Genogram Paper

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Four Generation Genogram with Written Analysis of Family Trends

In-class draft genogram assignment due: (week 10)

Genogram & paper due: (week 12)

Part of doing a full assessment with a family is identifying the dynamics that run like currents throughout the family’s history.  The genogram allows us to understand this by creating a visual representation of the family’s structure, dynamics, and issues.

Another critical feature of doing good social work is to understand the way our own family history has impacted us.  This assignment is designed to help you explore your own family influences, while also developing skills for creating and assessing genograms.  This is a multi-step process:

Step 1– Throughout the early part of the semester, gather information from your family members about four generations of your family (parents, grandparents, great grandparents; their siblings and their families, etc.).  It is understandable that there may be less information about older generations but do your best to get what information you can. More information will help you to see intergenerational patterns.

You will need to gather basic information on the family members, such as names, ages, year of death if deceased, education, occupation, notable characteristics, addictions, etc.

You should also collect information about relationship dynamics (e.g. divorces, relationship styles/ parent –child interactional styles), family stressors, as well as family accomplishments and strengths.

Ethnicity and cultural information is important to include as well. If some family members are immigrants, indicate from what country and the year of immigration.  Strengths as well as challenges should be included.

If one has been adopted or in foster care, use the family you identify with most clearly as your family of origin (where you know more of the people and their stories).  You will indicate existence of other families as ‘bubbles’ next to the symbol for you. (If you have multiple foster families or other circumstances, feel free to talk with your instructor about how to focus your genogram.)

Although family traumas clearly influence your own interactions with others who have experienced trauma, use your judgment about the level of information you elect to share, recognizing that the instructor and classmates are bound by confidentiality.

Clear structure lines are necessary and a creative key is required. Genopro software is NOT to be used.

Step 2– Genogram draft and peer consultation; Prior to class on ­­­___(week 10), be sure you have completed the readings for that date and use a large piece of paper/ poster board to create a working genogram of your family with at least four generations (people often find butcher block paper or the back of wrapping paper to be useful).  Start with the dark structure lines (family structure- children from unions) and then add relationship lines (enmeshed, distant etc.) in colors.  Be sure to include appropriate information about each person, as well as relationship lines as described in the readings.  Use of color (circling those with alcohol use with purple for example), stickers (flags for military service) or other creative ways of indicating patterns in the family is encouraged and a key explaining the symbols and/or color use should be included.  Bring this to class.  All of the structure lines and many relationship lines should be included on the genogram brought to class (at minimum).

Step 3– During class, we will work in dyads to help each other recognize themes/trends/dynamics in one another’s genograms. While interviewing one another, try to incorporate new information into the genogram that arises from your discussion.  Your sensitive use of questions and help with guiding analysis of your partner’s genogram is expected and confidentiality must be strictly observed. You will only share your information with the partner in class, NOT the whole class.

Step 4– The final “project” is due on____(week 12):  It consists of the fully delineated genogram (it should be rich with information) as well as a 7-10 page paper identifying the trends and patterns you have been able to identify in your genogram.  If you bring your genogram to class rolled up, put your first name on the outside of the tube. The genogram will be returned to you after grading. An outline of the paper is provided below:

Outline:

  1. Family Trends, Issues and Traits:

Identification of psychosocial traits and patterns is the main focus of this section.  What are the strongest or most prevalent traits and patterns you see? Describe the specific trends and issues depicted in the genogram, such as education attainment, marriage patterns, parent-child relationships, gender issues, ethnicity, religion, traumas, abuse of any sort (e.g. substance or family violence), mental health issues, and any other patterns that emerge.

How do you assess issues related to culture (race, religion, ethnicity, education) that have impacted your family over time?

  1. Theoretical Analysis:

Utilize concepts from the course and/or other family therapy theories to describe the family’s way of relating, including relationship patterns and intensities (e.g. boundaries, triangles, enmeshment, hierarchy, differentiation and many more). You can also include the impact of oppression and discrimination on the family over time.

Note how vulnerabilities, trauma, and strengths have been transmitted intergenerationally. Analyze how these patterns are likely to affect the current generation and following ones into the future. How might they be perpetuated? How might they be broken? Use of a family therapy theory can be helpful to explain the family dynamics.

  1. Work with Partner

Describe the process of working with your partner in identifying trends. Describe your experience, key insights, and your own level of comfort in each role (interviewer/interviewee). Comment on the experience feeling vulnerable and how it might be helpful in your work as a social worker.

