Family Management - All Study Notes

Unit 1 - Study Notes: Introduction
FMLY 1420
Why do we study family?
Family Portrait, 1985

Photo by: Mayr
https://creativecommons.org/licenses/by/3.0/ (https://creativecommons.org/licenses/by/3.0/)
Students who are new to the field of Family Social Sciences often wonder why we study families.
However, there are three key reasons that make the study of family crucial:
To investigate social trends.
For example: With the changes in divorce law in the late 20th century the number of divorces
increased dramatically. It is important to study this social trend to better understand its
different aspects, such as:
What has contributed to this increase?

What is the impact of divorce on children?
What conflict management styles might increase the likelihood of divorce?
To understand the diversity of families
This is very important, given the variety of family forms (e.g., nuclear, single parent, same-sex,
step-families) that exist. In addition, understanding how families of different cultures,
ethnicities, and religions differ offers richness to how we define and see families. Educating
ourselves on the many forms and variety of characteristics families can have is important to
minimize misunderstandings, which is the first step to avoiding ignorance and potential
prejudice.
To influence society's public policy
The research that is conducted in Family Social Sciences and related fields can have a powerful
influence in many areas, such as: public policy (e.g., maternity and parental leave), law, therapy
treatments, and educational strategies, just to name a few.
What is "family management principles"?
Definition:
Family management principles is the balance and handling of one's available resources and
opportunities in such a way that makes ones needs and goals achievable.
There are a few key factors to keep in mind while studying how individuals and families manage
their resources:
At the core of family management principles is the exploration of how individuals both
cause and handle change.
Resource management evolves as an individual's priorities shift throughout their lifetime.

For example: While shopping for a home, think of the different needs and priorities that a
young married couple might have, in contrast to a newly retired couple whose children
have left home. The young couple, perhaps planning to have children, may be looking for a
3-bedroom home in a good school district. The retired couple may be looking to
downsize, minimize home maintenance, and cut expenses.
Everyone is managing (consciously or not) his or her resources everyday. We see this in the
choices individuals make about how to spend their time or money for example.
The resources that we need to manage are both big and small. As mentioned above we are
always managing resources and this can range from something as simple as brushing and
flossing our teeth in the morning (i.e., managing our health) to making the biggest
financial investment most people will make - purchasing a home.
Finally, there is a difference between managing and managing well. Many people struggle
with some type of resource management, whether it is over spending (i.e., financial
management) or always being late (i.e., poor time management). Later in this course, we
will explore several areas of resource management where individuals are often eager to
improve their management skills.
Last revised: November 23, 2019

Unit 1 - Study Notes: The Management Process
FMLY 1420
What is Management?
Definition: Management is how you use your available resources to achieve your desired goal
(Goldsmith, 2013).
Management requires both thought and action.
Reaching a goal does not occur by simply wishing it to happen. A goal must first be clearly
identified and then action must be taken in order to reach a goal. Taking action toward a goal is
necessary for goal attainment. Let's break the management process down and look at each step
independently.
The Management Process
The management model discussed in Chapter 1 breaks down the management process into
concise steps. Review the actual management model diagram at the beginning of each chapter of
your textbook. This suggests that individuals consciously think through each step; however, most
of the time people are processing multiple steps simultaneously. On larger decisions, such as
buying a new car, individuals may invest time analyzing each step of the model, but would most
likely not invest the same amount of energy deciding whether to drive to school or take the bus.
The management process relies heavily on decision-making and the choices we make; however
our available resources often limit these choices. For example, a university student on a limited
budget looking for housing has limited options, because of his or her financial constraints. In
contrast, a millionaire looking for housing does not face the same budgetary limitations, therefore
has more choice.
Keep in mind, our ability to manage effectively is influenced by a variety of other conditions. The
ability to learn from our mistakes, make well-informed decisions, our level of motivation, and our
available support systems are a few examples. We will discuss more influences on our ability to
manage later in this unit, but let's begin by slowly walking through the steps of the Management
Model.
Steps in The Management Process
Step #1 Identify need, want, or goal
The first step of the management process model is identifying a need, want, goal, or problem. We
often confuse needs and wants; however wants are something that would be nice to have, but are
not necessary for survival. Goals, on the other hand, are end results that require action, and
problems require solutions.
Examples of each include:

needs: are basic, such as shelter, food, clean water and clothing
wants: a new purse, dessert, a partner, or a new car
goals: graduate from university, lose 10 lbs, run 5 km, save for child's education
problems: car broke down, need to find childcare, illness.
Regardless if the process begins with a need, want, goal, or problem, the crucial first step is
simply to identify what is being sought in order to work toward that goal. A goal cannot be
reached if it is not first explicitly identified as a goal.
Step #2 Clarify values
Our values are beliefs that guide our behaviour. An entire chapter of the text is dedicated to
better understanding our values and attitudes. Step two of the management process is to clarify
values, in other words, to figure out how we feel about the situation or our options. Values are
often linked to religious beliefs or moral standards. Several examples of values are honesty,
loyalty, faith, kindness, or a strong work ethic.
Below are some questions to help you think about how values might impact your own behaviour:
If you need a new car- do you just steal one?

If you need money for rent- do you take it from your grandmother's purse without asking?
A friend has trusted you with sensitive information - do you tell others?
If you are buying a new car - is how the car looks far more important than gas mileage or
handling?
You have procrastinated and have run out of time to write the term paper - would you download
a paper from the internet (plagiarism)?
You have a test tomorrow that you need to study for, but your friends have invited you out,
what do you do?
Step #3 Identify resources
Step #3 is identifying both the resources that one has available and additional resources that may
be needed to reach the final goal. Even though the first resource that comes to mind is usually
money, resources are whatever is available to be used (Goldsmith, 2013, p.11) and include (but
are not limited to):
skills;
manual strength;
physical support;
family support;
intelligence;
humour; and
benefits.
The challenge can often be in understanding the resources needed to achieve a goal, but also in
being realistic about the resources that one has readily available. In some cases, individuals may
not be aware of all the resources available to them. For example, a student may not realize there
are several scholarships she qualifies for that would help her meet the goal of graduating from
university. In other cases, individuals might overestimate their resources, which will likely limit
goal attainment. For example, assuming your parents will be eager to babysit your child full-time
while you work, when in reality they want to maintain their independence and flexibility.
Step #4 Decide, plan, and implement

Step #4 represents the final decision regarding how to best move toward a goal and is then
followed by the proactive step of creating a plan to move forward. Implementation is taking action
on the plan. If the goal is to apply to university, this step might be deciding which schools to
apply to, completing, and mailing in the application packets.
This step can pose a significant challenge, because even the best plan can be foiled by lack of
motivation and failure to implement. If we hope to run a marathon and know the training schedule
required, but never actually lace up the runners we will never reach the goal. We will spend an
entire unit later in this course looking specifically at decision-making and effective planning.
Step #5 Accomplish goals and evaluate
Step #5 can represent goal attainment or the solution of a problem; however not every goal is
reached. If a goal is not attained, this step offers the opportunity to attempt to understand why
we failed to reach the goal, reflect on possible improvements in the plan, regroup and learn from
possible mistakes. If our goal was achieved, this step represents a chance to celebrate
achievements and again analyse what made the plan successful so this success can be replicated
in the future.
Learning from both successes and failures is a vital step, because it is this experience and
conscious thought that will improve our chances for future success and minimizes our experience
of potential failures. If we do not learn from our mistakes we are doomed to repeat them.
For example: if the goal was to lose 10 lbs and that goal was not achieved, one might analyse
his/her behaviour for potential improvements on the next attempt (e.g., eating less fast food and
working out regularly).
Step #6- Feedback & Summary
Once the lesson from the success or failure has been learned, the feedback loop relays this
information back to the start of the model (i.e., Step #1) and the process begins again. If goal
attainment was achieved, then the feedback might be to maintain status quo. Or if goal
attainment was not achieved then the feedback might be to try again with a more refined or
flexible plan, having learned from the mistakes of the first attempt. Unfortunately, this step is
often forgotten and individuals miss the opportunity to improve and grow, which means mistakes
might be repeated over and over.
Reflection Questions
Identify two goals: one professional or academic and the other personal. Using these two
examples, walk through the management process:
clearly defining each goal,
clarifying values,
identifying resources needed and available, and
decide on a course of action and plan the steps needed to reach each goal.
Note: Remember that Reflection question activities are not assignments, but rather a chance for
you to think of how you personally relate to the material in each unit. This reflection is intended
to improve your understanding of the management process and at the same time clarify your
personal and professional goals.
Unit 1 - Study Notes: Influences on Our Management
Ability
FMLY 1420
Influences on Our Management Ability
Heather finishes the Resolution Run 10K

Photo by: John Trainor
After discussing the steps of the management process, management sounds like a lot of work,
but we can not really avoid managing because even basic survival requires some level of planning.
When discussing the management process; however, it should be noted that it is subject to
environmental forces, outside influences, and unpredictable variables. For example, even if you
are working diligently toward a goal of running a marathon, an unforeseen injury may prevent you
from reaching your goal. Another example might be attempting to get a job during a period of
economic recession - the goal is to get a job, but environmental forces outside the individual's
control are impeding the possibility of success.
A variety of character traits can influence one's management ability, such as:
motivation level;
general attitude;
conditioning;
level of stress;
resilience;
self-esteem; or
depressive symptoms (Goldsmith, 2013).
The influence of personality on goal setting can be seen in the wide range of individual behaviour.
For example, some people enjoy having goals to strive toward while others avoid planning and
management as much as possible.
Management Throughout the Lifecycle
At every phase of life people have different goals, levels of resources, and needs that require an
adjustment to how they manage their resources (Goldsmith, 2013). Transitions can represent a
time of heightened management. For example, preparing for the arrival of children or for
retirement both demand extreme vigilance while managing resources. Consider the unique
resource management that might take place for each of the following life stages:
leaving home to attend university;

moving in with a partner;
getting married;
having a child;
having school-aged children involved in several extra-curricular activities;
transition to retirement;
being widowed; or
losing a parent.
Management Challenges
Unique circumstances and the changing composition of family can make resource management
more challenging (Goldsmith, 2013). Consider how the following situations and social trends may
complicate one's ability to effectively manage their resources:
women have a longer life expectancy than men;

increasing rates of cohabitation;
our mobility of our population;
getting married and having children later in life;
having fewer children than in the past;
adult children returning to live with parents (boomerang kids);
better health care and medical technology;
increased need for two incomes to meet family's needs;
women out earning their heterosexual partners;
changing divorce rate;
blended or step-families; and
children moving away from aging parents.
Summing Up Management
Management appears to be relatively simple when walking through the management process here;
however, we have discussed some the challenges that can influence the process. These influences
can originate from within the individual (i.e., internal) or can be out of the individual's control (i.e.,
external or environmental). When these internal and external forces are thrown into the mix,
management can become much messy and unpredictable. However, a good plan will take these
challenges into consideration and allow for flexibility, clarity, and adaptation when facing these
speed bumps on the way to goal attainment.
Despite the possible difficulties, the benefits of goal setting and planning are clear:
encourages self-management;
ensures resources are invested appropriately;
decreases waste of resources (e.g., time, money, energy);
improves understanding of the whole picture before work begins;
improves efficiency;
motivates people; and
helps ensure family members are in agreement.
Reflection Questions
Let's start thinking about resources in more than just a monetary way. Here are three scenarios.
For each scenario:
consider the available resources and the needed resources that might apply;
identify the variables that need to be taken into consideration;
discuss your thoughts (using the course discussion tool) with your classmates and see if they
have identified similar resources and considerations.
Scenario #1
Beth has been relying on an older car that her parents bought her in high school to get to work
and class. The car breaks down and the mechanic tells her it will be $895 to fix. This is money she
does not have all of her money is going to pay her bills and school expenses. What are Beth's
options? Brainstorm what resources Beth might have access to and what resources she will need
to find.
Scenario #2
Robin and Jason have been dating for a year. Jason lives at home and is a full-time student. Robin
lives in a cheap apartment with 3 roommates, is a part-time student, and works at Safeway full-
time. Robin finds out she is pregnant. What resources might Robin and Jason have at their
disposal as they welcome their child? What resources will they need? What additional variables do
they need to take into consideration?
Scenario #3
Bonnie and her husband live in a 1-bedroom apartment, but would like to purchase a small, 2
bedroom house, before they have a child. What are some questions they need to ask themselves
before they make the big leap? Make a list of issues they need to consider. Identify the possible
availability and needed resources in this situation.

Unit 2 - Study Notes: History & Theory
FMLY 1420
Historical Overview
As an area of study family management is very young when compared to other fields, such
as psychology, English or math. Chapter 2 does a wonderful job of explaining the
evolutionary path the study of family management has taken over the last 100 years.
The Beginning
Beginning in the late 1800s, the initial focus of family management was within the home
and housework (i.e. cleaning, cooking, sewing) and at the time was referred to as home
economics. Principles of Household Management & Cookery was the first book on the
subject written by Maria Parloa (Goldsmith, 2013). At first, this book may sound like an
artifact of times gone by, but consider the industry Martha Stewart has created in this
same field. In 2006, she published a book titled, Martha Stewart's Homekeeping
Handbook: The Essential Guide to Caring for Everything in Your Home (Martha Stewart
Living OmniMedia, 2007), which doesn't seem dramatically different from the Maria
Parloa's book published in 1879. In 2014, Marie Kondo, a Japanese organizational
consultant, has had a huge success with her book "The Life-Changing Magic of Tidying Up:
The Japanese Art of Decluttering and Organizing" (Kondo, 2014) and the her show "Tidying
Up with Marie Kondo" became a huge hit in 2019. This shows the modern relevance and
public appetite for family management topics today.
Evolution of the Discipline
After the Discipline of Home Economics was founded in 1899 the development of home
economics courses began in high schools, colleges and universities. Many of you may have
taken such courses in high school that taught you to make a stool, and apron, or cook an
omelette, but the study of home management is much more than that, as we will discover
during this course.
As homemakers and those who studied home economics began to look for ways to
streamline or improve daily household tasks, they turned to the business world for
possible improvements. The textbook mentions Fredrick Winslow Taylor (1856-1915),
considered the father of Family Resource Management, who worked/studied industry to
improve manufacturing efficiencies (Goldsmith, 2013). In other words, he looked for ways
to minimize effort and maximize profitability. For example, reorganizing a factory floor to
minimize the number of steps between machines reduces wasted movement and time in
Not Everyone enjoys their chores like we do
Credit: Dean Mitchell (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=Dean+Mitchell)Collection: E+
production, which in turn means more remaining effort to make more products (i.e. more
profit).
Multitasking mum holding her young baby while she makes food at the hob in her kitchen
Credit: monkeybusinessimages (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=monkeybusinessimages)Collection: iStock / Getty Images
Plus
Taylor's concept of work simplification can be seen today in modern kitchen design.
Interior designers apply his theory to maximize the efficiency and functionality of a kitchen
with the work triangle (Buster, 2005). Studies have actually determined the ideal length of
each side of the triangle for maximum functionality. Have a look at Figure 1 below to see
how it works and perhaps check out your own kitchen to see how it measures up.
Figure 1: The kitchen-work triangle
Ideal work triangle dimensions:
The sink to stove is the shortest length because it is used most often.
The stove to fridge length is the longest because it is used least often.
The 3 sides of the triangle totalled must not exceed 26 feet or be less than 12 feet for
maximum efficiency (Buster, 2005).
Summary
Now, the study of home economics is referred to as Human Ecology. Even though the
study of family has become much more sophisticated through the years one can still see
the connection between the early home economic concepts and today's culture.
Reflection
After reading the discussion of the 4 eras of home management in Chapter 2 have a
discussion with a grandparent or older relative/friend. Ask them what kind of changes or
developments have they have experienced in home management during their lifetime. You
may be surprised by the developments that have occurred in the home over even the last
30 years. Consider the fact that even taking an online course, as you are now, would not
have been possible just 15 years ago.
Note: Remember that Reflection question activities are not assignments, but rather a
chance for you to think of how you personally relate to the material in each unit. Feel free
to discuss your reflections with the class in the general Course Discussion folder.
What is Theory?
During the remainder of this unit, we will briefly review theory and then discuss two
theories relevant to family management principles: systems theory and economic theory.
Definition:
Theories are an "organized system of ideas and beliefs that can be measured; a system of
assumptions or principles" (Goldsmith, 2013, p. 45).
Theories summarize what we already know about a particular phenomenon, but permit
the formation of hypothesis. A very simple example is: if a child falls they will likely cry.
Glass(es) on glass
Photo by Paul Peracchia

To illustrate theory, try thinking of theories as eyeglasses with different descriptions.

Each pair of prescription eyewear has their own specific prescription that helps an
individual focus on different things. So for example, some glasses may help us see
distance (e.g. macro theories) and other will improve our nearsightedness (e.g. micro
theories).
Using this metaphor, theories help us look at specific parts of families functioning or
communication. For example, some theories help us explore how entire family units
interact with their community (e.g. macro theories) while other theories focus on within
family communication (e.g. micro theories).
Basic Functions of Theory
Now that we have defined what theories are, let's discuss the two main functions of
theories:
Theories help predict behaviour. For example, theories of child development help us
make sense of a child's behaviour at different ages and even predict behaviour at
different developmental stages.
Theories help us understand our ability to control our own behaviour. Knowing theory
often influences or helps us alter our behaviour. For example, first time parents often
gasp in shock when their child takes a tumble and this can cause the child to be startled
and cry if they weren't really hurt. When the second child comes along parents have
learned this theory and keep their reaction to a tumble minimal, knowing that their
reaction influences the child's reaction to the fall and their subsequent reaction.
Now that theories and their two main functions have been explained, we will move on to
two theories commonly used in this field: systems and economic theory.

