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Unit 3 Test Review.docx

Unit 3 Test Review

1. In what ways does the aging population of Canada affect the stress levels of families? (3 marks – K/U)

2. What government supports have been or could be put in place to support families facing these challenges? (3 marks – K/U)

3. How do statistics regarding fertility rates affect government policies relating to employment planning? (2 marks – A)

4. Why is spousal abuse so difficult to address? Why don’t women/men in those relationships speak out? (4 marks – T/I)

5. Describe what avenues are present for people in abusive relationships (sexual, emotional, physical, or financial) (2 marks – K/U)

Strange_Situation_Slides_c2012_EWATERS.pdf

The Ainsworth Strange Situation

This PowerPoint set consists of 132 slides illustrating the Ainsworth Strange Situation Procedure. It was designed for use in lecture courses, where students often find it difficult to see and follow key behaviors in real time. Using slides allows the instructor to pause and resume more easily than is often the case with tape or digital files.

The presentation includes brief statements of key concepts from Bowlby- Ainsworth attachment theory. There are also references to a few key empir- ical studies. This information is provided as context for classroom present- ations. Published work should refer to full length articles, not to this .ppt.

This is copyrighted material. Copyright will be enforced. Users may adapt these contents for classroom use by deleting selected slides. Do not incorporate all or parts of this material (including photographs) for distribution, publication, or use in any medium (including internet) without the author’s written permission. ([email protected]).

The Ainsworth Strange Situation

This behavior occurs across time and across contexts. As such, it is difficult and time-consuming to assess in homes and unconstrained outdoor settings.

The Strange Situation is a semi-structured laboratory procedure that allows us to identify, without lengthy home observation, infants who effectively use a primary caregiver as a secure base.

The hallmark of infant attachment is using one or a few people as a secure base from which to explore and as a haven of safety when needed.

Mary Ainsworth

The Ainsworth Strange Situation

The Strange Situation is not a test of whether the infant is attached to the adult. The procedure is conducted with someone who is assumed to be an attachment figure.

The question is not whether the baby is attached or not attached to the adult. We assume that all normal home reared 12-18 month-olds are attached to their primary caregiver.

The Strange Situation is designed to tell us something about the quality of the relationship.

The Ainsworth Strange Situation Specifically, is the infant able to use the person it is attached to as a secure base from which to explore and as a haven of safety and comfort?

Or, is the infant lacking confidence in the caregiver's availability and responsiveness and thus unable to use the caregiver effectively?

Ainsworth, Blehar, Waters & Wall (1977) and Vaughn & Waters (1990) validated the Strange Situation as an

indication of how smoothly and effectively an infant uses a particular caregiver as a secure base at home.

Strange Situation Procedure

The Strange Situation is conducted in a room with:

• A one-way window for observing and filming

• A door for adults to enter and leave

• A collection of toys for the infant to explore

• A chair for mother to sit in

• A chair for a research assistant to sit in

Strange Situation Procedure

TOY TOY

TOY

TOY TOY

Mom chair

Assistant chair

Door

One-way window

Strange Situation Procedure

The procedure consists of 8 brief episodes:

Ep. 1 - Mother and baby are introduced into the room. (1 minute)

Ep. 2 - Mother sits and baby plays freely for 3 minutes. Mother is responsive if baby initiates play or interaction.

Strange Situation Procedure

Ep. 3 - Female research assistant enters, sits quietly for 1 minute, talks to mother for 1 minute, and then sits on floor and engages baby for 1 minute.

The research assistant (often called "the stranger") is not there to scare the baby. She is there as a companion so the baby will not be entirely alone when mother leaves.

Strange Situation Procedure

Ep. 4 - Mother says "bye bye" and leaves the room for 3 minutes.

Once out of the room, mother joins the researchers at the one-way window.

25% of babies cry. Mother can stop the procedure if the baby seems too distressed.

Whether the baby cries or not tells us very little about attachment quality.

Strange Situation Procedure Ep. 5 - Mother returns. (Stranger leaves quietly.)

Mother pauses just inside the door.

