Family Analysis Project Submit by 2359 Saturday of Module 5. NOTE: You will create and upload an original Word file for this assignment instead of typing directly into this document. Overview Select one (1) family based on personal/professional acquaintance, to complete a comprehensive, written assessment/analysis using the criteria listed below (based on class notes and readings). DO NOT use your family of orientation (family of origin) or your nuclear (conjugal) family. (For definitions, see the Glossary of Terms in Friedman et al, Family Nursing textbook. Objectives • Examine the impact of functional patterns and role structure on the family. • Examine family relationships and communication patterns. • Identify influences on family health promotion. N3352 Legacy of the Family ©2013 University of Texas at Arlington Page 2 of 5 Grading Rubric Family Analysis Project Target 60 points max Acceptable At least 42 points Unacceptable Less than 42 points Introduction (5 points) Introduction is present and forecasts content of the paper. (4-5 points) Introduction is present and forecasts the content of the paper. (3-4 points) Introduction is present. (0-1 point) Description of Nuclear Family or Variant Family Form (8 points) Comprehensive description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (7-8 points) Adequate description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage (4-6 points) Minimal description of nuclear family or variant family form; demographic trends (composition, form, ages, educational level); developmental stage. Some elements may be missing. (0-3 point) Sociocultural Data: Cultural/Ethnic Asessment; Social Class Status (5 points) Comprehensive description of the sociocultural data, including an assessment of cultural/ethnic and social class status (4-5 points) Adequate description of the sociocultural data, including an assessment of cultural ethnic and social class status (2-3 points) Minimal description of the sociocultural data, including an assessment of cultural ethnic and social class status (0-1 point) Genogram & Ecomap (14 points) Genogram represents a minimum of 2 generations; Uses correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from multiple formal and informal support systems; Identifies the nature of relationships between family members and support systems; Includes legend (12-14 points) Genogram represents only 1 generation; Uses mostly correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies family relationships inside the middle circle; Uses external circles to include representation from some formal and informal support systems; Identifies the nature of some of the relationships between family members and support systems; Includes legend (7-11 points) Genogram is incomplete; Uses some correct symbols to demonstrate relationships; Includes symbol legend Ecomap identifies some family relationships inside the middle circle; Uses external circles to include some representation from formal and informal support systems; Identifies the nature of a few of the relationships between family members and support systems; Includes legend. (0-6 points) ©2013 University of Texas at Arlington Page 3 of 5 N3352 Legacy of the Family Environment: Physical Setting (Home, Neighborhood, Community) (5 points) Clearly depicts the physical environment, including the home, neighborhood, and community. (4-5 points) Depicts some of the physical environment, including the home, neighborhood, and community. (2-3 point) Depicts some of the physical environment, including the home, neighborhood, and community. (0-1 point) Communication (5 points) Carefully describes the quality and methods of communication within the family (4-5 points) Generally describes some of the quality and/or methods of communication with the family (2-3 point) Inadequately describes some of the quality or methods of communication with the family (0-1 points) Power Structure: Hierarchy; Power Bases; Coalitions (5 points) Clearly explains the power structure within the family, including the power hierarchy, power bases, and coalitions (4-5 points) Adequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (2-3 point) Inadequately explains the power structure within the family, including the power hierarchy, power bases, and coalitions (0-1 points) Role Structure: Relationships (Formal & Informal) (5 points) Clearly describes the roles within the family and how they relate to one another, both formally and informally 4-5 (2 points) Adequately describes the roles within the family and how they relate to one another, both formally and informally (2-3 point) Inadequately describes the roles within the family and/or how they relate to one another (0-1 points) Values: Norms & Rules (5 points) Thoroughly explains the values of the family as demonstrated through its norms and rules (4-5 points) Adequately explains the values of the family as demonstrated through its norms and rules (2-3 point) Inadequately explains the values of the family as demonstrated through its norms and rules (0-1 points) Spiritual Activities (5 points) Thoroughly explains the spiritual activities of the family and their role in their lives (4-5 points) Adequately explains the spiritual activities of the family and their role in their lives (2-3 point) Inadequately explains the spiritual activities of the family and their role in their lives (0-1 points) Socialization: Child Rearing Practices; Intrafamily Support/Social Network; Recreational/ Leisure Activities (5 points) Carefully explains each aspect of socialization in the family unit as outlined to the left. (4-5 points) Explains some aspects of socialization in the family unit as outlined to the Left. (2-3. Points) Fails to explain some aspects of socialization in the family unit as outlined to the left. (0-1 points) ©2013 University of Texas at Arlington Page 4 of 5 N3352 Legacy of the Family Adaptation: Role Conflicts/ Overload/ Changes; Coping Strategies (Functional & Dysfunctional); ProblemSolving Skills (4 points) Effectively explains the adaptability of the family through its role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (3-4 points) Attempts to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (1-2 point) No attempt to explain the adaptability of the family through some of the following: handling of role conflicts, handling of overload/changes, coping strategies, both functional & dysfunctional, and problem-solving skills (0-1 points) Health Care: a.Beliefs Regarding Health/ Illness b.Practices Including Promotion/ Prevention Efforts 5 points) Comprehensively covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (4-5 points) Adequately covers the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (2-3 points) Minimally covers some of the healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. (0-1 points) Interventions: a.Recommendations for Strengthening /Maintaining the Family’s Health b.Discuss Interventions Based on at Least One Theoretical Framework 1) Health Belief Model (textbook, pp. 431- 432) or 2) Health Promotion Model (pp. 432-434) (14 points) Completely outlines recommendations for strengthening/maintaini ng the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (12-14 points) Outlines recommendations for strengthening/maintain the family’s health and discusses interventions based on at least one theoretical framework from the Health Belief Model mentioned in the textbook (pp. 431-432) or from the Health Promotion Model (pp. 432-434) (9-11 points) Offers a few recommendations for strengthening/ maintaining the family’s health and discusses a few interventions. (0-8 points) Summary/Conclusion (5 points) Includes summary and conclusion (4-5 points) Includes summary and conclusion (2-3 points) Missing summary and/or conclusion (0-1 points) Format, Length, and Quality of Writing (5 points) Accurately follows APA format, is within the required length, and is free of errors. (4-5 points) Mostly follows APA format, is within the required length, and has few errors. (2-3 points) Loosely follows APA format, is within the required length, and contains many errors. (0-1 point) ©2013 University of Texas at Arlington Page 5 of 5 N3352 Legacy of the Family Instructions Once you have selected the family to study, begin your analysis. Use the Rubric on the previous pages to guide your work. CONFIDENTIALITY ALERT! DO NOT USE LAST NAMES FOR FAMILIES THAT ARE PERSONAL OR PROFESSIONAL ACQUAINTANCES. USE INITIALS or FIRST NAMES ONLY. Address each criterion listed in the Rubric in sufficient depth to reflect the data you obtained, your analysis of the data, and your recommendations for interventions. Be sure to include specific examples to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper. Submit your analysis in formal writing, typed using APA format. The limit is six (6) content pages. Once your paper is complete, you will follow the on-screen instructions to upload the document into the system.
