MFT 688 COURSE SYLLABUS 1

MFT 688: Family Therapy across the Life Cycle

Summer 2023

Section: M700

Online Synchronous Session: Mondays 5:30PM - 7:30PM

Instructor: Rui Tian rtian100@syr.edu

Office Hours: Mondays 3:30PM-5:30PM on Zoom or by appointment

Prerequisite: None

Audience: MFT Masters level graduate students.

Course Description: Integrative family therapy course exploring the content and process
of family therapy in a way that values the similarities and differences inherent in individual and
family therapy across the developmental life cycle.

Additional Course Description: Students will engage in a review of various systemic

theories of family development and interaction. The primary focus in the course will be given to
the theoretical understanding of family relationships across the stages of the family life cycle
and related treatment strategies. Diverse experiences of individual and family life cycle
development will be examined, including the ways in which race, ethnicity, gender, social class,
religion, and sexual orientation impact development. Additionally, attention will be paid to “self-
of-the-therapist” by exploring students’ own experiences of their families’ life cycles and how
students are influenced and informed by these experiences.

Credits: 3

Learning Objectives:
This course meets the following SU MFT Student Learning Outcomes:
SLO 1: Students will demonstrate awareness and regulation of self in system
SLO 2: Students will demonstrate engagement with cultural and contextual difference
SLO 3: Students will demonstrate MFT clinical competency skills across a variety of
contexts
SLO#5: Students will demonstrate an applied knowledge of MFT historical and current
theoretical information.

In this course, students will be able to:

1. Students will understand human development concepts from a family systems
perspective.
2. Students will be able to articulate how specific family dynamics impact family
development over the lifespan.
3. Students will understand how race, gender, sexual orientation, SES, and other
contextual variables impact family development over the lifespan.
4. Students will gain self-awareness about how their own family life cycle experience
informs how they conceptualize and interact with others’ family life cycles.
 MFT 688 COURSE SYLLABUS 2

AAMFT Core Competencies Addressed:

# Domain Competency
1.2.1 Perceptual Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status,
culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context).
1.3.1 Executive Gather and review intake information, giving balanced attention to individual, family,
community, cultural, and contextual factors.
2.1.1 Conceptual Understand principles of human development; human sexuality; gender development;
psychopathology; psychopharmacology; couple processes; and family development and
processes (e.g., family, relational, and system dynamics).
2.1.3 Conceptual Understand the clinical needs and implications of persons with comorbid disorders (e.g.,
substance abuse and mental health; heart disease and depression).
2.3.6 Executive Assess family history and dynamics using a genogram or other assessment instruments.
2.3.7 Executive Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’
problems.
4.1.2 Conceptual Recognize strengths, limitations, and contraindications of specific therapy models, including the
risk of harm associated with models that incorporate assumptions of family dysfunction,
pathogenesis, or cultural deficit.
4.3.2 Executive Deliver interventions in a way that is sensitive to special needs of clients (e.g., gender, age,
socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history,
larger systems issues of the client).
4.3.1 Executive Match treatment modalities and techniques to clients’ needs, goals, and values.
6.1.1 Conceptual Know the extant MFT literature, research, and evidence-based practice.
6.3.2 Executive Use current MFT and other research to inform clinical practice.
6.4.1 Evaluative Evaluate knowledge of current clinical literature and its application.

Bibliography/ Texts / Supplies – Required:

McGoldrick, M., Carter, B., & Garcia Preto, N. (2016). The expanded family life cycle:
Individual, family and social perspectives (5th ed.). Boston: Allyn and Bacon.

Texts / Supplies – Additional: Additional readings will be posted on Blackboard.