Holds out her hands toward baby and says pleasantly, "I'm back".

If baby wants to be picked up, mother does so.

If necessary, mother comforts baby.

Mother tries to get baby back to play.

Behavior in reunion episodes is the most useful indicator of attachment quality.

Strange Situation Procedure

Ep. 6 - Stranger has already left.

Mother leaves for 3 minutes.

Infant is alone.

Mother watches from behind one-way window.

This is the most stressful episode. If infant cries continuously for 1 minute, mother returns early.

Strange Situation Procedure

Ep. 7 - Stranger returns for a 3 minute episode.

She picks the baby up if necessary to comfort it.

She tries to interest baby in the toys.

If baby won't be comforted, stranger sits and waits for mother to return.

This episode is primarily used to show that babies are not merely averse to being alone - they want mom.

Strange Situation Procedure

Ep. 8 - Mother returns. (Stranger leaves quietly.)

Mother pauses just inside the door.

Holds out her hands toward baby and says pleasantly, "I'm back".

If baby wants to be picked up, mother does so.

If necessary, mother comforts baby.

Behavior in the two reunion episodes (Ep. 5 & Ep. 8) is the key to evaluating attachment security.

Strange Situation Classifications

Secure 65-75% of middle-class, home-reared, 1-year-olds

Confident in caregiver’s availability & responsiveness. Good secure base use at home.

Strange Situation Behavior: May or may not cry. Acknowledges mother's return. No angry avoidance or uncomfortable contact. Returns to play when comforted.

Strange Situation Classifications

Insecure - Avoidant 10-15% of middle-class, home-reared, 1-year-olds

Lacks confidence that caregiver is available & responsive. Inconsistent secure base use at home.

Strange Situation Behavior: Less likely to cry - esp. 1st separation. May ignore mother's return. May approach and then stop or turn away. May continue play without acknowledging mother. Elevated heart-rate.

Strange Situation Classifications

Insecure - Disorganized <5% of middle-class, home-reared, 1-year-olds

• Potentially as many as 50-75% of high risk 1-year-olds. • Interpretation of this classification is still under study. • It may be that a motivational system other than attachment is

driving the infant’s responses. Strongly associated with significant outcomes some of which may reflect risk status rather than insecure attachhment per se.

Strange Situation Behavior: A wide range of “odd”, “out of context” behaviors not seen in other

groups. Some are fleeting followed by ordinary attachment behavior. Sometimes key is mixing signs of A and C criteria across episodes.

Strange Situation Classifications

Insecure - Resistant 15-20% of middle-class, home-reared, 1-year-olds

Lacks confidence that caregiver is available & responsive. Inconsistent secure base use at home.

Strange Situation Behavior: Hard crying during both separations. Weak or absent approach when mother returns. May cry to be held and then struggle to be put down. Angry slapping at toys offered May not return to good quality play.

Patterns of Attachment In The

Strange Situation

Secure Insecure Avoidant Insecure Resistant

Disorganized

Group B Secure

Baby at door - crying.

Won’t accept comfort from Stranger.

“Stranger”

Mom returns. Baby steps toward her.

Baby looks up at Mom.

Held by Mom. Arms around; legs around; head down.

Left arm wrapped around; hand down.

More contact; head down; crying stopped.

Mom sits; Baby maintains close contact.

Relaxes a bit. Stays on lap; interacts with Mom.

Initiates familiar play (Greek Dance).

Interest in environment recovers. Points to bird mobile.

Looks for Mom’s reaction.

More interaction with Mom. “How big are you? ” game.

How big are you?, again.

Affectionate contact. Fully recovered from separation. Baby then went off Mom’s lap to play with toys.

Group A Avoidant

First separation. Baby cried. Mother returns. Baby crawls toward her. No eye-to-eye contact.

Doesn’t complete approach

Turns past Mom toward piano.

Continues toward piano as Mom reaches.

Continues away as Mom touches him.

Continues toward piano.

Mom removes hand. Baby looks at piano.

Explores piano.

Continues looking at piano. Ignores Mom.