  1. Use of Genograms

Consider how this may be of use as a tool in your practice (or not). How does it fit with the population with whom you hope to work?

Genogram Assignment Grading Rubric (35 points):

5 points     Genogram Construction:

Structure lines, relationship lines, clarity, level of relevant detail, creativity with the key

10 points   Identification of Family Trends:

Ability to identify and depict patterns in the diagram

10 points   Written Analysis of Family Trends/Generational Patterns:

Written analysis of generational patterns, discussion of varied patterns’ impact on the family and how they may influence future generations (and self); (Sections 1-2)

5 points     Written Analysis of Experience:

Written analysis of your experience of being interviewed vs. interviewing for the genogram in class; Discussion of use in one’s practice. (Sections 3-4)

5 points    Syntax:

Clarity of writing, grammar and following the outline for critical analysis.

Read Case Study 28 (pages. 98-100) in Ashford’s Personality Theories Workbook (6th edition).

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Albert Bandura

Evonne is sitting at the table with a cup of tea. She has just tucked her kids into bed, and this is the first time she has had to herself all day. She wonders if her decision to stay at home was the right one. Her days as a mother and homemaker are certainly more exhausting than were those when she worked as a bookkeeper at a physician’s office. She is continuously cleaning the house or meeting the demands of her children. It is amazing how much mess such little people can make. It seems as though they drop what they have in their hands anywhere they stand. Her son, Joe, for example, comes in from school, takes off his coat, and drops it, along with his backpack, on the kitchen floor in front of the door through which he came in. He places his hat and mittens on the kitchen cupboard located next to the door he just walked through. Sometimes, when he is excited to show his mother something he made at school, Joe dumps his backpack out onto the floor to find it. When he is through, he leaves the rest of the stuff on the floor and runs off to play with his sister. Although Evonne keeps reminding Joe to pick up his things and put them where they belong, he does not seem to remember to do it from one day to the next. Not surprisingly, Joe often cannot find the things he needs because he did not put them in their place when he was through with them. In that way he is a lot like his father, Blake, who is always losing and looking for things, especially his wallet, because he does not put his belongings in the right place either. Now that Evonne thought about it, Blake seemed to drop things wherever he was standing also, and although Evonne scolded Joe for it, she rarely complained to Blake about his sloppiness—at least not in front of the children. As Yvonne thought about how Joe resembled Blake in this regard, she also noticed other similarities in their behavior. Lately, Joe has been trying to deflect punishment for wrongdoing by charming his way out of it. It struck Evonne that this was similar to Blake’s behavior when he made her angry: He would often try to alleviate the mood and avoid an argument by complimenting her or joking about his or her behavior that they were discussing. Sometimes it worked and she laughed, hugged, and kissed her husband; sometimes it didn’t work. Now Joe was doing the same thing. When he said something to her that he should not have, for example, Joe would laugh and give her a big smile and bat his eyelashes at her. Sometimes she could not help but laugh back. At other times, Joe would just try to make his mother laugh by telling jokes. He loved to see her smile. Most of the time, his jokes were pretty bad, but every once in a while he would tell a good one, and Evonne would chuckle. Recently, Joe has been asking whether his jokes were good or not. He is disap-pointed when his mother tells him that his joke is not one of his best and thrilled when she says it is good. Joe does other things that his father does as well. For example, Joe calls out, “special night! “when he wants to just have fun that evening and watch a video and eat popcorn. Blake would sometimes call out that phrase or something similar when he wanted to have fun with his family and when there would be no work that day. Joe even wants a “libation”—a fun drink such as a soda—on these occasions, and Evonne knows that Joe picked up that term from Blake, who also enjoyed grown-up“libations.”Joe, for example, drinks root beer when his father has a beer. Joe seems to have his father’s self-confidence also. For example, Joe, at theage of eight, is a little computer whiz. He saw his father working on their home computer and his peers working on the computers at day care when he was younger. He had had no qualms about sitting down at the monitor and trying to play various games. He became frustrated at times, but Blake encouraged him. Joe eventually learned how to use the mouse and became quite proficient at computerized tasks. This amazed Evonne because, although she now knows how to use the computer, she at first was terribly intimidated by computers and thought that she would never be able to understand them. Joe had had no such reservations. Yes, there really were quite a few similarities between Joe and Blake. The phrase “like father, like son “comes to Evonne’s mind. APPLICATION QUESTIONS

Prejudice And Discrimination – Social Issue As The Behaviorist Sees It

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See Attachment – It is an outline of the assignment with the professor correction

Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. It is a process developed through time and practice. In this assignment, you will apply the synthesis process to journal readings from the course. You will also need to conduct additional research into the social issue you have chosen to examine.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Refer to the outline you created in Topic 5 along with any feedback from your instructor.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • Use academic sources, including peer-reviewed journal articles, government reports, and other instructor-approved texts.
  • Refer to Chapters 2-4 of the Publication Manual of the American Psychological Association (6th ed.) for specific guidelines related to doctoral-level writing. These chapters contain essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
  • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:
Locate the outline you created in Module 5.

