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Na A Prob id I) ta: ‘3 O Submitter-d to tie Faculty of the College of {ion-2e Economics of Ivlichigan State University in partial fulfillment of the retinizenwnm {or 12.62 (ifla'rflfi of BAASTELR OF ARTS College of Home Ecom'J-‘Ttics De artxnent of Home I‘vlazmcvement and Child Develo men: .3 1964 .(r‘ "--_‘~.'.,"v--r ,' ‘ «"O‘o ‘3 0" AMI-“5V fl ukd‘dav;usu J. a) The author wiszhel to express-s her w.p;-rc2<~iaf;imz to Dr. Alice Thorpe {or her hours of patient guidance in the tare-pa“; raticm of this problem. to Dr. Helen Hollandsworth and 173:. William Prsnomu who served on be. r c t‘bmn'xiittae . Chapter I» IT‘ZTRCDKECTI‘A’EQ o o o o o o o o o o o o no RE\'X.E‘V\9 0):. UTEIRAkt.UR-Eo o o o o o 0 111. DESCRIPTION OF THE PROCE UR ES Iv. TIKE FINDXZ‘Q’GS . Q I . O O O O O I O O I I C O O O O U v o S 1,: BA. $11 A» R Y VI. DISCUSS-EQN CF F ‘IDINGSo 813 MO GRAFI'IY O O I O O O C 0 APPENDIX . . . O 14 17 32 34 39 41 CHAPTER I _ INTRODUCTION The family. as a social institution. provides unique Opportunities for interaction among its members. Each person becomes an environ- ment as well as a highly emotional stimulus to the others. ideally. family life is intimate and private and should. therefore. provide for the free expression of personality. ‘ Experiences which take place within the family have lasting significance. due to their priority in the lifetime and reinforcement throughout. For this reason. facts gathered which concern family situations are valuable aids to the understanding of human conduct. in order for the iamily to exert an influence upon its members in the process of interaction. there must be Opportunities for interaction to take place; there must be shared activities among family members. These shared activities could be related to the basic functions of the family as a social system. Winch considers these to be the following: i) Familial 2) Economic 3) Political 4) Socializing-Educational 5) Religious 1Ernest R. Groves. The Contemporary American Family. New York. J. B. Lippincott. i947. pp. 12-13. f‘fi‘ 2 According to Winch. however, as a result of historical changes, Ameri- can families are relinquishing economic, political, education fihd religious functions to other agencies. 2 The Industrial Revolution removed a great deal of the economic function from the home. The school has been delegated education respon- sibilities that the family formerly had and can no longer adequately do. Political and religious functions have never been as important in the Ameri- can family as the others. 3 Socialization, too, occurs through the function of many different agencies in addition to the family. 4 Therefore. if the family performs fewer functions. there is going to be less Opportunity for interaction. If the family uses very little of its time to serve economic, educational. political or religious functions, it however is still the primary source of emotional gratification. which may be' provided through other social agencies. It is possible that the types of activities which family members share may or may not provide Opportunities for meaningful interaction. That quality is important is indicated by the statement by Groves that the im- portance of the family as a stage for interaction cannot be measured quantitatively. 5 zRobert F. Winch. The Modern Family. New York: Holt Rinehart and Winston. Inc.. 1963, p. 86. 3Winch, p. 150. 4winch, p. 175 5Groves. p . l4. 3 - a a"- . s \ \ t e. 1 . 7 .--”-§-- Insight concerning the contacts which take place between students and members of their families may have several implications for the work of the homemaking teacher. Certainly, the personalities of individual members will be affected by experiences gained through shared family activities. Becker and Hill state that the essential clue to personality is interaction between persons. 6 Family members are among the most significant of these because, although all families meet basic and funda- mental requirements, they do it in differing ways. What happens to the children of many different kinds of families affects the adjustments they make to the larger society. Therefore, to be aware of what happens within the family may aid in the understanding of personality differences. We need to know if family members are sharing experiences and in what kind of activities they share them. Often, we assume that contact takes place, for example, during mealtimes, when, actually, this may not be typical of the families concerned. Michigan As a teacher in South Haven,/the author has noted that many students seem to spend very little time with family members. In fact, students have sometimes said that often they fail to see a working parent from week-end to week-end. This fact, if true, suggests that some students may not have Opportunities for the expression of ideas and feelings while at home. It is also possible that students may not be entirely satisfied 6Howard Becker and Reuben Hill, Family, Marriage and Parent- hood, Boston: D. C. Heath and Co.. 1955, p, 173. 53 4 with their family contacts. This. in turn. may influence their conception of ideal family relationships as well as the way in which they View their own contributions to family life. With these factors in mind. this study was undertaken for the purpose of determining chat families did together. and how the girls in the sample felt about the activities they shared with other family members. The study was. guided by the following objectives: 1. To determine the frequency and the activities in which contact takes place between the student and members of her family. 2. To determine whether the urban student typically has more or fewer contacts with her family than the rural student. 3. To obtain indications of the feelings of the student toward the contacts which take place with her family members. It was heped that the study would contribute some information to our knowledge of present day families. and especially the families repre- sented in the homemaking classes of the high school concerned. With this information. concepts in family living classes could be related to the kinds of families represented by the class members. It was also hOped that data would be obtained concerning the kinds of activities shared by family members which might provide Opportunities form inter- action. If few activities provide such Opportunities, then the functions ~ of the school and other agencies may need to be enlarged to fulfill some additional socialization needs. I’d-x CEEAP'I' ER II P. EVIEW CF LIT ERAT UR E family living is a continuous stream of small and large events. Each event has soz'ne reflect upon tie members concerned. Many crucial episodes have evolved out of interaction with one’s family. but even the snail events such as eating may Show the pacterrm of behavior of a family. which have pert-nanent effects on individual benavlor. 