Class 1.

2-Family Life Cycle Theory

Family Life Cycle

CLASS 1.2 – SEP. 14, 2021
TMP 268 / SP 93.1  SECTION B

Family Life Cycle

FLC – refers to the epigenetic stages that family
relationships move through (Carter & McGoldrick)
 Each stage has its developmental challenges for individuals and
family relationships
 Unresolved problems in one stage are likely to make the
challenges of the next stage more difficult.

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Family Life Cycle Stages

Stage Task Area
I Emerging young adults
II Joining of families through marriage
III Families with young children
IV Families with adolescents
V Families launching adult children
VI Families in late middle age
VII Families nearing the end of life
(McGoldrick, Carter, & Garcia Preto, 2014) 3

Study Guide Question

1. Explain what this statement means:
“The family must change to remain the same.”

 Apply your understanding of family system dynamics

(e.g., B – H – A) and family life cycle transitions to
answer this question.

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The family as a system

The parts of the family are connected through their
interaction and relationships that serve a purpose for the
entire family.
 Stability (homeostasis)

 Change

The family as a system

Homeostasis
Tendency of all families to maintain habitual patterns of
behavior – roles, rules, beliefs, values
Transactions that assure the stability of the system, its
maintenance, the status quo – routines, rituals, communication
Sense of well-being and stability (BUT sometimes a false sense)

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The family as a system

Homeostasis
Tendency of all families to maintain habitual patterns of
behavior – roles, rules, beliefs, values
Transactions that assure the stability of the system, its
maintenance, the status quo – routines, rituals, communication
Sense of well-being and stability (BUT sometimes a false sense)

• Roles and functions are clear.

• Transactions – behavioral and communication exchanges that maintain family
functioning from one day to the next and over time
• Routines are predictable
• Important functions and events are ritualized (the morning routine;
preparing/serving/partaking of dinner; significant transitions – marriage;
starting/finishing school; births, deaths)
• Communication – clear; open
• Family processes support the integration and maintenance of the family and its
ability to carry out its essential tasks for the growth and wellbeing of its
members.
• Why can it be a “false” sense of well-being?
• Change is scary, seen as threatening. Family members may engage in
problematic processes – e.g., triangulation; colluding to keep secrets from
other members, to protect them from hurt, insecurity, failure.

Family Systems Theory

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The family as a system

Change
Re-accommodation that family undergoes to adjust to
different environmental circumstances or to life cycle or
developmental needs.

The family as a system

The family is in constant transformation.
 Relationship rules evolve over time.
 The family negotiates new arrangements more appropriate for
any given period in its life as a system.

Adaptability: The family must change to remain the same.

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The family as a system

The family is in constant transformation.
 Relationship rules evolve over time.
 The family negotiates new arrangements more appropriate for
any given period in its life as a system.

Adaptability: The family must change to remain the same.

Walsh, p. 31/2:
• Individual and family development co-evolve over the life course and across the
generations.
• Relationships with parents, siblings, spouses, children, and other family
members grow and change, boundaries shift, roles are redefined, and new
members and losses require adaptation.

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Low COHESION High

Somewhat Connected Very Overly
Disconnected
Connected Connected Connected

Unbalanced
Overly
Flexible

High
Balanced
Very
ADAPTABILITY Flexible

Midrange

Balanced
Flexible

Unbalanced

Somewhat
Low

Flexible

Unbalanced
Inflexible

Unbalanced Balanced Unbalanced

(Olson’s Integrative Circumplex Model (Balswick & Balswick, 2014; Carr, 2016) 9

Low COHESION High

Somewhat Connected Very Overly
Disconnected
Connected Connected Connected
Unbalanced

Overly
Flexible
High

Balanced Family w/ Serious

Very Infant Dating
Flexible
4 1
ADAPTABILITY

Midrange

5
Balanced

2
Flexible
Family w/
Unbalanced Newlywed
4 yr old

3
Somewhat
Low

Flexible Early
Marriage
Unbalanced

Inflexible

Unbalanced Balanced Unbalanced

(Olson’s Integrative Circumplex Model (Balswick & Balswick, 2014; Carr, 2016) 10

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Low COHESION High

Somewhat Connected Very Overly
Disconnected
Connected Connected Connected

Unbalanced
Overly
Flexible

High
Balanced
Very
Flexible

ADAPTABILITY
Midrange

Balanced
Flexible

Unbalanced

Somewhat
Low

Flexible

Unbalanced
Inflexible

Unbalanced Balanced Unbalanced

(Olson’s Integrative Circumplex Model (Balswick & Balswick, 2014; Carr, 2016) 9

Carr (p. 20/8):