Play seems superficial. No obvious object. Mother goes to chair.

Note look and touch are not coordinated. Suggests “empty” play. Still ignores Mom.

Mom pauses to watch. Baby still hasn’t checked her location.

Mom approaches to pick up baby. Baby sits still as she approaches.

Mom reaches; Baby ignores.

Mom grasps baby. Baby ignores.

Mom lifts. Baby doesn’t notice or help.

Second reunion. Baby was crying.

Mom returns. Baby cries. Turns away. Neck, back, ankles stiff.

Mother approaches. Baby ignores.

Mom reaches to lift baby.

As Mom lifts baby, he goes limp. This makes him difficult to lift.

Held in Mom’s arms. Limp in Mom’s arms. Doesn’t look into her face.

Group C Ambivalent/Resistant

Mother and baby playing - before separation.

Baby cries hard when mother leaves. Picked up and held when Mom returns.

Baby is difficult to comfort. Notice arm drops.

Cry continues.

Mother continues trying to comfort baby. Cry increases.

Mother looks for a toy to offer.

Baby clings and protests when mother turns to reach for toy.

Pause in crying. Mother offers a toy.

Mother offers a toy.

Sharp cry.

Baby slaps at toy.

As baby watches, without holding on. Mother offers a different toy.

Baby slaps away the second toy.

Mother hugs baby.

Mother tries face-to-face interaction.

Baby looks away - reaches for mother at the same time.

Baby hugs onto mother - crying.

Baby hugs mother. Crying - not clinging. Wants contact but isn;t comforted by it.

Group D - Disorganized

Examples of "Odd" Behavior

Face Down When Mother Returns Followed by Ordinary Interaction

Mother away. Baby interacts with stranger.

“Stranger”

Mother returns. Baby looks promptly. No greeting.

Turns away.

Lurches forward.

Face down.

Onto carpet.

Mother goes to chair.

Baby remains face on carpet. No protest.

Mother sits on chair. Baby sits up.

Turns toward a toy (ball).

Reaches expressively for ball.

Gets ball.

Looks directly to mother.

Face relaxed. Looking directly at mother.

Tosses ball toward mother. Seemingly ordinary interaction.

Arched Back / Falls Back On Reunion and When Held

Playing with broom during separation.

Mother returns. Pauses at door.

Baby looks at mother. Waves broom.

Shows doll.

Mother moves toward chair.

Baby arches neck. Arches back.

Leans back.

Remains stiff. Continues back.

Free falls onto back.

Baby on back. Fusses.

Mother lifts baby.

Baby remains stiff when lifted.

Mother moves baby into sitting position.

Sits baby down. Bayb doesn't resist.

Baby lifts arms. Arches back strongly.

Falls back out of mother's arms.

Falls to floor. Back arched. Fussing.

Mother lifts baby.

Almost immediately, baby is relaxed. Leaning against mother.

Stability and Change

Strange Situation classifications tend to be quite stable from 12-18 months of age. However, Bowlby’s theory predicts that an infant’s expectations about its caregiver’s availability and responsiveness can be revised in light of changing experience.

Vaughn, Egeland, Waters, & Sroufe (1979) demonstrated that Strange Situation classifications can indeed change as a function of stressful events impinging on family circumstances.

Attachment Security Is Not A Trait

Psychologists often refer to infants (and adults) as “Secure” or “Insecure”, “Avoidant” or “Resistant” – as if these were trait-like personality or temperament characteristics.

Particularly in infancy and early childhood, the term “Secure” is shorthand for “Secure as to (confident about) a particular caregiver’s availability and responsiveness”. This is not a trait that applies to caregivers (or people) in general. Indeed, the correlation of infant Strange Situation classifications with mother and father is consistently near zero.

Attachment Security Is Not A Trait If attachment security were a general trait, we would expect infants to receive the same classification from one occasion to the next, even if family circumstances are changing. In addition, we would expect infant attachment classifications to be the same from one caregiver to the next.