Media/System Requirements
Technical requirements for completing this online course include:
• Student-provided personal computer.
• Computer with reliable Internet access. A wired Ethernet connection to the internet is
very strongly suggested. Wireless and cellphone data connections may experience
connection problems.
• USB headset with microphone and a web camera capable of conferencing. Most
laptops have a built-in camera which typically works fine. However, a USB headset
with microphone is recommended to minimize audio feedback and room noise and
maximize sound quality.
• While tablets, smartphones and other mobile devices may allow for some completion
of coursework, they are not guaranteed to work in all areas. Please ensure you have
a Windows or Mac based computer available to complete coursework in the event
your selected mobile device does not meet the needs of the course.
MFT 688 COURSE SYLLABUS 3

Course Requirements and Expectations:

1. Professionalism and Participation (10 points)

Professionalism, participation, and attendance are expected and are a significant portion
of your grade. There are two parts to this course requirements:
a) Professionalism. Professionalism includes attending class prepared (completing the
assigned readings before class), promptness, ethical behavior, and overall decorum.
Late arrivals to class, early log-off of class, and not paying attention will all result in a
loss of points. It is important to note that it is not possible to pass this class if three or
more live sessions are missed, including excused absences.
b) Participation. Weekly live sessions are collaborative and discussion-based. All
students are expected to participate in classroom discussions. You will get 1 point if
you actively participate in the classroom discussion during each live session. If
absent, you will not gain any points for that week. The maximum number of points
you can get is 10 points.

2. Blackboard Case Study (55 points)

There will be eleven Blackboard case study assignments worth five points each. Each
week students will need to examine a case study that illustrates a clinical issue related to
the weekly learning objectives. The weekly case study and prompts (“Discussion Forum” on
Blackboard) will be available for students after each week’s live session.
• Instruction to post your answer: Click on the weekly forum. Click “Create Thread” at
the top left corner of the page. Type your response to the prompt in the message box.
• Instruction to respond to others’ posts: You will be able to see others’ post once you
have posted your own response. Click “Reply” on another student’s thread, and type
your responses in the message box.
• Due date: Your Blackboard posting is due every week at noon (11:59 am EST) on the
live session day. Your responses to others’ posts are due every week 11:59 pm EST on
the live session day.
• Exception: During the weeks when you are a part of the discussion leads, you will only
be responsible for responding to two student posts.
• Scoring rubric: To receive the full points, you must answer the prompt thoroughly and
respond two at least your classmate’s posts. Your answers should reflect what you've
learned in the assigned textbook chapters and other reading articles. Your answer
should be at least 400 words.
Post Answered all the questions thoroughly. 1
The answer showed a good level of understanding of the assigned 1
readings of the week.
The post is more than 400 words. 1
Response Respond two at least of your classmate’s post. The responses 2
include a short reflection followed by a question. Each response
worth 1 point.
Total 5
MFT 688 COURSE SYLLABUS 4

3. Discussion Leads (20 points)

This is a group project consisting of two students. Each group will be responsible for
leading the class discussion for one family life cycle stage. A sign-up sheet will be provided
on the first day of class. Each group should be prepared to lead about 60 to 90 minutes of
class discussions. The group members are encouraged to communicate with the instructor
during the preparation process to help the instructor to manage and structure the 2-hour live
session.
• What to cover: The goal for this activity is not to give a lecture, but to facilitate a
learning environment with the class. After a short overview of what you’ve learned
through asynchronous learning, the group should put out a set of questions to direct in-
class discussion. The questions should reflect your understanding of the assigned
readings and should be designed to stimulate further thought and discussion on the
topic. These questions may be ones you cannot adequately answer. They should be
questions that will raise further questions when first answers are given. It may be helpful
for the discussion leaders to use clinical vignettes, or role plays to illustrate their
questions.
• Note: (1) Each student in the group needs to play an equal role in preparing the class
material and leading the discussion. (2) Your group’s presentation slides will be shared
with the whole class on Blackboard.
• Due date: The presentation slides are due at noon (11:59 am EST) on the scheduled
live session day. Submit your group’s presentation slides on Blackboard.
• Scoring rubric:
Overview The overview of assigned readings is clear and thorough. 5
Discussion questions The discussion questions reflected an in-depth 5
understanding of all the assigned readings.
Facilitation The discussion facilitation reflects critical thinking skills and 7
stimulates participants’ further thought on the topic.
Others Presentation slides are well designed; the presenters have 3
good time management skills; the group submit the
presentation slides on time.
Total 20

