhold?
11/2/15
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22
�1-e) What dyadic patterns occur when a partner
withholds?
Different types of withholding were associated with
different dyadic processes and outcomes for couples.
Dyadic patterns identified included:
1) Successful protective withholding
2) Reciprocal Disengagement
3) Meta-withholding
11/2/15
University of Wisconsin–Madison
23
�Successful protective withholding
• Each does not know that the other is engaging in
withholding
• Withholding behavior does not cause relationship
dissatisfaction.
• Example couple, Brett, a carepartner, uses protective
withholding on a regular basis so that Lisa does not
know that he is struggling or feeling bad.
11/2/15
University of Wisconsin–Madison
24
�Brett and Lisa’s withholding dynamic
Brett describes his efforts to protect Lisa:
“I think Lisa has to go through so much as it is..Lisa comes to me with her stress.
And being at work part-time is a stress for her. What she has to go through to
stay healthy is a stress for her. She takes over 40 pills a day and that’s a stress.
She has all these other things that she worries about and so the last thing I want to
do is to put any other stress on her…. I’ll come to her with my stress as long as
the stress isn’t about her disease. I would never bring up Lisa’s disease as a stress
to me….. because that’s something that’s out of her control and I would feel
really bad about going to her and making her feel more stressed out about how
her disease makes me stressed out.”
When probed about why he takes this approach he described having let out
his feelings early on with her….
“…. there was something that I got frustrated about in just the heat of a moment
or the heat of anger and said something like, you know, I can’t believe this is
happening, this really sucks, you know. Aiyyyhhh, you know. And then after
you see how she reacts, I just like why did I say that? I feel so bad about saying
that to her.”
11/2/15
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25
�Brett and Lisa’s withholding dynamic
Lisa and Brett both describe their relationship as stronger than ever
and as fully open.
Lisa describes their coping with the stress of her illness as Brett
supporting her and as mutual dyadic coping. There are no hints in
her transcript that she feels he is holding back or that there are any
negative. She seems unaware of Brett’s protective buffering.
“ ….and he--he will listen and then we'll find the positives and
then we'll be done. You know, we'll just come back from it.”
11/2/15
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26
�Reciprocal Disengagement
• One partner’s withholding of their feelings and
“presence” leads to a reciprocation of disengagement,
spirally into a state of mutual withdrawal.
• Couple example: Bonnie protects Cliff from her
“pessimistic” feelings about his situation, by turning to
TV and other distractions. Cliff feels hurt by her
withholding behavior, leading him to withdraw as well.
11/2/15
University of Wisconsin–Madison
27
�Bonnie
and
Cliff’s
withholding
dynamic
Bonnie protects Cliff from her “pessimistic” feelings about his
situation.
“Because I’m afraid of drawing him down. He was always the
optimist and I was always the pessimist. I try to feed off of his
optimism now and I try now to burden him with my pessimism. The
friends that I draw closest to are the ones that make me be more of
an optimist. So, for the most part I don’t burden him with it, I, uh,
try to, well that’s part of the reason I get involved with the TV.
Because sometimes, I just can’t stand to tell what I’m thinking
because its too dim to share with him.”
11/2/15
University of Wisconsin–Madison
28
�Bonnie and Cliff’s withholding dynamic
Cliff is very pained by Bonnie’s withdrawal from him and has
in turn, withdrawn from her:
(on the verge of tears) “I feel like Bonnie has closed me out more
than what I’d like. …. I think that in a lot of ways, she doesn’t
know what to say to me. I feel hurt. I feel like the TV has become
my competition and don’t know how to deal with it …. times that
I’ve tried to get her away from the TV, it’s almost always usually
ended up in an argument. So I’ve just gotten to the point where I
just walk away, and I don’t even try to converse with her…. I think
this is her way of avoiding the issue. There have been a lot of times
when something has been bothering me and I want to talk about it. I
go out and I try to say that I want to talk about something, but I get
“can it wait until later?” and it’s something I wanted to talk about
that moment, and I feel like I’m put off.”
11/2/15
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29
�Meta-withholding
• Each knows that the other is engaging in withholding
and each withholds that they know that.
