The family routines inventory: Development and validation

doi:10.1016/0277-9536(83)90117-X

Social Science & Medicine

Volume 17, Issue 4, 1983, Pages 201-211

https://doi.org/10.1016/0277-9536(83)90117-X Get rights and content

Abstract

This report builds upon pertinent theoretical considerations regarding the nature and importance of routinization within families and describes the development and validation of a standardized inventory to measure family routines. The Family Routines Inventory (FRI) measures 28 positive, strength-promoting family routines, those observable, repetititive behaviours which involve two or more family members and which occur with predictable regularity in the daily life of a family. The 28 routines were selected from an extensive list of 104 routines obtained through family interviews. Scoring options for the inventory were identified based on their face validity and consistency with the underlying theoretical construct. The inventory was subsequently administered to a diverse group of families for reliability and validity testing. This testing identified an optimal scoring method (frequency score) for the inventory and revealed that the Family Routines Inventory, which measures the extent and importance of routinization within a given family, appears to be a reliable and valid measure of family cohesion, solidarity, order and overall satisfaction with family life.

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The findings support the 15-year impact of the Family Bereavement Program on major depression and for maintaining components of the FBP that affect aspects of parenting and children’s coping, grief, and self-regulation as the program is disseminated.
6-Year Follow-up of a Prevention Program for Bereaved Families; https://clinicaltrials.gov/; NCT01008189.
We worked to ensure race, ethnic, and/or other types of diversity in the recruitment of human participants. We actively worked to promote sex and gender balance in our author group. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group.
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Citation Excerpt :
In this study, we operationalized school readiness using a multidisciplinary perspective (Peterson et al., 2018), and considered available FACES 2009 fall data pertaining to the following five developmental domains: (1) cognitive development, (2) language development, (3) physical development, (4) social-emotional development, and (5) approaches to learning. We operationalized family routines and practices as observable, repetitive behaviors which directly involve the child and at least one adult, and which occur with predictable regularity in the ongoing life of a family (Boyce, Jensen, James & Peacock, 1983; Jensen, James, Boyce & Hartnett, 1983; Sytsma, Kelley & Wymer, 2001). Per the FACES 2009 User Guide (p. 64), items on parent-child activities came from the National Household Education Survey and Home Observation for Measurement of the Environment Short Form (HOME-SF), a standard measure of the quality of the language and learning environment in the home (HHS, 2013).
Despite established linkages between family routines and practices with aspects of school readiness, our understanding of these linkages would be further enhanced with research that: measures school readiness skills and behaviors across multiple domains; examines family routines and practices comprehensively; and is sufficiently generalizable to preschool-age children living in poverty. This study investigated the family routines and practices of newly enrolled Head Start attendees and explored connections between routines and practices and children's school readiness at preschool entry across 5 developmental domains: cognitive, physical, language, social-emotional, and approaches to learning. Utilizing the Head Start Family and Child Experiences Survey (FACES) 2009 cohort, exploratory and confirmatory factor analyses revealed 5 distinct factors that characterize the underlying relationships between family routines and practices children experience. Specifically, family routine and practice patterns included: (1) implementing learning- and literacy-focused activities; (2) implementing art activities and playing games; (3) engaging in community activities; (4) avoiding unhealthful foods; and (5) consuming healthful foods. Regression results revealed the factors related to implementing art activities and playing games and implementing learning- and literacy-focused activities are the most consistent predictors of school readiness outcomes across all domains measured. Using a nationally representative sample of entering Head Start attendees, findings suggest that family routines and practices may serve as protective factors for young children living in poverty and support their school readiness across multiple key readiness domains.
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The family routines inventory: Development and validation

Abstract

Soc. Sci. Med.

Soc. Sci. Med.

Soc. Sci. Med.

Soc. Sci. Med.

Soc. Sci. Med.

Soc. Sci. Med.

Soc. Sci. Med.

Family diagnosis: research methods and their reliability for studies of the medical-social unit, the family

Am. J. publ. Hlth

A Behavioral Model of Families Use of Health Services

Health care and the family: a three generational analysis

Med. Care

Family stress and the use of health services

Int. J. Epidem.