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Family Analysis Project
Introduction:
The purpose of the Family Analysis Project is to conduct a comprehensive assessment and analysis of a chosen family based on personal or professional acquaintance. This assignment will delve into various aspects of the family, such as functional patterns, communication patterns, family relationships, and influences on family health promotion. It is important to note that the chosen family should not be the student’s family of orientation or nuclear family.
Description of Nuclear Family or Variant Family Form:
In this section, students are required to provide a comprehensive description of the chosen family’s nuclear family or variant family form. This includes demographic trends such as composition, form, ages, and educational level. Additionally, students should discuss the developmental stage of the family.
Sociocultural Data: Cultural/Ethnic Assessment; Social Class Status:
In this criterion, students are expected to provide a detailed assessment of the family’s sociocultural data, including an assessment of cultural/ethnic and social class status. This will help in understanding the unique cultural and social influences on the family.
Genogram & Ecomap:
The next section requires the creation of a genogram and ecomap. The genogram should represent at least two generations and use correct symbols to depict relationships within the family. It should also include a symbol legend. The ecomap should identify family relationships within the middle circle and include representation from multiple formal and informal support systems. The nature of relationships between family members and support systems should be identified, and a legend should be included.
Environment: Physical Setting (Home, Neighborhood, Community):
This section requires a clear depiction of the physical environment surrounding the family, including the home, neighborhood, and community. Students should provide a comprehensive description to understand the impact of the environment on the family’s health and wellbeing.
Communication:
In this criterion, students are required to describe the quality and methods of communication within the family. This will help in understanding the family’s communication patterns and their impact on relationships and overall family health.
Power Structure: Hierarchy; Power Bases; Coalitions:
Students should explain the power structure within the family, including the power hierarchy, power bases, and coalitions. Understanding the dynamics of power within the family will provide insights into how decisions are made and power is distributed.
Role Structure: Relationships (Formal & Informal):
This criterion requires a clear description of the roles within the family and how they relate to one another, both formally and informally. Students should analyze the relationships between family members and the impact these relationships have on family dynamics.
Values: Norms & Rules:
Students should explain the values of the family as demonstrated through its norms and rules. This will help in understanding the belief system and moral code that guides the family’s behaviors and decisions.
Spiritual Activities:
In this section, students are expected to explain the spiritual activities of the family and their role in their lives. This could include religious practices, belief systems, and rituals that are significant to the family.
Socialization: Child Rearing Practices; Intrafamily Support/Social Network; Recreational/Leisure Activities:
Students should carefully explain each aspect of socialization in the family unit, including child-rearing practices, intrafamily support or social network, and recreational or leisure activities. This will help in understanding how the family socializes its members and provides support and leisure activities.
Adaptation: Role Conflicts/ Overload/ Changes; Coping Strategies (Functional & Dysfunctional); Problem Solving Skills:
Understanding how the family adapts to role conflicts, overload, changes, and stressful situations is crucial. Students should explain the family’s coping strategies, both functional and dysfunctional, and problem-solving skills.
Health Care: a. Beliefs Regarding Health/Illness b. Practices Including Promotion/Prevention Efforts:
Students should comprehensively cover the family’s healthcare beliefs regarding health and illness, as well as practices to promote health and prevent illness. This section will provide insights into the family’s approach to healthcare and their efforts towards maintaining good health.
Interventions: a. Recommendations for Strengthening/Maintaining the Family’s Health b. Discuss Interventions Based on at Least One Theoretical Framework:
In this criterion, students are expected to outline recommendations for strengthening and maintaining the family’s health. Additionally, students should discuss interventions based on at least one theoretical framework, such as the Health Belief Model or the Health Promotion Model.
Summary/Conclusion:
The project should conclude with a summary and conclusion, highlighting the main findings and implications of the family analysis.
Format, Length, and Quality of Writing:
Students should adhere to APA format, ensure the assignment is within the required length, and maintain high-quality writing by avoiding errors.
Note: Students should create an original Word file for this assignment instead of typing directly into the provided document.