•
Couple example: Julie and Nick both report knowing
that the other is engaging in altruistic withholding and
withhold that their knowledge. Nick holds back on
sharing with Julie what he is really feeling so that she
doesn’t worry.
11/2/15
University of Wisconsin–Madison
30
�Nick and Julie’s withholding dynamic
Nick holds back on sharing with Julie what he is really feeling
so that she doesn’t worry.
“There’s times I don’t always talk about what I’m feeling because I
don’t want to bring her down, and make her feel bad…. I’m not
trying to burden her with anything extra. I try to make her so she
don’t have to worry, so she don’t feel I’m having a hard time.”
Nick believes that this works “sometimes”, that she still worries
about him. Nick notes that Julie worries about him and he
worries about her worrying about him.
Julie is aware of his holding back:
… I get the feeling that he doesn’t open up to me all the time or tell
me what’s bothering him.
11/2/15
University of Wisconsin–Madison
31
�Nick and Julie’s withholding dynamic
Julie is aware of his holding back:
… “I get the feeling that he doesn’t open up to me all the time or
tell me what’s bothering him…. I just feel like he doesn’t want to
burden me, doesn’t want to worry me….”
And doesn’t like it:
“I don’t like that (laughs). … No, I feel that we should go through it
together.”
But she accepts it and plays along:
“I don’t badger him about it because I understand why he’s doing
that, and I accept it. I try to read him if he’s having a headache, I’ll
suggest, oh why don’t you take the afternoon off, just lay in the
chair. Not letting him know that I know he has a headache.”
11/2/15
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32
�In summary
• Protective withholding is common in couples living in mortal time.
• Different types of withholding were associated with different
dyadic processes and outcomes for couples, suggesting a complex
phenomenon
• Successful protective buffering was uncommon in our sample,
underscoring the importance of further study of the dynamics and
outcomes of protective withholding for couples facing a significant
stress such as advanced cancer.
• Grounding our understandings of dyadic coping in the rich
descriptive experiences of patients and their carepartners enables
scholars and professional helpers to better understand the varying
effects of advanced cancer on individuals and couples.
11/2/15
University of Wisconsin–Madison
33
�Ongoing work….
“The deepest levels of
human meaning and
connection are frequently
found when individuals
come face to face with their
vulnerabilities, insecurities,
or pain."
Ryff & Singer (2002, p. 12)
�Acknowledgements
Supported by: Grant awarded to Linda J. Roberts from by
the Fetzer Institute, Kalamazoo MI.
Recruiting and Supporting Clinicians: James Cleary,
M.D., Lucille Marchand, M.D., Terri Woods, Ph.D., Renae
Quale, R.N. and University of Wisconsin Comprehensive
Cancer Center Clinics
Participating patients and family members who gave
their precious time and shared their experiences.
Students and Post-Docs: Meg Wise, Sara Moorman,
Tonya Roberts, Kelly Strawman
�Questions!
11/2/15
University of Wisconsin–Madison
36
�
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2015 conference materials
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ncfr-2015-materials
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"I Have So Many Regrets:" Young Adults' Experiences of Grandparent Death
Creator
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Margaret Manoogian
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i-have-so-many-regrets-young-adults-experiences-grandparent-death
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November 2015
-
https://archive.ncfr.org/files/original/2d926861399eb3c43842dcae87b1bbcf.pdf
866001de8ccb8ec84fd490cc7376d405
PDF Text
Text
“Life Still Isn’t Fair”:
Parental Differential Treatment
of Siblings During Young
Adulthood
Alexander C. Jensen, Shawn D. Whiteman
Purdue University
Karen L. Fingerman
University of Texas
�Parental Differential Treatment
• What is parental differential treatment
(PDT)?
– Giving one sibling more favorable treatment
over another
• Dimensions of PDT
– Tangible Support
– Intangible Support
NCFR November 2011
�Current Findings
Individual
Well-being
• Childhood
– Self-esteem
(McHale, et al., 2000)
– Adjustment
Sibling
Relationships
• Childhood
(Brody et al., 1992)
• Middle adulthood
(Boll et al., 2003)
(Dunn et al., 1990)
• Middle adulthood
– Depression
(Pillemer et al., 2010)
NCFR November 2011
�PDT in Young Adulthood
• Why study PDT in young adulthood?