7 Carter found in his study that the nature of relationships with parents is more important than the nature of experiences because the self image or feel- ing of worth that an individual ha“ develops through his relationships with others. hiany families pass on tangible possessions to their (>ro Spring but through interaction. intangibles are passed on to family members. Some of these are (1) career knowledge. (2) subtle folk knowledge and methods of behavior toward others. and (3) human rela- tions. 8 Personality Develoyment Adolescence. the period of our study. is the final stage of growth and, perhaps for that reason. home life has definite effects upon adjust- ment. if one is overprotected. he may not be able to rise to demands. 7Nelson Foote. "Family Living as Play", h-‘nrriege and FemilL Living. Vol. 17. p. 299. 8Don C. Carter. "The Influence of Family Relations and Family Experiences on Personality. " h’Enrriege and Family Living, Vol. 16, f). 213. If unloved. he may be insecure and afraid; ii dominated. he may not be inéependent; sibling rivalry may result in a lack of COnildence. Effects upon the nersonaiity in adolescence are ceyecinlly imgortant because it is during this: pfl'iud that personality is in a peiioi of trarsition. The family may be very influential (often, negatively) because the adolescent is very apt to feel a closeness to his peer group and rebellion against his family. Interaction witfn members of his iamily. especially those in amimrity. can therefore be quite crucial. 9 Natural causes of corflict exist between parents and children. These are often evident in patterns of interaction. For example, the ego gap is one. Also. adults are more conservatively realistic while youth have UtOpian ideals. Another cause of conflict concerns sex tension where parents zany represent morality and the adolescent. reflects the natural Gratings of his 3342.10 Many times tneae conflicts becmne exaggerated because of the contradictions that he may find in sources outside the iarwily. Perhaps the most is-rqraortant reason for Lei“. prominence of interaction in its effect upon personality is the lilt‘t that whatever is tic-no may be sn c—xiiression of feeling toward other: and therefore it has personal impli- cations. Since this pattern- of interaction has priority in the lives of 9intuit“: V'. Ackermen. ‘ “The Adaptive Problems of the Adolescent Society, " '11-.e lean-fly in a. Democratic (Rociot , flow York: Columbia University Press. 1949. mKingsley Davis. "The Sociology o arenthoutn Conflict, ” Amer- R Leer: Sociological Review, Vol. 5. p. T' l 4 i 3 family members. individuals tend to continue through life to react to social situations somewhat in accord with these first impressions. ll The horns exerts its influence upon the individual in the transmitting 0! culture, as it selects. interprets and evaluates cultural phenomena; [I . sud through this process. values are Iornmd which also are transmitted to the child. 12 'lixe most important fac tors in family living. in their in- fluence upon members, are. first, tLe confidence, affection and com- panionabiiity pattern. and. second. family diacord. All other reactions are subordinated in effect. Since parental attitudas help the child form s self concept. a lack of home ties may have s detrimental llll‘uencs upon him. 13 Even though children may dislike and resent certain modes of behavior and attitudes in parents, they may adopt than. Some of the criticism which adolescents make of parents have to do with discipline snd control. temperamental behavior and traits. personal habits, their conduct snd attitudes. 1" The importanca of children's attitudes toward parents is that they determine his attitudes toward all adults. especially those in authority. 15 ”Groves. p. 13. 123mm i-lorrocks. Em F'sychciogi of Adolescence, Cambridge. Mass: Houghton leflin Co. . 1951. *” 131mm Strsng, The Adolescent Vic-we l—Eimsalf. New York: McGrsw- iiill. Inc. 1957. p. 36:... 14Leisnd Stott, "Adolescents' Dislikes Regarding Parental Behavior. and Their Significance. " Journal of Genetic Psgchologx. Vol. 53, 1940. p. 393. 15Arthur T. Jerslld. The Psychology of Adolescence. New York: MacMillan Co. . 1957. f“ One process oi interaction which serves as a device for cultural transmission is ritual as used in families. It is defined by Bossard and Boll as "prescribed formal procedure. arising out of s. family inter- action, involving a pattern of defined behavior directed to some specific end or purpose and winch acquires rigidity and a sense of rigntncss as a result of its continuing history. “16 Its role, when used by a family, depends upon content and the manner of its utilization. The use of ritual seems to be on the increase. perhaps sincc famiiies have more leisure to devote to the refinements of family living. Rituals are developed cosperatively and stimulate a sense of group participation for all members. 17 This implies that family members are somewhat likemindcd in that they share interests in the family. Methods of Smafirinis'acinl {idler-riot- One of the reasons research in the area of social behavior has gotten a late start is that there is difficulty involved in measuring social phe- nomena in quantity or in describing them in obj active terms. Attitude is equally hard to determine accurately. According to Thur-stone. attitude is "the sum total of man's inclinations, and feelings, prejudice or bias. preconceived notions. ideas. fears, threats and convictions about any specific tOp1C."18 When asked to give his Opinion, man symbolizes his 16James Bossard and Eleanor Boll, Fan-11111 Situations. Philadelphia: University of Pennsylvania Press, 194.3, p. 463. l"Barnard and Boll. p. 465. 18L. L. Thurstone. lite P-‘Teaaurezrzentff Attitutie, Chicago: Uni- versity of Chicago Press. 1929. p. (a. attitude which may not be the truth. Some questions or areas may pre- sent threats to him and he may answer rationally. but untruthfully. 19 A better Vway to judge attitude may it.) by a:ti:..