Unit 2 - Study Notes: Systems Theory
FMLY 1420
Introduction to Systems Theory
Main Principle of Systems Theory: The sum is greater than its parts.
Summer project car - engine bay

Photo by Bradley Olin
Introduction to systems theory: All the parts of a system are interconnected, interact with
one another, and are inter-dependent. For example, a car engine is a system with many
interconnected, interdependent parts; therefore, if one part is broken the car will either
not run as well or not run at all. The engine is a good metaphor for the family in systems
theory, because it assumes what happens to one family member has an impact on the
entire family. For example, when a family member suffers from alcoholism or a gambling
addiction it impacts every other member of the family and also the functioning of the
family as a whole (Goldsmith, 2013).
Gambling problem?
Photo by Bell and Jeff
Families as Systems
As discussed in the engine example above, families are systems and they interact with
other systems (e.g. families). The point at which these two families/systems interact is
called the interface. See Table 2 below for a visual example of the interface.
Figure 2: Interface between two families/systems
A holiday dinner is a good example of situation where there are multiple systems
interacting (i.e. married couple, their in-laws, and their siblings families).
Note: Throughout this course and the discussion of theory it is important to keep two
things in mind:
Families do not function in isolation and are vulnerable to or are influenced by both
environmental and external factors (e.g., flood or breadwinner gets fired). These
external influences can have a significant impact on the functioning and well-being of a
family.
There is great diversity in family types and attitudes (i.e. morphostatic and
morphogenic), which can have a significant impact on how families interact within the
world around them (Goldsmith, 2013).
Morphogenic and Morphostatic families
Families in Systems Theory can be identified on a spectrum where on one end there are
morphostatic families and on the other morphogenic families (Goldsmith, 2013).
Definitions:
Morphogenic families or systems: "are adaptive to change and relatively open"

(Goldsmith, 2013, p. 47).
Morphostatic families or systems: "are resistant to change stable and relatively closed"
(Goldsmith, 2013, p. 47).
Examples:
For example, a morphogenic system may be the family on the block where all the kids
go to play, the parents are active in the community, socialize frequently, the TV is always
on and everyone has computer access.
In contrast, an example of a morphostatic family might be the family in the
neighbourhood that always have their blinds drawn, rarely socializes, has few visitors,
and has limited TV and computer access.
It should be noted that in times of crisis (e.g. acute family member illness) the energies
of a morphogenic family are often redirected and they resemble a morphostatic family
during this period.
However, by not accepting more influence from the outside and failing to network,
morphostatic families that face a crisis are more fragile and receive less support from
others.
Subsystems and Personal Systems
Each system can be broken down into subsystems and those subsystems then function on
their own as a system. Each system and subsystem serves a purpose.
Definition:
Subsystem: part of a larger system (Goldsmith, 2013, p.48).

For example, a subsystem of a university is a faculty and a subsystem of a faculty would be
a department. In a family, the family would be the system and each family member would
be a personal subsystem. To make this concept more complex, each individual also has
subsystems that help him or her interact and function in the outside world.
Each person is made up of different subsystems, such as:

biological/physiological systems;
behavioural systems;
psychological systems; and
social systems (Goldsmith, 2013).
Remember the car engine example used earlier, what happens to one part of a system
impacts the functioning of the entire system. Therefore, if an individual is struggling with
depression (part of the psychological subsystem) this will impact their overall functioning
and performance. Each subsystem, even on the personal level, is interdependent.
Influences on System Functioning
According to Systems Theory all systems have four natural tendencies that impact the
functioning of the system (Goldsmith, 2013). We will briefly identify the tendencies and
will give examples for clarification.
4 Tendencies that exist in all Systems:
Entropy
Photo by fdecomite
Entropy - a "tendency toward disorder or randomness"(Goldsmith, 2013, p. 50).

Example: Using the car engine example, an engine will wear over time, need repairs, and
perhaps replacement. It is the natural tendency for systems to become less structurally
sound over time.
Homeostasis - a "tendency to maintain balanced" (Goldsmith, 2013, p. 51). Example:
Even though systems deteriorate over time, we still attempt to remain balanced or things
tend to right themselves. Even when things are not going well in a relationship we are
often working on a way to improve things.
Equifinality - "the phenomenon in which different circumstances and opportunities may
lead to similar outcomes" (Goldsmith, 2013, p. 51).
Example: Think of two individuals with very different backgrounds, such as one from
an underprivileged upbringing and the other growing up extremely privileged, but end
up as physicians in the same hospital as adults. Different beginning, similar outcomes.
Multifinality - "the phenomenon in which the same initial circumstances or conditions
may lead to different conclusions or outcomes" (Goldsmith, 2013, p. 51).
Example: This is the opposite of equifinality. Think of twins treated identically as
children by their family and one ends up a successful lawyer and the other homeless.
Very similar beginnings, but very different outcomes.
Summing up Systems Theory
Riding with the whole family.

Photo by Sektordua
So we have learned that in systems the sum is greater than its parts and that all the parts
of a system are interdependent and interrelated. We know that systems are influenced by
not only the outside environment, but also from the natural tendencies experienced by
systems. It is clear that maintaining a system requires effort and maintenance, much as a
car engine would (e.g., tune ups, oil changes, and tire rotation). The strength of this theory
is that it emphasizes the impact of an individual’s behaviour on the whole family.
Therefore, even though we may often think otherwise, individual family members do not
function in isolation and their behaviour has an impact on the family as a whole.
Reflection
Take a moment to think of how your own family has functioned as a system. How have the
behaviours of individual family members impacted your family as a whole? Review the list
of general resiliency factors listed in Chapter 3 of the text and think of the strengths that
your own family system may have to influence its ability to survive and thrive in difficult
situations.

Unit 2 - Study Notes: Economic Theory
FMLY 1420
Economic theory focuses on the cost versus gain relationship between the buyer and the
seller (Goldsmith, 2013). This theory's general assumption is that individuals/families only
make decisions that will minimize their costs and maximize their benefit. Of course, we
know that this is not always true, since people often make purchases based on emotion,
which are not in their financial best interest. For example, an individual may make a
purchase using a credit card, knowing that it may take a year to pay off the item at a high
interest rate. This would not be an example of economic theory's premise of maximizing
benefit and minimizing cost, but in many cases we do make choices with optimization in
mind.
Subtheories: Optimization and Satisficing
The textbook discussed two subtheories of economic theory that relate to the resource
management of families.
Optimization- process of obtaining the best result (Goldsmith, 2013, p. 57). In other
words, using resources in the smartest way possible to get the maximum return for the
family.
Example: An individual may need to manage multiple resources at once while
maximizing benefit and minimizing cost. An example would be trying to find an
affordable plane ticket. If you have the time (another resource) you can get a cheaper
ticket by buying a ticket with several layovers, which is an example of optimization. If
your time is restricted you may need to buy a more expensive ticket in order to get to
your destination on time (i.e., buying a direct flight), which exemplifies the fact that
optimization is not always possible in all scenarios.
Satisficing - picking the first good alternative that presents itself (Goldsmith, 2013, p.
57). This theory applies when there are few choices and little time. It might help to think
of this as sufficing.
Trip to Tokyo.
Photo by Craig Wyzik
Example: Sticking to the flying example above, think of your food choices in an airport.
There are limited choices and limited time between flights, which means one may eat
something that they normally would not. They may have to make do and make the best
choice given the limited options. This is called satisficing.
Risk Aversion
Economic Theory discusses risk and how it influences how we make decisions regarding
our resources. Risk aversion is "the avoidance of risk" (Goldsmith, 2013, p. 60) and
assumes we make decisions that will help us avoid risk (i.e. pain, harm, suffering, danger
or loss). It is important to understand that risk is perceived and defined differently by
individuals and families. Individuals has different tolerance levels for risk.
Houston sky dive.

Photo by Kris Martis
Note:
Risk can pay off. This is an example of what investment bankers do for a living.
Definition of risk varies with each individual. For example, for one person taking a plane
flight may be seen as a substantial risk, while another person jumping out of a plane
may be seen as an acceptable risk.
The perception of risk changes over the lifespan. When considering retirement
investments one can be more aggressive in their 20s, but having an aggressive portfolio
becomes much riskier as you get closer to retirement.
Perceived risk is relative. Risk can be perceived differently based on available resources.
To a millionaire a $10,000 investment may be pocket change, while to a single mother
making $20,000 a year $10,000 is a huge amount of money to risk.
Summing up Economic Theory
Sales of fresh and organic fruits and vegetables

Credit: IrenaV (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=IrenaV)Collection: iStock / Getty Images Plus
Economic theory assumes that people make resource decisions based on maximizing
benefits and minimizing costs. Some people feel economic theory can be fairly sterile, not
taking into consideration the values and emotions of individuals and families. For example,
this theory wouldn’t take into consideration the emotional high an individual may get from
a shopping spree, even if their purchases were not within their budget. In general, people
do try to get the best deal they can, but there are certainly times when they overlook this
or when getting the best deal is simply not possible.

Unit 3 - Study Notes
FMLY 1420
Values
Values are "principles that guide behaviour" (Goldsmith, 2013, p. 68). We all have values or core
beliefs that influence how we behave. We can think of these core beliefs as an internal compass,
which steers us in a certain direction. For some these core values are rooted in their religious beliefs,
but can also be thought of as a personal code of conduct. If you need a new car would you steal one?
If you are unprepared for a test do you look over your neighbour's shoulder for the answers? How
you answer these questions may give you insight into your basic values. Examples of values may be
courage, ambition, truth, honesty, or work ethic.
It should be noted that one's values may change over one's lifetime. As we grow, learn, start families,
and age our view of life and our core priorities may evolve and along with them our values. However,
we will learn that attitudes are more easily changed than values, which tend to be more steadfast.
As mentioned above, values guide our behaviour and every individual has his or her own unique set
of values, which is called our value orientation (Goldsmith, 2013). Interestingly, the only way we can
observe or understand a person's values is to watch their decisions and behaviour over time.
Therefore, we should remember that we cannot identify the type of values a person holds by simply
looking at them. If we tried we would most likely make assumptions based on stereotypes and in
most cases we would be wrong. This is the root of prejudice, assuming because someone looks a
certain way that they hold a certain value orientation.
Diversity of Values
We mentioned in Unit 1 that one reason for studying the family is to understand the diversity of the
family experience. In that light, it is important to understand that values and norms vary in every
society, culture, ethnicity, and religion. How groups define right and wrong and generally preferred
behaviour vary greatly. We can see this overtly in physical examples such as gestures, amount of
personal space, clothing, and manners. With globalization it is crucial that we learn about these
differences and not apply our own set of values to others.
For example, if a Canadian business person is visiting a customer in Japan, it is imperative

that she understands the values and customs of the Japanese corporate world. Taking the
time to learn the Japanese business traditions and customs (e.g., who pays at lunch, who is
included in negotiations, appropriate greetings, how to handle a business card) before visiting
will help avoid misunderstandings or offending her customer.
However, it is important that we learn more about our value differences within Canada as well.
Value Orientation
Have you ever been in a difficult situation in which you intellectually knew which choice was right,
but emotionally you wanted to make the opposite decision? This is an example of the two aspects of
value orientation, which are not always in agreement. In other words, our behaviour may often differ
from our beliefs because our hearts can sometimes override our minds.
Two Aspects of Value Orientation:
Affective domain = how we emotionally feel about something
Cognitive domain = how we intellectual think about things (Goldsmith, 2013).
For example, intellectually you may know that you need to sit down and study, but you decide to go
out with your friends. Another example is when someone, for emotional reasons, continues dating
someone they intellectually know is bad for them.
Summing Up Values
So we now know that values are "principles that guide behaviour" (Goldsmith, 2013, p. 68) and are
deeply held beliefs. We also know that the values of individuals, different ethnic, religious, cultural
and social groups may vary and that understanding these differences is crucial. Children learn their
values from their parents through socialization, but their values may evolve throughout their
lifetimes.
Our basic core beliefs guide all our behaviour and interactions. How, where, and when we consume
goods and services are the most obvious examples, but values also impact how we interact with
others, where we work and live, our saving practices, and how we raise our children. Attitudes also
have this impact on the above practices.
Reflection
Take a moment and consider your key values. Sometimes as we grow up we reconsider and evaluate
the values with which we were raised. How do your current values compare to the value orientation of
your family? Are your actions ever in agreement or disagreement with your values?
Note: Remember that Reflection question activities are not assignments, but rather a chance for you
to think of how you personally relate to the material in each unit. Feel free to discuss your reflections
with the class in the general Course Discussion folder.
Summing up Attitudes, Goals & Motivation
Attitudes are a means to express our values. For example, one may have a core value of honesty and
their attitude might simply be that they does not tolerate dishonest people. Another example might
be a core value of environmentalism and the attitude may be a preference for locally grown fruits and
vegetables, which save on "food miles" (which we will learn more about in Unit 10). In the second
example, it is easy to see how attitudes impact our management of our resources and also how our
attitudes are targeted by marketers in order to to sell us products.
With regards to goals, identifying a goal that is realistic, specific, and flexible, is the first step to
completing that goal. However, we often don't spend much time as we should mapping out our
goals. Goals can vary from getting to class on time to graduating from university. The more complex
the goal the more planning and energy is required to successfully achieving that goal. As mentioned
earlier, we often think that motivation will strike us in an epiphany, which will cause us to become
suddenly overcome with motivation, but really motivation is starting and staying in motion toward a
goal. The ability to break down complex goals into small achievable tasks and then maintaining
commitment to their completion one step at a time, is how goals are reached and successfully
accomplished. To maintain motivation it is also important to celebrate small and large
accomplishments on the path towards one's goal.

Unit 4 - Study Notes: Resources
FMLY 1420
We start exploring resources by defining what exactly resources are and how we allocate the
resources we have available to us to best meet our goals. Resource allocation is mainly about
prioritisation and distribution. We will continue by exploring how the availability of resources or lack
thereof impacts the choices we are able to make regarding the use of our resources. Finally, we do
not function in isolation; therefore we will discuss the many personal and environmental factors that
directly or indirectly impact how we allocate resources.
Resources
So what are resources? The definition is "what is available to be used" (Goldsmith, 2013. P. 104).
Although money is often the first resource that comes to mind there a plethora of resources available
for our use, such as a persuasive personality, negotiation training, family support, time, education,
friendship, health, and the list goes on.
Businessman holding clock
Businessman holding clock

Credit: HAKINMHAN (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=HAKINMHAN)Collection: iStock / Getty Images Plus
Keep in mind as we move through this unit that we often exchange one resource for another. For
example, buying fast food to save food preparation time or buying time by paying someone else to
change our oil (resource exchange: money for time). We will often pay more for something when we
know it will save us time, which is another valuable resource. The opposite example would be saving
money by doing a home renovation yourself, which will likely save you money, but cost more of your
time and energy. Both are examples of exchanging one resource for another.
Types of Resources
The textbook discusses several ways in which resources can be classified and we will begin by
reviewing and elaborating on these different types of resources.
Intangible resources are resources that "cannot be touched" (Goldsmith, 2013, p. 106). One
example of an intangible resource was mentioned earlier, a persuasive personality, and
additional examples are sense of humour, confidence, resilience, and high levels of self-
esteem. One cannot reach out and touch, measure, or quantify these resources; therefore,
they fall into the intangible category.
Tangible resources are resources that "are real, touchable, or capable of being appraised"
(Goldsmith, 2013, p. 106). Several examples of tangible resources are real estate, cars,
3D illustration of generic red car
Credit: Vladimiroquai (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=Vladimiroquai) Collection: iStock / Getty Images Plus
money, artwork, antiques, land, jewelry, or other valuables. These resources can be
quantified, counted, or touched; therefore they are considered tangible.
Human Resources "are the skills, talents, and abilities that people possess" (Goldsmith, 2013,
p. 106). You may be more familiar with the term Human Resources (a.k.a. HR) as a department
in a workplace where pay, training, and benefits are addressed, but when you review the
definition above this department is appropriately named. The HR department manages all the
"skills, talents, and abilities" of employees of the company. These skills and abilities include
knowledge, experience, communication ability, education, training, and as the book mentions,
friendship. Human Capital is "the sum total of human resources, all the capabilities and traits
that people use to achieve goals" (Goldsmith, 2013, p. 107).
Canadian money is pretty.