– A time of changes
• Move away from home, seek education,
employment (Arnett, 2007)
• Changes in family relationships (Milevsky et al., 2005)
• Mental health and well-being improve (Galambos et
al., 2006)
NCFR November 2011
�Study Design
• Examine the associations of PDT during
young adulthood
– Individual well-being
– Sibling relationship qualities
NCFR November 2011
�Study Design
• Potential moderators
– Gender
– Gender composition of the sibling dyad (Scholte et
al., 2007)
• Same v. mixed sex dyads
NCFR November 2011
�Participants
• 165 families
• 51% mixed-sex dyads
Earlier-born Siblings
Later-born Siblings
Age
25.75 (5.08)
Age
22.06 (4.23)
Female
54%
Female
56%
Caucasian
69%
Caucasian
68%
14.46 (2.24)
Years of
Education
13.45 (1.96)
Years of
Education
NCFR November 2011
�Recruitment & Procedure
– Young adults were identified by parents
participating in a larger study on
intergenerational support
MOTHER
SIBLING 1
FATHER
SIBLING 2
SIBLING 3
– Both earlier- and later-born siblings completed a
1-hr Computer Assisted Telephone Interview
NCFR November 2011
�Measures: Support
• Maternal and paternal support (Fingerman et al., 2009)
• Intangible support
• 4 items
• Emotional, communication, advice giving, socializing,
• 1 = less than once a year or never, 8 = daily
• Tangible support
• 2 items
• Practical, financial
• 1 = less than once a year or never, 8 = daily
• Cronbach’s αs ranged .65 to .89
NCFR November 2011
�Measures: PDT
Individual
Well-being
PDT = earlierborn report - laterborn report
•Favored v. unfavored
•Positive values = earlier-born receives more support
•Negative values = later-born receives more support
NCFR November 2011
�Measures: PDT
Sibling
Relationships
PDT = |earlierborn report - laterborn report|
•Absolute value
•Higher values = more PDT
NCFR November 2011
�Measures: Individual Well-being
• Depression: Brief Symptom Inventory (5 items)
(Derogatis & Melisarator, 1983)
– Feeling: lonely, blue, hopeless, worthless, not
interested in things
– 1 = not at all, 5 = quite a bit
– Cronbach’s αs ranged .78 to .89
• Life satisfaction (1 item) (Diener et al., 2000)
– “How satisfied are you with you life overall?”
– 1 = not at all, 10 = completely
NCFR November 2011
�Measures: Sibling Relationship
• Sibling intimacy (5 items) (Blyth et al., 1982)
– e.g., “How much do you go to your sibling for advice
or support?”
– 1 = not at all, 5 = a great deal
– Both siblings’ reports averaged together
• Cronbach’s α = .88
• Sibling conflict (3 items) (Stocker & McHale, 1992)
– e.g., “How often do you and your sibling get upset or
mad at each other?”