~:s. but 3530;. actions may Show a (Iiwlreyancy {lupin wi.at is stated. If you consider it possible to solicit attitudes, Garrison cites several methods, iving the advantages '1 . < 0 nd discover-tacos of each. The diary is useful with adolescents becauae f5} . .... _. M .1: .,-\._ .z._ 1 M 3'.'_- . ...- ., 2- 4' - . tile-y are interestez... 1n teaming inc-.. claimant/no to the oiary method Marlin; may be selective and Cfl'lC'Iion tinged. "line retrospec- Q I are trot I? thus report may involve error in meznc-ry. The longitudinal study has advantages, but it takes a long time and the fact that the test must be repeated several times may imcair its accuracy. Although there are a variety of met‘nexla of li'ivcaiigaiinn w‘vich can be used on social situations. they have not been used widely. For this reason. Sussman feels ti'at there is a dispGCcrtion-ate reliancn on inter- view and questionnaire techniques, ultizh results in stagnant methodology and an unimaginativc approach. 21 Other researchers have suggestions which the" feel are afsprOpriate in this area. Luce and Raffia suggest using game theory in which behavior often involves conflict of interest, decisions must be made in the face of risk and uncertainty and gauging up of family 22 members may occur. Hawkes says investigation should be longitudinal lgl‘hursttme, 1:. 6. ‘h :- ,. . . . . . . “gnarl barrison, I-‘sycnolocy o: Acolesccnce. New York: Prentice- E-Iall, Inc., 1956. leessie Bernard, "Areas for Rosier-.1131 in Family Studios. " Soci- ology and Social Research. Vol. 42. pp. 406-409 (cites Sussman). zzBernard. Sociology and Social Research. Vol. 42. p. 406 (cites Luce and Raffle). 10 no ti at we can we the chii ‘d through all stages at develoPmcnt. He also says that to uxulcrstaiid the child. in tire £3.11;in we nccé a cauceptual framework which breaks the cnvironnmnt affecting the child into observable framework com ionenta. To (Revels; tide / the environment is ;:1;;:.;:..~1 on a continuum according to the degree of nuxiuxe of the inc. ixidual tuna-» {1 cm 5: 3.311113 to custodial-cling him. Then interaction variables in the environment can be iecognz :iz ed. These variables are affectioxial f' ally relationships, control of be. havior, acce;.-tanca of the imii'dciua 1 and farm! y unity. all of which also are flat" ed on a continuum. 1:: t’: is fra.-.cwork is used, indi- vidual 1 erccgitiom 0! interaction: could be viewed to bette r mldL retand the family imagact upon the child. 23 If cbservaiion of behavior is going to be of value. it shamid be done as activity occurs. It is more accurate than people's retrospective or anticipatory re ports. There are some disadvantages to its use as a method of 23th:; :ring data. Smimtimes. since actions caxmot be predicted. we canmt be pres 1m :1: to observe tiem. Preparation must be given the 03135: rver, also, 11‘ .113 is to recoxd kibrmatian accurately. I'Ic almuid be instructed in (1) what should be cbserved, (f3 ) how to record the cheer- vat ion, (3) whatagroc dures SELOUId be used to txy to ass :re. the accuracy cf the obs.-rvatio.1s. (’1 ) wl at relat i :3 1i‘: she-.11.! exist between the observer and the observed. 2361mm fiawkea. "Family Influences on Personality. " Journal of Rama Etconnmica, Vol. 44, p. 76?. “Claire Selltiz and Marie Jahoda. Research Methods in Social Reia- tionl. New York: Henry Holt and Co. , l‘ib'i’. 11 Th 9 first observations used were p2. “rents observing their 6.1.5.15. zen. Lawn 15a dvanta. “3': to having indivlir. uala give sucl‘. sLbjL ctim Vié‘Wi of intezaction 13 t2. at most evezyd any 1: .-teraciion is conunonklace and mere- ture * agonacious to family members. I-lamkcs suggests tzzat interview: may be used to supp! amen: observn; 5.01.5 by dot-cr;ni.ai.'.g the annulus. par aptions or interests of families. 35 If observation is to be 11565.. the memods of recording are of great i...pcz-‘La:.ce. The typsa of situaiiuns $123-11 b; at Le Lac rvcd are stress cozadliiOus which show the stability of the parent-cl :ild rs. 1:.Lionsldp and pas! (:1 ns of buLavior and decision making aiLuaticna which serve to differentiate roles. how £1.33.an cs- tablisl. i141? :Lzzdgnc and to Show 1'... estzcugzh of the. pare.‘.tc.l role. An aflvanmge of observation in that Ldmaction can be: evaluated as it occurs. .IJ-wcve:, waits of Lat wauticn 82.1.;le be defined to include verbal and nunvcrbal interaction. Sabre Lie-Ci .i‘lzz" upan the :n-;:tl.od of iaveaii'udion, huwever, Ilawkel suggest s t3-3.t f... at . Lu: should have a sound basis [or a pmmcm. Then one is in a IfDBiCiLi‘. to decide 11an t2»:- ruuet a‘:pro;.~riatc nxetlmds of arch! ~'- 1" .__ 9 t ‘I w ~1v “anxesm (3.51%;568. ”Home Luervmw vmu L ammuu, ” Jmnrnal of ' 5: Economics, Vol. ‘9. pp. 167-172. Md .. .4 f) 2661mm Ham-ken and Damaris Peale. "Obne rvadon and Parent- Clzild Inter $111-12, " American Jerzaal of )ztl my a; 3:13.? jy. V 31. 30, pp. 453-4570 12 A study of interaction between family members shows the necessity of education for family 1111:. Parents may be helped to see that they tend to train their children exactly as they were trained. the results. usu. ally. may no inoividuala wita the some difficulties. The literature shows that the greatest amount of research has been done on determining the eiiect of physical well being. economic. status and physical enviromnent upon personality. iluwe‘mr psycnulogists and sociologists point out that there are many other izdlucncing factors. At Iowa State. the problem was invoszigated as an intordisciplinary one in which the researchers exripliasized the quality of interpersonal relation- ships and its oii'ect on personality. and the evaluation of existing research techniques. They also attempted to add to knowledge and understanding of personal development and family relationships. 'l'heir key to under- Handing is the realization that whatever one sees, bears or reacts to in the real environment that he has, and in order to understand relation- ships. one must know what he seen there. They have concluded that previous research was disorganized due to the: absence of a framework. 27 An attempt to remedy this situation has been undertaken at the University of Minnesota where work has been done with inventorying information gathered about family life. so that it is more readily accessible to any- one wishing to use it. They have undertaken to establish the following plan of organization: 27Hawk.es, Journal of Home Econon'iig. Vol. 44. p. 763. "a" ind on 13 1) Identification of whet was investigated 2) Classifying and lummoz IZlIig finoinga 3) loan .ifying frames of ref ronc3 4) Organizing flaring: into imorrclated hy‘potizesea and pro-positions. Important in «icing this in to know the framuworkc in which the work was done. The most frequently used frameworks are: l) Interactional a1.:;.u--.eci. in “nigh the fondly in s‘udied ilirough analysis of overt aczion. 