Using the outline you developed and the feedback provided by your instructor, write a paper (2,000-2,250 words) that synthesizes information from resources you identified. Do that by including the following:

  1. A description of a current social issue (e.g., prejudice/discrimination, women’s rights, terrorism, homelessness, etc.). What is the problem to be researched?
  2. A behavioral analysis of the issue. Ask yourself, how would a behavioral theorist view the creation and persistence of this issue?
  3. A behavioral solution to the issue. How can behavioral theories be applied to solve this issue? Determine a plan of action, even if it is hypothetical.
  4. Describe the limitations of the behavioral interpretation of the issue, as well as any limitations to the behavioral solution. How might you resolve those limitations?
  5. No plagiarism – similarity level must be 15% or lessRunning head: SOCIAL PROBLEMS AS THE BEHAVIORIST SEES IT 7

     

     

     

     

     

     

     

     

     

     

     

    Outline for Social Issues

    Joel B. Jerume

    PSY 803

    Grand Canyon University

    Comment by Maureen Oates: Date needs to be added to this line.

     

     

     

     

     

     

     

     

    I. Introduction

     

    It is argued that the environmental impact is one of the decisive factors that affect people behaviors to be or act differently towards others. According to Bandura’s social learning theory, “behavior is learned from the environment through the process of observational learning” (Bandura, 1977). It is Bandura’s belief observational learning cannot not be active or take place, if cognitive processes are not functional (Bandura, 1977). For example, in the same way, from observing others, a child can learn to be aggressive and hostile, they can also learn to be prejudice as well. Thus, in a world that increasingly becomes more diverse, it is imperative for governmental agencies, academic institutions, community organizers, and, most importantly, parents to take appropriate measures to decrease the level of prejudice and discrimination as much as possible.

    In this paper, how behaviorists see prejudice and discrimination as a social problem through different theoretical frameworks will be discussed, and how their understandings and approach could help to find solutions for these social problems. S. Graham and B. Weiner (2012), in “Motivation: Past, present, and future,” highlighted psychologists who contributed to the understanding of the process behind motivation. In “Facilitating Optimal Motivation and Psychological Well-Being Across Life’s Domains Social cognitive theory: An agentic perspective,” by E. Deci and R. Ryan, (2008), the authors introduced the self-determination theory. Also, W. Mischel and Y. Shoda (1995), in “A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure,” took an in-depth look into a theory intended to bring together paradoxical findings on the invariance of personality and the variability of behavior across situations. Furthermore, C. Niemiec, R. Ryan, and E. Deci (2009), examined a study into how aspirations can influence behavior over time in “The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life.” And finally, Moore (2013), in “Tutorial: Cognitive Psychology as a Radical Behaviorist views,” explained cognitive psychology from a behaviorist perspective. Comment by Maureen Oates: Unfortunately, this is still a social issue. Clearly define the social issue and be sure to tie it directly to behavior. You might need to use resources from outside of the course to support this, but only here in introduction. Comment by Maureen Oates: Do not discuss articles. This paper is not about articles; it is about a social issue and how it will be analyzed through the lens of three behavioral theories. Comment by Maureen Oates: This is too much detail for an outline.

    II. Statement of the Problem

     

    It is not known how prejudice and discrimination affect daily life. However, in our society today, prejudice and discrimination are relentlessly frequent, but yet, a preventable problem. People are discriminated against for their race, religious beliefs, sex, sexuality, and even economic statuses. Almost every racial and ethnic group in America, including Hispanics, Asians, Blacks, Natives Americans, and others, at one time or another historically have tackled ruthless discrimination that is prevalent and open.

