Convergent and Discriminant Validity of FACES-III: Family Adaptability and Cohesion

Research on earlier versions of the Family Adaptability and Cohesion Evaluation Scales (FACES) has ostensibly shown that the scales lack discriminant and convergent validity (23). However, these studies have defined convergence as agreement between family members or as agreement between family members and family therapists. Such definitions confound real differences between respondents' perceptions of the family with the notion of convergent validity. In the current study, we take a different approach to construct validity. Multiple measures of family adaptability, cohesion, and talkativeness were administered to two family members (insiders) and two significant others (outsiders). The two insiders' responses were averaged together, as were the two outsiders' responses. Using confirmatory factor analysis, we demonstrated that family adaptability, cohesion, and talkativeness are distinct traits, and that the different sources of information about these traits, including FACES-III (24), have convergent validity.     

The Incest Taboo and Family Structure

The evolutionary advantage of outbreeding has influenced the family structure and the mating, attachment, and dominance behaviors of all animals. Nature has selected for those species that have evolved family structures with detachment and dominance patterns that create a relatively intact incest barrier. Man inherits from his animal forebears the biological imperative of an incest barrier but brings to it his special complexity of psychology and symbolization--incest barrier becomes incest taboo. We present a discussion of human patterns of speparation-individuation and Oedipal conflict and relate this to the detachment and dominance behaviors of animals. This is an interface between psychoanalysis, family theory, and ethology. In addition, we pursue in detail the asymmetrical operation of the incest taboo within the family: that it is stronger for mother-son than for father-daughter than for brother-sister.     

Supportive Classroom Environments For Creativity in Higher Education

ABSTRACT This qualitative study was an investigation of a supportive classroom environment for developing student creativity. Observations and interview data collected focused on assessment, classroom activities, and the teacher's effort in creating this supportive environment. Teacher-student relationships, de-emphasizing standardized assessment, and encouraging multiple perspectives was significant to this creative milieu.