The fact that attachment security can change with circumstances and differ from one caregiver to another supports Bowlby’s idea that infant attachment security is based on the infant’s actual experiences. Attachment security is more an Expectation than a personality trait or a temperament style.

Cross-Cultural Generality

Bowlby theorized that the capacity to form secure base relationships with one or a few primary caregivers is characteristic of humans across cultures.

Early sought evidence for this by looking at the distribution of Strange Situation classifications across cultures. However, within the Bowlby-Ainsworth framework, there is no reason to expect that the distribution of Strange Situation classifications should be the same across cultures.

Cross-Cultural Generality

A better test of the cross-cultural generality of Bowlby’s theory would be to look at infant secure base behavior across cultures. Posada et al. (1995) showed that infants in a wide range of cultures relate to primary caregivers as “secure base” figures.

In addition, Posada et al. (1999) demonstrated that, in a variety of cultures and across ordinary and emergency contexts, maternal behavior is the best predictor of infant secure base use.

These studies support Bowlby’s views about the nature and origins of infant attachment relationships.

Validity and Psychological Significance

A wide range of studies has demonstrated that infant attachment security is related to later relationship functioning and adjustment.

Part of this is probably related to the fact that, in many areas of development, cognitive and social influences tend to stabilize early formed representations and expectations.

In addition, it seems likely that the same primary caregiver would behave somewhat similarly throughout infancy and childhood.

Validity and Psychological Significance

Despite its influence on a wide range of developmental and adjustment related outcomes, attachment security is not the only influence on social, cognitive, or emotional development.

For example, attachment security cannot be the only factor, or even the primary factor, in making decisions about child custody. Secure attachment cannot outweigh the risk associated with a substance abusing, or violent, or negligent caregiver.

Both Bowlby and Ainsworth clearly understood this.

Validity and Psychological Significance

From Maslow to Bowlby to Sroufe, psychologists have understood that it is a great asset for a child to grow up believing that one or a few primary caregivers is “Always there for me.”

The Strange Situation provides an empirical tool for judging whether an infant is skilled at using a particular adult as a secure base outside the laboratory.

The availability of a standardized assessment procedure has been a very strong impetus to research on attachment development and its roles in adjustment.

Reading Links 2.docx

Aging Population Readings

http://www.prb.org/Publications/Reports/2016/todays-research-aging-caregiving.aspx

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3427733/

Abusive Patterns

https://www.helpguide.org/articles/abuse/domestic-violence-and-abuse.htm

http://www.loveisrespect.org/is-this-abuse/why-do-people-stay/

http://www.loveisrespect.org/for-someone-else/help-a-friend/

Fertility Rates and Government Policies

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.496.9547&rep=rep1&type=pdf

http://oecdobserver.org/news/archivestory.php/aid/563/Can_governments_influence_population_growth_.html

Marriage Worksheet.docx

Unit 3 – Intimate Relationships and Marriage HHS4U

Name: _________________________________ Date: _____________________________

History of Marriage– Graphic Organizer

Section	Summary
The Origins of Marriage
Marriage in Ancient Times (Western Traditions) Hebrew, Rome, Middle Ages
Marriage in Canada (Past to Present) First Nations, Colonial, 19th Century, 20th Century

Reflection – Based on what you learned about marriages in different cultures and in the past, what are some predictions as to what you think marriage will be like in the next 20 years? 50 years?

Case Study.docx

Early Adulthood

Case Study

Read the following case study and answer the questions following it.

Case Study: Going Home!

Colleen Johnson is a 23 year old graduate from Trent University who has recently completed her B.A. in Honours History and International Politics. She moved back to Toronto to attend the teacher education program at the University of Toronto. Both of Colleen’s parents are high school teachers. Colleen has resisted becoming a teacher, even though it is a career that fits into her life goals, because she doesn’t want “to become her parents” and would prefer to do things her own way. This has created a conflict between Colleen and her parents.

Colleen’s decision to move back home was necessitated by the fact that she spent her summer travelling in India and Nepal, and because rents in Toronto, even for student accommodations, are very high. She plans to use her qualifications to work as a teacher abroad so she can continue to travel.

