Discussion: Modern Families Main Discussion In the 1950s in the United States, a typical family arrangement involved a breadwinning man who was traditionally married to a racially matched woman who managed the household and children. Many of the love and family relationships we see today would have been considered immoral, illegal, or socially unacceptable during that time period, and those who were involved in those types of relationships faced significant challenges. To prepare, consider the variety of gender roles, racial makeups, and cultural diversity that do not align with the “traditional 1950s American marriage” style of family. Examples include: interracial marriage, LGBT partners, cohabitating without plan to marry, polyamory, single parents by choice, and others that would have been socially scrutinized 70 years ago. After choosing one of these examples, use trusted online sources to identify challenges this couple or family would have dealt with in 1950s America. By Day 3 Post an assessment of modern family structures within a traditional family context. Your assessment should include the following: · Describe your chosen modern family structure. · Assess any specific challenges this family would face in 1950s America, including any applicable social and legal ramifications. Be sure to provide examples, including any cultural or religious beliefs, laws, or limitations, that would have impacted this family in that era. · Identify the social changes that have occurred over the last 70 years that have made this family structure more acceptable within modern society. Provide examples. THIS IS THE ASSIGNMENT THAT IS DUE ON SATURDAY 10/31 NO LATER THAN MIDNIGHT Assignment: Adult Attachment Our early experiences in life often predict the style of attachment we have with our caregivers as young people. That attachment style can be seen in adulthood as well, yet can also vary depending on the type of relationship we are focusing on. Is it our relationship with our own mothers, with our partners, or with our best friends? In this assignment, you will have the opportunity to explore your own basic attachment style with others. How does your attachment style work in your own relationships? To prepare , take Option B of the “Attachment Styles and Close Relationships Survey” provided in the week’s Resources and consider how the results impact your view of your personal relationships. Option A provides more detailed quiz results, but takes more time. Either one works for this Assignment. By Day 7 Submit: A 1- to 2-page paper applying your adult attachment quiz results to your own personal relationships. Your application should include the following: · Describe how you believe your attachment style influences your own interpersonal relationships. Provide examples. · Based on Hazan and Shaver (1987) and your personal experiences, explain way(s) in which the attachment theory accurately describe those experiences, and way(s) in which it comes up short. · Explain whether you believe that attachment is fixed at infancy or can change with life experiences. Provide examples from either side of the debate to support your explanation. THIS IS MY ATTACHMENT SCORE RESULTS Attachment Styles and Close Relationships Thank you for completing the Close Relationships Questionnaire/Experiences in Close Relationships-Revised Questionnaire. This questionnaire is designed to measure your attachment style --the way you relate to others in the context of intimate relationships. As you might suspect, people differ greatly in the ways in which they approach close relationships. For example, some people are comfortable opening up to others emotionally, whereas others are reluctant to do so. According to attachment theory and research, there are two fundamental ways in which people differ from one another in the way they think about relationships. First, some people are more anxious than others. People who are high in attachment-related anxiety tend to worry about whether their partners really love them and often fear rejection. People low on this dimension are much less worried about such matters. Second, some people are more avoidant than others. People who are high in attachment-related avoidance are less comfortable depending on others and opening up to others. According to your questionnaire responses, your attachment-related anxiety score is 4.78 , on a scale ranging from 1 (low anxiety) to 7 (high anxiety). Your attachment-related avoidance score is 2.83 , on a scale ranging from 1 (low avoidance) to 7 (high avoidance). We have plotted your two scores in the two-dimensional space defined by attachment-related anxiety and avoidance. Your approximate position in this space is denoted by the blue dot. (Note: If you left any of the questions unanswered, then these scores may be inaccurate.) As you can see in this graph, the two dimensions of anxiety and avoidance can be combined to create interesting combinations of attachment styles. For example people who are low in both attachment-related anxiety and avoidance are generally considered secure because they don't typically worry about whether their partners are going to reject them and they are comfortable being emotionally close to others. Combining your anxiety and avoidance scores, you fall into the preoccupied region of the space. Previous research on attachment styles indicates that preoccupied people tend to have highly conflictual relationships. Although they are comfortable expressing their emotions, preoccupied individuals often experience a lot of negative emotions, which can often interfere with their relationships. Since the mid-1980's, a lot of research has been conducted on attachment styles. To learn more about this research, please visit this link . Thank you again for visiting this site. For more on-line personality and relationship tests, please visit yourPersonality.net Note: This web questionnaire was designed for educational purposes. If you wish to print the page, please note that the background axes in the graph will not print by default from most browsers unless you change the print options to allow background images to print. Technical notes: The items used in this questionnaire come from the Experiences in Close Relationships - Revised (ECR-R) questionnaire, by Fraley, Brennan, and Waller (2000). Fraley, R. C., Waller, N. G., & Brennan, K. G. (2000). An item response theory analysis of self-report measures of adult attachment. Journal of Personality and Social Psychology, 78 , .

This page was designed by R. Chris Fraley at the Department of Psychology at the University of Illinois for educational purposes. If you have questions about this page, please feel free to e-mail me. I will try to respond to your e-mail, but please keep in mind that I cannot always do so due to time constraints. I am not in a position to provide counseling, personal advice, personal referrals, or personalized commentary regarding your scores. If you don’t know something about me to include just note it in the assignment and I can always add to or take away from the assignment. I will always look over it and add what I need to. 1. How can teachers build social development and student responsibility within the classroom? How does doing so contribute to an engaging learning environment? Provide examples from your own personal experiences or from your field experience. (150 words) 2. How do you determine if students are engaged in the learning? If you determine students are not engaged, what should be your next steps? Be specific (150 words)