Adultism refers to the oppression of young people by adults. The pop.docx

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Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. .

Education

Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. .

Impact of Ageism and AdultismAdultism refers to the oppressi.docx

terirasco

Impact of Ageism and Adultism Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. ...

UCSP SOCIALIZATION.pptx

AlvinTaneo

Socialization is the process by which people learn the norms, values, behaviors, and social skills needed to function in society. It occurs through interaction with others and influences personality development and how people learn the traditions of their culture. Socialization transmits society's beliefs, customs, morals and politics from one generation to the next and ensures social continuity. It shapes who we are and how we see the world.

Gender and racial ethnic socialization

Jay-arr Lebato

Gender and racial-ethnic socialization involve specific messages and practices taught to children regarding their gender or racial identities. Gender socialization teaches children what behaviors and roles are appropriate for their sex. Racial socialization includes direct statements and modeling of behaviors related to one's racial or ethnic group. Both processes are important throughout life, with socialization occurring in families, communities, and workplaces. Socialization helps shape personal and social identities from childhood through adulthood.

Discussion Impact of Ageism and AdultismAdultism refers to the .docx

duketjoy27252

Discussion: Impact of Ageism and Adultism Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. Logan Family Episode 2 Program Transcript FEMALE SPEAKER 1: These fries are really good. Hey, get your own. FEMALE SPEAKER 2: They are good. So what did you mom have to say about all this? FEMALE SPEAKER 1: She's the stereotype, you know? Teenager, pregnant, dead-end future. Now, she's got one for a daughter. FEMALE SPEAKER 2: You're not a stereotype. You're a beautiful young woman with a great future. FEMALE SPEAKER 1: Some future. I wanted to go away to college. Maybe get a scholarship. FEMALE SPEAKER 2: You can still do that. FEMALE SPEAKER 1: Not with a baby, I can't. Maybe I can go to community college, but it's not the dream. That social worker, Miss Warrick, you know what she said when I told her about me? Didn't you use protection? Just threw it in my face. FEMALE SPEAKER 2: I talked to her once. She got her degree in stupid. FEMALE SPEAKER 1: Talking to my mom is even worse. With her, it's like deja vu all over again. She got pregnant with me around the same age and she didn't go away to college, she missed out on things she wanted. She told me all the time how her life would be totally different if she did have me. Some guilt trip, huh? That's why she wants me to get an abortion, so it doesn't happen again for me and for my kid. FEMALE SPEAKER 2: What do you want? FEMALE SPEAKER 1: I don't even know. Here, you can have them. I'm not hungry anymore. Logan Family Episode 2 Additional Content Attribution MUSIC: Music by Clean Cuts ©2013 Laureate Education, Inc. 1 Logan Family Episode 2 Original Art and Photography Provided By: Brian Kline and Nico .

gender chapter 1.pptx

ZoobiaAbbasKhan

1. Children begin developing a preference for same-sex playmates around age 3 as their sense of gender develops. This preference increases with age, especially in institutional settings like preschool that provide a large number of peers. 2. Playing in same-sex groups helps children find predictable play styles but also reproduces gender differentiation as boys and girls develop different play styles. 3. Spending time in separate gender peer groups leads boys and girls to form different verbal cultures and understandings of the world, which can increase misunderstanding when they interact. However, the nature and extent of differences depends on the structure of separation in each community. 4. In adolescence, heterosexual pairing becomes central to one's social

Discussion Impact of Ageism and AdultismAdultism refers to .docx

duketjoy27252

Discussion: Impact of Ageism and Adultism Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. References: Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. · "The Parker Family” · "The Logan Family Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,... Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press Assignment: Power Point– Diversity Awareness & Self Reflection PowerPoint presentation and transcript of presentation. This final project allows faculty to evaluate how you integrate the various concepts related to diversity, human rights, and social justice. · Describe the cultural event in which you participated. (Local Agencies) Community Service Board that services the community./ Social Services · Explain how this experience influenced your perceptions of diversity and difference. · Analyze at least 3 key concepts from this course in relation to this experience. · Define what it means to you to engage with diversity and difference in practice. · Describe two challenges associated with discussing and reflecting on diversity related content. · Describe one strategy to address these challenges. · Identify one positive emotion and one negative emotion that surfaced during the past 10 weeks of the course. · Describe one strategy to address the negative emotion in order to continue developing cultural awareness. · Explain specific steps that you will take to advance human rights and social, economic, and environmental justice based on what you have learned in this course .