Colleen’s transition to living at home again has been very difficult. She has been relatively independent for the past four years at university and has not had to account for herself to others. Her summers have been spent in northern Ontario working as a canoe instructor at a children’s camp.

Colleen’s older sister, Emma, has recently married and is living in the basement apartment in her parents’ house with her husband, Sanjay. Emma is finishing her Ph.D. in International Relations, and Sanjay is working as an economist for an investment firm. Colleen’s younger brother, Andy, is a high school student who lives at home, but his part-time job at the local supermarket keeps him busy Friday nights and all day Saturday.

Colleen’s parents have enjoyed having her around, but have had to make adjustments to having their middle child living with them again. They had been used to being alone on the third floor of their house and had been using Colleen’s bedroom as a study and sewing room.

Sometimes Colleen wonders whether her parents realize that she has grown up in the past 4 years. To her, they seem unhappy when she goes out at night and want to know where she is going, whom she is with, and when she will return home. At the age of 23, Colleen feels that they should trust her judgment. Colleen’s parents also have asked her to cook the occasional meal and to help tidy up when needed, but because she is busy with her studies, she often does not get around to doing these things even though she intends to.

1) What difficulties is Colleen experiencing living in her parents’ home again? Why?

2) Are Colleen’s difficulties related only to her living arrangement? Explain?

3) What potential conflicts do you think Colleen and her parents may have? Why?

4) Using the social exchange theory, assess the costs and benefits of Colleen’s return home for Colleen and for her parents.

5) Systems theory suggests that each household member would have to make adjustments to Colleen’s return to the family home. How do you think Colleen’s return would affect Emma, Andy, and Sanjay?

3.2 - Assignment.docx

Unit 3: Trends, Issues, and Challenges

Assignment

Create a table on the following demographics:

	Present	50 years ago
Educational Attainment
Workforce Participation (Men)
Workforce Participation (Women)
Income (Men)
Income (Women)
Age at Retirement
Life Expectancy
Rates of serious diseases

What general trends do you see occurring over time?

What factors are responsible for this?

Out of the 6 demographics measured in the table above, select 3 and assess the effects of the change on these factors on society.

Write 2 paragraphs on the impact of violence and abuse on family relationships. The abuse could be child abuse/neglect, spousal/partner abuse, or elder abuse and neglect. (proper paragraph format)

Victims of domestic violence need help from employers as well as police

Keir Starmer

Domestic abuse is pernicious. It is also persistent. The statistics are always shocking: one in four women and one in six men suffer domestic abuseafter the age of 16. Two women a week are killed by a partner or ex-partner. These figures have been with us a long time.

As director of public prosecutions from 2008 to 2013, I learned that as far the criminal justice response is concerned, to make progress you need a very firm grip on the numbers (10 years ago the Crown Prosecution Service did not even record the number of domestic abuse cases prosecuted each year); robust policies (an area where there has been real progress by the police and by prosecutors); and above all, a clear strategy and action plan (numbers and good policies do not deliver results; purposeful action does).

The criminal justice response to domestic abuse, albeit far from perfect, has now improved and so long as all concerned keep a keen focus, it is capable of further improvement. Where there is evidence of shortcomings, it should be seized upon with demands for swift improvement.

But the criminal justice response to domestic abuse is only one element of what should be a much better-coordinated response across the board. New frontiers need to be opened that take account of the lessons and experiences – many painful – of progress in the criminal justice system.

Not before time, we have come to appreciate that those suffering domestic abuse need a safe place to confide in someone who can offer support. That is why one of the key recommendations from the Victims Taskforce I worked on with Doreen Lawrence was that every police force area should have designated safe places for reporting domestic abuse, rather than relying on reporting at police stations.

The next hard lesson in criminal justice was that many assumptions about victims of domestic abuse simply do not hold water. Many victims do not report what has happened to them straight away, many find it difficult to catalogue their abuse in a neat chronological way capable of withstanding withering and unrelenting questioning in court, and many either return to or stay with the perpetrator. Learning these lessons required a fundamental rethink of how we assess credibility in our criminal justice system.