Photo by Rick
Material resources "include natural phenomena, such as fertile soil, petroleum, river, and
human-made items, such as buildings, money, and computers" (Goldsmith, 2013, p. 108).
Canada is a very resource rich country with a large amount of water, petroleum, and natural
gas. It should be noted that many of the human-made resources wear down over time and
degrade in value, such as vehicles, which depreciate the minute one drives the car off the
dealership lot and depreciate with every kilometre or year they are driven.
Reflection
Above we discussed the term human capital (or resource stock). Many of you are in school to improve
your human resources and overall human capital, but you may be surprised by how many skills and
talents you already possess. Make a list of all your available human resources (i.e., skills, abilities,
and talents) in all areas. What languages do you speak, work experiences have you had, or places you
have travelled? Are there areas you wish to improve? Would volunteering in this area improve your
personal human capital? By completing your undergraduate education which part of your human
capital are you trying to improve? Is this related to the job you hope to attain upon completing
university?
Note: Reflections are not required assignments, but instead are activities that are intended to help
you better connect with the material.
Recognition and Allocation of Resources
Being able to recognize all the resources that are available for use is key. We are often unaware or
simply have not done the research to fully understand all the resources that are available to us. For
example, many undergraduate students qualify for a variety of scholarships and awards, but have
simply not looked into award availability or have assumed they do not qualify without further
investigation. Resource recognition can also be challenging because of how we view ourselves. It is
true that many people face real limitations in ability, skill, and financial terms, but in my experience
people are often more capable than they think they are. Individuals often have false assumptions
about their own capabilities; therefore, fail to recognize or underestimate their own human
resources. We occasionally need to reassess our skills and abilities in an honest conversation with
ourselves. It reminds me of the quote by Thomas Edison, "If we did all the things we are capable of
doing, we would literally astound ourselves" (Brainy Quotes, 2007). Therefore, thoroughly
investigating all the possible resources available to you in a given situation is essential to make sure
you have as many tools as possible to reach your goal or meet a specific need.
Once available resources have been clearly identified it becomes crucial to manage those resources
effectively to maximize the likelihood of success. One key way of doing this is by prioritizing goals
and then applying resources in the order of priority. For example, if an individual is on a very tight
budget and barely has enough money to pay their rent (i.e., a top priority) then it would make sense
to avoid buying a $5.00 coffee every day (i.e., coffee = low priority), because having a roof over one's
head is more important than the coffee. Another example, if a student has prioritized doing well in
school as a current goal than he or she should be allocating their time (i.e., a resource) in such a way
that they are spending a significant amount of their time studying, preparing for class, and doing
paper coffee cup with paper coffee holder
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family=creative&photographer=Valerii+kosovskyi) Collection: iStock / Getty Images Plus
homework instead of playing video games or going out with friends for example. In other words, how
we budget our resources should match our priorities.
Components of Economics
The economy often influences or limits how we spend our resources. The text discusses several key
components of economics that impact resource management. "Economics refers to the production,
development and management of material wealth" (Goldsmith, 2005, p. 103). Three key components
of economics are:
Collecting rainwater.
Photo by tajai
Scarcity: "a shortage or an insufficient amount or supply" (Goldsmith, 2013, p. 109). Scarcity or
availability relates directly to price.
Scarce or low availability = increase in price
Plenty or high availability = decrease in price
Scarcity forces people to make choices about how they use their resources. For example, as
gasoline becomes more scarce the price will skyrocket and people will be forced to either modify
their driving habits or pay the increased price.
Opportunity costs: "the highest valued alternative that must be sacrificed to satisfy a want or
attain something" (Goldsmith, 2013, p. 111). In other words, there are trade offs in life and we
often have to sacrifice one thing for another. For example, if an individual buys a $500 car he or
she is paying less up front, but will likely have to pay more for repairs down the road. Or if a new
mom wants to stay home with her children she may need to give up other luxuries in order to
afford staying home to live on one salary. Opportunity cost in this situation is what she has to give
up to get what she wants (i.e., to stay home with her children)
(https://creativecommons.org/licenses/by/3.0/)
Laws of Supply and Demand: "Scarcity affects the price and worth of a resource" (Goldsmith, 2013,
p. 112).
Demand: As price of item rises, the demand drops.
As price of item drops, the demand will rise.

Supply: As supply goes up, the price will fall.
As supply goes down, the price will rise.
These components of economics directly influence how we use resources. If an item becomes too
expensive it means fewer people are able to afford it. Think of the scarcity of water and other
resources needed for survival in developing countries.
Summing up Resources
We have defined resources and have reviewed some challenges with resource recognition and
allocation. We have also addressed how economics can influence how we spend our financial
resources. However, it is also important to acknowledge that an individual's personal characteristics
(e.g., personality and psychological health) and personal values and beliefs (e.g., environmentalism
or religion) can play a strong roll in how and where people spend money, as well as their capability to
manage resources effectively. Environmental factors beyond our control may also influence our
resource use (e.g., lay-offs, natural disasters, government regulations). Again, we do not manage life
in isolation. Despite the best of intentions, external forces can often derail plans and it is how we
decide to react to these changes in plan that is most important.

Unit 4 - Study Notes: Decision-Making & Problem
Solving
FMLY 1420
Decision-Making and Problem Solving
"Decisions are conclusions or judgements about some issue or matter" and decision-making is "the
process of making a choice between two or more alternatives" (Goldsmith, 2013, p. 132). We make
decisions all day long and often without consciously thinking about doing so.
The daily decisions individuals may face:
Should I get out of bed and go to class?
I’ve had a few drinks. Should I drive home or get a cab?
Should I register for summer classes?
Should I drive or take the bus?
Should my mother come live with us?
Should we adopt a child?
Should I break up with my partner?
Should I wear the blue or green sweater today?
As you can see decisions range from small to large, general to specific, and important to
inconsequential (Goldsmith, 2013). The goal in decision-making is often to maximize the benefit and
minimize the costs to oneself. However, making a decision can be intimidating and individuals often
do not like the change that comes with some decisions. In some cases this lack of confidence in
decision-making or themselves can lead to an over reliance on others (i.e., one’s reference group) to
help them make decisions. Yes, it is healthy to turn to others for advice, but when their opinions and
attitudes fully influence our behaviour this is unhealthy. Let’s walk through the steps of decision-
making.
Decision Making Strategy and Process

One’s decision-making strategy is influenced by one’s personality and personal decision-making
style. Some people are over confident and make decisions quickly without adequate information,
while others face "analysis paralysis" by obsessively churning through all the facts and coming to a
painfully slowly decision.
As mentioned earlier, decisions can range in length and complexity. Quick, insignificant decisions
may not require much thought, but large, complex decisions may require a plan of action or a
decision plan. The text does an excellent job of describing the steps of a decision plan, which
happens to be very similar to the management model (Goldsmith, 2013). Below we walk through the
steps of a decision plan, using an example of planning to attend university, to help you better
understand how the plan works:
Step: Example:
1. Define the applying to attend university

decision
2. Estimate time/effort/fees to complete applications

resources need tuition and available funds to pay for university
scholarships available
information on different universities
cost of living at different schools
and the list goes on
3. Consider the Once all the school options have been reviewed, narrow down selection for
alternatives serious consideration to 3 or 4 schools.
Perhaps visit this smaller list of schools and consider preferences.
Applying to 10 schools would be a waste of resources.
4. Explore What are the pros and cons associated with each school, such as:
possible
proximity to home (short drive or different province);
consequences of
campus living vs. living at home;
alternative course
degree programs offered; and
of action
long term cost (loans?).
5. Develop an Complete application packets.

action plan and Mail application packets before deadline.
implement Wait to hear from schools and pick #1 preference.
6. Evaluate plan If admitted, appreciate the fact that the application was complete, you met
the requirements, and the packet arrived on time.
If not admitted, determine what might have gone wrong, contact school for
possible feedback on application, and develop a new strategy to try again
(perhaps different school or getting the application in for the early deadline,
take a few classes to boost GPA, etc.).
(Goldsmith, 2013, p. 136)

Decision-Making Models
Researchers often use models to visually review the steps in the decision-making process and also to
explore different types of decisions. Highlighted below are examples of two of the models discussed
in the textbook.
Central Satellite Model depicts a large decision in the centre, which prompts the necessity of many
smaller decisions to follow (Goldsmith, 2013). There are many examples for this model, but an
example might be a large decision to renovate a kitchen. This decision would cause an onslaught
of perhaps hundreds of decisions, which might include the following decisions:
The Chain Model starts with one key decision, which leads to a number of decisions, but these
subsequent decisions must be completed in a particular order (Goldsmith, 2013). Each step is
reliant on the completion of the previous step. For example, the example used earlier of applying
to university, if you decide to go to university you cannot simply call and register for classes. As
you all well know, there is a specific order of events that must occur before you attend your first
class.
In this example, each step must be followed in a specific sequence for the goal to be reached.
Another example of chain model is home construction, the foundation must be laid before the walls
can be built and the walls must be built before the roof can be completed.
Decision-Making and Socialization

Just like resource allocation, decision-making is influenced by one’s personal characteristics and
attitudes (Goldsmith, 2103). As children we learn to make decisions by watching our parents and by
experience with decision-making. These childhood experiences influence our adult decision-making
behaviours; therefore, it is crucial that parents instil confidence in their children and offer them the
opportunity to make successful decisions.
For example, if a parent asks a 4 year old an open-ended question regarding what he or she would
like to eat for lunch, the child may respond by choosing cookies and ice cream. The parent will likely
respond, "No, you can’t have ice cream and cookies for lunch; pick something healthy." This situation
has, in effect, taught the child that he or she did not make the right decision. If this situation
happens repeatedly over time children may lose confidence in their decision-making ability. The
recommended alternative for parents would be to present the child with two acceptable choices and
allow the child to choose one. "Johnny, would you like macaroni and cheese or a peanut butter and
jelly sandwich for lunch?" The child gets to practice making decisions and will succeed no matter
what they choose, which reinforces a positive self-concept.
Family Decision-Making
path leads to decision which changes the path in two directions
Path leads to decision which changes the path in two directions

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family=creative&photographer=http%3A%2F%2Fwww.fotogestoeber.de)Collection:iStock / Getty Images
Plus
Making decisions can be challenging for individuals, but add four people and seek consensus and the
decision-making process becomes ever more complicated (Goldsmith, 2013). Decision-making
becomes more difficult when interests of individuals in a group are not aligned. Also, the larger a
group gets the more difficult compromise and consensus become. For example, a family with three
children (ages 19, 11, and 3 years of age) would have a very difficult time planning a vacation that
would accommodate all the children's different interests. In contrast, finding an activity that might be
enjoyed by half a dozen 6 years olds would be much easier, since their interests are more likely to be
similar.
Family decision-making can also be influenced by relational power. Consider the following questions
to explore how power may influence both who makes the decisions in the family and which decisions
get made.
When one partner makes substantially more money than the other, who does more
housework?
When one partner makes much less than the other, should he or she have less say about how
money is spent?
If the partner who is making more money gets offered a promotion, but it requires a transfer,
should this mean that the family automatically moves?
If partners make equal amounts of money, how does this impact their balance of power in the
relationship?
Does the partner who is least invested in the relationship hold the most relational power?
Money is not the only resource that impacts relational power. Some other resources and
characteristics that impact relations are attractiveness, intelligence, humour, intimidation, and
dependency. The text discusses three types of family decision-making: accommodation, consensual
decision-making, and defacto decision-making (Goldsmith, 2013). Accommodation is the decision-
making style most influenced by the power dynamics of the family, because it accepts the decision of
the person holding the most power.
Problem Solving
Businesswoman working on laptop in a coffee shop
Businesswoman working on laptop in a coffee shop

Credit: damircudic (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=damircudic)Collection: E+
Problems “are questions or situations that present uncertainty, risk, perplexity or difficulty” and
problem solving “involves making many decisions that lead to a resolution of the problem”
(Goldsmith, 2013, p. 152). Just like decision-making, problem solving is a skill, which is influenced
by a variety of both internal and external influences.
Problem solving is influenced by problem solvers’:

“needs, motives, and goals;
perceptions and beliefs;
values;
available resources;
learning, background, and previous experience.”
(Goldsmith, 2013, p. 153).
One can imagine that successfully solving a problem is more likely when an individual has faced a
similar problem before, has adequate resources, has a positive attitude, and when solving the
problem is necessary for individual survival. In contrast, we are more likely to let problems fester
when they are not influencing our day-to-day comfort, when we are afraid or uncertain how to deal
with them, and when we do not have sufficient resources to deal with them immediately.
Summing Up Decision-Making and Problem Solving
Decision-making and problem solving are skills, which can be continuously improved if individuals
learn from both their successful and unsuccessful decisions. Decision-making is not always easy and
the book reviews the struggles many individuals face with indecision and the potential cause of this
phenomenon. When making decisions in a family setting the process can be even more complex and
there are often tough decisions to be made regarding housing, budgeting, children’s education, and
often how scarce resources are distributed to best meet everyone’s need. As mentioned earlier, we
do not manage resources or make decisions in isolation and; therefore, our decisions are influenced
by the world around us. This often means that we are put in the unexpected position of making a
decision we did not anticipate, for example if a parent is laid off. These unexpected circumstances
make decision-making and problem solving even more challenging.
Last Revised: December 3, 2019

Unit 4 - Study Notes: Planning & Implementation
FMLY 1420
Planning and Implementation

This section of the unit will explore how we plan, why we plan, and will identify the pitfalls of the
best-laid plans. A plan is “a detailed schema, program, strategy, or method worked out beforehand
for the accomplishment of a desired end result” (Goldsmith, 2013, p. 169). As the textbook
mentions, there are many types of plans: directional, contingency, strategic, proactive, and reactive
plans (Goldsmith, 2013).
Family life can be hectic and we are often more caught up reacting to today's events than we are
planning the future, but planning is an active behaviour and takes energy and effort. Planning can be
helpful, because it puts our minds at ease, helps us avoid stress, usually gives us more options (e.g.,
not waiting until the night before a birthday to buy a gift), but often individuals can find the stress of
last minute planning a motivator. In other words, maybe people have a difficult time planning in
advance, because there is not pressure to make them do so. However, proactive planning is a more
responsible and effective approach to the planning process.
Once plans are made they must be put into motion or implemented. We can make all the plans in the
world, but if we never implement or take action then we will never achieve the goal.
Three Factors Affecting Planning and Implementation

As I have mentioned several times in this unit individuals and families do not function in isolation.
Planning, like resource-management and decision-making, can be vulnerable to both internal and
external influences.
Three Factors Influencing Planning and Implementation (Goldsmith, 2013):
Creative woman working at laptop
Creative woman working at laptop

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family=creative&photographer=Vasyl+Dolmatov) Collection:iStock / Getty Images Plus
Situational factors
Consider how our environment, neighbourhood, group of friends, financial situation, social
support, and others’ opinions may influence how and when we plan. For example, a mother on
parental leave, with a child under 1, who has no family support nearby, may begin to plan for her
return to work and hunting for childcare earlier. Someone who has grandparents and other parents
nearby that could provide backup care may not begin to plan as early or feel as urgent about
getting a plan in place.
Personality characteristics and traits
An individual’s sense of humour, general attitude (e.g., pessimism or optimism, introversion or

extraversion), frame of mind (e.g., mental health or depressive state), or personality type (e.g., type
A or B) would have an enormous influence on how or if planning is completed. Those who are
motivated and persistent are more likely to successfully create and implement a plan.
Knowledge and expertise
An individual with a breadth of experience in a certain field will obviously be better prepared to
create a more informed plan than someone without experience. For example, a new father
travelling by plane with an infant will likely not think of every contingency compared to a savvy
mother of three. Or a contractor who is planning to complete a renovation on their own home will
likely construct a more detailed and inclusive plan, benefiting from their knowledge and
experience.
Elements of Planning
During the planning process, timing of the project must be taken into consideration. Is the goal a
long-term project with many intricate steps and requires lots of planning or is it a simple 2-step
plan? Two key timing considerations while creating a plan are scheduling and sequencing. Scheduling
is structuring the project to a specific time period or set of times. In other words, it is how much time
we set aside to complete each step of a plan in order to reach the final goal. We discussed
sequencing briefly in this chapter while exploring the chain model of decision making, in which each
step had to occur in a specific order (e.g., baking a cake must follow specific steps in a specific
order). Sequencing is “the ordering of activities and resources necessary to achieve a goal”
(Goldsmith, 2013, p. 179).
Therefore, scheduling is the planning of time and sequencing is defining the order of activities that
must occur to reach a goal. The textbook discusses four types of sequencing: independent activities,
interdependent activities, dovetailing, and overlapping activities (Goldsmith, 2013). Each type of
sequencing requires an individual to juggle activities in a different way.
Implementation and Evaluation

Implementing a plan requires two activities: putting the plan into motion and also monitoring how
the plan is unfolding to make adjustments when necessary (a.k.a controlling). Plan implementation is
susceptible to the same internal and external forces mentioned earlier in the unit, but some
preventative measures can be taken to avoid these limitations. It is important that once a plan is
implemented the planner does the following:
Observe the process: be mentally involved in the process and be ready to respond when things
are going off course.
Scanning: “looking for signals and clues that could have strategic implications” (Goldsmith, 2013,
p. 185). There are 3 types of scanning:
Actuating
Adjusting
Checking
Strong plans are flexible and can be tweaked midstream to navigate unexpected situations. Scanning
helps individuals identify when a plan is about to derail and affords them the opportunity to reset the
course and hopefully still reach the goal. For example, think of someone with a goal to run a
marathon and they set a training schedule plan, but they began to experience a strain injury.
Scanning would indicate that if they did not adjust their training schedule they might experience a
significant injury and not run a marathon at all. Quickly responding to the events, being flexible with
the plan, and readjusting the training schedule both reduces the risk of injury and increases the
likelihood that they will reach their goal. You can see being flexible and adjusting the plan is crucial
in many situations.
Finally, evaluation of both the plan and implementation is a crucial step for individuals who hope to
continuously improve their skills. Did the plan implement as expected? What could have been done
differently in order to improve the ease of implementation? How can expensive mistakes be avoided
next time? Answering these questions and applying these lessons learned to future plans closes the
feedback loop.
Summing Up Planning and Implementation

