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Offering a diverse variety of perspectives, Exploring Family Theories, Third Edition, is a combined text/reader that integrates theory with research and applications. In each chapter, Suzanne R. Smith and Raeann R. Hamon present the history, scholarship, and critiques of one principal familytheory in a concise manner. Numerous examples and illustrations augment and clarify content, while application questions help students relate these theories to the real world. After each chapter, a follow-up journal article exemplifies how that particular theory is used to guide actual research.
Suzanne R. Smith is Associate Professor of Human Development at Washington State University Vancouver, where she serves as the Associate Chair and Program Director. Raeann R. Hamon is Distinguished Professor of Family Science and Gerontology and Chair of the Human Development and Family Science Department at Messiah College in Pennsylvania.
Table of Contents
|About the Authors||p. viii|
|New to the Third Edition||p. xi|
|What is Theory?||p. 1|
|Family Theory||p. 7|
|Text Organization||p. 8|
|Symbolic Interactionism Theory||p. 11|
|Basic Assumptions||p. 15|
|Primary Terms and Concepts||p. 17|
|Common Areas of Research and Application||p. 20|
|Sample Reading: Symbolic Interactionism in Grounded Theory Studies: Women Surviving with HIV/AIDS in Rural Northern Thailand||p. 29|
|Structural Functionalism Theory||p. 42|
|Basic Assumptions||p. 44|
|Primary Terms and Concepts||p. 46|
|Common Areas of Research and Application||p. 48|
|Sample Reading: Who Now Reads Parsons and Bales?: Casting a Critical Eye on the "Gendered Styles of Caregiving" Literature||p. 57|
|Family Development Theory||p. 69|
|Basic Assumptions||p. 71|
|Primary Terms and Concepts||p. 72|
|Common Areas of Research and Application||p. 75|
|Sample Reading: Gender and the Work-Family Interface: Exploring Differences across the Family Life Course||p. 92|
|Family Stress Theory||p. 114|
|Basic Assumptions||p. 116|
|Primary Terms and Concepts||p. 120|
|Common Areas of Research and Application||p. 122|
|Sample Reading: Ambiguous Loss and the Family Grieving Process||p. 133|
|Family Systems Theory||p. 145|
|Basic Assumptions||p. 146|
|Primary Terms and Concepts||p. 152|
|Common Areas of Research and Application||p. 156|
|Sample Reading: The Costs of Getting a head: Mexican Family System Changes after Immigration||p. 164|
|Human Ecological Theory||p. 185|
|Basic Assumptions||p. 188|
|Primary Terms and Concepts||p. 189|
|Common Areas of Research and Application||p. 192|
|Sample Reading: Revisiting the Virginia Tech Shootings: An Ecological Systems Analysis||p. 201|
|Conflict Theory||p. 213|
|Basic Assumptions||p. 215|
|Primary Terms and Concepts||p. 219|
|Common Areas of Research and Application||p. 222|
|Sample Reading: Power and Conflict Resolution in Sibling, Parent-Child, and Spousal Negotiations||p. 231|
|Social Exchange Theory||p. 249|
|Basic Assumptions||p. 251|
|Primary Terms and Concepts||p. 252|
|Common Areas of Research and Application||p. 255|
|Sample Reading: Sexual Frequency and the Stability of Marital and Cohabiting Unions||p. 268|
|Feminist Family Theory||p. 291|
|Basic Assumptions||p. 294|
|Primary Terms and Concepts||p. 298|
|Common Areas of Research and Application||p. 300|
|Sample Reading: Lesbian Mothers' Constructions of the Division of Paid and Unpaid Labor||p. 309|
|Biosocial Theory||p. 328|
|Basic Assumptions||p. 330|
|Primary Terms and Concepts||p. 332|
|Common Areas of Research and Application||p. 333|
|Sample Reading: Toward a Biosocial Theory of Offender Rehabilitation: Why Does Cognitive-Behavioral Therapy Work?||p. 341|
|Table of Contents provided by Ingram. All Rights Reserved.|