And then there is the lesson that those suffering domestic abuse need swift and effective support. The number one issue should always be safety. “Are you safe?” should be a question asked by every police officer and prosecutor dealing with a domestic abuse case. Those lessons now need to be taken to the world of work – this is the next frontier.

For some people, work is the only safe haven from abuse. So all employers in businesses big and small, whether in the public or private sector, should be encouraged to create safe spaces at work where staff suffering domestic abuse can talk to an appropriately qualified person who can provide advice and offer support.

This should be complemented by staff training in all aspects of domestic abuse. Every line manager needs to be equipped to deal confidentially with signs of domestic abuse. Just as there is now widespread health and safety training, there should be domestic abuse training. And, learning the lessons from the criminal justice sphere, that training should address head-on the myths and stereotypes that bedevilled the credibility assessment by police and prosecutors for so many years.

The police and crime commissioner for Northumbria, Vera Baird, who has led the way in workplace domestic abuse policies, has encouraged employers to appoint abuse champions – trained staff who are able to see the signs of possible abuse and equipped to deal with any disclosures calmly, pointing colleagues towards abuse outreach workers or other sources of advice and support. There are now 577 champions supporting colleagues in 216 workplaces across the Northumbria area.

The work Vera is doing in the north-east, supported by commissioners from Durham and Cleveland, now needs to be replicated across the country. And as this next frontier is tackled, the lessons learned in criminal justice should be uppermost in our mind: to make a real difference you need reliable data, robust policies, a clear strategy and an effective action in place with built-in transparency and oversight. You also need the will to make a difference.

According to this article, what stats are provided about domestic violence?

What proposed solutions are offered?

3.1 - Performance Task (Pamphlet).docx

Unit 3: Trends, Issues, and Challenges

Performance Task

You will create an oral presenation to address the current trends in intimate relationships and address some challenges that it presents.

Be sure to include:

*Find current trends in cohabitation, marriage, and divorce rates. How they have changed in the past 50 years, and predictions for the future

*Address some challenges these trends present; for example economic changes, balancing work and family etc.

*strategies on avoiding and responding to various types of violence and abuse in intimate relationships (emotional, physical, sexual, and financial abuse)

Although this is a creative assignment, you need to ensure all of the information is present and that more attention is paid to the content.

unit 3 notes (1).pptx

Intimate Relationships

Unit 3

Marriage

Definition: a socially legitimate sexual union, begun with a public announcement and with some idea of permanence, and assumed with a more or less explicit contract.

Questions

What does a socially legitimate relationship mean?

Identify a variety of couple relationships that exist in Canada today.

Are any of these not socially legitimate? Why?

Contract

Definition: implies a socio-cultural understanding about the rights and responsibilities of the individuals in the relationship.

Conjugal Unions

Definition: Sociologists refer to marriages as conjugal unions to denote relationships in which individuals live together in a sexual relationship.

The Origins of Marriage

Helen Fisher suggested that the durability of the pair-bond, a mating relationship between a male and female, is essential to the survival of humans.

Fisher concludes that the desire to form an enduring pair-bond is a basic biological drive.

Functionalism

Functionalists describe marriage as a social institution that developed as an important part of the organization of society to meet human’s basic needs.

The diversity of marriage reflects the various ways that societies organize to meet the functional requisites of sexual reproduction, socialization of children, and division of labour.

Exchange Theory

From the perspective of exchange theory, people get married because they think being married will be better than being single.

Forms of Marriage

Polygamy: the practice of a man having more than one wife.

Monogamy: having one marital partner.

Polyandry: when several men are required to support a wife and children because their society is very poor.

Task: See figure 6-3 on pp. 172.

Part 1 The Impacts of Norms, Roles, and Institutions

Lesson 1 Learning Goals

C2.2 explain mate-selection, courtship, and marriage customs in various cultures, religions, and historical periods

C2.4 analyse differences among roles in intimate relationships in various social, historical, and ethnocultural contexts

Activities

Read pp. 172-176.