4-.)5 iruction-Iunoiion 31911 own; in which ti. a family is seen as a social system and is studied for we inaction it yoiiorzna in socieiy. 3) Hu.u<...l‘.)a 3.1 3“}1‘UaCb in Vin-1-51 1;.(3 £31241“, ii, 'een 83 8 8UCic-1 ui zit and 1.1....Vioud and culmral values are transn' lined by it. i) i: 1'.le ‘J‘in “H.162“ IOaiLLil l1! Eluuh LLG 3.815- 8 Ui. t-.o .116 C"C153 (in: marine ILL-e roux/10:13 Progress is bcinr moo-e in an attcm; it to facili.ate the study of social behavior. Many 21‘... :1. or: have in: lcatod various means of investig ation which ti icy foal “10.1.21 give their finding I more meaning. Through use of these matLods and experimentation wih oiherl. the study of relation- ships among people can be improved and with it the understanding of our society. zsficubon Hill and Donald 13.nov, "'ihe 1.1;. ntificaiion of Cunc epiual Frameworks Utilized in Fomiiy Study, " Marv-i '33. and Femily LiviaLg, V01. 23. pp. 299-3100 pm!" v‘ —. J "- h .6. ~.—'.L '— ‘r—l—I’~.~'?‘,O‘o.t't.ax.a.a as a recr.:a.tioz;ai activity. x':lzf.i;v2ug.... i; mibm be assumed that them: ware Sport-3. the girl's simu'was the must frequent partner P“ Q '- 9’, r - , ..'..2.. .. ~ . in “.680 a‘-L1»’$-L{JDQ act; .muUJ.'\.' H. TAB L25 III Average Number of Minutes Spent in Recreation ,- ';" 1", : ' _. t- , -.. .- -- . , .9‘. i". lLil 1‘ airlil] 1'...:'LTIUCIS mi 6 "H gd’raiu)’ \v 11016 Family Mother Father Sister Brother Activiiies N=6O 9:261 x335“) 31240 A 11:44 '1 derision and Radio 35 20 10 23 26 Indoor garnet -- i .. 2 i Cutduor games -- -- i 12 4 iinSCcllarznous -- 3 . 3 11 4 Saturday! - On Saturday the recreation activities engaged in by the entire family were not restricted to television viewing, even though this took the greatest amount of time. The student more often watched television v. ith a brother or sister than with either parent or the whole family. Only mentioned twice. the raziio was listened to while doing dishes, usually with sisters. is‘isceilaneous recreation activities which included a variety of thiitgs. were nearly as common as television on Saturday. These 23 sctivities. when Saar-ed with a sister. were much more prevalent on Saturday than on a. weekfiey. Tiis category included attending parties. and visiting friends. which was rarely done on weekdays. See Table IV. TAB LE IV Average liumber of Minutes Spent in Recreation ‘w‘titli Ian-lily Ma: nbers on a Saturday _ - ..,+.. —~— 3-- ‘v. note Fandly Mother Fathnr Sister Brother Activities 11:30 11:61 r55“? 11:38 11:44 '1' elevibion and Radio 14 u 7 27 30 Indoor Games 2 3 2 B 3 Outdoor Games -- .- 3 l 1 i3 - iiscellaneous 9 7 8 30 5 The greatest difference in recreation activities between Saturday sad the weekday was in number of things done. On Saturday. television viewing was not nearly ss important and brothers and sisters were much more important viewing partners than parents or the whole family. Misc- cellaneous activities were greater in number on Saturday than on the weekday. 1";' Q) r k Work activi'i-es which were shared were meal preparation. houss cleaning. dishes. laundry. yard work and miscellaneous. The latter category included. painting. washing 1:: e car. pet care and service at s banqu at. Zl No work nativitiea were shared by the entire family on a. weekday. 1148 143.1 .393: 2111101111. of tix 14- port in 51.5.1‘edwork was in the category MIN iisceliq‘meous. a group v 1.11:1. in 4:11-3:51 all v- ork activi ios q s Vania. did not {it int-:1 11-4 esL- b........i cote 34411173. 'ihe 2 cm? .1. .in0 most & {requnnt weci’day activities were met-.1 preparation and was 1:; dis‘ - es. '1‘1‘13 LE V Average number of Minutes $1.:ent in Work 1‘.uii‘liti4_as With Hindi)" 1.T.z~1‘:-ubcrs on a. 'fe'u-ck-Jay '1.- noie Family Mother Father Sister Brother Activizics 13:5: 5) 27:1"; 1 231'- 55 It: ’5. 3 Iii-'44 1.24.2.1 F1 updrailvn -- Z -0 5 0* 1141.181. ClLa..-“I-\g "' 3 -"' E 1 yard 'V'i’ol'k fis- -— D- 2 .. L1811C£J -"' I 9" ‘1 Z T .q, ' 14‘U‘u“! n. L -- 1 -- 1. law lionaous -- 5 -- 12 . 2 FLared work activities intro. quite fiiifurent 0:1 Sotux rfiay. probably due to a aura-.31.: 11.11-01.11; of time available. Some work activi- ties were carried on by (1.1: cmirc {1.11111}. 1' gene involved yard work and washing 1.....- car. 'She girl’s 1:11.431 time consuming auivity was house cleaning. whicn sh eo did with her sisters. bromms. or her to «the-r. Dishes and laundry were most often done v.iti. a siator. Sea 'Iabie VI. a! 22 Average Number of Ininuics Symgt in Work Activifies With Family Ivicmbers on a. Saturday : A44 __._; “L .34 « m .4 L__.___‘ 'lf lugp~ --—-— ..— . __ lamilfiy Mott-1c :- J? anti-1e r Si st e r b :0th e r AffiviW-‘s rw‘i") Yirfl E??? ”#45? fizz-554. Meal Preparation -- Z . Z -- . 2 House Ciemlinq -- 2.. -- 37 5 Yard Work 2 5 1 0 .- 5 Dishes -- 2 -- 5 1 Laundry -- 2 -- 6 -- Misc 91131160113 2 -- l -- 3 While the amount of time spent on tasks such as meal preparation and dishes did not change. he amount spent in houscclemdng was a great deal larger on Saturday than on the weekday. This is probably due to the fact that the former must be carried on daily. but houseclcaning is traclitionally a Saturday tack. 1,4333% Effieladgzz - On a meek-clay. the only meal ween togcmet an a family W33 (1111113: and this was by less thaw. half. oi fix. Zanzi’sius. Dinners were as often eaten wamout father as win. him and a final} number oi dinner. wet: eaten uiLhout enher parent preseat. Since £1.15 Wu; a scab»; day, no lunches were eaten with family members as 8.;- his}; schuol does not allow students to go home to eat. Bmalgiwt was usually eaten “Lib sibling: rather than with mother or father, but it xx as sum-stimcs eaten with just mother. Sue Tuble: VII TAB L13 V11 Number of Mcall Lawn With the Whole E amily or 1311:1113! Members on a Wed-{icy 1!; “ ’v. note Family Mother Father Siblings 2‘7" #3819 11:65) :1: 01 n: 56 n2 4 7 Breakfast -- 13 -- 25 Dinner 30 10 4 11 On Saturday, all three: meals were aonmiis‘nes eaten together but by :1 0111311 percentage of L118 iamilies. bixmer was the meal most frequently ea‘Lcn Valid; the eniire faunil‘y, but 1.516 by less tuaxz half of tzaem. Brealdast was more often eaten with mower than wizh any-tans else. almougu it was almost. as irequemiy eaten with sibiings. Lunch was most often eaten by the whole fan-Lily tuchl-‘er. Father was never present. for lunar: unless the \X~’2;Oie family man were. 539. Table V111. It v.33 more corzmzun Eur brcaiaiam. and 1~.