    III. Behavioral Analysis

    According to Watson (1913), individual differences were more significant than those of race or ethnicity. It is with that idea that any type of prejudice or discrimination, racial or not, is socially ill and that behaviorists should welcome and put a lot of effort into changing. Being that Watson welcomed the idea of using psychology, specifically behaviorism theoretical framework, for solving social problems, it is not a surprise that he understood and advocated that social issues can be addressed by measuring, training, and changing. Comment by Maureen Oates: You should analyze the problem from more than one behavioral lens. I require three theories to develop a well-rounded analysis of the issue.Watson’s theory is classical conditioning. Describe how prejudice can be explained through the lens of classical conditioning. How does it develop and how is it maintained/supported? Do the same for each theory you have chosen. The only focus on the theorist is in the first couple sentences to briefly explain the theory.Other examples:How does Skinner’s theory of operant conditioning explain development of prejudice and how does it maintain prejudice?How does Bandura’s social learning theory explain development of prejudice and how does it maintain prejudice?

     

    IV. Behavioral Solutions Comment by Maureen Oates: Academic support requird throughout.

     

    One of the main issues with behaviorist solutions is that they almost solely emphasize the behaviors. At its foundation, behaviorism is the approach to learning that concentrated on changing individuals’ observable behaviors. If people are to solve society’s problems, then there has to be an emphasis on the attention of the thoughts as well as the actions. Comment by Maureen Oates: I require at least two behavioral theories to develop well-rounded solutions for the issue.In this example, explain how operant conditioning can be used to solve prejudice. Need to provide solutions from at least one more theory.

    V. Limitations of the behavioral Solutions

     

    The approach of focusing attention on behavior instead of the “thoughts” may be desirable. Still, it is not necessarily a helpful and definite solution to help eliminate prejudice and discrimination as a social problem. Comment by Maureen Oates: This section needs to specifically address limitations of the behavioral solutions presented in the previous section. It is okay to briefly offer other academically supported solutions if you choose.

    VI. Conclusion

    For many, Watson symbolizes a striving force for a better behavioral understanding of our world today. No matter the obstacles one has faced, there must be hope for a better tomorrow, a more just society through the application of behaviorism theoretical framework and evidence-based research findings.

     

    References Deci, E. L., & Ryan, R. M. (2008). Facilitating Optimal Motivation and Psychological Well-Being Across Life’s Domains. Canadian Psychology, 49(1), 14-23. Graham, S., & Weiner, B. (2012). Motivation: Past, present, and future. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, J. Sweller, … J. Sweller (Eds.) , APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 367-397). Washington, DC, US: American Psychological Association. doi:10.1037/13273-013 Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102(2), 246-268. doi:10.1037/0033-295X.102.2.246 Moore, J. (2013). TUTORIAL: COGNITIVE PSYCHOLOGY AS A RADICAL BEHAVIORIST VIEWS IT. Psychological Record, 63(3), 667-679. doi:10.11133/j.tpr.2013.63.3.019 Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43(3), 291-306. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177.

     

    Joel,

    Thank you so much for your efforts on this Annotated Bibliography and Outline. In your paper due in Module 7, I will be looking for a few very specific things:

    1. Introduction

    a. Attention grabbing hook (first 1-3 sentences)

    b. Context of current social problem described with academic support (3-8 sentences). The clear definition of the social issue at hand should be contained within this context.

    c. Clear thesis statement identifying the social problem and the theory/theorist that will be utilized to analyze this issue.

    2. Body of Paper

    a. Provide a Problem Statement and brief background of the problem (one paragraph).

    b. Three clear common themes (e.g., Behavioral Analysis of the Problem, Behavioral Solutions, and Limitations to the Behavioral Solutions) that should be discussed/evaluated through the perspective of behavioral theorists/theories. An APA style subheading should be utilized to organize content written for a given theme.

    c. At least 3 different academic sources supporting the evaluation of each theme (i.e., 3 sources per theme, some may overlap, but at least 7 used in total). This should require you to locate academic sources (e.g., peer reviewed articles, edited chapters) that discuss your social issue.

    d. An actual analysis/application of a theories/theorists to a given social issue. Be organized in your paragraphs (i.e., use topic sentences and transitional sentences, center paragraph around a specific idea/subtheme), define relevant terminology, include concrete examples when useful, make direct connections between the theories/theorists and aspects of the social problem, be detailed, and avoid the first- and second person perspective).

    3. Conclusion

    a. Include an overarching topic sentence.

    b. Summarize the key take-aways from your three themes (i.e., 1-2 sentences per theme), using in-text citations when appropriate.

    c. Circle back to your thesis statement by rewording it in a novel way, this will help bring your paper full circle.

    d. Include a suggestion for a potential future study that might be warranted given the content within your paper.