Response 1Discussion 2 Reciprocal Cultural Influence on Chi

mickietanger

Response 1 Discussion 2: Reciprocal Cultural Influence on Children and Adolescents The broadness of culture, which includes religion, ethnicity, country, and race, was primary to the discussion this week. It is often thought that the behavior of a large group of people is driven by culture, yet despite such influences upon the development of the individuals within that culture, diversity remains significant. The development and change, common to individuals, may also be found within culture influencing both children and adolescents as they grow and develop. Reflective of the stage of development marked by the transition from childhood to adulthood, adolescents are influenced by different cultural norms and parental expectations (Levine, 2011). The reciprocal relationship of culture and child and adolescent culture was therefore explained. Additionally, two ways in which adolescents influence culture and two ways in which culture influences the development of a child/adolescent were identified and supported by learning resources. Reciprocal Relationship of Culture and Child and Adolescent Culture The forming of a child’s cultural identity begins at birth through the absorption of family culture and continues throughout the development of the child extending into adolescence (Derman-Sparks & Olsen Edwards, 2010). Thus, the reciprocal relationship of culture and child/adolescent culture reflects the crucial exchange between that culture, which began to be absorbed at birth and continued throughout adolescence as a recipient of culture, and the creation of a new version of culture considerate of the conditions of growth (Levine, 2011). Significant to this explanation is the adolescent influence on culture and the ways in which culture influences child and adolescent development. Adolescents Influence Culture Levine (2011) suggests that the personal decisions made within a historical context extend beyond the receiving of culture from the adolescent’s parent. Levine (2011) assumes the role of creating new versions of culture reflective of the conditions in which the adolescent grows and are the result of such personal decisions. For example, over a period of 40 or 50 years, adolescent females made personal decisions to become active contributors to change by challenging the culture of families by increasing female school enrollment which delayed the age to be married, and added contraceptive use (LeVine et al., 2001). Adolescents may also generate social transformation acting in noncompliance of the societal norm as in the breaking of traditional customs associated with culture in the accommodation of new social norms. Such was the case of adolescent boys with intercultural experience convincing people within their culture to embrace a new national norm of handshaking with members of an adjacent generation (i.e. your parents or children) and acting as “intermediaries” to social transformation (Levin, 2011). Culture Influen ...

Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. .

Impact of Ageism and AdultismAdultism refers to the oppressi.docx

terirasco

UCSP SOCIALIZATION.pptx

AlvinTaneo

Gender and racial ethnic socialization

Jay-arr Lebato

Discussion Impact of Ageism and AdultismAdultism refers to the .docx

duketjoy27252

gender chapter 1.pptx

ZoobiaAbbasKhan

Discussion Impact of Ageism and AdultismAdultism refers to .docx

duketjoy27252

Discussion: Impact of Ageism and Adultism Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. References: Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. · "The Parker Family” · "The Logan Family Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,... Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press Assignment: Power Point– Diversity Awareness & Self Reflection PowerPoint presentation and transcript of presentation. This final project allows faculty to evaluate how you integrate the various concepts related to diversity, human rights, and social justice. · Describe the cultural event in which you participated. (Local Agencies) Community Service Board that services the community./ Social Services · Explain how this experience influenced your perceptions of diversity and difference. · Analyze at least 3 key concepts from this course in relation to this experience. · Define what it means to you to engage with diversity and difference in practice. · Describe two challenges associated with discussing and reflecting on diversity related content. · Describe one strategy to address these challenges. · Identify one positive emotion and one negative emotion that surfaced during the past 10 weeks of the course. · Describe one strategy to address the negative emotion in order to continue developing cultural awareness. · Explain specific steps that you will take to advance human rights and social, economic, and environmental justice based on what you have learned in this course .

Response 1Discussion 2 Reciprocal Cultural Influence on Chi

mickietanger

Attributions and Attitudes of Mothers and Fathers in the Philippines.pdf

Claudia Acosta

This study examines attributions and attitudes of mothers and fathers in 95 families in Manila, Philippines. It finds that mothers exhibited more modern parenting attitudes than fathers, and mothers and fathers showed strong concordance in authoritarian attitudes and moderate concordance in modern attitudes. There were no significant differences between mothers and fathers in their attributions, and attributions were not strongly correlated within families. Cultural factors like traditional gender roles and values of obedience and respect for authority help explain the findings.

