 | Term | Definition |
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blended family |
Includes at least one stepparent, stepsibling, or half-sibling. A stepparent is the spouse of a child's biologic parent but is not the child's biologic parent. |
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extended family |
Includes at least one parent, one or more children, and one or more members (related or unrelated) other than a parent or sibling. Parent-child and sibling relationships may be biologic, step-, adoptive, or foster. |
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family |
Defined in many different ways according to the individual's own frame of reference, value, judgment, or discipline. There is no universal definition of family; it is what an individual considers it to be. |
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family function |
Refers to the interactions of family members, especially the quality of those relationships and interactions. |
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family structure |
Consists of individuals, each with a socially recognized status and position, who interact with one another on a regular, recurring basis in socially sanctioned ways. |
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nuclear family |
Compsed of two parents and their children. The parent-child relationship may be biologic, step, adoptive, or foster. Sibling ties may be biologic, step, half, or adoptive. The parents are not necessarily married. |
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role |
An individuals position, or status, in the family structure that plays culturally and socially defined roles in interactions within the family. |
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traditional nuclear family |
Consists of a married couple and their biologic children. Children in this type of family live with both biologic parents and, if siblings are present, only full brothers and sisters (i.e., siblings who share the same two biologic parents). No other persons are present in the household. |
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bi-nuclear family |
Describes the situation that allows parents to continue the parenting role while terminating the spousal unit. |
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polygamous family |
Where that are more than one wife or husband. |
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communal family |
Share common ownership of property. Certain goods and services are shared and exchanged without monetary consideration. There is strong reliance on group members and material interdependence. Both provide collective security for nonproductive members, share homemaking and childrearing functions, and help overcome the problem of interpersonal isolation or loneliness. |
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gay/lesbian family |
A same-sex family where there is a common-law tie between two persons of the same sex who have children. |
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Key Point |
Because there is no agreement about the definition of family, a family is what an individual considers it to be. |
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Key Point |
Three theories that have significant relevance and application to pediatric nursing are family systems theory, family stress theory, and developmental theory. |
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Key Point |
Although the traditional family structure has been nuclear or extended, in recent years other forms, such as the single-parent family, have emerged. |
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Key Point |
Family size and positioning within the family structure have a strong impact on a child's development. |
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Key Point |
Interpersonal skills and a basic understanding of childhood growth and development are two essential areas of focus for parents. |
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Key Point |
Parental control tends to be predominantly one of three types: authoritarian, permissive, or authoritative. |
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Key Point |
Three areas of special concern to adoptive families include the initial attachment process, the task of telling the children they are adopted, and identity formation during adolescence. |
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Key Poit |
Marital factors within the home significantly influence a child's development. The impact of divorce on a child depends on the child's age and sex, the outcome, and the quality of the parent-child relationship and parental care following the divorce. |
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Key Point |
Single-parenting and stepparenting create adjustment difficulties and stress to the already-demanding parental role. Significant numbers of children will live in a single-parent or reconstituted family at some point. |
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Nursing Alert |
The knowledge that the nurse has and the sensitivity with which the nurse assesses a household will determine the types of interventions that are appropriate to support family members. |
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Nursing Alert |
When reprimanding children, focus only on the misbehavior, not on the child. Use of "I" messages rather than "you" messages expresses persoal feelings without accusation or ridicule. For example, an "I" message attacks the behavior - "I am upset when Johnny is punched; I don't like to see him hurt" - not the child. |
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Nursing Alert |
As a health care provider, it is important not to ask the wrong questions, such as "Is she yours, or is she adopted?" "What do you know about the 'real' mother?" "Are they really brother and sister?" or "How much did she cost?" |