– 1 = never, 5 = always
– Both siblings’ reports averaged together
• Cronbach’s α = .87
NCFR November 2011
�Analytic Strategy
• Hierarchical Multiple Regression
• Outcomes:
– Depression, life satisfaction
– Sibling intimacy, sibling conflict
• Maternal and paternal predictors:
– Differential intangible support
– Differential tangible support
• Each model controlled for
–
–
–
–
Age difference
Gender composition (same- vs. mixed-sex)
Individual gender
Co-residence with parent and with sibling
NCFR November 2011
�Results
Individual Well-being of
Earlier- and Later-born Siblings
NCFR November 2011
�Depression
• Differential Tangible Support X Gender
Earlier-Borns' Depression
4
Male
Female
3
2
1
Unfavored
Favored
Mothers' Differential Tangible Support
NCFR November 2011
�Depression
Earlier-Borns' Depression
• Differential Tangible Support X Gender
4
Male
Female
3
2
1
Unfavored
Favored
Fathers' Differential Tangible Support
NCFR November 2011
�Depression
DV = Later-borns’ Depression
Effect
B
SE B
β
Gender Composition
.16
.12
.10
Gender
.18
.13
.10
Maternal Differential
Tangible Support
.09*
.05
.26
Maternal Differential
Intangible Support
.09
.05
.18
Paternal Differential
Tangible Support
-.06
.05
-.15
Paternal Differential
Intangible Support
-.14**
.05
-.31
Model R2 = .14
ǂ
p <.10 * P <.05, ** p <.01, *** p<.001
NCFR November 2011
�Results
Sibling Relationships
NCFR November 2011
�Sibling Conflict
5
Sibling Conflict
Older Brother
Older Sister
4
3
2
1
Low PDT
High PDT
Mothers' Differential Intangible Support
NCFR November 2011
�Sibling Conflict
5
Sibling Conflict
Older Brother
Older Sister
4
3
2
1
Low PDT
High PDT
Mothers' Differential Tangible Support
NCFR November 2011
�Discussion
• PDT matters in young adulthood
– Depression, not life satisfaction
– Sibling conflict, but not intimacy
• Gender was a moderator
– No evidence for gender composition
• More PDT associated with less sibling
conflict
• Both maternal and paternal differential
treatment were significant predictors
– Sometimes in differing directions
NCFR November 2011
�Discussion
• Future directions
– Include parent report
– PDT predicting longitudinal change
– The reasons for PDT
NCFR November 2011
�Acknowledgements
• This study was supported by:
– Grants R01 AG027769 & 2R01 AG027769, ‘‘The
Psychology of Intergenerational Transfers and Family
Exchanges Study 2,’’ from the National Institute of
Aging. Karen Fingerman, Principal Investigator
– A grant from the MacArthur Network on Transitions
to Adulthood (Frank Furstenberg, Director).
NCFR November 2011
�Thank You
�
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Alexander C Jensen, Shawn D. Whiteman, Karen L Fingerman
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<a href="https://learning.ncfr.org/pluginfile.php/1807/mod_folder/content/0/tcrm_2011_hawkins_he.pdf?forcedownload=1" target="_blank">https://learning.ncfr.org/pluginfile.php/1807/mod_folder/content/0/tcrm_2011_hawkins_he.pdf?forcedownload=1</a>
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<p>This document is available in the <a href="https://learning.ncfr.org/mod/folder/view.php?id=1053" target="_blank">NCFR Learning Center</a>, listed as the file named <i>tcrm_2011_hawkins_he.pdf</i>. </p><p>Please note that this resource is available only to active NCFR members, and you must log in to access it.</p>
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Hawkins, B.P. & He, Y.
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2011
-
https://archive.ncfr.org/files/original/1fd2072b72e775d1f3a2c9efd5b42c68.pdf
7619b49841fff399353a7b432bb7f50d
PDF Text
Text
“My Parents Don’t Want Me To Become More American”:
Exploring the Acculturation Gap Between Latino Youth and Their Families
Richard C. Cervantes, Ph.D., & David Córdova Jr., ABD,
This research was supported by 1R43MH073180-01A1from the National Institute of Mental Health
LITERATURE REVIEW
•Because Latino youth are exposed to U.S. cultural norms
and practices more often, when compared to their parents,
it has been proposed that youth acculturate at levels which
far exceed that of their parents (Szapocznik et al., 1979;
Szapocznik et al., 2003). Szapocznik and colleagues (2003)
refer to these differences in acculturation as acculturation
gap stress.
•The acculturation gap stress theory postulates that the
differences in the level of acculturation (i.e., low
acculturated parents and high acculturated youth) weaken
the quality of parent-child communication. The end result is
the family is in distress, and the child often times exhibits
acting out behaviors (Szapocznik et al., 1979; Szapocznik et
al., 2003).
•Whereas some research has identified acculturation gap
stress as a significant factor in family stress and substance
abuse among Latino youth and their families (Martinez,
2006; Szapocznik & Kurtines, 1993), other research
suggests families who exhibit an acculturation gap are not
more likely to report parent-adolescent conflict or
adolescent adjustment problems (Lau et al., 2005; Pasch et
al., 2006).
METHODS
• This investigation sought to articulate acculturation gap
stress events for Latino youth and their families. Few
studies have attempted to explore the acculturation gap
model through the use of qualitative methods.