David Olson’s integrative circumplex model is one of the most comprehensive and
also has a particularly strong evidence base (Olson & Gorall, 2003). In this model
families are conceptualized as varying along the dimensions of flexibility (which
refers to the capacity for flexible problem-solving with coherent leadership),
cohesion (which refers to emotional closeness), and communication. Optimal
adjustment is shown by families with moderate levels of flexibility and cohesion,
and high levels of effective communication. In contrast, problems are more
common in families with low levels of effective communication and extremely high
or low levels of flexibility and cohesion.
Rigid or chaotic patterns of family organization typify families with extremely high
or low levels of flexibility. Enmeshed or disengaged patterns of family organization
typify families with extremely high or low levels of cohesion.

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FLC Stages
FIRST-ORDER AND SECOND-ORDER CHANGE

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Family Life Cycle Stages

Stage Task Area
I Emerging young adults
II Joining of families through marriage
III Families with young children
IV Families with adolescents
V Families launching adult children
VI Families in late middle age
VII Families nearing the end of life
(McGoldrick, Carter, & Garcia Preto, 2014) 12

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Study Guide Question
2. Explain the difference between first-order and second-
order change.
Leaving home: Emerging young adults
Emotional Process of
Transition/Key Principles
Accepting emotional and
financial responsibility for self
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2nd Order Changes in Family Status Required
to Proceed Developmentally
a. Differentiation of self in relation to family
of origin
b. Development of intimate peer relationships
c. Establishment of self in respect to work and
financial independence
d. Establishment of self in community and
larger society
e. Spirituality?
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Study Guide Question

2. Explain the difference between first-order and second-
order change.

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Carr (p. 24/12):

Within systems, a distinction may be made between first-order change and second-
order change. With first-order change, the rules governing the interaction within the
system remain the same, but there may be some alteration in the way in which they
are applied. First-order change is continuous or graded. With second-order change,
the rules governing relationships within the system change and so there is a
discontinuous stepwise change in the system.
Goldenberg et al. (Glossary):
• FOC: Temporary or superficial changes within a system that do not alter the
basic organization of the system itself.
• SOC: Fundamental changes in a system’s organization, function, and frame of
reference, leading to permanent change in its interactive patterns.

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Joining of families through marriage
Emotional Process of
Transition/Key Principles
Commitment to new system
Families with young children
Emotional Process of
Transition/Key Principles
Accepting new members into
the system
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2nd Order Changes in Family Status Required
to Proceed Developmentally
a. Formation of partner systems
b. Realignment of relationships with
extended family, friends, and larger
community and social system to include
new partners
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2nd Order Changes in Family Status Required
to Proceed Developmentally
a. Adjustment of couple system to make space
for children
b. Collaboration in child-rearing, financial and
housekeeping tasks
c. Realignment of relationships with extended
family to include parenting and
grandparenting roles
d. Realignment of relationships with
community and larger social system to
include new family structure and
relationships
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Families with adolescents
Emotional Process of
Transition/Key Principles
Increasing flexibility of family a. Shift of parent–child relationships to permit
boundaries to permit children’s
independence and grand-
parents’ frailties
Launching children, moving on at midlife
Emotional Process of
Transition/Key Principles
Accepting a multitude of exits
from and entries into the
system
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2nd Order Changes in Family Status Required
to Proceed Developmentally
adolescent to move into and out of system
b. Refocus on midlife couple and career issues
c. Begin shift toward caring for older
generation
d. Realignment with community and larger
social system to include shifting family of
emerging adolescent and parents in new
formation pattern of relating
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2nd Order Changes in Family Status Required to
Proceed Developmentally
a. Renegotiation of couple system as a dyad
b. Development of adult-to-adult relationships
between parents and grown children
c. Realignment of relationships to include in-laws and
grandchildren
d. Realignment of relationships with community and
larger social system to include new structure and
constellation of family relationships
e. Exploration of new interests/career given the
freedom from child care responsibilities
f. Dealing with care needs, disabilities, and death of
parents (grandparents)
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Families in late middle age
Emotional Process of
Transition/Key Principles
Accepting the shifting
generational roles
Families nearing the end of life
Emotional Process of
Transition/Key Principles
Accepting the realities of
limitations and death and the
completion of one cycle of life
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2nd Order Changes in Family Status Required to
Proceed Developmentally
a. Maintenance of own and/or couple functioning and
interests in face of physiological decline:
exploration of new familial and social role options
b. Supporting more central role of middle generations
c. Realignment of the system in relation to
community and larger social system to
acknowledge changed pattern of family
relationships of this stage
d. Making room in the system for the wisdom and
experience of the elders
e. Supporting older generation without
overfunctioning for them
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2nd Order Changes in Family Status Required
to Proceed Developmentally
a. Dealing with loss of spouse, siblings, and
other peers
b. Making preparations for death and legacy
c. Managing reversed roles in caretaking
between middle and older generations
d. Realignment of relationships with larger
community and social system to
acknowledge changing life cycle
relationships
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Study Guide Question