Some people are comfortable navigating their goals without an explicit plan, but many are not.
Taking time to plan a necessary step in successful goal attainment. We have reviewed why and how
we plan and some of the factors that influence planning and implementation. Once plans are
implemented we must continue to monitor their progress and trajectory, as in some cases
adjustments need. The best plans involve flexibility and adaptability. Once a plan is complete
evaluating that plan and the outcome is important in order to provide oneself with feedback
regarding possible improvements and areas of success, which may be applied to future plans.
Last revised: December 3, 2019

Unit 5 - Study Notes: Communication
FMLY 1420
Communication
Effective communication is imperative. Everyone plays multiple roles in life, such as student, child, employee, sibling, parent, or
partner/spouse. In addition to the variety of roles one may play, we also move throughout a variety of different settings or
environments. How well we are able to communicate in our varying roles and settings can enhance our performance, if effective, or
frankly make life a bit harder, if ineffective. Consider how one's behaviour may vary in each of the following scenarios:
In all the above scenarios a different type of communication is expected, although sometimes the differences can be subtle. For
example, one might feel as scrutinized at a new boyfriend/girlfriend's family dinner as in a job interview and may act accordingly.
However, consider how your behaviour and communication would change from a job interview to hanging out with friends at a
nightclub. In other words, being able to communicate effectively in a variety of settings is a skill that can be continuously improved.
Characteristics of Effective Communication

There are four characteristics that make people effective communicators (Goldsmith, 2013). As you read the list think of how these
characteristics are important for parents, partners, and managers alike. The four characteristics are:
being aware and sensitive to others;
ask, persuade, and explain rather than tell, demand, or threaten;

Example: asking politely "Would you mind passing me that book?" vs. "Get me that book."
open to opinions other than your own; and
Example: "Really? That's an interesting perspective, why do you feel…." vs. "That's the stupidest thing I have ever heard, I can't
believe you think that."
ability to relay info, give advance notice of pending change and plans.
Example: being able to let children know what to expect at a function of some kind. Giving people a heads-up (Goldsmith,
2013).
Components of Communication
Goldsmith discusses the components of communication and I want to elaborate on each component and give examples to make sure
you better understand these terms.
Channel is "the method by which communication travels from sources or sender to receiver" (Goldsmith, 2013, p. 197).
Example: The channel can be the written word (birthday card), sign language, the internet (email), hand gesture (use you
imagination), word, letter, email, sign language, or hand gesture.
Setting is the environmental context within which the communication occurs. Behaviour should be appropriate for the setting in
which it is taking place. In turn the setting can also influence the communication.
Example: Inappropriate public displays of affection may be an example when behaviour is not setting appropriate.
For an example of how a setting may impact the communication/behaviour, think of a boss taking an employee to lunch to fire
him. Being in a public place, the employee may avoid making a scene even though he is very upset.
Sending is "saying what one means to say, with agreement between verbal and nonverbal messages" (Goldsmith, 2013, p. 199).
Example: Our verbal and non-verbal messages are often in conflict. Think of asking a teenager if she is OK and she responds,
"I'm fine!" She is saying she is fine, but her nonverbal communication is saying she is not.
Remember the majority of our communication is nonverbal.
Receiving "entails listening to the verbal messages and observing the nonverbal messages" (Goldsmith, 2013, p. 200). If the
receiver has understood the message they will acknowledge receipt by nodding or saying ah ha, hummm.
Example: Using the teenage girl example above, it is important for the receiver to understand her verbal communication, but
also to notice that her non-verbal communication is in disagreement. It is crucial to understand the communication as a whole.
Note: Sending and receiving happens simultaneously- feedback going both ways.
Source means "sender or communicator" (Goldsmith, 2013, p. 200). The source's job is to get his or her message across to the
destination. A source may be an instructor, whose job is to communicate an accurate and clear message to the students in the
class.
Destination means "receiver or audience" (Goldsmith, 2013, p. 200).
Please also read and be prepared to explain and give examples of the following related terms: encoding, decoding and
responses.
Communication
Relaxing with the best of friends

Credit: PeopleImages (https://www.gettyimages.ca/search/photographer?family=creative&photographer=PeopleImages)Collection: E+
By reviewing the communication process it becomes apparent that there are many ways in which the communication process can fail.
Having a bad connection on a cell phone may interrupt communication, but there are many other influences on our ability to communicate
effectively. Some examples are: not completely paying attention, preparing our response while the other person is talking, being unaware
that our body language is telling a different story than our words, and, finally, to realize that we are not maintaining the receiver's
attention.
Technology has certainly had an impact on how we communicate and how often we communicate, and has presented its own challenges as
well. For example, email and texting has allowed people to communicate frequently with those living far away, where only 15 or 20 years
ago mailing a letter would have been the only written alternative. However, the challenge is that emails and texts are often misunderstood
because it can be hard to understand the intonation or tone of voice that a person is using. Emojis can be helpful in indicating the mood or
tone of the text or email, but it is still easy to take a comment in a way the writer did not intend in email. So, technology has both helped
and complicated communication and lead to miscommunication and misunderstandings.

Unit 5 - Study Notes: Managing Conflict
FMLY 1420
Introduction: Conflict in relationships

We tend to want to avoid conflict, but as mentioned conflict is a natural part of relationships. It is not IF we have conflict, but HOW we
deal with it that is important. Managing conflict respectfully and responsibly in our relationships is important and crucial to the health
of our relationship. In this section of Unit 5 we will review the work of Dr. John Gottman (1994) and discuss how conflict can lead to
breakdown of relationships, but also tips on how to better manage conflict. Please listen to the audio files below.
Reflection
Shared values, interests and priorities are essential components of a healthy, happy long-term relationship.
However, it is interesting that often people starting relationships or those about to get married may never have
discussed their basic philosophies, expectations of their partners, desire to have children or not, etc.
Preventative maintenance is important and fully understanding your partner's views and values before you
marry is helpful so that you can make an informed decision. For example, if you have always known that you
want to be married and have two children one day, but your current partner feels strongly that neither is in their
plans, this would have a serious impact on the prospects for the relationship.
Visit the web site link below and review the questions listed. If you are currently in a serious, long-term
relationship consider discussing a few questions with your partner. Remember these are not first date questions,
but are intended for those who are considering marriage or another long-term commitment.
LINK: https://www.thespruce.com/premarriage-questions-list-2303597 (https://www.thespruce.com/premarriage-questions-list-
2303597)
Note: Reflections are not required assignments, but instead are activities that are intended to help you better connect with the material.
Summing Up Conflict
Dr. John Gottman's (1994) work affirms the idea that conflict is natural and can be both a natural and necessary part of a relationship.
However, when conflict does arise HOW we handle that conflict is crucial for the long-term stability of our relationships. Knowing what
kind of behaviours are helpful and which are harmful is the first step in building stronger conflict management style. Repairing
relationships that are showing signs of conflict strain is possible, but can take time. Effective conflict resolution skills are a true
resource and are useful in every role a person manages (e.g., parent, partner, employee, boss, etc). Knowing how to approach difficult
conversations is an important skill and we can continue to develop and improve our messaging and managing of conflict.

FMLY 1420
Human Resources
In unit 4 we described resources as "whatever is available to be used" (Goldsmith, 2013, p. 104). This unit takes the discussion of
resources to a new level and discusses human resources, which are "the skills, talents, and abilities that people possess" (Goldsmith,
2013, p. 106). You may be more familiar with the term "human resources" as a department in a company where you go to check on
your paycheck, pick up your supplemental health insurance card, or meet for training. However, this department is called human
resources (HR) specifically because it is responsible for all the capabilities (e.g., skills, talents, abilities, safety) of the staff at that
company. It is HR's job to recruit the best staff possible (i.e., well educated, motivated, experienced) to keep the company competitive
in the marketplace.
Now think of this concept from a societal perspective. Does Canada have people with the skills and abilities to meet the demands and
goals of the country? We will discuss later in this chapter that as a society we are having fewer children. For example, this has motivated
the province of Manitoba to increase the number of immigrants coming to Manitoba through the provincial nominee program in order
to maintain economic growth, which might not have been possible with a shrinking population.
Goldsmith (2013) discusses the fact that resources can be broken down into three categories: cognitive (e.g., intellectual), affective
(e.g., emotional), and psychomotor (e.g., physical). It is important to note that most tasks require two or more of these resources and
many tasks or jobs may require all three resources.
Mother playfully carrying daughter on her back, both laughing

Credit: FatCamera (https://www.gettyimages.ca/search/photographer?family=creative&photographer=FatCamera) Collection:iStock
Human Capital
Definition:
Human capital is "the sum total of human resources; all the capabilities, traits, and other resources used to achieve goals" (Goldsmith,
2013, p. 107).
What are your human resources? Think of a list of resources you may have that enable you to reach your goals and meet demands. Your
list of capabilities may include health, trust, a strong work ethic, sense of humour, training in a specific field, management experience,
strong writing skills, patience, and the list could go on and on. Everyone has his or her own unique combination of human resources.
As a student you are currently developing your own human capital. In other words, you are building your foundation of knowledge,
skills and abilities, which you then hope will help you reach your goal (e.g., a job, having a satisfying career).
Demography and Canadian Demographics
Photo by Dr. Rachael Pettigrew

We will spend the rest of this unit defining Canadian demographic information, to supplement the American textbook. We will start by
defining demography and demographics and then we'll move on to Canadian statistics.
Demography is “the study of the characteristics of human populations – that is, their size, growth, distribution, density, movement,
and other vital statistics” (Goldsmith, 2013, p. 454). so describing their size, growth, distribution, density, movements, etc..
Demographics are the “data used to describe population or subgroups” (Goldsmith, 2013, 454); therefore, demography is the study of
populations and demographics are the actual data used to describe the population.
So this unit will use demographics to describe the Canadian population. We will be discussing births, deaths, immigration or mobility,
because these are the three main factors that affect demographics. For example, if suddenly there were no more births in a specific
province, the population would slowly drop or if there were suddenly no more deaths, the population would grow.
Canadian Population
We start our discussion of Canadian demographics; we'll begin with the Canadian population as a whole.
Total Canadian population = 37,590,000 people in Canada (SC, 2019). This is quite a small country when you compare our
population to the United States is just over 330,000,00 people (United States Census, 2019).
Manitoba population = roughly 1,370,000 people (SC, 2019), but of that total population roughly more than half are living in the
Winnipeg greater metropolitan area. So what this tells us about Manitoba is that the majority of people in Manitoba are living in an
urban center with just under half of the population spread out in more rural areas and smaller towns and cities across Manitoba.

Population Density
One of the ways we analyze populations is by calculating the population density of a given country, city, province, or state. The formula
for population density is:
Therefore, the calculation for Manitoba’s population density is...
So in Manitoba we have 2.11 people per every square kilometre, which is not very dense when compared to Singapore, which has a
population density of 8,109 people per square kilometre (World Population Review, 2019). This is a result of a very small landmass with
a population of almost 6,000,000 people (World Population Review, 2019). But all of this contributes to our understanding of how
populations are distributed across land areas, how people live, and share resources.
Fertility & Birth Rates

There's a couple of different ways the arrival of children into our population is tracked.
Crude birth rate: the number of live births for every 1000 people in the population. This is considering all people in the population.
So women, men, children, elderly people. So again, what the number of live births for every thousand people in the population. So
Canada's current statistic for crude birth rate is eleven point two live births for every thousand people in the population.
2019: Canada’s crude birth rate = 10.37 births per 1,000 people. This rate has been dropping, Canada’s crude birth in 1950 was
27.4/1,000 (Macrotrends, 2019).
Total fertility rate: “The average number of children that a woman would have over the course of her reproductive life” (Moyser &
Milan, 2018).
2016: Canada’s total fertility rate = 1.54 children per woman (Provencher, Milan, Hillman & D’Aoust, 2018).
So this fertility statistics is an average, so some women are having three children and some women are having none, but what we do
know is that the Canadian total fertility rate has been steadily dropping over the last 100 years, as the Canadian fertility rate was 3.5 in
1950 (Provencher et al., 2018). We're not replacing ourselves, as replacement rate is 2.1 children per couple.
General Childbirth Trends

Ok. So as I mentioned in the last slide, we are seeing fewer births. So the fertility rate has been declining over the last century. There
are several societal shifts and population explanations for this drop:
1. Waiting longer to have first child: In 2016, average age of mother at first birth is 29.2 in Canada (Provencher et al., 2018). People
are waiting longer to have their first child, which means, for women, fewer childbearing years remain. For example, if one has their
first child at 19, they have 20 fertile years and can have numerous children. In contrast, if one has their first child at 38 they may only
have a two or three year window to have children. So the later we begin the fewer children we are likely to have and as a result we
have smaller families.
2. Increase in the number of childless couples: This might include those who are unable to have children, experiencing infertility, or
those who are deciding not to have children at all.
3. Focus on education & career establishment before children: The legalization of birth control in 1969 (CBC, 2010), which allowed
women to control their reproduction and delay first marriage to focus on higher education and career.
Infant Mortality Rate
In addition to birth rates and fertility rates, it's also important we discuss infant mortality rates, as they do significantly contribute to
our overall national average on mortality.
Infant mortality is “the number of deaths under one year of age occurring among the live births in a given geographical area during
a given year, per 1,000 live births occurring among the population of the given geographical area during the same year” (OECD,
2001).
2019: “infant mortality rate for Canada in 2019 is 4.39 deaths per 1000 live births, a 2.49% decline from 2018” (Macrotrends, 2019).
This is much lower than Canada’s infant mortality rate in 1950, which was 41.31 (Macrotrends, 2019).
Therefore, life expectancy for children has been improved dramatically over the last century. In Canada, our infant mortality rate is
quite low, when compared to the infant mortality rates in Trinidad and Tobago at 21.55 and Panama at 13.8 (Macrotrends, 2019).
Though infant mortality rates do range greatly within Canada, as Nunavut had a rate of 17.7 in 2016 (Fenn, 2018), which is more than
3 times the national average. Several factors contribute to the higher infant mortality rate in Nunavut:
limited access to adequate nutrition and medical care while pregnant;
limited access to medical care (emergency services and neonatal) for newborns;
overcrowded and insufficient housing (Fenn, 2018).
limited access to clean drinking water
This demonstrates the particular challenge faced by new mothers and children in Northern Canada, while also highlighting the
discrepant lived experience of those in the north and other parts of Canada.
Maturation of Society
As discussed in the textbook (Goldsmith, 2013), Canada’s population is aging. The baby boomers, those born between 1946-1964, are
the largest segment of the population. As baby boomers move toward retirement, this will have an impact on the available workers in
the population and will impact how companies manage their resources and human capital.
The good news is that the elderly today are living longer (Goldsmith, 2013). They're healthier and wealthier than any previous
generation. Canada’s average life expectancy in 2019 was 82.37 (men and women combined), compared to 68.29 in 1950
(Macrotrends, 2019). Though it was recently reported that life expectancy has stopped rising, in large part because of the deaths
associated with the opioid crisis in Canada (Young, 2019). However, as the population matures, we see a couple of different trends
emerge:
Women live longer than men. Canadian women have a life expectancy of 84 years and men have a life expectancy of 79.9 years.
Women have longer on their own at the end of life. Women have a much longer period of time post widowhood in the elderly
years, and women are more likely to be widowed than men, because women have a longer life expectancy and tend to marry men
who are slightly older.
Mortality Rate
The crude mortality rate is calculated number of deaths per 1,000 people in the population. Some countries in conflict zones, for
example, have a very high mortality rate, because a larger proportion of people are dying compared to the average population.
Canada's crude mortality rate is 7.75 per thousand people in the population in 2019 (Macrotrends, 2019). Now, this rate has been
dropping slightly, but remained relatively stable since 1950, when the mortality rate was 8.81/1,000 (Macrotrends, 2019). This slight
drop in mortality rate is due to a variety of factors:
(Macrotrends, 2019).
better nutrition and fitness
improved health care (e.g., cancer treatments, diabetes, preterm babies, medications) which has led to longer life expectancy
workplace safety improvements
improved living conditions (e.g., air conditioning, central heating)

