\ ]04 eliciting data or analyzing the informution gnthered. Working with Ute family C11n also be difficult if its coopcn1ti~n in carrying our he:ilth meas~re cannot be elicited. This m:iy he a consequence of the family"s faulty compre hensmn or non-ncccptnncc of the need to take m:tiom, on its heal U1 problems. The following factors or conditions (F1-ccman 19(,;{, pp. l34-135) may b1·ini; this about': (1) The family's information 111:iy be inadeq11:1lc or inaccurate; conscq11cntly it may not,,:ee the problem or :;ee only :1 part of the problem ; (2) The family has U1e necessary information but fails to relate them to the problem situation; (3) The family is not willing or ready to face lhe re:-ility of t J1e situ:ition or alter its behavior; (4) The members may not be willing lo oppose family, peer or soc. in I pressures; (5) There may be c1dhcrencc lo patterned hchnvior; (6) Thcrc is foih1re to relntc the needed nclion to family go;:ils; ;md, (7) There is lack of con lidence in the ;ic Liou pro1>osed. Problem s durin~ the implementation phase may be due to inappropriate choice of nursiug interventions. This may be brought about by the following causes: 1. 2. 3. The tendency of the nurse to usc pnttcrne d or "conned"' approaches in worki J1gwith fnmilieswithout recognition of the possibility or reality that she affects and is nffectc<l by cad, nurse-family illtcraclion, in the same manner th;tt the family is affected and reacts to ll1e nurse's behavior as she carries out nun,ing interventions. wadequate appreciation of social and cultural factors or realities which can be maximized or utilized e. g., mobilizing family support systems such as in-lnws, or use of bt:rbal medicine or other olternativc healing techniques based on culture/tradition. Inadequate or limited repertoire of intervention techniques and ski Jls in the foceofcomplic atcdbelrnvioral problems in family life like managemen t of marital disharmony. This can challenge the nurse to enhnnce her clinical competence and be updated wilh current literature on nursing practice, such as research findings for evidence-hosed p1·actice. There are several theories on motivation which the aurse can use as ~ases for interventions U1at she can implemept. Rosenstock's Uiree principles of motivation are used here as illustration (1960, p. 299): 1. Pr C\cntive or therapeutic behavior relative to a given health problem in the individunl is determined by lhe extent to which he sees the problem as having both serious consequences and a high probability of occurrence in his case, and the e11. 1:en t to which he believes that some course of action open to him will be effective jn reducing the threat. 2. Behavior emerges out of frequent conflict among motives and among course:; of action. \\there motives themselves conflict and compete for attention those which have Lhc highe~t value or salience for the individual will actually be aroused. Healll1 matters-at least in the individual who believes himself healthy-arc probably not as potent as are certain other motives, specially economic nn<l social ones. Where lhe con JJicl is based on lhe indhidual's bclieflhal no available course of action will be effective or where a prescribed course of action is believed to create equa Jly or more serious problems of other kinds, the conflict may be resolved in a variety uf malad11ptive ways. 