3. Explain this reminder by Walsh (p. 32/3):
 A social constructionist lens is imperative to appreciate the
multiplicity of contemporary family forms and the intersection of
cultural influences, life options, and timing of nodal events that
make each individual and family developmental pathway unique.
Above all, no single model or life trajectory should be deemed
ideal or essential for positive development.

See Walsh, p. 31/2 – Views of Normality

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Our Therapeutic Interest

ASSESSMENT

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Assessment
Family stress is greatest at transition points.

Nodal events are related to comings (entries, additions) and

goings (exits, subtractions) to/from system.

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Assessment
Families incorporate new members only by birth,
adoption, or marriage (formal, non-formal), and members
can leave only by death … if then.
Dead family members and “cut-off” members – can still be
connected emotionally.

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Assessment
“Family” refers to an “operative emotional field”
(perceptual field) of 3 or 4 generations.
There is simultaneous “cycling” of 3 or 4 generations in the
family.
Note: Impact on women; gender issues

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Our Therapeutic Interest

INTERVENING FOR POSITIVE CHANGE

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Treatment
Ask about ...

 What has happened recently? Comings? Goings?

 Not just “family” members, but also household

members (e.g., Yaya, neighbors, best school friend)

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Treatment
Ask about ...

 What else is going on (that is not directly related to

presenting problem)?

 What crisis (or crises) are they dealing with?

 Developmental? Situational?

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Treatment
Ask about ...

 How is family dealing with the situation?

 Adjustment/adaptation in terms of B – H – A, roles,

belief system (values, explanations, etc.)

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Therapeutic Goal
1. Normalize!

2. Facilitate adaptation.

 Second-order (systemic) change.

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Case Examples
THE DIFFERENCE BETWEEN FIRST-ORDER CHANGE AND
SECOND-ORDER CHANGE

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Case 1
The parents of a 15-year-old have not changed their parenting style
for many years, treating her in the same way strict way as when she
was 7 years old. She rebels and breaks many rules.

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Example of …

First-Order Change: Parents change discipline from spanking to grounding/timing

out but it is still the parents who decide what rules of behavior to impose on their
child and when and how to administer consequences should she break the rules. The
parents’ autocratic parenting style remains the same.

Second-Order Change: Parents accept teen’s wish to have more freedom but
require more responsibility of her:
• They engage her in more democratic discussion and negotiation about how she
should conduct herself
• She has a say in generating agreement about what behaviors are acceptable and
not acceptable and the consequences for not abiding by the agreed upon rules.
• Parents and teen do problem-solving to correct her missteps (e.g., she drank beer
with friends) and to improve her decision-making in similar situations (e.g., if
she attends a party where others are pressuring her to drink liquor).

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Case 2
A couple married seven months settles into a small condo given to
them by the husband’s parents. The husband becomes upset when
he finds out that his wife has been accepting an allowance from her
parents without informing him. The wife doesn’t see anything wrong
with this because her parents are just continuing the allowance they
were giving her when she was still single.

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Example of …

First-Order Change:

Second-Order Change:

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Case 3
A former stay-at-home wife and mother resumes her career
after the children enter grade school. The family is stressed
by changes in how domestic and household functions are
carried out.

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Example of …

First-Order Change:

Second-Order Change:

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Study Guide Question

4. Consider the “OFW family.”
 What factors influence the family life cycle of such a
family?
 What additional developmental stage(s) and tasks, if
any, do you think such a family has to undergo/deal
with that are not characteristic of the family life cycle
of non-OFW families?

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