Indigenous Demographics
In this chapter we have been talking about demographics at the national level, but it is important to also narrow in and better
understand sub-populations in Canada. Given the dispersant lived experience of Indigenous peoples in Canada, due to individual,
systemic, and structural racism, it is important to understand their demographics. Indigenous peoples includes three groups:
First Nations
Metis
Inuit
In 2016, 1,673,785 people or 4.9 percent of our total Canadian population self-identified as First Nations (59%), Metis (36%), or Inuit
(5%) (Statistics Canada, 2017). There are 633 First Nations and over 70 distinct Indigenous languages in Canada. How does the
Indigenous population, as a proportion of the total Canadian population, compare to other countries?
Global Indigenous Populations
Country # of people Proportion of Source

total population
Canada 1,673,785 3.8% (Statistics
Canada, 2017)
Australia 649,171 3.3% (Peled, 2017)
United States of 2.5 million 2.5% (IWGIA, n.d.)
America
In Canada, the Indigenous population is much younger (though also aging), which mainly due to their higher fertility rate and shorter
life expectancy (Statistics Canada, 2017).
Indigenous fertility rate: Indigenous women have, on average, more children, than non-Indigenous Canadians. Fertility rate for
Indigenous women is 2.2 children (Statistics Canada, 2015), while it is 1.5 for Non-Indigenous Canadians (Provencher et al., 2018).
This is down from 2.6 children in the early 2000s.
Shorter life expectancy: “Among the Aboriginal population the Inuit have the lowest projected life expectancy in 2017, of 64 years
for men and 73 years for women. The Métis and First Nations populations have similar life expectancies, at 73-74 years for men and
78-80 years for women” (Statistics Canada, 2018). These averages are improving over time, but are still substantially lower than the
non-Indigenous population.
Younger average age: The result is that the Indigenous population has an average age of 32.1 years old, compared to an average of
40.9 years for the non-Indigenous population (Statistics Canada, 2017).
In addition to the systemic barriers faced by Indigenous people that directly impact health, “health regions with the lowest life
expectancies also tend to have some of the highest rates of smoking, obesity and heavy drinking, all associated with poor health.
Smoking is a risk factor for lung cancer, heart disease and stroke, among other conditions. Obesity has been linked to various chronic
conditions, such as Type 2 diabetes, cardiovascular disease and hypertension” (Greenberg & Normandin, 2015). The impacts of poverty,
limited access to clean drinking water, and the limited access to health services in rural and north communities are also significant
contributors to this shorter life expectancy. In the face of all these concerns, Indigenous people show remarkable strength and
resilience, but more must be done at the federal and nation level to change these conditions.
Summing up Canadian Demographics

One of the biggest changes we are seeing now is the aging Canadian population. The growing group of elderly are healthier and more
financially stable than any other elderly population before them. As this aging group gets older we will likely have more active
caregivers than ever before. We will also potentially see more three-generation homes than in previous generations, because of the size
of the aging population and potential shortages in facility availability. As baby boomers retire there will be a marked drop in the
number of employees in the marketplace, which may prompt companies to develop more family friendly policies to attract women who
have left the workforce to stay home.
The Changing Family

Change is "to cause to be different, to alter, or to transform" (Goldsmith, 2013, p. 232). A family faces many changes today. In some
ways our relationships are more fluid, meaning we move in and out of them. There is more uncertainty in the labour market than 25
years ago, because we have seen lay-offs more often in the last few decades, leaving families to cope and adapt to different situations.
Therefore, the ability to adapt becomes an incredibly important resource for families.
Adaptability is "the ability to cope with change, to make the necessary adjustments" (Goldsmith, 2013, p. 232).
Some people are naturally more adaptable or resilient than others.

Some people fight tooth and nail against change of any kind.
Changes can occur instantly, but most change occurs slowly over time.
One significant trend that has a serious impact on the resources available to us is mobility. Mobility is simply "changing residences"
(Goldsmith, 2013, p. 233), but we have seen more inter-provincial mobility than in past decades, which means children are moving
farther from their parents. This can have a dual effect: aging parents may be left without a caregiver near by and adult children with
small children may miss having the support of their parents nearby.

Unit 7 - Study Notes: Time
FMLY 1420
Time as a Resource
Definitions:
Time is “a measured or measurable period” (Goldsmith, 2013, p. 262).
Time management is “the conscious control of time to fulfill needs and achieve goals”
(Goldsmith, 2013, p. 258).
As mentioned in the introduction of this unit, time is a precious, non-renewable resource. This
means that the time that has passed cannot be recaptured and reused, but instead it is gone forever.
Non-renewable resources tend to be more valuable, because they are a one-time use item, such as
oil or natural gas. In unit 4, we discussed how we often exchange one resource for another and we
commonly do this to gain more time in our hectic schedules. Families often pay more for something
they could do themselves simply to save time. A few examples of this are:
Time is one of greatest resources, because we must invest this resource to earn an income. We invest
our time and energy and in return receive a paycheque for our efforts, again exchanging one
resource for another. It is our human resources (e.g., skills. abilities, education, experience) that
allow us to earn more per hour of time invested and in turn how much we earn influences our buying
power and access to other available resources.
Types of Time
There are several types of time that need to be highlighted:

Couple relax on the beach enjoy beautiful sea
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family=creative&photographer=Viktor_Gladkov)Collection:iStock / Getty Images Plus
Discretionary time is “the free time an individual can use in any way he or she wants” (Goldsmith,
2013, p. 264).
In other words, discretionary time is time that one has control over and can be used as one
wishes.
Discretionary time is often referred to as free time. How we use this time ideally should
represent our values, attitudes, interests, and goals.
For example, if one’s goal is to get in A in the course then one should be spending a good
portion of his or her discretionary time to do reading, studying, and completing
assignments.

Nondiscretionary time is “the time that an individual cannot control totally by himself or herself”
(Goldsmith, 2013, p. 264).
In other words, nondiscretionary time is time that we cannot fully influence how it is used.
For example, when attending class or at work one does not fully control how time is used
while he or she is there. In these two examples you are technically on someone else’s clock.
In society today, more and more of children’s discretionary time is being scheduled with activities
and functions. Some might consider children today over-scheduled and would suggest that children
have more of their own discretionary time for imaginative play and exploration. This type of concern
is called time displacement and is the “concern over how time spent in one activity takes away from
time spent in another activity” (Goldsmith, 2013, p. 262). In recent years, the concerns have been
mounting about children and screen time on tablets. That this time spent might be displacing active
play, which could have negative effects on development.
Perception of Time
Definition:
Time perception is the “awareness of the passage of time” (Goldsmith, 2013, p. 272).
How we perceive time is both personally and culturally defined. Each individual sees time differently
and general attitudes can influence this perception. A pessimist might see having two days to finish a
project as an impossible feat, because they perceives there isn’t enough time, but an optimist may
see this as all the time in the world. Children see the passage of time very differently than adults,
because young children have virtually no concept of how long two days or one week takes to pass. In
general, the more we enjoy an activity the faster time passes (i.e., time flies when we’re having fun).
There are three models that explain the cultural differences in time perception (Goldsmith, 2013).
Time's Flying
Photo by MimiLimi
Linear-Separable Model (developed countries)
General assumptions:
There is a distinct past, present, and future.
Time invested today will pay off in the future.
Tomorrow brings the opportunity for something better.
Ceiling - Sistine Chapel

Photo by Beyond Forgetting
Procedural- Traditional Model

“Consider the actual step, event, project more important than the time spent on completion”
(Goldsmith, 2013, p. 274).
Focus is on one’s staying power and attention to quality and detail.
Artisans may subscribe to this model – for example Michael Angelo’s painting of the Sistine
Chapel. He was likely less concerned with the time it took than he was with the result.
Photo by
Circular-Traditional Model (primitive or underprivileged cultures)

“Emphasises the repetitive nature of time” (Goldsmith, 2013, p. 275).
Expects that the past, present, and the future will look very similar.
A fairly monotonous perspective with little hope or expectation for improvement

(Goldsmith, 2013).
With globalization, the world has become a smaller place, which leads to the need for individuals to
learn and understand cultural differences of all kinds, including time use. Many countries do not
share the North American perspective on time. For example, if a sales person were to travel to
Mexico to conduct business it would be in his or her best interest to understand Mexican business
culture expectations, including those expectations revolving around time. Making the effort to learn
about cultural differences and expectations is respectful and can help avoid potentially offending
clients or business associates.
Researching Time
Researchers often study time so they can better understand how people spend their time. For
example, the Canadian government completes time use surveys (e.g., General Social Survey) to
determine the changing time use of Canadians. These time use surveys address topics such as:
technology use, work/family balance, time spent in child care or housework, and elder care
responsibilities.
Time can be researched using either qualitative or quantitative research methods.
Quantitative time measures of time would investigate “the number, kind, and duration (e.g.,
minutes, hours, day) of activities that occur at specific points in time” (Goldsmith, 2013, p. 277). A
survey of this kind may ask a participant what he or she did between 9:00 and 12:00 Tuesday
morning or the number of hours they spent cooking this week. The result of quantitative research is
purely numerical.
In contrast, qualitative time measure “investigates the meaning and significance of time use as well
as how individuals feel about their time use” (Goldsmith, 2013, p. 278). Unlike quantitative time
research, a qualitative study would utilize open-ended questions asking a person how he or she feels
about how they spent their time from 9:00 to 12:00 Tuesday morning or how much they enjoy or
dislike cooking four hours a week. In this way, quantitative research answers the question of how
many and qualitative research explains why (e.g., meaning, personal reaction, feelings). When only
quantitative research is completed then it is left up to the researcher to interpret the possible reasons
why participants spent their time in a certain way.
Goldsmith (2010) explains the various forms of qualitative and quantitative research, but it is
important to understand some of the challenges of time use research.
It seems natural that researchers would want to know why people spend time the way they do;
however, qualitative research is very expensive and time consuming. Therefore, it is not
conducted as often as quantitative methods. It is far faster and cheaper to send out a survey,
which people complete and return, than send an interviewer to a participant’s house for a
three-hour interview. If a study includes 300 people think of the number of hours required to
conduct 300 interviews, time spent training the interviewers, and paying the interviewers. For
this reason, qualitative studies tend to use fewer participants than large quantitative survey
studies.
Time is difficult to study, because, regardless of method, asking people to recall how they
spent their time may not lead to accurate answers. Could you accurately recall how many
hours you spent watching TV last week? or how much time you spent on your smart phone
yesterday? In addition, everyone has their own perception of time and a task that felt like ten
hours, may have only taken three to complete and vice versa.
Multi-tasking also poses a challenge for researchers. If a questionnaire asks a mother what
her primary task was between 5:00 and 5:30 yesterday, she is forced to choose one activity. In
reality, she was cooking dinner, minding her children, cleaning the kitchen, mentally planning
her daughters birthday party, and talking on the phone at the same time.

Unit 7 - Study Notes: Time Management
FMLY 1420
Time Management
As mentioned earlier effectively managing one’s time can be a challenge. Individuals and families
have many competing demands for their time. Demands are “events or goals that necessitate or
motivate action” (Goldsmith, 2013, p. 280). These demands can be both internal (e.g., one’s personal
expectations) and external (e.g., parents expecting good grades). Within families it is the number of
demands that stretch a families' valuable resources, such as time. Simplistically speaking, the key to
time management is basically prioritisation. Individuals must identify all the tasks that need to get
done and then complete the tasks with the highest priority first. Once the tasks of the highest
priority are done then one can move on to tasks of lesser priority. We will revisit this concept in unit
11 when we discuss financial management.
Common Pitfalls of Time Management
There are many common pitfalls to successful time management.
In Unit 3: Values, attitudes and goals we discussed the importance of clearly identifying one’s
goals so that one would use their time accordingly and it is this first step people often skip.
We are not likely to manage our time effectively if we are not clear and explicit in regards to
our long-term goals.
Once a goal has been identified it is crucial to create a plan to meet that goal, because
without a plan we may be wasting time on a task that may not directly help us reach the
desired goal.
Another common pitfall is failing to prioritise tasks, which may lead to running around
completing low priority tasks and leaving the most important tasks incomplete.
Not taking time to relax and refuel. If an individual is overwhelmed with work and has been
maintaining a hectic pace for a long period of time, sometimes the best thing he or she can
do is to take a break (e.g., ½ hour break, nap, or exercise). This break will allow the mind to
refocus and refresh itself and will allow the individual to return to the task at hand with
renewed vigour.
Failing to multitask. Multitasking is a skill, but either not doing it or doing too much of it can
be problematic. Trying to get too many things done at once can lead to either a drop in
quality of performance on all tasks or a failure to make significant progress on any of the
tasks.
Business woman at home working on a laptop on the bed

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family=creative&photographer=andresr)Collection:E+
Procrastination is a game we often play with ourselves. “The dread of doing a task uses up more
time and energy than doing the task itself” (Emmett, 2000, p. 9). Chronic procrastination can have a
real impact on an individual’s health, stress level, and self-esteem.
Often procrastination stems from one or several of the following fears:
fear of imperfection;
fear of the unknown;
fear of judgement;
fear of making mistakes;
fear of success;
fear of living up to a high standard;
fear of change; or
fear of finishing (Emmett, 2000).

Reflection
Review the list of fears above that contribute to procrastination and

contemplate a specific task that you have been procrastinating about lately.
Does one or more of the fears fuel your procrastination? Identify the part of
the task that you dislike, avoid, fear, or find uncomfortable. Could you
address (e.g., get training for, ask for help) this part of the task or this fear
somehow to help minimize your experience of procrastination in the future?
Note: Reflections are not required assignments, but instead are activities that
are intended to help you better connect with the material.
Tips for Effective Time Management
Woman At Home Lying down Reading Book

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A short list of tips for improving time management is included in the textbook, but below are a few
suggestions to supplement that list. Keep in mind that getting started is often the hardest part of
completing a task; therefore several of the suggestions address this common concern.
Set an egg timer for one hour and commit to working on a specific task (without breaks) until
the timer goes off. You may be surprised how much you can get done in one hour and you
may even continue working on the task.
Do particularly dreaded tasks first thing in the morning. If you get the dreaded task out of the
way early, it improves your effectiveness the rest of the day.
Try and make the task more enjoyable. For example, listen to your favourite music while
cleaning, complete your reading assignment with your favourite cup of tea, or invite friends
over for a painting party to paint your living room.
Reward yourself when tasks are completed. Be sure rewards are proportional to the success
(Emmett, 2000). For example, once my assignment is done I will call my best friend for a chat
or go get a mocha latte.
Keep an updated to-do list and continually assess the top priorities on it.
Keep your workspace organized, which will save time looking for things (Hindle, 1998).
Control your thoughts. We often tell ourselves excuses to minimize the negative feelings
about not getting things done. Saying the excuses we tell ourselves out loud can be helpful,
because we become aware of how silly they sound and are more conscious of our thinking
patterns.
Avoid interruption on important tasks by turning off the phone, shutting the door to your
office or room, and avoiding email (Hindle, 1998).
Address the fears that may be causing you to procrastinate (Emmett, 2000).
Break larger tasks down into manageable pieces, which can be completed quickly.
“Everyday, review your calendar, schedule, deadlines, and to-do list” (Emmett, 2000, p. 41).
Say no to unnecessary commitments and gratuitous favours.
Complete your most challenging tasks when you are most alert and energetic (Hindle, 1998).
Keep track of how you use your time for a week and identify where you waste time.

FML 1420
Stress
Iraq
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Stress is the "response of the body to demands made on it” (Goldsmith, 2013, p. 322). Stress can
be either acute (i.e., momentary) or chronic (e.g., on-going care-giver burden). Often, the things
we find most emotionally or intellectually stressful are the things we have the least control over.
We may also feel stressed when we recognize a physical threat or are afraid of something. As
mentioned earlier, stress can also be a good thing (i.e., eustress); for example, while weight lifting
in the gym one is stressing his or her muscles so that those muscles will grow, become stronger,
or tone in response to the stress being placed on them. Stress can often motivate people to
improve their health, finish a paper, or leave an unhealthy relationship. In this way, stress can
often be an indication that something in our life needs to be addressed, changed, or removed. A
certain amount of stress is normal, but ongoing, high levels of stress can have serious mental and
physical risks for an individual (Goldsmith, 2013).
New York è una grande coda di taxi

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Most likely, we have all had the experience of a friend or acquaintance complaining about how
stressed they are, but from our view the situation they are explaining doesn’t really seem that
stressful to us at all. This is an example of how stress is personally defined. Everyone has his or
her own threshold for stress, level of resilience in difficult situations, and ability to manage strain.
For example, something I find incredibly stressful you may think is no big deal or vice versa.
Stress is not only personally defined, but also culturally defined. Different countries, religions,
ethnicities, provincial residents, or groups of different socio-economic status may define stress
differently. Traffic that we find infuriating in Winnipeg may seem like a breeze to someone from
Toronto or New York. A store being out of a product you are looking for here may be stressful,
but on a First Nation in northern Canada the frustration may be regarding access to clean water.
Therefore, stress varies by degree from bothersome to life threatening in nature (Goldsmith,
2013).
Types of Stress
There are several different ways stress can be classified. Earlier in this unit we mentioned that
stress could be acute or chronic and harmful (i.e., distress) or beneficial (i.e., eustress). Stress can
also be classified as internal versus external or normative and non-normative, which will be
discussed in further detail below.
First, stress can vary by origin. In other words, stress can originate from two places: from within
oneself or from outside oneself. Internal stress "originates in one’s own mind or body"
(Goldsmith, 2013, p. 331) and can be one’s own high expectations for performance or an internal
need for perfection. External stress is "brought on from outside the individual" (Goldsmith, 2013,
p. 330) and is out of the individual’s control for the most part. Examples of external stress might
be getting fired because of company downsizing, the loss of a parent, having a child with a
physical disability, or your instructor’s high performance expectations. There are three kinds of
external stress that are highlighted in the table below.
Types of External
Stress Example
Acute major stress Having a child need his appendix out, defined as acute because it is very
stressful while it is happening, but will eventually pass. Health will return
and stress level will subside.
Ongoing, role- Having the overwhelming task of taking care of young children and an
related stress elderly family member (i.e., the sandwich generation) for an indefinite
number of years. This type of situation can be considered chronic.
Lifetime trauma A stressful experience that stays with you for life, such as childhood
stress sexual abuse, which is an experience that results in consequences that
one will deal with for the rest of one's life.
(Goldsmith, 2013, p. 331)