4. Final Project and Presentation: Family and Self Lifecycle Portrait and
Timeline (36 points)
Consider yourself within your systems across time. In preparation for your project/
presentation, contemplate the concepts and stages of the lifecycle that we have discussed
in this class. Pay close attention to contextual factors such as age, race, gender, sexual
orientation, and ableism. Consider family aspects along with physical, cognitive, and
socioemotional aspects. Please follow the following steps to complete this project.
• STEP ONE-TIMELINE
Incorporating the complexity of being human, in systems, across time, prepare a timeline
that encompasses your life within your systems. As you prepare this timeline, consider
MFT 688 COURSE SYLLABUS 5

aspects, dimensions, and or stages of your own lifecycle and that of the systems within
which you come from, and/or are a part of now.
• STEP TWO-DEFINE FAMILY
As you define family for yourself, also include how that definition has changed over time,
and the implications of those changes. Additionally, you are an individual within systems where
there are other individuals with overlapping and divergent social locations. These overlaps and
divergences should also be a part of your conceptualization.
• STEP THREE-THEMES
Think of at least ten broad categories that you believe constitute the foundation of who you
are regarding yourself and systems across time. For example, depending on the dimension you
selected, you might determine that themes such as connection, survival, resiliency, and conflict
comprise your foundation.
• STEP FOUR-METAPHOR
Select ten pictures, illustrations, photographs, or images that you believe capture the
essence of each category. The images should be metaphorical, abstract, interpretive and/or
symbolic. In other words, your images should encourage the observer to look deeply and
differently into them to view what may not be totally obvious.
• STEP FIVE-DESIGN
Arrange your timeline, definition of family, and ten images/photos on presentation slides,
using PowerPoints, Canvas, Google Slides, or any other software that you are comfortable with.
The presentation slides could be symbolically decorated/designed.
• STEP SIX-PRESENTATION
Record and self-present your project in 20 to 25 minutes. Upload your video recording on
Blackboard for your classmates to observe, listen to, and discuss. The presentation can start by
telling the story of your family/personal timeline and your definition of family. Then, show the ten
images slide by slide without explaining them to allow your audience to observe. Continue your
presentation by going back to the images and explaining your themes individually. To conclude
your presentation, discuss how the ideas from this assignment influence your work as a
therapist. Throughout your presentation, please don’t forget to consider how contextual factors
(age, race, gender, sexual orientation, ableism, etc.) affect you or your family's life cycle.
• STEP SEVEN- FINAL CLASS
The final class will begin by showing every student’s ten metaphorical theme pictures
without commentary. All students will be able to observe and examine the symbols and details
in everyone’s portrait. Then, each student will be assigned to watch and comment on two
others’ video presentations. Students will be given one hour to complete watching and
commenting on Blackboard. The final class will conclude with a debrief on this project.
• Due date: The video recording of this project’s presentation, as well as the presentation
slides, are due at the end of the day before the final class.
• Grading rubric:
A timeline has presented. 2
Timeline Incorporated systematic perspectives. 2
(6 pts) Has shown stages of family lifecycle. 1
Examined various contextual factors. 1
Has a clear conceptualization of family (of themselves) with 4
Define family
explanation of overlap and divergence.
(6 pts)
Explained how the definition of family has changed over time. 2
MFT 688 COURSE SYLLABUS 6

Presented ten images that are metaphorical, symbolic or abstract. 3

Ten Themes and Identified ten themes and explained ten themes one by one, 6
Metaphor thoroughly.
(12 pts) The narratives while explaining the ten themes have considered 3
various contextual factors.
The presentation is between 20-25 minutes. 2
The presentation is well designed and organized, the speech is 2
Presentation and
clear.
Design (6 pts)
Discussed how the ideas from this project influence self-as- 2
therapist work.
Watch & Comment Commented supportively on two classmates’ presentations on time. 6
(6 pts) Each comment worth 3 points.
Total 36

Grading:
The following represents the breakdown of the grades in this course:
Course Requirements Points Percent of Total
Professionalism/Participation 10 8%
Blackboard assignments 55 46%
Discussion Leads 20 17%
Final Project and Presentation 36 29 %
TOTAL = 121 100 %

Grading Table:
Letter Grade Points per Percentage Range Total Points
Grade Credit
A 4.0 94% and above 113.74 – 121
A- 3.66 90-93.99% 108.9 - 113.73
B+ 3.33 87-89.99% 105.27 - 108.8
B 3.0 84-86.99% 101.64 - 105.26
B- 2.66 80-83.99% 96.8 - 101.63
C+ 2.33 77-79.99% 93.17 - 96.7
C 2.0 74-76.99% 89.54 - 93.16
C- 1.66 70-72.99% 84.7 - 89.53
F 0 Less than 69.99% 0 – 84.6

Course Specific Policies:

Attendance:
• All absences must be excused by the instructor in advance of the class to be missed.
Excused absences include only family emergencies, illness, and religious
MFT 688 COURSE SYLLABUS 7

observance. You may be asked to provide documentation of the illness or emergency.