Paper 2

Liz Marshall

1) A child's socioeconomic status (SES) significantly impacts their academic and social development, with children from low-SES families facing numerous disadvantages. Low-SES children receive less cognitive stimulation and language exposure from an early age. 2) Differences in language exposure and opportunities for conversation contribute to achievement gaps that emerge before kindergarten. Low-SES children also experience less one-on-one reading time with parents. 3) Growing up in a low-SES environment can negatively impact brain development and stress response in ways that make impulse control and emotional regulation more difficult. This puts low-SES children at risk for problems in school.

Gender soc sci4

KJ Zamora

The document discusses biological, social, and cognitive influences on gender development from childhood through adulthood. It describes pubertal changes males and females experience, and notes Freud and Erikson's theories that anatomy determines destiny and gender roles. Social influences from parents, peers, schools, and media are examined. Gender stereotypes, roles, and issues faced by both women and men are outlined, such as sexual harassment, discrimination, and domestic violence. The roles and status of women have significantly changed over time from subordination to empowerment and equality with men.

Gender and Development

laurogacusana1

The document discusses the concept of gender socialization and its various aspects. Gender socialization refers to the learning of behaviors and attitudes considered appropriate for a given sex. It occurs through manipulation, canalization, verbal appellations, activity exposure, and various agents of socialization like family, peers, school, religion, media, and state. The end result is helping children identify with their gender and acquire the corresponding roles and behaviors that are carried into adulthood.

Child development, chapter 16, paduano

Caprice Paduano

The document summarizes key aspects of social development during adolescence, including identity formation, relationships with family and peers, sexuality, dating, and more. It discusses Erikson's stages of psychosocial development and how adolescents develop a sense of self through exploring different roles and forming a sense of identity. Peer relationships and conformity to peers also increase in importance during adolescence as individuals separate from parents and seek independence.

Child development, chapter 16, Caprice Paduano

Caprice Paduano

The document discusses several key aspects of social development in teenagers: 1) Teenagers develop their identity and self-concept as they become more intellectually mature and aware of how they compare to others. 2) Relationships with peers and friends become increasingly important as teenagers seek autonomy from parents and explore their independence. 3) Erikson's psychosocial theory proposed that teenagers navigate an "identity crisis" in establishing a unique sense of self, though critics found it biased toward male experiences of identity.

Concepts in Gender and sex - edited.pptx

ssuser504dda

This document discusses concepts related to gender and sex. It defines sex as the biological differences between males and females, while gender refers to the social and cultural roles, behaviors, and identities attached to one's sex. Historically, gender roles and stereotypes have been used to justify unequal treatment and limit opportunities for women. However, gender is a social construct, not a biological determinant, and gender roles have varied across cultures and over time. The document examines how gender roles and stereotypes are learned through socialization and can influence access to power and privilege between men and women in a society.

Running head unit six assignment 1unit six assignment3Unit Si.docx

toltonkendal

Running head: unit six assignment 1 unit six assignment 3Unit Six Assignment: Case Presentation First Name Last Name Kaplan University HN 501: Human Development and Human Behavior in Context Unit Six Assignment: Case Presentation This should include an introduction or brief overview of the case and why you are presenting it. For example: “This case involving a family with a son in middle childhood is being presented to receive feedback regarding current intervention strategies and future goals.” Do not copy and paste the scenario or write any part of the scenario verbatim. Rephrase the case with your own words. For example, the scenario states “John is typically withdrawn from peers and teachers.” If I rephrased this in my own words, I might say, “Per teacher’s report, the identified client has limited interactions with his teacher and classmates”. The introduction is a good place to discuss developmental stages and changes that occur during the age group of the identified client. For example: During middle childhood self-esteem is impacted positively and negatively by social involvement with peers, physical appearance, and academic status (Blewitt & Broderick, 2015). Make sure to provide in-text citations for anything that is not common knowledge or an original thought. This case should be written in 3rd person and should be objective (stating, facts, observations, and reported information). This should be written in Standard English with complete sentences and paragraphs. Consider the difference between speech and academic writing. For example: “The client that I will be presenting has gotten into lots of fights with other kids”. Gotten into and lots in not good academic English. Consider replacement words like engaged, instigated, or become instead of the word gotten and words like several, numerous, many instead of the word lots. For example: “John has been acting out aggressively and has physically fought with other students on numerous occasions.” Or “The client’s parents report that they have had to meet with teachers and the principal on multiple occasions because of his frequent involvement in physical fights with his peers.” Demographics Demographics include identifying data age, gender, social status, income, marital status, education, religion, ethnicity/race, sexual orientation, residence, family constellation, etc. You should also include living arrangements and household make-up. You can include legal, medical, psychological, and abuse history here as well. For this case, you can include any medications he has been prescribed and why. The case scenario does not offer a lot of information so you can create your own details. Reason for Initial Consultation This section should include why the client/patient was referred to you. The “Why now” Presenting Problem This section should discuss the chief complaint which should include onset, duration, when the problem is worse, with whom the problem is most notable (i.e. teachers, ...