Marriage
Photo by kumon
Second, stress can be normative or non-normative. We all expect the stresses that come with the
normal family life cycle, such as transition to parenthood, adjustment to married life, the eventual
loss of our parents, children leaving home, the arrival of grandchildren, or buying a home. These
are all considered normative stressors. In contrast, non-normative stressors are unexpected or
unanticipated and are not part of the normal family life cycle. Examples of non-normative
stressors are divorce, diagnosis of cancer, parent losing a child, infertility, adultery, accidents,
having a child with a disability, or prematurely losing a spouse. No one ever says, "When I grow up
I hope to be married for 5 years, require fertility assistance, and then have a child with a physical
disability. This will be hard on the marriage and so it will end in divorce." We clearly only plan for
normative events, which leaves us exposed and unprepared when a non-normative event occurs.
Sources of Stress
Review the Social Readjustment Rating Scale (Goldsmith, 2013, p. 327) in this chapter of the
textbook, which demonstrates the wide variety of sources of stress. "Stressors are situations or
events that cause stress" (Goldsmith, 2013, p.325). Notice that the stressors on the Readjustment
Rating Scale are both events we consider positive (e.g., marriage) and events we know to be
stressful (e.g., divorce) and include both normative and non-normative stressors. Stressors can
also be relational or environmental (Goldsmith, 2013). In other words, the source of stress can be
one’s relationship (e.g., adolescent acting out) or environmental (e.g., lack of adequate parking).
Below is a table, which lists several common sources of stress and provides a practical example of
each to better your understanding. Please note that this is obviously not an exhaustive list.
Source of Stress Example
Crises: "events that

If a family member is hospitalized in critical condition after a car
require changes in
normal patterns of accident this will cause a drastic and immediate change in the family
behaviour" (Goldsmith, routine during the acute period of the crisis. The parents may be at
2013, p. 326). the hospital long hours, may miss work, or have other children stay
at a friend's house so they can address the crisis at hand. Eventually,
family life will return to a new normal.
Non-events are events A person may grow up with the expectation that they will be married
that are expected and and have 2 children by the time they is 35. If this does not happen
are planned for, but do they may find turning 35 very stressful, because something they
not happen. expected had not happened.
Time Crunch: is a result A single parent may be time crunched because he or she must juggle
of role overload (i.e., children, work, and housework all on their own. Single parents have
sum total of all little time to themselves and may feel like they are always playing
activities exceeds time catch up and that they have more on their plate than they have time
available), which leaves to successfully complete.
people with a sense
that there is "too much
to do and too little time
to get it done"
(Duxbury & Higgins,
2001, p. 3).
Job Stress might Jim has been working at the same company for several years. He is
include stressors, such frustrated because he has been putting in long hours, doing work
as job insecurity, above and beyond his job description, but has been overlooked for
excessive or intense several promotions he has applied for and has received minimal
work, extreme raises. To add to the strain one of his co-workers continues to take
responsibility, credit for his work. When he tried to discuss these issues with his
inconvenient work boss she belittled the issues and he felt dismissed. He suspects he
schedule, required should start looking for a job.
business schedule, long
hours, poor pay, and
annoying co-workers or
boss (Goldsmith, 2013).
Parental Molly is an employed single parent of 2 who gets up at 5:30 am to

Stress: Employed get herself and her children ready, drops them off at school, takes
mothers (especially the bus to work, goes grocery shopping on the way to pick her
single parents) with children up from the after school childcare at 5:30. She then helps
young children are the them with their homework, reads with them, prepares dinner,
most stressed, because mediates a disagreement between the children, and packs their
they are more likely to lunches for the following day. Once the children are in bed she cleans
be managing work and the bathroom and living room, does a load of laundry, pays bills and
childcare. signs forms to be returned to their teachers. By this time it is 9:30
and she goes to bed, so she can do it all again tomorrow on her own.
Marital/Relational Jane and Bob have been living together for two years. Over the last 6
Stress: As mentioned in months Bob has become very possessive and controlling, often
unit 5, conflict is making suggestions of what she should wear and telling her when
common in our intimate and if she can see her friends. Jane feels trapped and feels as though
relationships, because she is losing herself. She has tried to discuss this with Bob, but he
we are highly invested, suggests she is too sensitive. Now, she is afraid to leave, is unsure
have close daily where she could move, and how she might support herself if she left.
proximity, and know She spends long hours desperately trying to figure out how to get
each other very well through to her boyfriend and trying to come up with a solution.
(Goldsmith, 2013).
Financial Stress: Money Brian is 26 and his wife is pregnant. They have $15,000 in credit card
is one of the most debt and the minimum monthly payments are eating up their budget.
common stressful His wife will be going on maternity leave when the baby arrives and
topics partners argue will be taking a pay cut of nearly 50% of her salary while on
about (Goldsmith, Employment Insurance during the year leave. He is losing sleep over
2013). how to make ends meet with the increased expenses of the
forthcoming child and his wife’s loss of income. He will likely have to
get a second job or ask family for help.
Stress Management
As mentioned earlier, "stress is not inherently bad; it becomes problematic when the degree of
stress in the family system reaches a level at which the family becomes disrupted or individual
members become dissatisfied or display physical or emotional symptoms" (McKenry & Price, 1994,
p. 10). Effectively managing stress is very important as stress can take both an emotional and
physical toll on individuals; however, there are many factors that influence one’s ability to manage
stress effectively. We will briefly discuss factors that influence stress management and then review
some suggestions on how to reduce stress.
Influences of Stress Management
The ability to manage stress is important in order to face life’s challenges and turbulent times.
However, some people are better at managing stress than others and there are a number of
influences that impact this ability. As discussed in unit 4, the ability to make strong, well-
informed decisions can help individuals avoid a great deal of stress, but also make quick, adaptive
decisions when unexpected things happen (Goldsmith, 2013). Decisions can either contribute to
or minimize one’s stress level.
Finally, some people are simply more resilient. It is hard to explain what makes one sibling
more resilient when both have experienced the same stressors, but some individuals are just
more psychologically hardy. Those who are psychologically hardy are "people who have a sense of
control over their lives: are committed to self, work, relationships, and other values; and do not
fear change" (Goldsmith, 2013, p. 333). A person who falls into this category might see an
obstacle at work as an opportunity to expand their knowledge and embrace the obstacle as a
challenge. However, others may be completely and utterly overwhelmed and paralysed by the
Business woman having headache at office
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family=creative&photographer=Ridofranz) Collection: iStock / Getty Images Plus
Personality also has a significant impact on how we perceive and cope with stress. Individuals who
are high-strung, aggressive, committed, and generally want control (i.e., Type A personalities) are
more likely to be stressed, annoyed or frustrated. Whereas, someone who is more laid back,
relaxed, and agreeable (i.e., Type B) may be slower to anger and less easily frustrated than a Type
A (Goldsmith, 2013).
obstacle, which makes it that much harder to overcome.
Stress Reducing Methods
We have identified types and sources of stress and have explored just a few factors that influence
how well we deal with stress and now we will review several stress reducing tips.
Tips for reducing stress:
1. Outsource some of your tasks. If you are time crunched, hire someone to do undesirable
tasks, which eat up your time (e.g., hire a lawn service, buy a prepared dinner on the way
home, order holiday gifts online and have them mailed directly) (Goldsmith, 2013). Obviously,
outsourcing is not always an option if on a limited budget.
2. Problem focused coping: get to the root of the problem and try and solve or improve the root
cause to avoid future stresses (Goldsmith, 2013).
3. Mind your bodies cues: be aware if you are experiencing tension in your muscles and shallow
breathing. Slow down your breathing by taking deep, slow breaths through your nose and
blowing out through your mouth (University of Texas [UT], 2007).
4. Take some quiet time: if you’re feeling overwhelmed take 5 minutes to relax, close your eyes,
think of positive things, or read an enjoyable book. This may be the refreshing kick-start you
need (UT, 2007).
5. Talk about it: Caring a heavy mental load can make situations tougher. "Share your feelings.
Perhaps a friend, family member, teacher, clergy person or counsellor can help you see your
problem in a different light. Talking with someone else can help clear your mind of confusion
so that you can focus on problem solving" (UT, 2007).
The Aerobics Girls Warmin' It Up

Photo by kk+
6. Exercise: Working out or even going for a brisk walk 3 to 4 times a week can have a huge
impact on how well you deal with stress that crops up (UT, 2007).
7. Treat your body well: Eating a well-balanced diet and getting enough sleep will help your
immune system fight the damaging effects of stress (UT, 2007).
8. Avoid unhealthy coping mechanisms, such as excessive caffeine, drugs, or alcohol, which can
actually increase rather than decrease stress levels (UT, 2007).
9. Avoid isolation: Spending time alone can be great, but when you are stressed it is often
helpful to have the support and understanding of friends and family around you.
10. Learn to say no: We often agree to things we wish we hadn’t, because of guilt or pressure.
Realizing there are limits to your time and energy and focusing on prioritising your most
important personal goals is crucial.
11. Develop a sense of humour (Goldsmith, 2013). Try to be light-hearted, laugh at yourself and
your mistakes, because we can often get too serious.
“Do you consider yourself resilient or not resilient? Or maybe you fall somewhere in between?
People with resilience tend to possess certain characteristics. Use this chart to help get a general
idea of how resilient you are. The statements on the left are characteristics of people who are
resilient. Write the numbers 1 to 12 on a piece of paper to represent each of the following
statements and then put a check mark next to each characteristic you agree that you have." (Mayo
Clinic Foundation for Medical Education and Research [MCFMER], 2007).
Laughing couple
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family=creative&photographer=PeopleImages) Collection:E+
CHARACTERISTICS OF RESILIENT PEOPLE
STATEMENT CHECK IF YOU AGREE
1. I’m able t adapt to change easily.

2. I feel in control of my life.
3. I tend to bounce back after a hardship or illness.
4. I have close, dependable relationships.
5. I remain optimistic and don’t give up, even if things

seem hopeless.
6. I can think clearly and logically under pressure.
7. I see the humour in situations, even under stress.
8. I am self-confident and feel strong as a person.
9. I believe things happen for a reason.
10. I can handle uncertainty or unpleasant feelings.
11. I know where to turn for help.
12. I like challenges and feel comfortable taking the lead.
“Do you have few check marks or many? Think about the ones that you left blank. You may want to focus on developing
resilience skills in those areas. Don't worry if you didn't have as many check marks as you'd hoped or expected. It's not too
late to nurture resilience in yourself.” (MCFMER, 2007).
Note: Reflections are not required assignments, but instead are activities that are intended to help you better connect with
the material.
Fatigue
Stress, sleep, and fatigue are directly linked. If we do not get the sleep our bodies need we will
likely face fatigue and its consequences. Fatigue is "the feeling of having insufficient energy to
carry on and a strong desire to stop, rest, and sleep" (Goldsmith, 2013, p. 350). One’s
responsibilities often leave one short on sleep. The perfect example is a new parent who is getting
up several times a night to tend to his or her newborn and is never getting more than 3 or 4 hours
of sleep at a time. University students commonly face heightened fatigue during the last several
weeks of term as they finish final projects and prepare for exams. One’s job requirements can
also rob one of sleep. For example, researchers discovered that the long-haul truckers in their
study got an average of just under 5 hours of sleep per day (Mitler, Miller, Lipsitz, Walsh & Wylie,
1997). This is a cause for concern, given the requirements of the job to be alert and safe on the
road. Sleep is necessary for a variety of reasons, such as to restore energy level, to boost
immunity, and to regulate the body (Goldsmith, 2013).
Fatigue
Photo by marwho
However, when the necessary sleep is not achieved fatigue can set in and this has some real
physical implications, such as dizziness, headaches, nausea, and irritability (Goldsmith, 2013).
The experience of fatigue can vary in length: short-term (e.g., exam period), long-term (e.g., the
first year of a child’s life), or chronic (e.g., sleep disorder). Chronic is the most serious and can
have harmful effects on one’s long-term health and well-being (Goldsmith, 2013). Just like stress,
the cause for fatigue can be both internal and external. Internal fatigue originates from within the
individual (e.g., pregnancy) and external fatigue originates from outside the individual (e.g., work
expectations). However, fatigue can also be the result of disordered sleeping, such
as insomnia or chronic fatigue syndrome.
If you have trouble getting to sleep, staying asleep, or simply want to improve your quality of
sleep, consider the following suggestions:
FMLY 1420
The Environment
Definition: The environment is the sum of the "external conditions influencing the life of an
organism or population" (Goldsmith, 2013, p. 454). As individuals, we all play a role in the
environment around us. One’s environment includes your immediate surroundings (e.g. habitat),
your community, and the larger global environment. In many cases, our attention is focused on
our immediate or local environment, and it is easy to lose sight of how our choices impact the
global environment. Often the reality or seriousness of a situation is not fully understood until we
are personally affected by the problem (e.g. problem or need recognition). In other words, we can
watch an environmental event or disaster on the news, but not become engaged in a solution until
it affects us directly.
Main Concepts
Important environmental terms to know:

Sustainable development is “a form of growth wherein societal needs, present and future are met”
(Goldsmith, 2013, p. 363).
"Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs... Sustainable
development is about achieving and maintaining a healthy natural and built environment, a
vibrant and just society, and a well-functioning economy for both present and future
generations" (Government of Canada, 2019, para. 1).
Rodeo Beach Clean Up Efforts Continue

Photo by John H. Kim
Stewardship is our “responsibility to preserve the earth” (Goldsmith, 2013, p. 457). In other
words, it is our responsibility to maintain the earth in such a way that our children and grandchild
will be able to enjoy a swim in the ocean, hike in the woods, and live in a healthy world. Managing
sustainable development is part of successful stewardship. Indigenous peoples have always held
stewardship as a core value, "We must make decisions that ensure an equitable quality of life for
all for seven generations to come. Embedded within the Aboriginal world view is the concept of
collective responsibility for tending the land and using only that which is needed for sustenance"
(Manitoba Education and Training, 2000). This a perspective that we could all learn from.
Environmentalism is the “concern for the environment” (Goldsmith, 2013, p. 367). Hopefully, this
concern for the environment also translates into active behaviour as well. Environmentalism exists
on a continuum, from those who are anti-environmentalists to those who are pro-environment.
At the center of the continuum are those who do not care or are not engaged in the environmental
cause and are considered passive (Goldsmith, 2013)
Environmental Systems
Understanding the environment and its many interconnected parts is crucial, because grasping
the interdependent nature of the environment helps us realize how our behaviour affects the
experience of others (e.g. wildlife) and the health of the environment. This chapter of the
textbook discusses the ecosystem, which should sound familiar since it is directly related to
Systems Theory from chapter two. Remember that the basic assumptions of systems theory are
that all parts of a system are interdependent and influence each other and that the sum is greater
than its parts. That being said, let us address the ecosystem as it relates to the environment.
Oiled Bird - Black Sea Oil Spill 11/12/07
Photo by marinephotobank
Living systems “(e.g. plants, animals, societies)are open systems that react to feedback”
(Goldsmith, 2013, p. 366). Feedback can be both positive and negative. For example, an
oil spill in a bay would be negative feedback to the system and this would have a severe
impact on the viability of the living organisms in the environment and the health of the
bay.
Ecology “is the study of how living things relate to their natural environment” (Goldsmith,
2013, p. 454). For example, the name of our faculty, Human Ecology, simply stated means
the study of how humans relate to their environment.
Ecosystem is “the subsystem of ecology that emphasizes the relationship between

organisms and their environment” (Goldsmith, 2013, p. 367).
Habitat is “the place where an organism lives” (Goldsmith, 2013, p. 367), such as your
apartment, a fox’s den, a beaver’s dam, or an orchid’s habitat would be the rainforest.
The Spotted Owl Example:

