N3352 Legacy of the Family

Movie Family Assessment

Submit by 2359 Saturday of Week 1.

Name: Timothy Kightlinger Date: 7/3/15

Overview
Choose a movie from the provided list. Watch the movie, focusing specifically on the family unit
featured in the film. Compare and contrast the movie family’s characteristics and behaviors to
the assessment criteria introduced in the class notes and readings from the textbook. Address
each characteristic including specific examples from the movie to validate your analysis. You
must use references (textbook, class notes, others), and these must be cited throughout your
paper. Submit your analysis in this document, typed using APA format (double-spaced).
Limit is five (5) content pages.

Choose one of these movies:

The Journey of August King Field of Dreams Madea’s Family Reunion

Steel Magnolias Mr. Holland’s Opus The Sound of Music
It’s a Wonderful Life Remember the Titans Stepmom
Mrs. Doubtfire The Horse Whisperer
Run Away Bride I am Sam
The Last Song The Notebook

Objectives
 Explore developmental characteristics of the family as a unit across the lifespan.
 Examine health patterns and practices transmitted across generations.

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Rubric
NOTE: All assignments must be submitted on time. Assignments submitted after the deadline
will be accepted with a penalty of 5 points of the total possible points for EACH DAY that the
assignment is late.
Movie Family Target Acceptable Unacceptable
Assessment 50 points max At least 37 points Less than 32 points
Introduction Introduction is present and Introduction is present and Introduction is present ,
(5 points) forecasts content of the forecasts the content of the sketchy, or introduction is
paper. paper. missing
(4-5 points) (2-3 points) (0-1 point)
Movie Setting and Complete description of each General description of the Incomplete description of the
Story major character in the movie major characters in the movie major characters in the movie
(6 points) family, the setting, and the family, the setting, and the family, the setting, and/or the
context of the story context of the story context of the story
(5-6 points) (3-4 points) (0-2 point)
Assessment of
Movie Family

Family processes Complete description of each Complete description of 4 of General description of at least
(20 points) of these processes: these processes and general 2 processes and complete
 Sociocultural description of 1: description of up to 3:
 Environment  Sociocultural  Sociocultural
 Communication  Environment  Environment
 Power/decision  Communication  Communication
making  Power/ decision  Power/decision
 Roles making making
(19-20 points)  Roles  Roles
(11-18 points) (0-10 points)
Values Clearly describes the family Adequately describes the Minimally describes the family
(6 points) values as demonstrated in family values as demonstrated values as demonstrated in
the movie. in the movie. the movie.
(5-6 points) (3-4 points) (0-2 point)
Socialization and Clearly describes the family Describes the family dynamics Minimally describes the family
Child Rearing dynamics of socialization and of socialization and child dynamics of socialization and
(6 points) child rearing. rearing. child rearing.
(5-6 points) ( 3-4 points) (0-2 point)
Healthcare Beliefs Clearly depicts the healthcare Somewhat depicts the Inadequately depicts the
and Practices beliefs and practices of the healthcare beliefs and healthcare beliefs and
(6 points) family. practices of the family. practices of the family.
(5-6 points) (3-4 points) (0-2 point)

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Adaptation Clearly shows the ability of Adequately shows the ability of Inadequately shows the
(6 points) the family to adapt to new the family to adapt to new ability of the family to adapt to
situations. situations. new situations.
(5-6 points) (3-4 points) (0-2 point)
Genogram Represents a minimum of 2 Represents 2 generations; Fails to represent 2
(10 points) generations; Uses mostly correct symbols generations, and/or
Uses correct symbols to to demonstrate relationships; uses incorrect symbols to
demonstrate relationships; Includes symbol legend demonstrate relationships,
Includes symbol legend and/or symbol legend is
(6-8 points)
missing
(9-10 points)
(0-5 points)
Ecomap Identifies family relationships Identifies family relationships Somewhat identifies family
(10 points) inside the middle circle; inside the middle circle; relationships inside the circle;
Uses external circles to Uses external circles to Lacks representation from
include representation from include representation from formal and informal support
multiple formal and informal some formal and informal systems;
support systems; support systems; Does not identify the nature
Identifies the nature of Identifies the nature of some of of relationships between
relationships between family the relationships between family members and support
members and support family members and support systems;
systems; systems; Lacks legend
Includes legend Includes legend (0-5 points)
(9-10 points) (6-8 points)
Comparison to Compares the movie family to Compares the movie family to Addresses fewer than 4 of
Beavers Systems the Beavers Systems Model the Beavers Systems Model these components:
Model addressing each of these addressing 4-5 of these  Family structure
(10 points) components: components:
 Mythology
 Family structure  Family structure
 Goal-directed
 Mythology  Mythology negotiations
 Goal-directed  Goal-directed  Autonomy
negotiations negotiations
 Family affect
 Autonomy  Autonomy
 Global appraisal of
 Family affect  Family affect the family’s level of
 Global appraisal of  Global appraisal of development or
the family’s level of the family’s level of functional
development or development or competency
functional functional (Severely disturbed,
competency competency Borderline, Mid-
(Severely disturbed, (Severely disturbed, range Adequate, or
Borderline, Mid- Borderline, Mid-range Optimal)
range Adequate, or Adequate, or (0-5 points)
Optimal) Optimal)
(9-10 points) (6-8 points)