-.n;;'.~;-. “to be: cat-.311 suit}; the whole family on Saturday than on use wcc’mgay. lguwemr. there still were not many families cum-g dinner 'Lugeiazer. lug-re meals “on: recorded an eaicn at home on Saturday than 011 the “’t‘ei'x*'.ié‘.)fo 24 TAB LE VIII Plumber 0! L'ieez-ils Kama ‘u'ith the Whole Farriily or Family E‘v'i-'L‘z':'lb-..31'S on a Fraiuz'day W m :— v m"? fi_ f ‘M =21 M ‘II ‘0‘310 173313.13! 3.~f.-',:.i;r:: 17.2310}: 172173311ng £333.?! [:53 13:61 n25? _ 10:45 Breakfast i 7 ll 3 10 Lunch 13 5 0- 6 Dinner 29 4 Z 3 Cilmr Artivitins Included in tlaig grouping are iii-use activities whisk did not have common characteristics with the rest but were fairly common family activities. They were shopping. travel, visitirn, babysitting. grooming. heal-iii, educational or religious activities. The latter group included a clinic Ic-r adxxiinistcring polio vac cine and going to school. Iiiiscellanooul activities included "sitting around”, singing together. walking and fight- ”Otner" activities were more frequently engaged in by the entire family on o waekdny or Saturday than any activities in the other categoflea. Shepping involved the greatest tima expenditure by the whole family and shopping with the entire family was exceeded only by shapping with mother. Travel as a family was not as common as travel with mother. ulster or brothers. The amount of time upent for purpose: of 25 health and educz. 201 on wig bi; East for atytiviiies carried on v if}: bro hers. m r: C: This involvui i ave} to 5.01.06 1 aild some? lmcs ohm: ed c129 «is: {9 3. Table IX. TAD 1.13 2’; Average I\'iimber of ixfinnte 3 Spar. t in Other Activities Wi“ .11 E M. 11.1. ' “2:79.134: 1's on 21 1‘50. 9.32323; H 5.4.11"; Family higiimgr i: atlzor Sisicr Brother 1”- f“ 5'15 ‘.-'i‘j‘,i'~:9 5‘. r". .7 v.- '51 1:1 5(7- 11“ *3 2‘."- 44 ._ Showing 4 6 . S 4 . 3 '1' w.» :1 l 1 2 5 5 V with ~ -- 3 1 4 . 4 Bob; siijiiig -- -- -- l7 5 Grooming -- i -- .. .. Iixal-tli. Education and lioligious 2 3 -- l 7 Mia celianeoua -- 3 l 10 4 The most frequent amivity engaged in by the entire family on ariturtriay was shopping. '1 his involved all riay showing trips to nearby cities. It was even more common for the student to go stepping with or brat} er, the H0 '33 (-9- ,‘ mother, sisters or broi1.ero. In tie case of the a student sometimes recorded "went to toim". Thus this may not have in- volved actual 91.331111”. It is probable. also, that although sizofping wan U the most common whole family activity reported in this group. it is ass 26 uz: i146. ‘,r that the family graup remained to gather during the entire period cf showdrw, so tin: t its value as a (share 27d aciiv itvy as lirr :ited. Groom- ixg hmluded 5:21:21; 13:; fair, WM: 11 “a 5 often clam. wiih mot-amt, or occasion- ally a sis-fer. I? v .' s (2211 2.1 ”travel“ when 1:? c girl rnpcmted "went for a r1639" 2: it! mat 22.212; 051.02- pvrfiosm it:c;.o;:..ted. Sue Table 3C. pa TAB LE 3s Average Nunflmr of 35”.)..8’113183 5.2112 in Other Activities V1236- 37:22:51.3: 3‘..°’.‘*2?“1b632‘5 cm a 5;:‘=.t1.1r=“.€-.V mm mm .. 1‘."ié12 Pugh] hit-the! Father Sisier Brother {2:13:13 :3 32.1%". .7 "ST-'(‘Jl‘ 21*.- 57 rz'fi’. :1: ‘34 5;;C1'?231.5.-g 9 1 '9 . 4 31 12 I'ravcl 3. 2 1 -- . Z Vulvirg l l .4 11 .7 Babysiiiirg .. -- u. -- -- a...“ “u “aim and Religious l 3 . 6 5 2 Grooming .. 3 . 3 2 ~- L'iscellan cons -- 3 -- 5 2 Ix-iore activi‘iies were rccardcd in the "C‘t nsr” cal-.3301“; on Saturday than on the: weekday, ytobabiy be “muse there was more tin-'13 available. 8201.224 m was much more important as a. Saturday activity. probably because the stores were Open for longer hours. One reason that the health, education and religious category was fairly high as a whole Q ‘4 family and. visy as w- 11 as om; which iavvlvci callers, was pm ‘ Jably that use 2 Lia: first 5. suit my ai'Ler the stucy v. as bog gm, the cm. ununity sponsored a. pulls vaccine clinic in which {runny families participated 1 - ’ '- _ .. . ... am. mafia; Lumy 32-11.. . 2391's.;d. .r- . v“. . . *1. " - .f . Cw t‘ll‘iUX"; of L 2‘2 V: c 7-! 2'35: 52*»! 2:11.12?l-wa{12:21 J‘~“L1o’$...p\J L4..: 2." (,3: 'v.‘ 3,1; J- -.-.:.!!l...y g='.1.:.'n{"'.' '~ 5 In LL30 arcs-.8 c5 wark and recto-“usual activides. there were no 3;;1' rccia bio u.~lu..o.(.fls. 8 in m.- mnumxw of time spent together in urban, {32:333. 9: rural 330:.-i'uan fagnLlLuJ. 1.4;»; aver, in Luca-.1; ' eaten. there was some unicrcuge ‘02.». 3:23.- iue urban, rur ai-z: .mnaxm a“; nu :31 Lemma on the Weekday and on 53:13:31”. Sac: Tables-s KI, Sill, XIII, T'I‘v', XV an d ‘—0 42V ‘. ' ‘ ‘ . '3'... .1 '9}- ._‘- . .. ’.l ,3 , Ar .. ". ~,.3‘. \fl. .‘3 . mahluul v; 30LQ¢.&5 4.4.9611 n’ .3.‘ Cast: r1 “lsslly lurh'llanBIa 1‘ ‘2 ,'.~ .- ;.f L; sun 1 s. :uucs an a. ‘u -. chug) Lireai'~iiidi " 7 l 12 LLB-H.144 0' O - - I- O o - Dinner 9 :2 i '5 28 TAB LE XII Number of bleak Eaten With Other Family Member- of Rural- Noni'arm Families on a Weekday 2.50.5113 11:23 11:24 11:22. 11:21 Breakfast .- 6 2 9 LUHCb -0 -0 .- .- Dinner 14 s 3 3 6 TAB LE XIII Number of Meal. Eaten With Other Family Members of Farm Families on a Weekday u... NWWV17V W800]. Family Mother Father Sibling! 3:11: :13 12.: 8 n: 11 n: 8 r:- 7 Breakfast .. 5 3 4 Lunch on .0 an. no Dizmer 7 "' " '"' TABLE XIV 211111123111: 0! Meals Bat-en With Other Family Members of Urban Families on a. Saturday h“ 111.010 Family Mother Father Biblingi Meals n=Z4 r1232? 13:25 r2322 Breakfant l 4 .. 7 WICh 2 z 0- 2 Dinner 8 3 l 3 9‘ 29 TAD 1.13 K Number of Meals Eaten With Other Family 2.2.1.11...” of Rural- Nonfarm Families on a Saturday Family Iviufler Father Siblings Meals 1312.5 11:253- nn?4 11220 __ Breakfast 5 4 1 1 Lunch 5 3 .. 3 Dinner 15 1 1 -. __ M TABLE XVI Number 01' Mazda Eaten With Cther Family Members of Farm Families on a Saturday .1 1.018 Family 1.11.1113!” Path er Sibling. Metals r1253 n23 =8 11:7 Breakfast 1 3 1 2 Lunch 6 - . . o 1 Dinner 6 - . on- . - It should be recalled that in considering dinner meals. only 50 per- cent of the total number of families ate dinner together on the weekday or Saturday. 89. Table. VII and V3.1. In the farm families. however. seven «out of eight and six out of eig..t ata dinncr together on a weekday and 3 Saturday. respectively. See Tables XII and XVI. In the rural nonfu'rn families. 