Since the colonization of Canada, over 100 species have been lost in Canada (NCC, 2018). "The
causes of species loss in Canada have varied through time, and include over-hunting, pollution,
invasive species, habitat loss and climate change. These mirror the threats to species around the
world" (NCC, 2018, para. 2). In British Columbia, the spotted owl, currently endangered, is at risk
because it inhabits old-growth forests, which are logged heavily and in recent years have been
faced with forest fires. It is estimated that there are only 6 spotted owls living in the wild today
(Wilderness Committee, 2019), leaving these owls exceedingly vulnerable to extinction.
This logging impacts on the Owl, because it alters forest structure and composition;
isolates individual nesting pairs; and fragments and isolates forest stands to the
extent that they become unsuitable for owls. Since the food supply available to
Spotted Owl … is determined by forest type, structure and composition, forest
management practices have an important effect on prey populations and ultimately
on owl densities. Other threats include predation by great horned owls, competition
with barred owls; and toxic pollution resulting in thinned eggshells (EC, 2006).
This is an example of how damage to the habitat changes the nature and composition of the
ecosystem, which then endangers the lives of the organisms and the health of the entire
ecosystem.
The Environment as a Resource
The environment is a vital resource, because, among other things, we need clear air, viable
farmland, and fresh water to survive. Many of our natural resources are renewable, which means
the resource is unlimited, or can be reproduced. Examples of renewable resources are trees,
wind, bamboo, or hydro. Non-renewable resources are finite; meaning once the resource is used
up, producing more is not an option (Goldsmith, 2013). Examples of non-renewable resources
are oil and natural gas. Managing our non-renewable resources efficiently and wisely is incredibly
important since these resources will eventually run out.
Key Environmental Problems
The book addresses five basic areas of environmental concern: water, energy, noise, waste and
recycling, and air quality. We will briefly review four of these concerns and also address climate
change. We will discuss the possible solutions later in the unit when we discuss the role of
individuals and families.
Water
There are two major concerns with water: shortage and pollution. Shortage is a major concern
when we consider that 75% of the world’s water is salt water and that “1/5 of the earth’s
population does not have safe drinking water” (Goldsmith, 2013, p. 373). In other words, roughly
29% of the world's population does not have access to clean drinking water (Ritchie & Roser,
2019). Canada happens to be rich in water resources, because “Canada’s landmass contains about
7% of the world’s fresh water” (EC, 2007); however, Canada still has many First Nations
communities who have no access to clean water and/or are under boil water advisories. Of the
633 First Nations in Canada 100 First Nations are under a boil water advisory (Gerster & Hessey,
2019), which has a significant impact on both public health and stress levels of residents.
Concerns with water relate to both quality and quantity. As Canadians we need to monitor our
water usage and be sure we are not wasting this valuable resource. Below is a list of water usage
and availability statistics to help put the shortage concern in perspective.
Water Usage and Availability Facts
People drink 2 to 3 litres (about 8 glasses) of fluid every day (EC, 2007).
Humans can survive roughly a month without food, but only 5 to 7 days without water (EC,
2007).
Canadian household use 3.2 billion cubic metres (m3) of water per year (Statistics Canada,
2017).
"$373 – the average expenditure per household on water and sewage for principal
accommodation in 2015" (Statistics Canada, 2017).
"466 litres – the average amount of potable water use per person per day in 2013, which
accounts for residential, industrial, commercial and other uses of water provided by public
utilities"(Statistics Canada, 2017).
Approximately 1000 kilograms of water is required to grow 1 kilogram of potatoes (EC,

2007).
The Great Lakes provide drinking water to 8.5 million Canadians (EC, 2007).
"69% - the proportion of households reporting that they drank primarily tap water at home
in 2015, while 19% reported bottled water as the main type of drinking water at home"
(Statistics Canada, 2017).
Pollution is also a serious concern and is caused by industrial, institutional, residential wastes and
a variety of other contaminants (EC, 2007). Water pollution can cause illness and death. In many
parts of the world safe water is either not available or difficult to come by. Again, information to
reinforce the seriousness of the water pollution problem is listed below.
Water Pollution Facts
“Health problems related to water pollution in general are estimated to cost Canadians
$300 million per year.
More than 23000 different chemicals and substances are available for use in consumer
goods and industrial processes in Canada.
The addition of chlorine to our drinking water has greatly reduced the risk of waterborne
diseases.
One drop of oil can render up to 25 litres of water unfit for drinking.
Worldwide, one billion people lack access to safe drinking water, 2.4 billion to adequate
sanitation.
Every year, 1.8 million people die from diarrhoeal diseases (including cholera); 90% are
children under five, mostly in developing countries” (EC, 2007).
Energy
Photo by Lollie-Pop
As the textbook discusses, the three main concerns with energy are “energy production, energy
waste, and pollution from the use of fossil fuels” (Goldsmith, 2013, p. 376). Fossil fuels are used
to supply our cars, trains, delivery trucks, and airplanes with fuel. Personal vehicles, especially
older ones, are significant contributors to air pollution and gas consumption. In addition, our
main source of residential and industrial energy is electricity and one of the ways electricity is
produced is by burning or using fossil fuels (e.g., oil, natural gas, coal), which produce pollution.
Cleaner forms of energy are wind, solar, and hydro, although hydro is sometimes controversial
due to the environmental impact of dams on the surrounding ecosystem.
Despite our desire to curb the negative environmental impacts of our use of fossil fuels and
resource extraction, we rely heavily on products made from petroleum products. In the figure
below you can see just a short list of products we use in medical, household, sports and in the
bathroom that are made from petroleum products.
(PSAC, 2019)
Given the above list it would be impossible to simply stop oil production, but we can
simultaneously focus on sustainability of resource extraction and focus on curbing out reliance on
oil and natural gas, while also investing in alternative forms of energy.
92% of the world's clean renewable energy is generated by hydropower (EC, 2009). “Hydropower
currently provides 19% of the world's total electricity supply. Canada is the largest producer of
hydroelectricity, followed by the United States and Brazil”(EC, 2007), which is not surprising given
our previous discussion on Canada’s water supply. However, “the average large dam today is
about 35 years old” (EC, 2007), which means significant investment will be required soon to
upgrade these facilities.
In order to efficiently use fossil fuels (i.e., a non-renewable resource) and to minimize the
pollution caused by burning these fuels, businesses, individuals and families should avoid
careless consumption of electricity and fuels (e.g., gasoline). A variety of suggestions are made in
the textbook and additional suggestions will be discussed later in this unit.
Waste and Recycling
Individuals and families generate a great deal of waste and the main concern is what to do with
this waste. We now seem to live in a disposable society; so many products are pitching time
savings by becoming disposable (e.g., disposable window wipes, toilet brushes, sandwich bags,
and so much more). This mentality is relatively new, because in the early part of the twentieth
century the emphasis was on keeping things and repairing things. Our new focus on consumption
and immediate gratification is creating a massive refuse problem. “After more than a century of
heavy industrialization and consumption, the planet's inhabitants are feeling the impacts of over-
crowded garbage dumps, contaminated sites, polluted air and water, and acid rain” (EC, 2007).
Recycling
Photo by Editor B
Now the goal becomes to minimize waste and maximize recycling. The Winnipeg blue box
recycling program was implemented for single-family homes in 1995 and for multi-family
residences in 2001 (Winnipeg Water & Waste [WWW], 2007). The three main environmental
reasons to recycle are:
1 to reduce the amount of garbage we throw out;
2 to save energy, because “recycling materials usually requires less energy than making
goods from raw materials”; and
3 to leave more trees standing, “every metric tonne of paper we recycle saves 17 trees from
being cut down” (WWW, 2007).
"In 2015, over 230,000 tonnes of residential waste and recyclable materials were collected from
the residential sector in Winnipeg. On a per capita basis from 2011 to 2016, garbage collected
has decreased 22%, recycling has increased 17%, and composting has increased 221%. As shown
in the figures below, the combined efforts of the City and all Winnipeggers have generated some
positive impacts"(City of Winnipeg, 2019, para. 3). In addition, Winnipeg has a yard waste
collection program, which keeps over 30,000 tonnes out of the landfill every year (City of
Winnipeg, 2019). Later in this unit we will discuss ways in which individuals can reduce their waste
and improve their recycling behaviour.
Air Quality
Smog
Photo by Simone Ramella
One of the largest concerns with air quality is the emissions produced by cars, trains, delivery
trucks, and airplanes. As mentioned earlier, personal vehicles, especially older ones, are
significant contributors to air pollution and gas consumption.
In 2007, an estimated 5 million old vehicles (model year 1995 or older) are still in
use, out of a total fleet of 18 million personal vehicles. These vehicles predate
current, more stringent emissions standards, so that while they account for less
than one-third of personal vehicles in Canada, they contribute up to two-thirds of
smog-forming pollutants (EC, 2007).
The Canadian government has been trying to come up with incentives for those with older vehicle
to scrap their cars for newer ones, public transport, or alternative forms of transportation.
Obviously, even those with newer vehicles should also be aware of their emissions and should
consider using alternative forms of transportation when possible. The risk of exposure to air
pollution from vehicles includes nitrogen oxides, carbon monoxide, and volatile organic
compounds and exposure can result in a variety of health concerns including the development or
worsening of asthma, lung cancer, reduced lung function, and heart disease (Government of
Canada, 2017).
When we think of poor air quality we often think of outdoor air; however the air quality indoors
can often be far worse than outside (Goldsmith, 2013). “Clean air is essential for good health, and
this is especially true when it comes to indoor air. As Canadians, we spend close to 90% of our
time inside; at home, at work and in recreational environments” (Health Canada, 2007). Health
Canada groups indoor air pollutants into two categories:
Biological pollutants Chemical pollutants
Living organisms such Gasses and particles that come from combustion appliances, tobacco
as: mould, bacteria and smoke, lead, household and personal care products, various building
dust mites. materials and outdoor air.
(Health Canada, 2007)

The potential health risks for indoor pollutants range from allergies (e.g. mould and dust) and
asthma (e.g. chemicals, cigarette smoke) to learning disabilities and possible death (e.g. lead
poisoning, second hand smoke). Being aware of the chemicals we are using to clean our homes
and the frequency of sweeping and vacuuming would be a great first step in improving indoor air
quality.
Climate Change
Climate change is something we are hearing a great deal about in the news and on social media
today. Environment Canada defines climate change (i.e., global warming) in the following and
briefly describes how climate change may impact Canada.
Climate change is a shift in long-term average weather patterns, which can include
changes in temperature and in precipitation amounts. The international scientific
community agrees that there has been a significant change in global climate in
recent years, particularly in the polar areas, due largely to the burning of fossil fuels
for transportation and industrial processes. These activities emit greenhouse gases
that trap heat in the atmosphere (EC, 2007).
Canada's climate is changing too: temperatures are rising, particularly in the Arctic,
where permafrost is thawing and the ocean's ice cover is shrinking. Even greater
changes are expected in the future, including a continued rise in temperatures,
shifts in rainfall patterns, and increases in certain types of hazardous weather, such
as heavy spring rains and heat waves. As a cold northern country, Canada will be
one of the most greatly affected countries in the world (EC, 2007).
Family's role in management
Individuals and families play a key role in stewardship. Earlier in this course we discussed
decision-making and problem-solving skills and it is important to understand that our decisions
can contribute to or diminish the environmental problems we face today. Parents must model
environmental decision-making skills for their children and, in some cases; children may also
push their parents to change family habits. We have moved to a disposable, ready-made society in
an effort to save time in our hectic schedules, but we must also keep the big picture in mind.
When reviewing all the suggestions for change, listed in the text and in the next section, it is clear
that there is much to be done. However, it is crucial that each family or individual do what they
are able. For example, buying a fuel efficient car or replacing your home’s windows may not be
financially feasible for some. However many of the changes do not require money, just effort (e.g.
recycling). Working together as a team, get the children involved in the family’s environmental
efforts and decision-making.
Ways to improve management of environmental resources
In this section, we will walk through each area of environmental concern, discussed earlier in the
chapter, and provide tips for what individuals and families can do to make improvements. The
lists below are supplements to the list provided in the textbook.
Water
“Keep a pitcher of water in the refrigerator rather than running tap water until it is cool
enough to drink.
Soak pots and pans before washing.
Replace older, larger use toilets with the newer ultra-low flush models.
Take a five-minute shower.
Install a low-flow showerhead.
If you own a pool, be sure to use a pool cover when it’s not in use.
Collect rainwater in an old barrel or other large container that is outfitted with a spigot and
a suitable cover, and use the water on your garden” (Government of Canada, n.d.).
Feel-good light
Photo by spcummings
Energy
Reducing energy consumption is not only good for the environment, but also reducing our energy
bills. Here are a few ways families can reduce their energy consumption.
1. “Turn off unnecessary lights: Two 100-watt incandescent bulbs switched off an extra two hours per
day could save you $15 over a year. Better yet, switch to LED.
2. Use natural light: A single south-facing window can illuminate 20 to 100 times its area. Turning off one 60-watt bulb for four
hours a day is a $9 saving over a year.
3. Use task lighting: Turn off ceiling lights and use table lamps, track lighting and under-counter lights in work and hobby areas
as well as in kitchens. Save $6
4. Take shorter showers: Hot water is expensive. If two people in your home cut their shower time by a minute each, you could
save $30 over a year.
5. Turn water off when shaving, washing hands, brushing teeth: Reduce your hot water usage by 5% to save about $19.
6. Fix that leaky faucet: Fixing a hot water leak in your faucet can save up to $9 per year in energy costs.
7. Unplug unused electronics: Standby power can account for 10% of an average household's annual electricity use. Unplug
unused electronics and save $50 a year.
8. Manage your thermostat: If you have electric heat, lower your thermostat by two degrees to save 5% on your heating bill.
Lowering it five degrees could save 10%.
9. Reduce heat in the kitchen: Avoid using the oven in summer – try salads, smoothies or barbecue. You'll reduce the heat in
your home and save on your home cooling costs.
10. Run full loads: Cut one load of wash per week, even if you're already using cold water only, and you could save $18 a year on
your laundry costs.
11. Hang dry your laundry: If you do eight loads of laundry a week and use your clothesline for 50% of those clothes, you could
save $65 a year.
12. : Skip the heat-dry setting for the dishwasher: That heat-dry setting is expensive. De-select it and, based on one load of
dishes a day, save up to $27 for the year" (BC Hydro, n.d., para. 1)
Gardening
Photo by lil'bear
Waste and Recycling

Families can instrumental in reducing consumption and waste and diverting waste from the
landfill. Here are a variety of ways individuals and families can take action.
“Avoid heavily packaged products” (PC, 2006).
Buy a travel coffee mug or water container and use instead of disposable coffee cups or
disposable water bottles (Kearns, 2019).
Stop using plastic bags: buy reusable shopping and produce bags (Kearns, 2019)
Recycle everything you can (e.g., office paper, coffee cups & lids, etc.).
Compost.
"Cancel unnecessary mail" (Kearns, 2019, para. 8).
Drop off Christmas trees and yard waste in the City’s designated areas, instead of putting
out with your garbage collection.
Avoid overusing disposable products (e.g., disposable plates, tissues, diapers, menstrual
products).
Make a meal plan and then shop accordingly so you can reduce food waste (Kearns, 2019)
Air Quality
Plant a tree (PC, 2006).

“Reduce the number of miles you drive by walking, biking, carpooling, or taking mass
transit wherever possible” (PC, 2006).
Keep your car tuned up and your tires properly inflated, which improves gas mileage (PC,
2006).
Consider having your air ducts cleaned.
Tips To Reduce Indoor Air Pollutants
Change your furnace filters regularly (Harvard Women's Health Watch [HWHW], 2018)
Let the fresh air in (HWHW, 2018)
Carefully chose cleaning products and other chemicals.
“Don't permit smoking in your home.
Monitor and control humidity levels.
Immediately clean any mould found growing in your home.
Keep your home clean: dust and vacuum regularly.
Don't idle your car or run other fuel-burning engines in an attached garage.
Do not store paints, solvents or varnishes inside your home” (Health Canada, 2007).
Reflection
Reviewing the list of tips for maintaining a healthy environment can be

overwhelming. With such a long list where does one start? Well, I suggest
you start with baby steps and decide on 3 changes that you can commit to
personally implement immediately. For example, buy a travel coffee mug
and use it instead of to-go cups or take the bus one day a week. Watch
your implementation process and monitor the impact of these changes. Is
implementation easy or difficult and does your plan need to be adjusted
midstream? Once you have fully integrated these new changes they will
become habits. Now add a few more changes to your plate.
Note: Reflections are not required assignments, but instead are activities
that are intended to help you better connect with the material.

FMLY 1420
Financial Management
My first UK pay check!