Define all bold terms.

Create a chart that compares the different ways marriages are formed, the obligations and roles of spouses, the expectations concerning the marriage relationship, and how marriages can be ended, in each historical period.

Period	How Marriages Were Formed and Ended	Spousal Roles and Obligations	Expectations, Customs, and Norms
Ancient Hebrew
Ancient Rome
Middle Ages
Protestant Reformation
First Nations

Marriage Customs

Lesson 2 Learning Goals

C2.1 analyse ways in which social norms and expectations can influence the establishment and maintenance of healthy intimate relationships

C2.5 analyse how social institutions can affect intimate relations

The Economics of Marriage

Marriage has always been an economic union.

American middle-class families in the 1950s and 1960s had distinct gender roles:

Men had the instrumental role of providing for their family. They should work and earn an income.

Women had an emotionally expressive role of providing a supportive home for their husbands and nurturing their children.

Today, as the duel income marriage becomes the norm, egalitarian relationships, in which men and women share responsibilities rather than adhere to fixed gender roles, are more common.

Cohabitation

Cohabitation is also called common-law relationship.

Under common law, a couple who cohabits for three years accepts mutual responsibility for support and protection.

Same-Sex Couples

Since the Civil Marriage Act was passed in 2005, same-sex marriage has been permitted in Canada.

Debate Topics

What roles should the man and woman play in the marriage?

Should you live with someone (cohabitation) before and/or instead of getting married?

Should same-sex marriage be legal?

Task: Construct three (3) T-Charts that explore possible arguments on both sides of each debate topic.

Lesson 3 Learning Goals

C2.3 analyse ways in which roles are negotiated in intimate relationships

Negotiating Roles

Couples negotiate the roles that each will play in their relationship.

Each couple decides if they will accept traditional roles (as reinforced by family and media), or if they will resist them and create new roles for their own relationship.

Systems Theory Skit

Read “Roles in a Marital System”, p. 225.

Create a skit about a couple negotiating to reach an agreement about house work, bed time, friendships, money, etc.

Success Criteria:

One partner does something.

The other partner provides feedback over time to accept, adapt, or reject that choice.

Through this process of negotiating, create reciprocal roles in which the behaviours of both partners support and balance each other.

Meeting Each Other’s Needs

The “natural” basis for couple relationships is reproduction.

Functionalists explain that marriage serves important and clearly defined economic and social purposes.

Compassionate relationships are a fairly recent social invention, and therefore spouses have to learn how to give and take to meet each other’s social and emotional needs.

It is important to take an assertive “I” position and advocate for your own needs.

Traditional Roles

Some argue that traditional roles are needs for a stable marriage or men, women, and children will suffer.

Others argue that traditional roles prevent women and men from achieving their human potential.

Readings: Matrimony as the Ultimate Adventure, p. 226-227

Lesson 4: Happy Marriages

Conflict in Relationships

Conflict is natural in marriage because of the challenges people face in their lives together.

Conflict theory suggests that conflict is inevitable in couple relationships. Three related dilemmas exist:

Individual versus collective interest

Women’s rights versus male entitlement

“mine” versus “yours”

On a personal level within the marriage, the common conflicts resulting from these dilemmas concern two issues:

Division of labour

Expressive quality of the relationship

*In compassionate relationship the goal is to maintain intimacy.

Problems in Relationships

Balancing job and family

Frequency of sexual relations

Debt brought into marriage

Husband’s employment

Financial situation

Household tasks

Power

According to conflict theory, it all comes down to power.

Individuals require power to influence each other.

The principle of least interest explains that the person with the least commitment to the relationship actually has the greatest power, since the person who wants the relationship is more willing to be flexible.

Activity

Read “Why Marriages Succeed or Fail”, p. 230.

Answer question #1.

What behaviour can threaten the stability of a marriage?

Resolving Conflict

There are several strategies for managing conflict in relationships:

Express opinions, positions, and wants openly and honestly.

Remain focused on the problem at hand.

Try to understand the other person’s perspective.