Three or more absences in a semester will result in a failing grade for the course.
• For assistance with crisis and family emergency documentation, please contact Falk
College’s Office of Student Services: 315-443-3144 or falkss@syr.edu to request an
absence notification. More information about Absence Notification can be found here:
https://ese.syr.edu/dean-of-students/services/#s:absence-notifications
Live Session Participation and Engagement Live session participation in classes is
expected in all courses at Syracuse University. Students are expected to participate during
the first live meeting of all classes for which they are registered. Students who do not
participate starting with the first scheduled meeting may be academically withdrawn as not
making progress toward degree. Instructors set course-specific policies for absences from
scheduled class meetings in their syllabi.
Late Assignment Policy You are all master-level students. You understand that missing
deadlines has consequences. In this course, there is no partial credit for late work. Unless I
approve otherwise, any assignment that is not turned in by the announced deadline will
be given a score of zero. If your Internet service becomes unavailable just prior to the
deadline, it is your responsibility to find a way to submit your assignment by the deadline. A late
assignment will receive no credit. I recommend that you do not wait until just before the deadline
to submit your assignment.
Classroom Conduct At times, the topics discussed in this class may be personal, sensitive,
and emotionally charged. It is the opinion of this instructor that learning best takes place in an
atmosphere of respect and tolerance. Individuals in this class may offer viewpoints that differ
from your own value system, which can sometimes feel threatening. It is each student’s
responsibility to monitor their own reactions and to offer opinions in a respectful manner.
Disrespectfulness will not be tolerated and inappropriate behavior in the classroom may result in
a request to leave class. Our field is based on the belief that communication opens the door for
problem solving. Although discussions are not always easy, learning to respond to differences in
respectful ways not only teaches us how to advocate for our own needs, but also that of our
clients.

SYRACUSE UNIVERSITY STUDENT POLICIES & SERVICES

Syracuse University Policies: Attendance in classes is expected in all courses at Syracuse
University. Students are expected to arrive on campus in time to attend the first meeting of all
classes for which they are registered. Students who do not attend classes starting with the first
scheduled meeting may be academically withdrawn as not making progress toward degree by
failure to attend.

It is a federal requirement that students who do not attend or cease to attend a class to be
reported at the time of determination by the faculty. Faculty should use “ESPR” and “MSPR” in
Orange Success to alert the Office of the Registrar and the Office of Financial Aid. A grade of
NA is posted to any student for whom the Never Attended flag is raised in Orange SUccess.
More information regarding Orange SUccess can be found here, at
http://orangesuccess.syr.edu/getting-started-2/.

Students should also review the University’s religious observance policy and make the required
arrangements at the beginning of each semester.

Diversity and Disability can be found here, at: https://www.syracuse.edu/life/accessibilitydiversity/

MFT 688 COURSE SYLLABUS 8

Religious Observances Notification and Policy (steps to follow to request accommodations

for the observance of religious holidays) can be found here, at:
http://supolicies.syr.edu/studs/religious_observance.htm

Orange SUccess (tools to access a variety of SU resources, including ways to communicate

with advisors and faculty members) can be found here, at: http://orangesuccess.syr.edu/getting-started-2/

Disability-Related Accommodations: Syracuse University values diversity and inclusion; we

are committed to a climate of mutual respect and full participation. There may be aspects of the
instruction or design of this course that result in barriers to your inclusion and full participation in
this course. I invite any student to meet with me to discuss strategies and/or accommodations
(academic adjustments) that may be essential to your success and to collaborate with the Center
for Disability Resources (CDR) in this process. If you would like to discuss disability-
accommodations or register with CDR, please visit Center for Disability Resources. Please call
(315) 443-4498 or email
disabilityresources@syr.edu for more detailed information. CDR is responsible for coordinating
disability-related academic accommodations and will work with the student to develop an access
plan. Since academic accommodations may require early planning and generally are not provided
retroactively, please contact CDR as soon as possible to begin this process.
https://disabilityresources.syr.edu/