14 out of 23 and 15 out of 2.5 had dinner together on the weekday and Saturday respectively. See Tablas XI! and XV. In the urban (annual. Tables X1 and XIV. one third or lest of the families had 3O dinner together on either day. Tris difference was not shown with break:- faet. since none of the families had breakfast together on the weekday. and only seven out of the total number of families Led breakfast together on S eturrlzy. lI dinner was not eaten with the entire family. father was the member most frequently missing in all residence categories. On s weekday. if the family did not eat together. the dinner meal was most often eaten by the girl with siblirgs. On Saturday. mother was the one with whom they most oft on ate dinner. Breakfast. which was never eaten with the whole family on a week- day. was most often eaten with brothers or sisters. On Saturday. it was most often eaten with mother. Father was never present for breakfast on a weekday. and was present only twice out of 57 possibilities On Saturday. AT T IT UDZS A130 UT ACTIVITIES In selecting and grouping items for this analysis. only those items which were selected three or more times us most or least enjoyed were considered. In the category of recreational activities. none was placed in the category of least enjoyed. Nineteen girls indicated that the moat enjoyed activity was television viewing. The reasons given for the enjoyment of television centered around I. preference for that kind of entertainment, or because the household seemed to be peaceful snd quiet while this was going on. Students sometimes said "there was nothing better to do". m ‘0') 31 Work activities were never enjoyed. but, of all those activities cited, house cleaning and dishes were most often disliked. Thirteen girl: enjoyed house cleaning least and 17 dishes. The reasons for cila- l'ldng both tanks were much the same; they were boring. took too much time and the girls made such comments as "I had to do more: than my Ihare". and "mother isn't satisfied". Sometimes. as in the case of eaiing, the same activity got both reactions. Eating was enjoyed most by 16 girls because they were "hungry". because "fcod was good”. "it brings the family together". and "we can talk tcgetl.er"._, an girl: said they did net enjoy eating be. cause "everybody's grouchy", "I'm in a hurry", "we hash out problfsms" and "I gut fat”. In the category of "Other". activities were both liked and disliked. Ten girls enjoyed shepplng most because they liked to shop and because it was an Opportun’liy to get mother's epixdor; when buying. (301313 to school was disliked by (our girls because they "didn't feel like it". "" CHAPTER V S UM MAR Y This study was done in s smell high school in Michigan. The samgaie consisted of 67 girls enrolled in homemaking classes. Ques- tionnnires were used to determine the urban, rural or rural-nodarm residence of the girls. the composition of the families and other relevant descriptive éata. Forms were given to the girls upon which to record shared family activities, with whom they were shared and their feelings about these sctivities‘._. Records of a. weekday and s Saturday were kept. The findings indicated that the sctivities most often shared with family membere were recreational. The avenge number of minutes was highest for the time spent in viewing television, and it was done with the entire family for the largest amount of time on s weekday. Except for watching television, the girls' most frequent partner in any activities not including the whole family was her sister. However, her brother most often watched television with her. Work sctivities were nesrly always shared with her mother or her sister and were involved with homemaking tasks. There was no (inference in amount of time spent in shared activities of families by place of residence. except for eating. where the number of meals eaten together was highest for farm families. Seven out of eight farm families ate dinner together on a weekday and six out of eight on s Saturday; fourteen ..out of twenty-three rural nontarm families ate 32 fir 33 dinner together on a weekday and fifteen out of twentyaiive on a Saturday: nine out of twenty-oneym'ban families 8:0 dinner tageiher on a. weekday and eight out of'twenty-Iou: on a Saturday. Dinner was the meal most often eaien together by the family but this was true of only about half of the total number of families on either day. If meals were not eaten with the entire family. they were most often eaten with aibiings or moth-era. Other shared activities. which included shopping, travci. visiting, etc. . were shared by Le whole family mere often on Saturday tLan on a weekday. Shared activities involved marker or sisters more often tlmn other family members. Father was nmst often missing from ahared activities. The girls incliczzmd that they moat enjoyad abated recreaiiorzal activi- ties. Televisioz‘z was usually named the most enjoyable activity {or reasons such as ”there was nothing batter to do”. and "it was quiet". Work activities were most often not enjoyed because they were "boring" or because “it takes too long”. (If the activities catcgoi'ized as ”Other" coma were liked and some disliked. a?" CRAFT ER VI ms; ISSON qrszmngg -“ -w“ . .- 6- ‘0 .. . z .3:- c-. -.‘.— ~ .w - t- a, I : :2 :J: Ium=" 311.2,!) ;flx.3.n(,¢.t€= :14. 5 air! cwuuu“: v; tutu; Jgent by these gala “in: nuwnbere of than famihrs was tanner :nrgaii. line 7“ .1 .. . .1 e‘ .. . .‘l ' fzpazd‘u ‘11:") «v4.4.3 sslat 0f '5 activity wLirth invuirmd m; grain-5:: 37‘«IIJU"ZC :3 watching teleyisiuh. S. be average”: atuobm. 01 till“? sycat in Luis lashion ‘-J' , --‘ . . \~..‘5— . .' - ..—, -5 ‘. ’7‘\' I! " - . . “as 3r$§(;:r ~31": ‘v’v“‘..|'\ "‘ )3 1‘ 2'1; ‘1‘!» ~..gr.b“.-x 315.4. 1 A13 Aunk‘ilng 23:11:", SluggeSt activities. It may also Juigggst almt telcwiaicu via-wind requires less expenditure. 0! enelgy and is. ti,.erc~fvx'e, alwaseu {or mung-am. after 3 (Lay of work or 3:33;}. At arc; rate, vie-wing, tulevlsimm does provide Opp-taxtunitiee by interaction to ta}. 3 g-lace. But we may xaisc Questions about how t;.i.s iifiul‘gciibn may affect tne xelaiionshigs amp-m; £41.:me membcra. In Ian, 33.47.15: intcraction might even concern disagreement! abuui Um §.1&051.¢uub Lu Main-1;, or comment; upon the programs, it prc-bably has very little to do with 3:2in smbility. and therefore is not an agzivity through wti'm families can develop closer relatimzsldps. At the same time, 1:: is 11.8: nmdium 31 was»; Lazuzmugicanqn “Lick; is most likely to have an effect 115011 the viewers. l‘atum was most quen absent from the family when other members watched television, brobably because he heal to use some: 01' the time when he was home to do various home dusted. 