Recognize your own influence on the interaction and the other person’s response.

Respond with a positive, not negative, attitude.

Be willing to compromise and negotiate a solution that satisfies both partners.

Activity

Read “Nine ‘Psychological Tasks’ Needed for a Good Marriage”, p. 236.

Reword, into your own words to show me you understand, the nine psychological tasks of a happy marriage.

Marriages Made to Last

Characteristics of a successful marriage:

Having similar values

Enjoying similar leisure-time activities

Pooling their income

Sharing power and decision making in their relationship

Having friends in common

Having an active social life together

Part 2 Theoretical Perspectives (see other ppt)

Part 3 trends, issues, and challenges

Part 3 Learning Goals

D2.1 analyse the significance of recent demographic trends relating to intimate relationships

D2.2 assess the impact of current social trends, issues, and challenges on intimate relationships

D2.3 outline strategies for avoiding and responding to various types of violence and abuse in intimate relationships

Issue 1: Spousal Violence

Important Readings:

General Readings: 258-267

Figure 8-8, p. 259: “Types of Violence in Marital Unions”

Figure 8-9, p. 261: “The Cycle of Violence”

Task: Create a poster (see handout)

Issue 2: Infidelity

Infidelity is when you are married and have a sexual relationship with someone who is not your partner.

Discussion:

From a functionalist perspective, why is monogamy a social norm?

Functionalist Perspective

From a functionalist perspective, monogamy is important because:

Strengthens the family

Ensures the greatest population growth

Ensures support and socialization of offspring

Norms, Attitudes, and Infidelity

Most Canadians do not approve of infidelity.

In 2009 in Canada, 85 percent of people asked said infidelity was “morally unacceptable”.

It is very difficult to determine who commits infidelity.

Discussion

What marital circumstances might motivate a man or a woman to have an extramarital relationship?

Men versus Women

Behaviours of men and women are different.

Men are more likely to have an extramarital relationship that is primarily sexual.

Women are more likely to seek an emotional affair.

There is also a double standard that is more accepting of men having an affair.

Theories of Infidelity

Evolutionary psychology: Early men were motivated to have many sexual partners to enhance their chance of having offspring. Early women were more selective of their sexual partner to improve the chances of the man staying to support the child. This theory explains why men are more likely to have extramarital affairs.

Theories of Infidelity

Propinquity, or nearness, can also lead to infidelity. More than half of people who have an affair had it at work.

Unmet needs: individuals have affairs when their needs are not being met in their marriages. These needs include sex, wanting to feel attractive, or want to feel young.

Consequences of infidelity

Infidelity results in divorce 65% of the time.

Infidelity can be a “cry for help” that the relationship is in trouble.

Few marriages can recover from infidelity because it destroys the trust in the relationship.

Activity

Read: “Protecting the Marriage”, pp. 256-257.

Questions: 1-4

Issue 3: Divorce

Divorce results from the failure of a marriage to meet the expectations of one or both partners.

Divorce affects not only the couple, but also the children and their extended families, their friends, and the institutions of society, including schools, faith communities, and businesses.

Traditional Marriage

In the early 20th century divorce in Canada was uncommon because of the attitudes of marriage at that time.

In traditional marriages, the emphasis was on the economic child rearing and household responsibilities of marriage partners.

The Divorce Act of 1968

The Divorce Act of 1968 reflected the new expectation that marriage should be based on love and companionship and allowed divorce for “marriage breakdown” after a separation of three years.

Activity

Read Figure 8-13

Questions: 1, 5, 6

Theories of Divorce

Canadian sociologist Emily Nett identified two categories of divorce: marriage “mistakes” and marriage “failures.”

Mistakes = you married the wrong person

Failures = failed to adjust their marriages as they made transitions in life.

Exchange Theory

How would exchange theory explain divorce?

Top Five Reasons for Marital Break-Up

Different values and interests

Abuse: physical and emotional

Alcohol and drugs

Infidelity

Career-related conflict

Activity

Read Figure 8-16

Questions: 1-4

Fin