Academic Integrity Policy:

Syracuse University’s Academic Integrity Policy reflects the high value that we, as a university
community, place on honesty in academic work. The policy defines our expectations for academic
honesty and holds students accountable for the integrity of all work they submit. Students should
understand that it is their responsibility to learn about course-specific expectations, as well as
about university-wide academic integrity expectations. The policy governs appropriate citation
and use of sources, the integrity of work submitted in exams and assignments, and the veracity
of signatures on attendance sheets and other verification of participation in class activities. The
policy also prohibits students from submitting the same work in more than one class without
receiving written authorization in advance from both instructors. Under the policy, students found
in violation are subject to grade sanctions determined by the course instructor and non-grade
sanctions determined by the School or College where the course is offered as described in the
Violation and Sanction Classification Rubric. SU students are required to read an online summary
of the University’s academic integrity expectations and provide an electronic signature agreeing
to abide by them twice a year during pre-term check-in on MySlice.
MFT 688 COURSE SYLLABUS 9

COURSE SCHEDULE
This calendar is a tentative outline of the topics that will be covered in each class session and their corresponding readings. Please
note that the instructor reserves the right to modify this schedule in order to meet the needs of the learning environment.
(Note: *indicates optional reading or assignment.)
Live Session READINGS & HOMEWORK
WEEK DATE TOPIC
Readings and Homework are all due before every class.
• Course introduction • Familiarize yourself with Blackboard
Week 1 May 15
Monday 5:30 • Syllabus • Read have a copy of course syllabus for the first live
-5/15 pm EST • Schedule discussion lead assignment session
May 22
Week 2 Monday 5:30 • Family life cycle overview • McGoldrick, Chapter 1 & Chapter 27
pm EST
5/16-5/22 • Self of the therapist • * Laszloffy (2002)

• Coker, Cannon, Dixon-Saxon, Roller (2022), Chapter 2

NO LIVE • Online learning module: 1
Week 3 SESSION Weekly asynchronous learning continues
• *Carpo & Bradford (2021)
5/23-5/29 (Memorial • Lifespan developmental theories
Day) • *Self-assessment quiz
• Discussion Question #1
• Coker, Cannon, Dixon-Saxon, Roller (2022), Chapter 3
• Cultural and contextual development
• *Hartman, & Belsky (2016)
Week 4 June 5 models
Monday 5:30 • *Updegraff & Umana-Taylor (2015)
5/30-6/5 Weekly live session combines content of
pm EST • *Self-assessment quiz
Week 3 & 4
• Discussion Question #2
• Arnett (2019), Chapter 3 & 5
Week 5 June 12 • Birth in the family • Online learning modules: 1-7
Monday 5:30
6/6-6/12 pm EST • Toddlerhood • *Chodorow (2000)
• Discussion Question #3
• McGoldrick, Chapter 15
NO LIVE • Online learning modules: 1-3
Week 6 Weekly asynchronous learning continues
SESSION • *Pungello et al. (2009)
6/13-6/19 • Family with young children
(Juneteenth) • *Bluestein & Jenkins (2008)
• Discussion Question #4
MFT 688 COURSE SYLLABUS 10

Live Session READINGS & HOMEWORK

WEEK DATE TOPIC
Readings and Homework are all due before every class.
• McGoldrick, Chapter 16
• Online learning modules: Adolescent 1-4; Emerging
Week 7 June 26 • Adolescence in Families Adult 1-3
Monday 5:30
6/20-6/26 pm EST • Emerging Adulthood • *Arnett (2007)
• *Solmeyer & McHale (2017)
• Discussion Question #5
Summer No class or homework
Break
• McGoldrick, Chapter 13 & 14
• Online learning modules: Young adult 1-3;
Relationship 1
Week 8 July 10 • Young adulthood
Monday 5:30 • *Estes, Carlisle & Schmitz (2022)
-7/10 • Relationship Development
pm EST • *Balkin, Neal, Stewart, Hendricks, Litam (2022)
• *Umana-Taylor, Bhanot & Shin (2006)
• Discussion Question #6
• McGoldrick, Chapter 20 & 22
Week 9 July 17 • Online learning modules: 1-2
Monday 5:30 • Divorce in the family/ Re-marriage
7/11-7/17 pm EST • *Papernow, P. (2017)
• Discussion Question #7