    Please feel free to use the content above as a guide for future annotated bibliography/outlines and synthesis papers. Let me know if you have any other pressing questions regarding your upcoming paper, as I am happy to assist you.

    Thanks,

    Dr. Oates

Week 8: Stepgrandparents And The Family Dynamic

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Write a paper discussing how, as a counselor, you would encourage and incorporate the role of the stepgrandparent into the stepfamily dynamic.  Support your stance with references from the chapter.  Provide the reflection in 2-3 pages in APA formatting.

 

Please read the following for this week as well as All Week 8 Online Course Materials:

Readings:

Week 8: Overview

Extended Stepfamily Constellations: Relationships with Step-Grandparents

Welcome to week 8, where time has flown by and we have learned enormous amounts of information on how stepfamilies develop and come into “being”.  In chapter 9, the term stepgrandparent refers to the biological parents of the stepparent, whose inclusion in the lives of the stepfamily occurs as a result of its formation, and who have little or no contact with the stepchildren prior to that family formation.  Overall lifespans are increasing with people paying better attention to their diets and exercising more well into their senior years.  The stepgrandparent role will continue to develop and in similar fashion to the biological family, stepgrandparents will be integral in making connections as well.  In week 8, you will be asked to read chapter 9, the article by Adcox on “Advice for Stepgrandparents” (In the Week 8 Activities page), and complete two discussion board posts and one reflection assignment.

Objectives

By the end of this week, students will:

· Define and apply social identity theory as it relates to stepgrandparents

· Define and apply social ecology theory as it relates to stepgrandparents

· Discuss the dominant social myths abotu stepgrandparents

 

Week 8: Lecture

Importance of Stepgrandparent Connections

 

While there are no established patterns for understanding the complex stepfamily dynamic, stepgrandparents offer an opportunity to make the family connections. This chapter shares two theories to help conceptualize stepgrandparents and their roles: social identity theory and social ecology theory.

Social identity theory takes a closer look at social roles and how grandparents can be resources in normalization for the children.  Specifically, the intragroup differences create a type of ‘us against them’ mentality in the family.  This dynamic can be emotionally draining.

Social ecology theory looks closely at the children’s immediate connections to understand them more fully.  Specifically, this theory shares that when evaluating a child’s connections, the grandparents can be a stabilizing resource.  They are often able to provide positive care-giving, be playmates, advisors, and friends.

As a counselor, your role is to help the stepfamily examine and discuss roles, identities both shared and singular, boundaries, conflicts, and a host of expectations as you move them towards a healthy family perception.

 

Week 8: Lecture

Dominant Social Myths about Stepfamilies and Grandparents

The social myths described in the sections illustrate some of the beliefs that stepgrandparents have about their roles.  Misconceptions can go both ways in terms of who believes what and how that belief will impact the forming stepfamily.  Your role as counselor is to tell them their story and help re-story the myths to produce a more positive outcome.

Five Social Myths about Grandparents

Myth #1: The role of a grandparent remains the same before and after a divorce

Myth #2: Grandparents do not experience loyalty conflicts with the new stepparent of their grandchildren

Myth #3: All the grandparents will become instant friends

Myth #4: Everyone’s traditions will be integrated

Myth #5: Grandparents love their child’s stepchildren as much as they love their own grandchildren

To begin the process of restorying or reauthoring the dominant social myths about stepfamilies and grandparents, one must pull from narrative theory the foundations of understanding our lives through the stories we tell others and ourselves.  Moreover, narrative therapy believes the descriptions, stories, or myths we attach to ourselves are central to the understandings of how we function.  Thusly, the interpretation for those stories has daily consequences regarding how we interact and experience our lives.

 

No man is an island… this simple statement speaks volumes with regard to the myths and implications of allowing the myths to stay unchallenged, unchanged.  The text advocates for the use of narrative therapy in helping rewrite the internal dialogue, and consequently rewrite the family dynamic.

 

Week 8: Lecture

Narratives: Grandparents Describe Their Relationships

The following narrative is shared in hopes of allowing the reader to walk a mile in the grandparent’s proverbial shoes; to see and feel what they felt.  As the counselor, your role is to become as much a part of the family as the members themselves in order to understand issues and challenges inherent in the blend.  Each family member will present with unique challenges.

For this and the narratives in this week’s chapter, you are asked to read and reflect on the personhood of the grandparent; attempt to feel what they feel.  You are not asked to sympathize, but to empathize with their plight.