Photo by Mathieu B.
Financial management is “the science or practice of managing money or other assets” (Goldsmith,
2013, p. 397). Managing one’s finances is not a passive behaviour; it requires foresight, analytical
thought, and action. In addition, it requires “self-discipline and control, the ability to set goals”
(Goldsmith, 2013, p. 397) and the ability to forego immediate gratification for long-term benefit.
This seems to be a challenge for many people since personal credit debt is on the rise in Canada
(CBC, 2019). Being clear and explicit about the goals you are working toward (e.g., saving for a
down payment for a house or having enough to pay rent at the end of the month) is the clear first
step to effective money management. The idea is that having this larger goal in mind will
influence day-to-day spending or encourage prioritisation (e.g., $100 pair of jeans vs. paying
rent). Maintaining this focus and self-control is the key to successfully attain financial goals, but
is also the most challenging part of financial management.
Financial Terms
Income “is the amount of money or its equivalent received during a period of time”
(Goldsmith, 2013, p. 403) and there are five types of income;
1. discretionary: money you control,
2. disposable: after tax & deduction money,
3. gross: all non-taxable income,

4. Psychic income is very interesting. Psychic income is “one’s perception of feelings about
income; that satisfaction derived from income” (Goldsmith, 2010, p. 363). For example, as a
university student with limited income a yearly salary of $45,000 may seem like a huge figure;
however, often as our income increases so do our expenses, which then leads to the perception
that $45,000 is not enough. We all have our own unique perception of money, how much money
we make, and how that money makes us feel.
5. Real income: the buying power of a certain income at a certain time in history or place
(Goldsmith, 2013). $5,000 might be an annual income in 1930, but might be one's monthly
expenses in 2019.
Net worth is determined by subtracting what is owed (liabilities) from what is owned
(assets). For example, a homeowner, with no other assets, would subtract his or her credit
card debt, student loans, and what is owed on the mortgage from the current market value
of his or her house and the resulting figure would be his or her net worth (Goldsmith,
2013).
Gee i wonder if somebody is trying to influence where to put your $$$$

Photo by thelastminute
Investment is “the commitment of capital to the achievement of long term goals and objectives”
(Goldsmith, 2013, p. 412).
Liquidity is "the speed and ease of retrieving cash or turning another type of investment into
cash” (Goldsmith, 2013, p. 412).
Insurance is “a financial arrangement in which people pay premiums (payments) to an insurance
company that reimburses them in the event of loss or injury” (Goldsmith, 2013, p. 413). There
are many types of insurance: life, supplemental health, car, employment, travelers,
homeowners, and rental insurance, just to name a few. A common mistake made with insurance
is to only insure the family breadwinner if one partner is at home caring for children. Life
insurance is needed on the stay-at-home parent as well, because in the event of death all the
tasks they completed (e.g., transportation, child-care, cleaning, cooking) would need to be
replaced and at great expense.
Budgeting
Mail
Photo by GoldenEel
Budgeting is “a spending plan or guide,” which “can be helpful by providing a visible means of
controlling money” (Goldsmith, 2013, p. 398). This is a crucial tool to help families understand
how much money they have, where it needs to go (e.g., rent, food, gas, utilities), and how much is
left over. In other words, it helps people plan ahead and be explicit with their goals. Budgets can
help one to:
curb impulse spending,
clearly define what one can or cannot afford,
increase savings,
understand where exactly the money goes, and
hopefully reach one’s financial goals.
Budgets are normally broken into two categories of expenses: fixed and flexible (Goldsmith,
2013). Fixed expenses are bills or expenses that do not change month to month, such as the
cable bill, rent, or student loan payment. Since fixed expenses are the same amount from one
month to the next, it is easy to plan monthly payments. In contrast, flexible expenses are bills or
expenses that vary in amount each month, e.g., the cell phone bill, food, hydro, entertainment).
When budgeting, flexible expenses are where we have the most control. Therefore, if we are
spending too much, the first place we cut expenses is in the flexible category (e.g., not spending
as much on clothes or going out with friends). Budgets need to be reviewed and updated
frequently to adjust for new expenses (e.g., the arrival of a baby or home purchase) and new
income (e.g., promotion or raise) and to reflect one’s changing goals.
Reflection
Work on the groundwork for a budget. Review your current expenses and determine which
expenses are fixed and which are flexible. Now, to understand where your money is going, write
down all your purchases for one week. Add up the categories, which will help you see exactly
where you are spending money. You may be surprised how the little things add up or how your
money may not be going where you think it is. Knowing where your money
goes is the first step; now work on developing a budget using the link in
the additional information section at the end of the unit.
Note: Reflections are not required assignments, but instead are activities
that are intended to help you better connect with the material.
Families as Consumers
Preserving Cauliflower, Carrots and Garlic in Jars

Credit: kajakiki (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=kajakiki) Collection:iStock / Getty Images Plus
Families are obviously consumers, but they are also producers. In this sense, production refers to
work, services, or goods that are completed in the household. For example, services rendered in
the home might include painting, cooking, gardening, hair cutting, childcare, and renovations
completed by the homeowner. Goods produced at home might include jams, quilts, paintings, and
vegetables and herbs from the garden. These products and services exist outside of the formal
economy (i.e., not included in the Gross Domestic Product) (Goldsmith, 2013). Families decide the
tasks they will do themselves and what they will outsource, which is a form of resource
management.
Families have so many financial decisions to make in the consumer market place. Families must
consider retirement savings, childcare costs, university education, housing, vehicles, and the list
goes on. Each of these financial issues includes a variety of decisions, which can make decision-
making complex (e.g., the central satellite model of decision-making).
Money and Relational Challenges

People often have strong associations or emotional reactions to money and this can have a direct
impact on how they manage their finances. For example, if someone grew up in a home with little
money, as an adult they may feel nervous when bills arrive even if they have the money to pay
them. How we are socialized as children to handle and perceive money can have a long-term
impact on financial well-being and management. In addition, our relationships and partners also
play a significant role in our ability to manage finances. For example, one partner may be frugal
and the other a chronic spender, which, as you would suspect, will lead to relational conflict.
When finances are a problem or financial management is not going well it can lead to financial
stress, which is a serious problem. Those dealing with Financial stress are
"Twice as likely to report poor overall health

Four times as likely to suffer from sleep problems, headaches and other illnesses
More likely to experience strain in your personal relationships
Financial stress can also lead to more serious health problems, such as:
Heart disease
High blood pressure
Mental health conditions such as depression and anxiety" (Financial Consumer Agency of
Canada, 2019).
Financial stress is a significant contributor to relational disagreements (Vanier Institute for the
Family, 2005), performance at work, and disrupted sleep (Financial Consumer Agency of Canada,
2019). Therefore, how well we manage finances can have a huge impact on our quality of life.
Gender and Money
Student teacher
Photo by peigianlong
Gender seems to play a large role in the expected lifetime earnings of an individual for several
reasons. Women continue to be seen as the gender primarily responsible for childcare, which
impacts women’s career trajectory and earning power, because with children comes an increase in
work interruptions (Beaujot, 2000). Women’s perceived childcare responsibilities will often
influence the type of career they choose. Therefore, women tend to choose careers that will
comfortably accommodate the balance between work and family responsibilities (e.g., teaching).
This concept is called occupational segregation and is the concentration of women in female-
dominated careers, which “undervalue the human capital value of both education and experience”
(Beaujot, 2000, p. 76). In other words, women tend to choose careers that offer more flexibility,
but in turn these careers pay less. In general, men and women are currently present in all careers.
However, occupational segregation suggests that the majority of women and men find themselves
in a career that is dominated by their same gender. For example, there are many male nurses;
however the majority of nurses are still female.
Occupational segregation, of course, leads to a related concept, the Gender Gap, which is “the
difference in earnings between men and women employed full-time outside the home”
(Goldsmith, 2013, p. 425). In Canada, the current wage gap is 87%. In other words, women
employed full-time make 0.87 cents on the dollar of their full-time employed male counterparts
(Pelletier & Patterson, 2019). Although, some indications show that there is only a 10% gap
between today’s male and female university graduates, but increases over time with promotions
and work interruptions (i.e., parental leaves).
The Glass Ceiling is another common term, which we discussed briefly in Unit 8: Managing Work
and Family. The glass ceiling is the idea that women “can see the positions at the top that they
want, but they cannot reach them” (Goldsmith, 2013, p. 425). In Canada, women hold 8.5% of the
highest paid positions in the top 100 companies in Canada, which is up from 4.6% in 2006 (CBC,
2015). More progress needs to be made in this arena, but in order to make significant changes
men will also need to share the caregiving demands of the family.
Child-related expenses
Little boy with Down syndrome and his friends dressed in halloween costumes
Credit: manonallard (https://www.gettyimages.ca/search/photographer?
family=creative&photographer=manonallard)Collection: E+
In Canada, the average cost to raise a child from birth to 18 years of age was $246,320, which
"works out to an average cost of $13,684 per year or $1,140 per month" (Alini, 2018). You can
see the estimated distribution of costs in the pie chart below. These average costs can be higher
and lower in different regions or locations in Canada based on cost of living. Interestingly, boys
are just slightly more expensive than girls and parents spend roughly $10,000 to raise a child
from birth to age 1. Also, each subsequent child, of the same gender, is less expensive than the
first, because of efficiencies such as hand-me-downs. However, now with the prevalence of dual-
earner households, fertility (i.e., the number of children we have) is said to be limited by the cost
of childcare, which is very expensive (Beaujot, 2000), ranging from $175 a month (in Montreal) to
$1,675 a month (Weikle, 2019).
(Alini, 2018, para.12)
Managing Credit
Young beautiful Asian woman using smartphone and credit card

Credit: Sushiman Collection: iStock / Getty Images Plus
When you consider that the Canadian ratio of household debt to personal income was 66% in
1980, was 150% in 2012 (Chawla & Uppal, 2012) , and increased to 178% in 2018 (Canadian
Press, 2018). Credit is “time allowed for payment of money or goods that are borrowed; also
refers to the amount of money borrowed” (Goldsmith, 2013, p. 408). In other words, the credit
card companies are extending a consumer credit to buy something now that he or she may not
have the money to buy in cash. In exchange for the right to use the credit card, companies charge
interest on unpaid balances on the card. A common credit misconception: individuals often think
of the credit limit on their credit cards as cash, but in reality individuals are spending someone
else’s money.
Managing credit can be a struggle for university students, because they have a variety of expenses
and limited income. However, credit card companies are more than happy to extend students
credit, because the companies know they will be a good source of revenue. This is due to the fact
that university students will more than likely carry balances (i.e., means more interest for the
credit card companies). Students should understand the seriousness of large balances and late
payments, which can have a substantial impact on their credit ratings. We will discuss the price of
borrowing shortly.
In addition, student fees have more than doubled in constant dollars since 1990. Both the
proportion of students taking out loans and the amount owed upon graduation has increased
during this period. The average amount owed upon graduation is roughly $28,000 (Statistics
Canada, 2019), which has increased from $20,000 in 2010 (Luong, 2010) The burden of these
loans can impact an individual for some time (i.e., delaying home ownership), but there is a
financial payoff (i.e., increased earning potential) for obtaining a university degree (Luong, 2010).
Current Canadian Debt Statistics
The table below shows the average amount of debt carried by Canadian families. For simplicity of
information, several categories were not included (e.g., other real estate, lines of credit, & other
debt).
2005: Average Debt Carried by Canadian Families
Debts Average Amount
Principal Residence $180,000 (Statistics Canada, 2019c)
Credit card and installment debt $4,154 (Canadian Press, 2018)
Student Loans University graduates average $16,727 (Vomiero, 2018)
Car payments $545/month over 69 months (Delbridge, 2019)
Paying off debt

[One] may think all debt is bad. But some debt is considered much better to have.
Good debt is used to buy things that tend to increase in value (like houses or
stocks). Bad debt, on the other hand, is used to acquire things that depreciate in
value (cars, clothes, big-screen TVs) or for day-to-day personal consumption. That
makes most credit card debt bad (CBC, 2006).
Interest rates can vary and are known to be as high as 39% on some credit cards. If one holds
multiple credit cards, the goal should be to pay of the credit card with the highest interest rate
first and so on. The table below demonstrates how interest rates significantly contribute to how
long it takes to pay off an outstanding balance. The example below is bases on a debt of $4,000 if
making a $100.00 payment each month.
The Impact of Interest Payments:
On a balance of $4,000 & paying $100/month:
Interest Rate How long to pay? Interest Paid
5.9% 45 mth (3.75 yrs) $465
7.9% 47 months $658
9.9% 49 months $874
12.9% 53 months $1,257
15.9% 58 mth (4.8yrs) $1,736
18.9% 63 mth (5.25yrs) $2,362
(Orman, 2000)
Poverty
Homeless
Photo by miss pupik
Those of you who have taken FMLY 1020, Family Issues Across the Lifespan, will know that the
impact of poverty greatly depends on the depth (i.e., chronic or temporary) and the duration of
living in poverty. In other words, the deeper in poverty one is and the longer one lives in this state
means that poverty will have a greater negative impact on an individual (Ward, 2006). Poverty is
“the state of being poor and unable to provide for basic needs on a consistent basis” (Goldsmith,
2013, p. 457) and it can be chronic or temporary. However, there is no government-defined
poverty line (i.e,. a dollar figure defining poverty) in Canada and so there are a variety of ways
poverty is calculated. The low-income cut-offs (LICO) are often used as an informal definition of
poverty (i.e., poverty line). There is also the market basket measure, which is a calculation of “the
cost of a basket of goods and services, which, if a family could not purchase they would be
considered poor” (i.e., food, housing, clothing, transportation, childcare) (Mitchell, Shillington, &
Mohamoud, n.d). This measure has received increased attention over the last few years; however
some researchers feel this measure needs refining before being used.
Low Income Measure (After Tax) Canada, by family size
# of Adults
# of Children (15yrs or younger) 1 2
0 $20,137 $28,474
1 $28,474 $34,878
2 $34,878 $40,274
(Pinard, 2018)
Several groups are most at risk to live in poverty; seniors (especially women), children, Indigenous
peoples, persons with disabilities and female-headed lone parent families (SC, 2009). "There were
4.8 million Canadians living in a low‑income household in 2015...Nearly 1.2 million Canadian
children younger than 18 (17.0%) lived in a low‑income household" (Statistics Canada, 2017, para.
1). Being a child in a female-headed lone parent family they have a 38.9% chance of living in
poverty, compared to two-parent families (Statistics Canada, 2017). Also, the likelihood a family is
living in poverty increases with each additional child (Statistics Canada, 2017).
Food Insecurity
The food back
Photo by monkeyatlarge
Food insecurity “is defined as having access to insufficient, safe, and nutritious food that meets
one’s dietary needs and food preferences for an active and healthy life” (SPCW, 2005). 10% of
families with children experience food insecurity in Canada and highest among female headed
lone parent households (Mikkonen & Raphael, 2010). The struggle of figuring out where dinner is
coming from or running out of money for food before the end of the month is all too common.
These are astounding figures and flies in the face of common stereotypes the public has about
those living in poverty. In fact, of individuals and families who used the Winnipeg Harvest food
bank " 18% are people who work full or part-time or are between jobs or collecting unemployment
insurance" (Winnipeg Harvest, 2019). Actual food insecurity statistics are likely higher than those
reported, but are striking nonetheless.
"In 2018, 1 in 4 children and youth under 18 (23%) say they go to bed or school hungry at least
sometimes because there is not enough food at home.
In 2018, children and youth under 18 accounted for 20% of the population in Canada but 35% of
those who accessed food banks in March of that year.
In March 2018, six in 10 people who accessed food banks (59%) were on social assistance or
disability-related supports.7
In 2015–2016, more than half (51%) of households in Nunavut were food insecure – by far the
highest rate in Canada and more than three times the average rate of the remaining reporting
provinces and territories (11%).8
In 2015–2016, nearly three-quarters of the children in Nunavut (72%) and one-third of the
children in the Northwest Territories (32%) lived in food-insecure households, compared with
16% to 23% among the remaining reporting provinces and territories.9
Despite the launch of Nutrition North – a food retail subsidy designed to improve food access
and affordability in isolated communities – annual rates of food insecurity actually increased in
Nunavut between pre-implementation (33% to 40% between 2007 and 2010) and the
years following implementation of the program (46% to 56% between 2013 and 2016).10, 11
Research from 2014 showed that rates of food insecurity among Black people (29%)
and Indigenous people (26%) were more than twice as high as the national average (12%)"
(Vanier Institute, 2019, p. 1).
In Manitoba, we have food bank use statistics, but this is not a true measure of food insecurity
since not everyone facing this issue will visit a food bank. Winnipeg Harvest Food Bank provided
Emergency food assistance to 28,712 adults and 20,877 children per month (Winnipeg Harvest,
2019). These are sobering figures. Please be aware that if you face food insecurity University of
Manitoba does have a student food bank. See the link in the additional information tab for this
unit.

Family Management - All Study Notes

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Family Management - All Study Notes

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Unit 1 - Study Notes: Introduction

Why do we study family?

Family Portrait, 1985

To investigate social trends.

What has contributed to this increase?

To influence society's public policy

What is "family management principles"?

Resource management evolves as an individual's priorities shift throughout their lifetime.

Last revised: November 23, 2019

Management requires both thought and action.

The Management Process

Steps in The Management Process

Step #1 Identify need, want, or goal

Examples of each include:

Step #2 Clarify values

If you need a new car- do you just steal one?

Step #3 Identify resources

Step #4 Decide, plan, and implement

Step #5 Accomplish goals and evaluate

Step #6- Feedback & Summary

Influences on Our Management Ability

Heather finishes the Resolution Run 10K

leaving home to attend university;

women have a longer life expectancy than men;

Last revised: November 23, 2019

Evolution of the Discipline

Figure 1: The kitchen-work triangle

Ideal work triangle dimensions:

Photo by Paul Peracchia

To illustrate theory, try thinking of theories as eyeglasses with different descriptions.

Basic Functions of Theory

Last revised: November 23, 2019

Introduction to Systems Theory

Summer project car - engine bay

Figure 2: Interface between two families/systems

Morphogenic and Morphostatic families

Morphogenic families or systems: "are adaptive to change and relatively open"

Subsystems and Personal Systems

Subsystem: part of a larger system (Goldsmith, 2013, p.48).

Each person is made up of different subsystems, such as:

Influences on System Functioning

4 Tendencies that exist in all Systems:

Entropy - a "tendency toward disorder or randomness"(Goldsmith, 2013, p. 50).

Summing up Systems Theory

Riding with the whole family.

Last revised: November 23, 2019

Subtheories: Optimization and Satisficing

Houston sky dive.

Summing up Economic Theory

Sales of fresh and organic fruits and vegetables

Last revised: November 23, 2019

For example, if a Canadian business person is visiting a customer in Japan, it is imperative

Affective domain = how we emotionally feel about something

Cognitive domain = how we intellectual think about things (Goldsmith, 2013).

Summing up Attitudes, Goals & Motivation

Last revised: November 23, 2019

Businessman holding clock

Businessman holding clock

Canadian money is pretty.