Reciprocal socialization and family systems

The idea of reciprocal socialization is closely allied with the concepts of general systems theory. Theorist Lynn Hoffman (in Naper & Whitaker, 1980) comments: "The question of what a system is is a vexing one. The most common definition seems to be: any entity the parts of which co-vary interdependently with one another, and which maintains equilibrium in an error-activated way."

As systems, families fit this definition, structuring themselves in mutually causal cycles, or interactive behavioral loops. Minuchin (1974) sums up this concept:

In essence, the structural approach to families is based on the concept that a family is more than the individual biopsychodynamics of its members. Family member relate according to certain arrangements, which govern their transactions. These arrange, though usually not explicitly stated or even recognized, from a whole - the structure of the family. The reality of the structure is of a different order from the reality of the individual members.

An important distinction may be drawn between children who are labeled as "disturbed" and children who are "disturbing" to the family or broader community system around them. As disturbing children become adolescents and begin to become physically larger, the likelihood of their being placed outside the home grows correspondingly. The relationship between physical size and likelihood of placement points to a need for community based service which will lead to disturbing adolescents to become less disruptive in their natural environment. However, in any attempt to intervene and help create a more functional cycle, the whole social ecology must be taken into account. Youngsters are as much a part of school and community systems, and mesosystems, as they are of family systems. Reciprocal socialization comes into play in any of these types of systems.

Case #1: At the time of assessment, George and his mother presented as motivated to avert out-of-home placement. In early sessions, George was easily distracted, appeared hyperactive, and showed a limited attention span. With a tentative diagnosis of Attention Deficit-Hyperactivity Disorder, George was referred for a psychiatric evaluation. The tentative diagnosis was confirmed, and George was medicated with Tegretol, which moderated his behavior somewhat. However, due to ongoing family dynamics, as well as sporadic use of the medication at home (which he eventually stopped taking), George continued his pattern of escalating his behavior to crisis level in response to mother's limits. Mother would then withdraw emotionally. George would telephone his father or older sister, who would come to his rescue and be drawn into the cycle. Eventually, George generally would accept discipline from his father, and tension with mother would dissipate. Mother would subsequently become emotionally over-involved with George again, out of her unmet emotional needs. George responded to resulting stress by new distancing behavior until mother again attempted to set limits, and the cycle repeated itself.

Case #2: Upon intake, Allen had been discharged from residential care where he spent the previous year, without the benefit of aftercare counseling. In the interim, prior to the present referral, the family had reverted to a dysfunctional cycle in which Allen and his parents related to each other in an angry fashion much of the time. Positive parental attention was primarily devoted to Allen's younger half-siblings, demanded by their hyperactive and boisterous behavior. Allen would then distance himself from the household, preferring to associate with age peers. Stepmother or father would then reach out to Allen in an effort to draw him into family functioning. Allen would resist, then be banished to his room. Tension would decrease without Allen out of the immediate picture. When Allen would promise to "be good" he would be permitted to return, but when he failed to meet parental expectations, his parents would react angrily, perpetuating the cycle.

Illustration of "Allen's" family" cycle (#2) described above.

REFERENCES

Minuchin, S. (1974). Families and Family Therapy. Cambridge, Mass.: Harvard University Press.

Naper, A. & Whitaker, C. (1980). The concept of system, in The Family Crucible, New York: Harper & Row.

Thomas S. Rue, M.A., NCC
March 18, 1991

The University of Iowa - College of Education
Psychological and Quantitative Foundations 31:163
The Adolescent and Young Adult

Thomas Rue 1991-1993.
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