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CHAPTER
2
FRAMEWORK
FOR FAMILY COMMUNICATION
This chapter presents a framework for understanding family interaction based on the
primary family functions of establishing levels of cohesion and adaptability and the
secondary functions of developing images, themes, boundaries, and biosocial beliefs.
The chapter concludes with a framework for understanding family communication.
KEY TERMS
Communication Cohesion
ASSIGNMENTS/EXERCISES
1. Take a Stand
Ask students to take a stand on the position of Whitchurch and Dickson who created
their communicative perspective in families by arguing families are defined primarily
though their interaction, not through their structure. Ask students: Do you agree with
this proposition?
2. Family Interview
As a quick homework assignment, or as a part of a larger analysis project, have
3. Cohesion-Adaptability Axes Explanation
Since the cohesion-adaptability axes serve as core concepts for understanding family
communication, you may have to provide extensive examples to ensure that students
grasp these primary functions. Draw the axis on the board and place letters of the
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4. Cohesion-Adaptability Application
Using a real or literary family, have students analyze family functioning on the
5. Family Themes
Generate a sample of 5-6 family themes. Have class brainstorm ways these themes
might play out in an individual’s life outside the family. Questions might include: Why
6. Boundary Analysis
Ask students to analyze boundaries in a stepfamily they know or one from the media
(e.g., Stepmom,Step-by-Step, Juno, Step Brothers, The Way, Way Back). Specifically
ask them to focus on:
ǦWhere are points of boundary struggle for children who experience a joint
7. Genogram Analysis
Ask students to prepare genograms by using the symbol codes; colored pencils may be
used to mark relationship connections. Genograms graphically detail communication
relationships among family members; they are effective ways to locate communication
Or use a family tree maker computer program. Develop a family genogram across at
least three generations relying on the Galvin-Bylund the website, McGoldrick and
Gerson reading, the text and class discussions. You will be expected to hand in:
1. An actual genogram using the conventional forms and symbols.
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Focus on depicting one or two primary threads that tie to a specific youngest generation
individual. For example, you may be the IP (identified person). Although you may note
seven aunts and uncles you will not try to develop each person’s family unless one is
8. Dialectical Dilemmas
Ask students to identify, using fictional families, an example of a family/couple who
seems to struggle with dialectical tensions and a family/couple who seem to have found
a reasonable management of dialectical tensions. Make a list on the board of families
who fall into each category. Ask students to identify what the two categories of families
MEDIA ILLUSTRATIONS
1. Analyzing Media Examples
(Adopted from Barbara Wood, University of Illinois, Chicago)
Media examples may be used throughout the course to demonstrate concepts. It is
difficult to discuss concepts “in a vacuum,” and it is also difficult to lead meaningful
discussions in a class on family communication using ONLY student/instructor family
examples. The benefits of using excerpts from films and television programs are: 1)
most students have experienced the communication and relationships in these segments
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move across generations; (The Joy Luck Club, The Graduate, Rumor Has it…); 7) We
can make it if we stick together (Little Miss Sunshine, The Kids are All Right, The Big
Chill, Down and Out in Beverly Hills). Additional sample films are found in Appendix
B (p. 76).
2. Family Images
Assign students to groups and have them choose a fictional family from a TV show,
movie or book. Ask them, as a group, to create a family image description (“This family