 

“In my two main ‘step’ experiences, I came into the life of my stepchildren long after their parents had divorced and settled into their post-divorce single lives. I wasn’t around, or involved, in most of my stepchildren’s early family history, neither the happy times nor the traumas and dramas. The downside of carrying minimal family history baggage is that I can’t regale the grandkids with stories of ‘what your daddy did when he was a little boy’. But as a relative newcomer, I feel I can be a more neutral observer, an objective presence without the possible expectations, disappointments, or projections a biological grandparent might intentionally or unintentionally bestow. I can relax and focus on the young people, marvel at their developing personalities and character, and appreciate the present moments with them.”

– Carolyn Barnabo

Barnabo, C. (2013, April 24). Steps Removed: Reflections on Being a Step-Grandparent. Retrieved from https://mysydneyparislife.wordpress.com/2013/04/21/steps-removed-reflections-on-being-a-step-grandparent-2/

 

Week 8: Activities

Readings

Please read the following for this week as well as All Week 8 Online Course Materials:

Readings:

· Gold, J. M. (2015). Stepping In, Stepping Out: Creating Stepfamily Rhythm. Wiley.

· Chapter 9

· Adcox, S. (n.d.). What Keeps Grandparents and Grandchildren Close? Retrieved from  http://grandparents.about.com/od/grandparentingroles/a/Stepgrands.htm 

 

6 Factors of Grandparent-Grandchild Closeness

By

Susan Adcox 

Medically reviewed by

Carly Snyder, MD 

on July 17, 2020

Have you ever wondered how some grandparents manage to have close relationships with their grandchildren and others do not? It’s not a mystery. Research has uncovered the secrets, but they are still unknown to many grandparents.

Merril Silverstein and Vern L. Bengtson, among others, have studied the concept that they call “intergenerational solidarity” and have identified six factors that influence this “solidarity.” While some of these factors are beyond our control, others are not.

Fostering a Grandparent-Grandchild Relationship

This information is unlikely to help grandparents who have lost contact with their grandchildren, or those who have deep-seated family conflicts that may require therapy to resolve. But for the rest of us, this information could be vital.

Physical Proximity

Not surprisingly, geographic closeness is one of the strongest predictors of a close relationship between grandparents and grandchildren. This factor may be out of the control of some grandparents, although some have demonstrated a willingness to move to be close to their grandchildren.

Other factors, such as the health and financial status of the grandparents can be factors if they limit travel. Geographical distance isn’t terribly important for grandparents who are fit, healthy, and financially able to afford the cost of frequent trips to see grandchildren.

Although grandparents agree that there is no substitute for face-to-face interaction, technology has made it easier to build a relationship with grandchildren across the miles. Many grandparents visit with their grandchildren daily via FaceTime, Skype, or other video chat platform.

Older grandchildren will appreciate loving text messages, as long as they are not too frequent. Facebook and other social networking sites are also good for staying in touch with tweens, teens, and young adult grandchildren. The bottom line is that loving grandparents will find a way to bridge the distance.

Frequency of Contact

Grandparents who stay in frequent contact with their grandchildren have closer relationships, but physical distance isn’t the only obstacle to contact. Parental divorce commonly has a drastic effect on contact between grandchildren and grandparents. Often contact increases between the custodial parent and his or her parents, and contact with grandchildren increases, too.

However, the parents of the non-custodial parent frequently find their contact with grandchildren greatly reduced. Since women still receive custody more frequently than men, most of the time maternal grandparents have an enhanced relationship with their grandchildren after divorce, while paternal grandparents have a reduced role.

Of course, more fathers are winning custody, and joint custody is on the rise. Perhaps in the future divorce will not affect the grandparent-grandchild relationship as radically as it often does today.

  Why Maternal Grandparents Tend to Be Closer to Grandkids Than Paternal

Grandparents’ Role Within the Family

When grandparents provide child care for grandchildren or become actual or surrogate parents to their grandchildren, they have a greater than average opportunity to bond. Many grandparents who fulfill these roles, however, wish that they could be “regular” grandparents rather than having to fill parental shoes.

Also, research shows that it is the regular presence of grandparents that results in closeness rather than the functions that they perform. Whether you are a grandparent who has taken charge of your grandchildren or a “cool” grandparent who mainly plays with them, you can be close to your grandchildren.