Literature Review of Family Breakdown-David Metaloro

David Metaloro

The document discusses factors related to family breakdown and its effects on children. It provides definitions of key concepts like family, family breakdown, and children. It also discusses different types of families and stages of marital conflict. Several ideas on family breakdown are presented, including that it often leads to social, economic, and moral decline as children lack stable home environments and learn unhealthy relationship patterns. Breakdown of the traditional nuclear family is seen as underlying many social problems today such as crime, drug use, and out-of-wedlock births which impose high public costs. Intact families with married parents are viewed as best for children's development.

Gender issues in psychology: Interaction Styles in Childhood and Adulthood

Laiba Aftab Malik

Gender Identification MTE 506

Ley Crawford

Gender roles are developed from a young age through several cognitive concepts as children learn behaviors and attitudes from their home environment and social experiences. Children begin developing their gender identity between 9 months and 3 years old, their understanding of gender stability emerges at age 4, and they grasp the concept of gender consistency between ages 4 to 5. Gender roles adopted in childhood often continue into adulthood as children associate gender with certain tasks, possessions, personality traits, and stereotypes from ages 3 to 5. Gender roles are shaped by family, society, media, and culture.

Issues and Challenges Relating to Filipino Family Part 1_SEREÑO.pptx

PaulAndreiSereo

The document discusses issues relating to marital dysfunction and infidelity in Filipino families. It begins by outlining learning outcomes related to understanding causes of marital dysfunction, examining partner dynamics, and preventing marital problems. It then provides background on social change and how it has impacted the Filipino family structure. Specifically, it notes the family has shifted from an extended to a nuclear structure but remains functionally extended. It also discusses types of social change and changes that have occurred in the Filipino family over time.

Gender development and disorder

Dr Wasim

The document discusses gender identity development from childhood through adulthood. It covers several theories of gender development including psychoanalytic, social learning, and cognitive theories. It defines key terms like sex, gender, gender identity and discusses factors that influence gender identity formation such as parenting, socialization, and cognitive development. The document also covers gender dysphoria and criteria for diagnosis. It discusses treatments for gender dysphoria at different stages of life as well as for intersex conditions.

Chap9.earlychildsocemo

Maria Angela Leabres-Diopol

This document summarizes key topics in early childhood socioemotional development from ages 2-5 years old, including: - Emotional development including expanding emotion vocabulary and understanding of emotions. - Development of self-understanding and initiative vs. guilt in exploring their environment. - Influence of parenting styles (e.g. authoritative vs. authoritarian) and discipline techniques on children's development. - Gender development influenced by biological factors and socialization by parents and peers. - Importance of peer relationships and play in children's social and cognitive growth.

Cms498 presentation

laurenbatherson

The document discusses how family communication shapes children's understanding of gender. It notes that family is usually the first source of information about gender roles and one of the most influential. The "nuclear family" model of two opposite-gender parents and their biological children is examined, along with common gender stereotypes of women as homemakers and men as breadwinners. The document also looks at how other social institutions can reinforce these roles and how children observe and model their parents' behaviors from a young age.

Gender role socialization

Laiba Aftab Malik

Gender roles socialization theory is believed to be based on Social learning theory, Gender socialization is the process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.The concept of boy code and masculine mystique , Influence of family,“normative male alexithymia”, display of aggression, Gender in advertisement, Women were more likely to be sexualized than men.

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