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This volume, the result of the second annual Summer Institute
sponsored by the Family Research Consortium, focuses on family
transitions--both normative and non-normative. The subject of
family transitions has been a central concern of the consortium
largely because studies of families in motion help to highlight
mechanisms leading to adaptation and dysfunction. This text
represents a collective effort to understand the techniques
individuals and families employ to adapt to the pressing issues
they encounter along their life course.
Any agenda for family research in the 1990s must take seriously a
contextual approach to the study of family relationships. The
editors and contributors to this volume believe that the richness
in family studies over the next decade will come from considering
the diversity of family forms -- different ethnic groups and
cultures, different stages of family life, as well as different
historical cohorts. Their goal is to make more explicit how we
think about families in order to study them and understand them. To
illustrate the need for diversity in family studies, examples are
presented from new and old families, majority and minority
families, American and Japanese families, and intact and divorcing
families. This variety is intended to push the limits of current
thinking, not only for researchers but also for all who are
struggling to live with and work with families in a time when
family life is valued but fragmented and relatively unsupported by
society's institutions. Students and researchers interested in
family development from the viewpoint of any of the social sciences
will find this book of value.
The Family Context of Parenting in Children's Adaptation to
Elementary School is a result of a longitudinal prevention study of
100 families begun the year before their first children entered
kindergarten. Each family went through an assessment and then a
subset was randomly chosen for group intervention. The children in
both groups were then studied as they progressed through
kindergarten and first grade to assess the quality of their
adaptation to the school environment. The text focuses on how
parent-child relationships are only one determinant of a child's
academic competence, social competence, and behavior. Rather, these
relationships must be understood in the context of the role they
play within the family as a system. It also addresses the recent
challenges to claims about the impact of parents on their
children's development. The book sheds additional light on family
influences within the larger social environment as a key
determinant of the quality of children's adjustment to schooling.
It appeals to scientists, professionals, and parents alike.
The Family Context of Parenting in Children's Adaptation to
Elementary School is a result of a longitudinal prevention study of
100 families begun the year before their first children entered
kindergarten. Each family went through an assessment and then a
subset was randomly chosen for group intervention. The children in
both groups were then studied as they progressed through
kindergarten and first grade to assess the quality of their
adaptation to the school environment. The text focuses on how
parent-child relationships aren't the only determinants of a
child's academic competence, social competence, and behavior.
Rather, these relationships must be understood in the context of
the role they play within the family as a system. It also addresses
the recent challenges to claims about the impacts of parents on
their children's development. The recent trend to rely on schools
rather than family intervention to remediate poor academic
performance indicates that a re-examination of the role of the
family in school readiness is in progress. larger social
environment as a key determinant of the quality of children's
adjustment to schooling. It appeals to scientists, professionals,
and parents alike.
Any agenda for family research in the 1990s must take seriously a
contextual approach to the study of family relationships. The
editors and contributors to this volume believe that the richness
in family studies over the next decade will come from considering
the diversity of family forms -- different ethnic groups and
cultures, different stages of family life, as well as different
historical cohorts. Their goal is to make more explicit how we
think about families in order to study them and understand them. To
illustrate the need for diversity in family studies, examples are
presented from new and old families, majority and minority
families, American and Japanese families, and intact and divorcing
families. This variety is intended to push the limits of current
thinking, not only for researchers but also for all who are
struggling to live with and work with families in a time when
family life is valued but fragmented and relatively unsupported by
society's institutions. Students and researchers interested in
family development from the viewpoint of any of the social sciences
will find this book of value.
This volume, the result of the second annual Summer Institute
sponsored by the Family Research Consortium, focuses on family
transitions--both normative and non-normative. The subject of
family transitions has been a central concern of the consortium
largely because studies of families in motion help to highlight
mechanisms leading to adaptation and dysfunction. This text
represents a collective effort to understand the techniques
individuals and families employ to adapt to the pressing issues
they encounter along their life course.
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