The Concept of Normalcy

Families that expect strong relationships between the generations are more likely to have them. That’s because family members are taught from an early age that family members share obligations. Those obligations may include caregiving for children and for the elderly, financial assistance and general sharing of tasks. And the assistance flows in both directions — from young to old, from old to young.

Families that have this type of culture are more likely to demonstrate strong grandparent-grandchild bonds than families in which individuality and independence top the list of values. Such families also adopt practices that keep extended families close.

Emotional Bonding

Although grandparents and grandchildren often report mutual closeness, grandparents may report a greater degree of closeness than the younger generation. That’s just natural.

When families work as they should, children are closest to their parents and siblings. Grandparents usually occupy their second circle or second tier of emotional proximity. As children grow, their circles enlarge, and their peers become vitally important to them. Grandparents may be further displaced.

Grandparents, on the other hand, often live in a world of shrinking circles, as their peers and older relatives die, move away or suffer from serious health issues. Their children and grandchildren may come to occupy a larger space in their lives.

What is important, however, is that grandparents who develop establish early emotional bonds with grandchildren will find that those bonds last. Such bonds usually survive the passage of years and the many changes that both generations go through.

Research also shows that the middle generation is of vital importance in determining closeness. When grandparents and their adult children are close, closeness with grandchildren comes naturally and easily.

Reaching a Consensus on Values

Grandchildren often get their early values from parents and grandparents. As they mature, however, they are more likely to grow their own set of values. Families are closest when they share values, but few families will ever be in total agreement.

Researchers say a generation gap sometimes develops when younger generations find older generations lacking in social tolerance and even prone to hypocrisy. Grandparents should not abandon their values and standards, but a willingness to listen to the younger generation can go a long way. And grandparents should be sure that they practice what they preach.

Summing Up Grandparent-Grandchild Relationships

Although these six factors have an influence on grandparent-grandchild closeness, the attitude of grandparents is the most important factor. Research shows that love for grandparents isn’t built into the grandparent-grandchild relationship.

In other words, grandchildren don’t automatically value their grandparents. Instead, they learn to value their individual grandparents and the way they occupy that role. Detached or uninvolved grandparents are unlikely to find a place of honor in the family circle. On the other hand, grandparents who thrive on creating family drama and stirring up conflict are unlikely to be valued family members either.

All in all, it is the grandparent who is determined to build a strong and lasting relationship with grandchildren who is most likely to succeed.

Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

1. Bengtson VL, Oyama PS. Intergenerational solidarity and conflict. InIntergenerational solidarity. 2010;35-52. Palgrave Macmillan, New York. doi:10.1057/9780230115484_3

2. Dunifon, R., & Bajracharya, A. (2012). The Role of Grandparents in the Lives of Youth. Journal of family issues. 2012;33(9):1168–1194. doi:10.1177/0192513X12444271

3. Moffatt K, David J, Baecker RM. Connecting grandparents and grandchildren. InConnecting Families 2013;173-193. Springer, London. doi:10.1007/978-1-4471-4192-1_10

4. Attar-Schwartz S, Fuller-Thomson E. Adolescents’ closeness to paternal grandmothers in the face of parents’ divorce. Children and Youth Services Review. 2017 Jun 1;77:118-26. doi:10.1016/j.childyouth.2017.04.008

5. Doyle M, O’Dywer C, Timonen V. “How Can You Just Cut Off a Whole Side of the Family and Say Move On?” The Reshaping of Paternal Grandparent‐Grandchild Relationships Following Divorce or Separation in the Middle Generation. Family Relations. 2010 Dec;59(5):587-98. doi:10.1111/j.1741-3729.2010.00625.x

6. Xu L, Silverstein M, Chi I. Emotional closeness between grandparents and grandchildren in rural China: The mediating role of the middle generation. Journal of Intergenerational Relationships. 2014 Jul 3;12(3):226-40. doi:10.1080/15350770.2014.929936

7. Hakoyama M, MaloneBeach EE. Predictors of grandparent–grandchild closeness: An ecological perspective. Journal of Intergenerational Relationships. 2013 Jan 1;11(1):32-49. doi:10.1080/15350770.2013.753834

8. Blundon A. The Role of Grandparents. Rural Transformation and Newfoundland and Labrador Diaspora. Transgressions (Cultural Studies and Education). 2013 (pp. 243-250). SensePublishers, Rotterdam. doi:10.1007/978-94-6209-302-7_21

9. Monserud MA. Continuity and Change in Grandchildren’s Closeness to Grandparents: Consequences of Changing Intergenerational Ties. Marriage Fam Rev. 2010;46(5):366–388. doi:10.1080/01494929.2010.528320

10. Hlebovy S, Gitimu Waithaka A, Gitimu P. Grandparent-Adult Grandchild Relationships: Perspective of Attachment among College Students. International Journal of Social Science and Humanities Research. 2016 Jan-Mar;1(4):26-34.