Week 10 July 24 • McGoldrick, Chapter 10 & 21

Monday 5:30 • Single adults and single parents
7/18-7/24 pm EST • Discussion Question #8

• McGoldrick, Chapter 17 & 23

Week 11 July 31 • Mid-life adults in families • Online learning modules: 1-3
Monday 5:30
7/25-7/31 pm EST • Chronic Illness • *Arnett (2018)
• Discussion Question #9
• McGoldrick, Chapter 18
Week 12 August 7
Monday 5:30 • Later adulthood • Online learning modules: 1-3
8/1-8/7 pm EST • Discussion Question #10
MFT 688 COURSE SYLLABUS 11

Live Session READINGS & HOMEWORK

WEEK DATE TOPIC
Readings and Homework are all due before every class.
• McGoldrick, Chapter 19
Week 13 August 14
Monday 5:30 • Dying and Death • Online learning modules: 1-4
8/8-8/14 pm EST • Discussion Question #11

• Record your final project presentation; Upload the

Week 14 August 21
Monday 5:30 • Final Project Viewing & Debrief presentation video recording and presentation slides
8/15-8/21 pm EST on Blackboard.
MFT 688 COURSE SYLLABUS 12

Readings References:
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development
Perspectives, 1(2), 68-73. doi:10.1111/j.1750-8606.2007.00016.x

Arnett, J. J. (2018). Happily stressed: The complexity of well-being in midlife. Journal of Adult
Development, 25(4), 270-278. doi:10.1007/s10804-018-9291-3

Arnett, J. J., & Jensen, L. A. (2019). Human development: A cultural approach, 3rd Edition.
Pearson.

Balkin, R. S., Neal, S. A., Stewart, K. D., Hendricks, L., & Litam, S. D. A. (2022). Spirituality and
relational health among black americans. Journal of Counseling and
Development, 100(4), 412-420. https://doi.org/10.1002/jcad.12436

Coker, J. K., N., Cannon, K. B., Dixon-Saxon, S. V., & Roller, K. M. (2022). Lifespan
Development: Cultural and Contextual Applications for the Helping Professions. Springer
Publishing Company.

Estes, M. L., Carlisle, Z. T., & Schmitz, R. M. (2022). “Those are typical tell-tale signs of a
lesbian”: LGBQ young peoples’ perceptions of parental messaging surrounding gender
non-conforming behavior. Journal of Family Issues, 43(5), 1162-
1189. https://doi.org/10.1177/0192513X211022395

Hartman, S., & Belsky, J. (2016). An evolutionary perspective on family studies: Differential
susceptibility to environmental influences. Family Process, 55 (4), 700-712.

Laszloffy, T. A. (2002). Rethinking family development theory: Teaching with the systemic family
development (SFD) model. Family Relations, 51(3), 206-214. doi:10.1111/j.1741-
3729.2002.206098.x

Papernow, P.L. (2018), Clinical Guidelines for Working With Stepfamilies: What Family, Couple,
Individual, and Child Therapists Need to Know. Fam. Proc., 57: 25-51. https://doi-
org.libezproxy2.syr.edu/10.1111/famp.12321

Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The
effects of socioeconomic status, race, and parenting on language development in early
childhood. Developmental psychology, 45(2), 544.

Scott Crapo, J., & Bradford, K. (2021). Multidimensional family development theory: A
reconceptualization of family development. Journal of Family Theory & Review, 13(2),
202-223.

Solmeyer, A., McHale, S. (2017). Parents' differential treatment of adolescent siblings in African
American families. Family Process, 56 (1), 171-188.

Updegraff, K., & Umana-Taylor, A. (2015). What can we learn from the study of Mexican-Origin
families in the United States? Family Process, 54 (2), 205-216.

Umana-Taylor, A. J., Bhanot, R., & Shin, N. (2006). Ethnic identity formation during
adolescence: The critical role of families. Journal of Family Issues, 27(3), 390-414.