21.3.3 may mega. that 34 ..,._‘ 35 father's interaction in socialization _ is zuinixnal since this may make it difficult for boys to lesrn the roia of the male 3:1th in our society, I I If. ?"‘ .I.\ . . - .. _. ‘. A. _wnicn is. according to w inch. ‘4 one of me procmsea of aociahzmion. Siblings watcned television together more (men than with eizher parent. prubabiy because their program interesfi were similar. they had more laisurs time. or perhaps they did it while "doing" their home- work. With televiwion as the em: caption, recreation activities more 0mm were dorm by the girls in the study. with sisters than with brothers. probably because their interests are mute similar. Shared ouadoor games were usually sported. in which brothers were more apt to be interested. but girls were often the partner. One approach to the study of filings done mgeiher by family incumbers would be to 1061-; a: the: use of leisure time. or time which has not been allocated for other activities. As a result cf technology, we have s great deal more leisure time {or use tcday than ever beiore. It is. therefore. interesting to note how families are urging it. To the young person. it could provide opportunities for the pursuit of hobbies. which won-id lean to self development. or to foster the davclorgmcnt oi’ friendships. and therefore, parhapa, further the socialization process. The parenis of children coulci make use of. this increased amaunt of time for the doveloP- meat and pursuit of their own interests. or to facilitate the carrying on Z9W’inch. p. 113. M 36 of family activities for recreation or enrichment, which may increase its function in socialization. Most of the work activities were those traditionally considered as homemaking tasks. Therefore, they were more often performed with mothers or sisters and rarely with the whole family. The entire family was most often involved in yard work. or cleaning the car, perhaps because there is l) more work to be done in the yard, and 2) greater interest in cleaning the car. No job was outstanding in importance on the weekday, but on Saturday, the largest amount of time was spent in housecleaning. This is traditionally a Saturday task; some do it in prepara- tion for Sunday and others do it on Saturday because there are more to help. Washing dishes, although consuming a small amount of time, was frequently recorded as an activity performed with other family members. The average amount of time was small due to the little time required to do the task. That these jobs were most often the girl's and her mother’s may indicate that we delegate tasks to traditional female or male roles, in our society. Perhaps an appr0priate time and event for the family to spend to- gether for the purpose of sharing ideas and feelings such as cannot be done in other systems of our society, is at mealtime. This time is usually a quiet period, and comes at times in the day before activities are begun, in the middle or at the termination of the day's activities, a typic 3.1 time for sharing plans, programs and feelings about the day's 37 events. Yet. in the study._ many families did not present these Oppor- tunities to their members through mealtimes. Meals were eaten with siblings. only one parent or alone. and therefore. little Opportunity for interaction was available. The attitudes which girls expressed toward the activities they shared with family members exhibit some things which may have impli- cations for teachers of homemaking and, in fact. mothers of the girls themselves. It might be expected that recreation activities would be most enjoyed. and the study indicated this to be true. But the reasons connected with enjoyment were such that could have meaning for us. "There was nothing better to do" in regard to watching television suggests that they may have enjoyed something else. Perhaps here is support for the vir- tue of creative activity for recreational purposes. "It was calm and peaceful" may suggest that we are not fulfilling a desire for members of our families. that desire for privacy and quietness in which ideas and plans may develoP. The activities least enjoyed were work, washing dishes and clean- ing the house. This fact may have meaning for members of a family living class who are examining the life and activities of the fulltime homemaker. It may suggest to mothers of teenage girls that they too often delegate to their daughters those activities which leave the least Opportunity for creativity. are the most "boring" as the girls put it. d .r.‘ ~w 38 Thus they do not experience those aspects of homemaking which may allow more complete use of an individual's total abilities. 'Ihe value of such a study in determining some facts about tne func- tioning of families can be substantial, and yet it can and in this case. it did, have limitations. 'lhere were many limitations in this particular study. One concerns the accuracy of the data. In a diary method of data collection, there is always a possibility of inaccurate reporting by members of the sample. A student could easily add information which he may feel is creditable regardless of the fact that it wasn't possible for anyone to know whose response it was. Because of this fact, also, it was not possible to ask those who had failed to respond, to do so. Reminders had to be given to each group repeatedly. It is possible that a group which has in common participation in a homemaking class, may be representing families which are more inter- ested in promoting family activities than the typical family. Therefore, it may have been more meaningful, for some reasons, to have included a sample from the general student body, including boys as well as girls. for the study. However, the purpose here was to learn about the fami- lies that were represented in homemaking classes and therefore, they composed the sample. It would also have been more meaningful to have a greater response. It is felt, however, that some important facts were learned in this study. Some questions were answered, others were raised. We suggest that it would be important to learn if families of homemaking students in ’9“ 39 other communities, or if families in general. in other communities would exhibit the same pattern of shared activities. Just as do all things, the attitudes, activities and interests of families change from day to day. If we are to be