•A mixed stratified sampling strategy was designed to elicit
information about acculturation stress that are relevant to a
wide range of Latino adolescents from diverse cultural
origins, both immigrant and non-immigrant.
•Guidelines established by Umaña-Taylor & Bámaca (2004)
for focus group methodology with Latino populations was
employed in the study design.
•A total of N=170 youth participants were interviewed in 25
focus groups. Data were analyzed through Grounded
Theory (Strauss & Corbin, 1998).
DEMOGRAPHICS
•Forty-two percent of the focus group participants were
recruited from middle school, 35.3% from high school and
22.9% from clinics. The mean age of the sample was 14.8
(SD=2.20) years and more females (61.8%) than males
(38.2%) participated in this study. The majority of the
sample (51.5%) reported Mexico as their family’s country of
origin, followed by Guatemala (14.1%), and Puerto Rico
(9.8%), respectively. The remainder of the sample’s family
country of origin included South America, Central American
and Caribbean countries including Honduras, El Salvador,
Costa Rica, and Ecuador.
•The majority of the participants were foreign born (52.1%).
Ninety percent of participants’ mothers and 89.4% of the
fathers were foreign born. Sixty percent of participants
reported Spanish as their primary language, followed by
bilingual (26%) and English (14%). Participants reported
speaking English with friends (33.1%) more frequently than
Spanish (24.1%), and speaking both languages (42.8%) was
common practice.
FINDINGS
“Some Parents are Overprotective”: Perceptions of
Overprotective Parents
“My parents are overprotective. Parents don’t want us to
grow up.
“My parents are overprotective. They do it because they
care, but you have to learn how to deal with it.”
“My Parents Don’t Want Me to Become More
American”: Differences in Cultural Values
“My Parents don’t want me to become more American. They
want us to stay like they are.”
“Parents want you to maintain old country customs and
values.”
“Parents do not understand my dress, my music and my
language.”
“Parents are not familiar with American norms.”
Perspectives on Gender and Culture
“There is machismo in my family. There are gender role
restrictions.”
“There is sexism. The boys are favored. You have no voice
in your house. You only get to go out if you are a male.”
•Contact Information: Richard C. Cervantes
bassessment@aol.com
“The males in my house have more privileges.”
FINDINGS (CONT.)
“Being Translator is Hard”: The Family Translator as
a Stressful Experience
“Going along as a translator, you are put in places like
doctors’ and lawyers’ offices where you should not be. Big
words are used…I used to get nervous.”
“You don't know how to explain or translate and they
[Parent] get mad.”
“Being translator is hard. Dad used to forget [English
words]…big words are so hard.”
“Family Doesn’t Like You to Speak English”: Parental
and Family Mistrust of the English Language
“My Parents think that when you’re speaking English in
front of them, you are talking about them.”
“My family doesn't like me to speak English with friends.
They think you are talking about them.”
“What is difficult is parents not understanding English and
mistrusting when English is spoken.”
DISCUSSION
•Participants of this study expressed stressful life
experiences with regards to differences in acculturation
between adolescents and their parents. Specifically,
participants indicated parent-child stressful life
experiences related to parenting practices, differences in
cultural values and beliefs, gender role conflict, being the
family translator, and parental and familial mistrust of the
English language
•A key finding refers to the mixed messages adolescents
receive with regards to language. Specifically, youth of this
study mentioned having to serve as family translator, yet
there also seems to be mistrust from the use of English
language.
•Findings from this study indicate the need for clinicians
working with multigenerational Latino families to explore
whether, and the extent to which, their families are
experiencing stressors related to acculturation differences
among youth and their families.
•Future research should include parent perspectives with
regards to acculturation related stressors in an effort to
work towards a systemic understanding of acculturation
gap differences.
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Dublin Core
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Title
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2009 conference materials
Identifier
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ncfr-2009-materials
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"My Parents Don't Want Me to Become More American": Exploring the Acculturation Gap Between Latino Youth and Their Families
Creator
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David Cordova
Identifier
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my-parents-don-t-want-me-become-more-american-exploring-acculturati
Date
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November 2009