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Summary and Includes summary and Includes summary and Missing summary and/or
Conclusion conclusions conclusions conclusions
(5 points) (4-5 points) (2-3 points) (0-1 point)
Format and Quality Error-free or almost error-free Generally error-free grammar, Error-filled grammar, spelling,
of Writing grammar, spelling, spelling, punctuation, APA punctuation, and/or APA
(10 points) punctuation, APA format, and format, and length is within format, and/or length not
length is within guidelines guidelines within guidelines.
(9-10 points) (6-8 points) (0-5 points)

Instructions
Review the Rubric to guide your work on the Movie Family Assessment, using appropriate
subheadings in your work. Write in the text boxes provided, then copy/paste images of your
genogram and ecomap on the final two pages. (You may need to scan or photograph your
genogram/ecomap and save it to your computer as an image if you did not create it in a Word
document.)

Your page count begins on the next page and does NOT include your genogram and
ecomap.

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Introduction

In the movie "I am Sam" by Jessie Nelson, a story about a middle aged mentally-challenged

autistic man who has an unplanned baby with a homeless woman who then leaves him alone

with his new daughter, Lucy, at a bus stop, Sam raises Lucy as the only father that can provide in

spite of his disability, he uses his friends as a support network. Regardless of his right to be a

parent he is challenged by Social Services who setup a court case against him for custody of

Lucy. After this, he finds a lawyer named Rita who specializes in family cases and ironically she

has trouble raising her own son, Willy. The main idea shown in this film is the idea that our

ability to parent is not defined by the level of our intelligence but who we are as a person.

Movie Setting and Story

Sam Dawson, is a mentally challenged guy who works in a Starbuck’s and is raising a mentally

normal daughter Lucy until she turns seven. Sam Dawson got help being a father from his

friends who are also mentally challenged. His friends are Ifty, Robert, Emma, Brad and Joe.

Sam did an awesome job providing for Lucy with help from his friends and they did IHOP for

breakfast, Thursday video nights, and karaoke. When Lucy reached her 7th birthday she became

smarter than Sam. Lucy realized this and intentionally stops learning and wanted to be the same

as Sam. Then a child protective services worker named Margaret comes along and takes Lucy

away and goes to a foster home. Her foster mother named Randy. Sam fights back and finds a

lawyer to help him pro-bono and her name is Rita. She really didn’t want to help Sam but took

his case to save face from her colleagues who knew she was shallow. To prove them wrong she

reluctantly took Sam as a client pro-bono. They went up against the child services in court and

fought the good fight until he ultimately lost the battle and custody of Lucy. Sam moved close to

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the foster home to be closer to Lucy. Lucy kept sneaking out to Sam’s apartment and Sam had to

keep bringing her back to the foster home. Over time, Randy realized they were meant to be

together and gave Lucy to Sam one night. She dropped the court case and then testified on Sam’s

behalf for him to have full custody. Sam then gave Randy part custody as Lucy’s new mother.

This movie shows our ability to parent is not defined by our level of intelligence. Emotional

intelligence is almost completely different from academic intelligence. Sam shows an abundance

of emotional intelligence despite his mental disability.

Assessment of Movie Family

The movie family is Sam, Lucy, Annie, Ifty, Robert, Brad, and Joe. Annie is Sam’s mother-

figure and Lucy’s grandmother figure. Ifty, Robert, Brad and Joe are like Sam’s brothers and

Lucy’s uncles. The socio-cultural impact of the movie is each of the characters have a disability

of some sort. Sociocultural forces are the influences in a society and its culture that brings about

changes in attitudes, beliefs, norms, customs, and lifestyles. The sociocultural dimension is

especially important because it determines the way we act and perceive others. This movie

family is an example of primary socialization in which Sam and his friends were teaching Lucy

the norms and values of their own little society. They were kind of preparing her the best they

could as she learning in school and each taking take on different role. This shows the

interrelationship between the movie family’s system and creating a safe environment for Lucy.

Acceptance of someone with disability as a functioning part of society is quite often overlooked

and was Sam in this movie. Many people assumed Sam couldn’t be a good father because he is

mentally challenged and has and IQ of a seven year old. The interesting thing that Sam proved

was he can be a good father and though he is not academically smart he is emotionally smart.

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The environment is the family’s home or dwelling type as well as the conditions (Friedman,

Bowden, & Jones, 2003). Sam and Lucy’s apartment was small but big enough for them. Sam

was very organized and clean which was shown in the condition of his apartment. Annie lives

across the hall and she is continuously helping Sam and Lucy.

Communication in this movie family was that of honesty, trust, and everyone pretty much said

it like it is. I was really impressed with Sam’s honesty and strict rule to always tell the truth. He

communicated this with Lucy and was instilling that quality into her even though she really

didn’t listen and lied in court anyways. Shied lied because she was trying to make things right

but Sam kept telling Lucy to tell the truth.