working with the products of the family as a socializing agency, we ought to try to understand how and if the family is going about this job. Many families may be inadequately performing one of the functions which is most essential to socialization and which only can be done by the family, that of giving approval and respect, which doesn't neeo to be earned. As a result of the failure to do this, 'amily members may express insecurity in the lack of ability to express one's ideas and feels ings and fear in eXploring the possibilities for self-fulfillment. If one receives approval only from peer groups, he tends to adapt behaviors which represent only conformity to those of the group, but a family. through its acceptance and unearned approval of the individual, can foster the creativity of self- expression, in which the individual can doveioP his own conscience or concepts of acceptable standards. Effective toasting involves knowing students and the forces Operat- ing upon them which may be in Opposition to or in support of the goals we are trying to reach. If it is true that the families are not perform. in; some task which we assume that it is performing, and in this case. approval and acceptance of its n‘iembers, we should know this, so that we may try to supplement the missing elements in his socialization. " " Books 31.73 LIGG- API 271’ Ackerman. Nathan W. . "T 10 Ada Jtive Problems of the Adolescent Society. " 'i he I nmily in aAl‘iancx-at. c: £32.2cict , Columbia University Press. New York) 195?. Becker, Howard and llill. Rucben. Earring? and the Family, liuath and Co” Boston, 1942.. Eoseniu. Janina an; 152.311.}.Llcnncr. 338-“ :i'y (2"‘J. 40129., University of Pemzsylvanin Press, Philadelphia, 1943. Davis, 22. .Allison. "Child Rt‘fltiug in the Class 5 .ructure of American Society. ” Ti c i “rimiiy in a him: :2 ratic Society, Columbia. University Frees, Ne w ”Y2: :rlt, 1945. Garrison, Kari, Pave holocry of Adolescence, Prentice-Hall. Inc. 1956. Groves. Ernest P... "IE-.3 Ccntemporar A:..c::ican Fa . .ilj. 1.8. Lippincott. iiew Yuri-L, 19212. i'lorrocks Joi.n, 1‘2...- I ‘syc M 1va of A loin:- “2 223cc, Houbhton leililin Co. . Cambridge. Mass. l5 1. Jersild, Ar- .lmr T. . The P33222015: gy of Adolescence, Mach-linen Co. , New York, 195.27. ._ S lltis. Claire and Jnlioda. Marie. P. were” .. Ek- lmds in Social Relations. New York: Henry Holt and Co. . 1957. Thur-stone, L. L. The Neaeuremnnt of Attitude, University of Chicago Prcflfl, l§z9.w Winch. Robert F. . The I2'Iair2cic2rn ii cmily! i201: liinehart and ‘i’s’inston. Inc. . New York, i9é3. PE- I‘i {1‘ (11‘: :19 Bernard. Jessie, ”Areas for Research in Family Studies, " F2ri2cielr~2r2 incl Social Research. Vol. 42. pp. 406-409. Boll. Eleanor. Bosssrd. James H. 5.. "Ritual in Family Living. Ameri- cen Sociological Review. Vol. 14, pp 463-4529. Carter. Don C. . "The Influence of Family Relations and Family Experi- ences on Personality. " Marrifle and 1-"amily Living. Vol. 16. pp. 212-215. "'“ Davin. Kingsley, “The Sociology of Parent-Youth Conflict". Armani :33. L‘ij‘ik‘1pfilp.s, Fa‘timtt' v01. 5' X)?! 523.534. arr—h.— .- Faris, Rnbert E. I... . ' Int iactian of Generation: and Family Stability". 3...: arican Sammie-.55.: :1} 4.3.3.“.dc...yg, Vol. 12. pp. 100-164. Footie, Nelson, ”Faxiliiy Living 213 I13)“. " Eirriage anti 3:33.35}; Living, V35: 0 1?; 17:3. 2}»), 3010 Hawkca. Glenn, “Family hafluunccs on Personality. " {ournal of 2230333 3:;3203‘1333'1i233, Vol. 44-, pp. 767-7533}. Hawkers, Giana and Burchizml, Lee G. , "Ziume Interview wits: I azrulles, " 1011133310! 1332333333 E‘conamics, Val. 49, pp. 167-172. P33321333, (3.5.3333) “and? ease, Damaris, ”Ciliaservatlon and Parent-Cum Intera- tior x. ” £13233i¢3n3631333231eff..3:t:."“ 3333337v1-..Y Va 1. 3). O H pp. 433 3- 3"".3 Hill, Reuben, and House. Donald, "The Icicntificaflon of Conceptual “ 1- W I - .. t - ’2‘: r, 1'1 ~.' GI s {"‘ I I I‘m.“ n'o’] 1"“. .p"."! I: 1..1:’1::WL.....3 1.3...1 .cu in .E Emil}! L uni y, .:-.......r1...&..3 3.....- .. .. . 33' 1.13.3133, V01. 2.3, pp. 299-310. Nye. Ivan. "A3-..3:1.33<: eat-Parent Adj“... stm....t”, Soda-Beam): “:1. c Level as a van-5.13193, ‘AJv‘rl-“an .: in; ii; 1:4...311 Ravi-3%“, Veal. lb pp. 341-349. Stutt, 1.3123333}, "A-Jclcuacenis' 3131...:53 R“ “hauling tart-11.431 bungw‘i 1 and. T} air ‘Tignificm :ce", Vol. 53, pp. 393-414, Journal of Guns-3:13 1:51:55“. 3 ”102411; ‘ I: VLci - I.'In\ OH. I [at ' J drama 3:, Flatt}... £2133 fizw‘erali-scfiznt ‘."i:“.-“':. :15, Inf. cGraw dill, Inc. . Iw'ew York, 1957. p. 360. “ Zachary. Caroline B. , “Customary Strains and Sire-sou! of Adolescence. " The Army-.15 cf the Anna-is“ n 3“..“.“-.:1:3;“z:y mi F's-fizical and 533633.} Science, V01. 23"); 1.1.)- (136-144. fit 4:33 . 1x37“, V... .‘. \g.‘ EX FAMILY QUESTION}; IRE Instructions: Please answer the questions about you and 1. 2. 3. 5. 6; 7. 8. your family? 23 not put your name or the names of family members on any of the forms. How old are you? Do you live within the city limits of South Haven? a town other than South Haven? in the country? on a farm? How many people live in your home, including you? How many of them are your brothers? sisters? Give their ages: Step or Step or Brothers Sisters Half-brothers Half-sisters Do you live with: Your mother only Your father only Your own mother and father your own mother and father by adoption:: 0 YOur own father and mother by adoption 0 Stepmother and your own father stepfather and your own mother . Foster parents or legal guardian Grandparents Other (tell how and if they are related to you) What other people live in your home? Which of your household members work away from home? Fulltime - When to When? Parttime - When to when? Father “‘*“ "‘-‘*‘—" --- Mother Yourself Others (identify, brother, sister,etc.f RECORD OF ACTIVITIES VITH FAflILY mg 9.13. OTHERS p IVING _2_I_Z_l_\I_ YOUR HOME Instructions: Keep this record for one weekdggd one Saturday. Record each activity which you did with someone in your home. Be sure to include all of the things which you did together, working, mealtimes, things done Just for fun, etc. What Ybu Age (if brother Here Doing How Long? With Whom? or sister) ACTIVITIE§_QUESTIPN;IRE Instructions: Look at your record of activities and give the following information about the ones you list below: Activities I _ Why I Enjoyed Enjoyed Most With Whom Done DOing This , f“ Activities I Why I Did Not Enjoyed Least :With Whom Done gfimjoy Doing This,__ i l : { ‘ 1 INIWHIHJllllHIIHHIllHI‘HIlWllitHllHllHliHIHll 31293 02237 226