11. Janmaat, J. G., & Keating, A. Are today’s youth more tolerant? Trends in tolerance among young people in Britain. Ethnicities. 2019 Feb;19(1):44–65. doi:10.1177/1468796817723682

12. Mansson DH, Myers SA, Turner LH. Relational maintenance behaviors in the grandchild–grandparent relationship. Communication Research Reports. 2010 Feb 9;27(1):68-79. doi:10.1080/08824090903526521

13. Timonen V, Arber S. Introduction: A new look at grandparenting. Contemporary Grandparenting: Changing Family Relationships in Global Contexts. Policy Press, Bristol, UK. 2012:1-27.

Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

1. Bengtson VL, Oyama PS. Intergenerational solidarity and conflict. InIntergenerational solidarity. 2010;35-52. Palgrave Macmillan, New York. doi:10.1057/9780230115484_3

2. Dunifon, R., & Bajracharya, A. (2012). The Role of Grandparents in the Lives of Youth. Journal of family issues. 2012;33(9):1168–1194. doi:10.1177/0192513X12444271

3. Moffatt K, David J, Baecker RM. Connecting grandparents and grandchildren. InConnecting Families 2013;173-193. Springer, London. doi:10.1007/978-1-4471-4192-1_10

4. Attar-Schwartz S, Fuller-Thomson E. Adolescents’ closeness to paternal grandmothers in the face of parents’ divorce. Children and Youth Services Review. 2017 Jun 1;77:118-26. doi:10.1016/j.childyouth.2017.04.008

5. Doyle M, O’Dywer C, Timonen V. “How Can You Just Cut Off a Whole Side of the Family and Say Move On?” The Reshaping of Paternal Grandparent‐Grandchild Relationships Following Divorce or Separation in the Middle Generation. Family Relations. 2010 Dec;59(5):587-98. doi:10.1111/j.1741-3729.2010.00625.x

6. Xu L, Silverstein M, Chi I. Emotional closeness between grandparents and grandchildren in rural China: The mediating role of the middle generation. Journal of Intergenerational Relationships. 2014 Jul 3;12(3):226-40. doi:10.1080/15350770.2014.929936

7. Hakoyama M, MaloneBeach EE. Predictors of grandparent–grandchild closeness: An ecological perspective. Journal of Intergenerational Relationships. 2013 Jan 1;11(1):32-49. doi:10.1080/15350770.2013.753834

8. Blundon A. The Role of Grandparents. Rural Transformation and Newfoundland and Labrador Diaspora. Transgressions (Cultural Studies and Education). 2013 (pp. 243-250). SensePublishers, Rotterdam. doi:10.1007/978-94-6209-302-7_21

9. Monserud MA. Continuity and Change in Grandchildren’s Closeness to Grandparents: Consequences of Changing Intergenerational Ties. Marriage Fam Rev. 2010;46(5):366–388. doi:10.1080/01494929.2010.528320

10. Hlebovy S, Gitimu Waithaka A, Gitimu P. Grandparent-Adult Grandchild Relationships: Perspective of Attachment among College Students. International Journal of Social Science and Humanities Research. 2016 Jan-Mar;1(4):26-34.

11. Janmaat, J. G., & Keating, A. Are today’s youth more tolerant? Trends in tolerance among young people in Britain. Ethnicities. 2019 Feb;19(1):44–65. doi:10.1177/1468796817723682

12. Mansson DH, Myers SA, Turner LH. Relational maintenance behaviors in the grandchild–grandparent relationship. Communication Research Reports. 2010 Feb 9;27(1):68-79. doi:10.1080/08824090903526521

13. Timonen V, Arber S. Introduction: A new look at grandparenting. Contemporary Grandparenting: Changing Family Relationships in Global Contexts. Policy Press, Bristol, UK. 2012:1-27.

  • Gold, J. M. (2015). Stepping In, Stepping Out: Creating Stepfamily Rhythm. Wiley.
    • Chapter 9
  • Adcox, S. (n.d.). What Keeps Grandparents and Grandchildren Close? Retrieved from http://grandparents.about.com/od/grandparentingroles/a/Stepgrands.htm (Links to an external site.)