Problem Solving. The movie family doesn’t have many issues with problem solving. Usually,

the family uses a team approach and discusses issues amongst everyone in the family. There

were some disagreements from time to time but they really had a way of keeping it simply and

working things out. The power/decision making in this movie family was a group effort. Though

Sam did the best he could as a father he often asked advice from Annie and his friends. In this

movie family no one person had the power and all were involved in decision making. Of course

the lawyer, Rita, had a whole lot of power and decision making in the court battle but she was

never part of the family.

Roles. Roles within this blended family are not well defined and everyone took a role as the

situations or events happened. It was like everyone could play every role and did so as the

situation needed. However, Sam is the father and Lucy the daughter. Annie the

mother/grandmother figure, and Sam’s four friends all took the role as Lucy’s uncles. The most

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interesting fact is everyone had their own unique disability and challenges but they were a really

decent family when they all came together.

A family value exhibited was Sam’s strong work ethic despite his mental disability. He worked

at Starbuck’s to support himself and Lucy. Education was the other as he attended Lucy’s plays,

classroom activities, and he read with her in the evening. When Lucy wanted to stop learning

Sam told Lucy she must keep learning and be smarter than him.

The family dynamics of socialization and child rearing the family used a team approach and

Lucy benefited being raised with everyone helping out. Of course, Sam did a bulk of the work

but with the help of each of his blended family members. Lucy was socialized in school as well

as activities within and outside school. A great example is Sam participated with Lucy in a

school play. Another example is Sam was refereeing Lucy’s soccer game. The IHOP breakfasts,

video movie nights, and karaoke nights were other examples of socialization.

The healthcare beliefs and practices of this family was not mentioned and I cannot make an

analysis. However, I can say Sam went to Annie when Lucy was a newborn and she would not

stop crying. Annie taught Sam that a baby had to be fed every two hours. Annie taught Sam to

feed Lucy when his favorite shows were on which were two hours apart. Sam never missed a

feeding since.

Comparison to Beavers System Model

The Beavers Systems Model is an observational rating scale of families in terms of their level

of competence in six areas. These areas are Family structure, Mythology, Goal-directed

negotiations, Autonomy, and Family affect (Friedman, Bowden, & Jones, 2003).

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Family structure is referred to how much the family is organized, the manner in which units

are arranged, and how these units relate to each other (Friedman, Bowden, & Jones, 2003). In

comparison, this movie does not fully describe the structure, however, they show how each came

together with a whole lot of improvising when dealing with their problems. They dealt with

issues as a unit together and had an unorthodox way of doing it. Usually, this family takes a team

approach and discusses issues amongst everyone in the family.

Mythology is denial seen through family belief system and myths can be created to obscure

reality and deny the real issues and problems within the group (Friedman, Bowden, & Jones,

2003). In this family, they were abound by habits and a very structured way of life. Each had

their own mental challenges and they had their myths. A good example is the same IHOP

breakfast every day and they cannot go to another restaurant. Lucy took Sam to a burger house

instead of IHOP and Sam absolutely lost his marbles when he could get his usual IHOP pancakes

with fruit on the side. Sam’s belief was he could not eat something else.

Goal-directed negotiations were that the autonomy in decision making was that everyone

worked together. For example, when they were at the shoe store and they collectively decided

which shoes were best for Lucy. Not one family member took total control and everyone had

their input until they all decided on the shoes.

Autonomy in this family was very obvious because they lived a very structured life with almost

no influence from outside people or sources. The cool thing that comes to mind is how this

family remained autonomous as the stress of losing Lucy to child protective services took over.

Family affective function is a central basis for both the formation and the communication of

the individual family unit (Friedman, Bowden, & Jones, 2003). Though they were stressed and

overwhelmed they all stayed together and supported Sam in his court battles. They did so with

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the same zest for life as always. It this is a good time to mention that Annie, who hadn’t left her

apartment in 20 years, left her apartment to testify in Sam’s behalf. Sam’s four friends were in

the court carrying signs and voicing support for Sam. So, all these outside stressors did not break

this family up and actually brought them closer together. They functioned as a unit and the

communication of the family unit was abundant and very apparent.

The global appraisal of this family’s level of development, or functional competency, would

make them a strong mid-range adequate. I am appraising them at this level because even though

they were mentally challenged they exhibited strongest familial cohesiveness. Though their roles

were somewhat undefined they took position as the situation needed and each played their roles.

The most amazing thing about them is they aren’t blood related but are closer than most families

who are.

Summary and Conclusion

In conclusion, the point of this essay is 'We shouldn't judge people before we know them', and

the main idea shown in this movie that our ability to parent is not defined by the level of our

intelligence but who we are as a person. Another important point is the movie shows the

indifference of the 'normal' man to those who seem 'different'. This is important because the way

we react to those who are different impacts negatively on our emotional well-being and

ultimately makes us untrustworthy of others. This movie explains that our ability to parent is not

defined by our level of intelligence. We cannot buy love, emotional and academic intelligence

are different, and we shouldn't judge others before we know them. These ideals are important for

us to ever completely understand our emotions, and with this comes knowledge of others

emotions.

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