Biological Aspects of Young and Middle Adulthood Resources Readings
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Biological Aspects of Young and Middle Adulthood Resources Readings • Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. o Chapter 10, “Biological Aspects of Young and Middle Adulthood“ (pp. 469-497) Optional Resources • Magnusson, C., & Trost, K. (2006). Girls experiencing sexual intercourse early: Could it play a part in reproductive health in middle adulthood? Journal of Psychosomatic Obstetrics & Gynecology, 27(4), 237–244. • Temcheff, C. E., Serbin, L. A., Martin-Storey, A., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011). Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: A 30-Year prospective, longitudinal study. International Journal of Behavioral Medicine, 18(1), 5– 12. • Wilson, H. W., & Widom, C. S. (2011). Pathways from childhood abuse and neglect to HIV-risk sexual behavior in middle adulthood. Journal of Consulting & Clinical Psychology, 79(2), 236–246. Classifications of Life-Span Development Post by Day 3: • A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification • A definition of your new classification(s) Support for your new classification(s): for example, thissupport may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development • An implication your new classification might have regarding social work practice Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references. ...
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Week 6 Biological Aspects of Later Adulthood Res.docx
Week 6
Biological Aspects of Later Adulthood
Resources
Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th
ed.). Boston, MA: Cengage Learning.
o Chapter 1, “Introduction to human behavior and the social environment: The strengths perspective“(p. 13)
o Chapter 14, “Biological Aspects of Later Adulthood“ (pp. 654-684)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
o “Working With the Aging: The Case of Francine” (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87.
Retrieved from the Walden Library databases.
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491– 497.
Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406.
Retrieved from the Walden Library databases.
Optional Resource
Guindon, S., & Cappeliez, P. (2010). Contributions of psychological well-being and social support to an integrative model of subjective health in later adulthood.
Ageing International, 35
(1), 38–60.
The Aging Process
Apply your understanding of the aging process to Francine’s
case. How might Francine’s environment have influenced her aging process? How might you, as Francine’s social worker, apply your knowledge of the aging process to her case?
Identify an additional strategy you might use to apply your knowledge of the aging process to social work practice with older clients in general. Explain why you would use the strategy.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Week 6 Biological Aspects of Later Adulthood Resources .docx
Week 6
Biological Aspects of Later Adulthood
Resources
Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning. o Chapter 1, “Introduction to human behavior and the social environment: The strengths perspective“(p. 13) o Chapter 14, “Biological Aspects of Later Adulthood“ (pp. 654-684)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader]. o “Working With the Aging: The Case of Francine” (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87. Retrieved from the Walden Library databases.
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491– 497. Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406. Retrieved from the Walden Library databases.
Optional Resource
Guindon, S., & Cappeliez, P. (2010). Contributions of psychological well-being and social support to an integrative model of subjective health in later adulthood.
Ageing International, 35
(1), 38–60.
End-of-Life Care and Social Work Practice
2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
MSW level
...
End-of-Life Care and Social Work PracticeThe death of an elderly i.docx
End-of-Life Care and Social Work Practice
The death of an elderly individual may occur in a variety of settings and circumstances. For example, an individual may die painlessly at home surrounded by the support of many loved ones, or an individual may suffer severe pain for months before dying in a health facility with little social support. In addition, it is possible that many health and helping professionals may interact with the dying person and his or her family.
For this Assignment, you consider a social worker's role in end-of-life care. In addition to reading this week's resources, conduct your own research and obtain at least one additional journal article that addresses how a social worker might support clients as they plan end-of-life care.
Submit by Day July 8, 2017
a 2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
o
Chapter 1, "Introduction to human behavior and the social environment: The strengths perspective" (pp. 13)
o
Chapter 14, "Biological Aspects of Later Adulthood" (pp. 654-684)
Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
o
"Working With the Aging: The Case of Francine" (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87.
Retrieved from the Walden Library databases
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Retrieved from the Walden Library databases.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491–497.
Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406.
Retrieved from the Walden Library databases.
.
Psychological Aspects of Young and Middle Adulthood Resources Readin.docx
Psychological Aspects of Young and Middle Adulthood Resources Readings • Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source ereader]. o “Working With People With Disabilities: The Case of Andres” (pp. 28-31) • Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. o Chapter 11: “Psychological Aspects of Young and Middle Adulthood“ (pp. 469-548) Optional Resources • Chapman, B. P., & Hayslip, B. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21(2), 411–418. • Freund, A. M., & Ritter, J. O. (2009). Midlife crisis: Adebate. Gerontology, 55(5), 582–591. • Orth, U., Trzesniewski, K. H., & Robins, R. W. (2010). Selfesteem development from young adulthood to old age: A cohort-sequential longitudinal study. Journal of Personality and Social Psychology, 98(4), 645–658.
• van Aken, M. A. G., Denissen, J. J. A., Branje, S. J. T., Dubas, J. S., & Goossens, L. (2006). Midlife concerns and short-term personality change in middle adulthood. European Journal of Personality, 20(6), 497–513.
Social and Emotional Intelligence a Discussion that includes the following: • An explanation of how social and emotional intelligence are related to cultural factors • An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.) Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Psyc350 p5ip human sexuality presentation
Sample Power Point for a Human Sexuality class in my Bachelor of Science Psychology: Organizational Behavior degree program
Required Readings (apa format)Zastrow, C. H., Kirst-Ashman, .docx
Required Readings (apa format)
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019).
Understanding human behavior and the social environment
(11th ed.). Boston, MA: Cengage Learning.
Chapter 8, “Social Development in Adolescence” (pp. 361-409)
Benavides, L. E. (2014). Spiritual journey from childhood to adolescence: Pathways to strength and healing.
Journal Of Religion & Spirituality In Social Work, 33
(3/4), 201–217. doi:10.1080/15426432.2014.930628
Note:
You will access this article from the Walden Library databases.
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes.
School Psychology Review, 46
(3), 288–303. doi:10.17105/SPR-2016-0004.V46-3.
Note:
You will access this article from the Walden Library databases.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying.
School Psychology Review, 46
(1), 42–64.
Note:
You will access this article from the Walden Library databases.
Bullying is not a new phenomenon, but social media and communication technologies have introduced a breadth and depth to which public shaming, targeted taunting, and bullying have manifested. For this Discussion, consider how bullying has changed and how it has remained the same in light of modern technology.
By Day 3
Post
an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies used by adolescents. Also explain how bullying has changed and how it has remained the same in light of modern technology. Please use the Learning Resources to support your answer.
.
Recommended
Week 6 Biological Aspects of Later Adulthood Res.docx
Week 6
Biological Aspects of Later Adulthood
Resources
Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th
ed.). Boston, MA: Cengage Learning.
o Chapter 1, “Introduction to human behavior and the social environment: The strengths perspective“(p. 13)
o Chapter 14, “Biological Aspects of Later Adulthood“ (pp. 654-684)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader].
o “Working With the Aging: The Case of Francine” (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87.
Retrieved from the Walden Library databases.
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491– 497.
Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406.
Retrieved from the Walden Library databases.
Optional Resource
Guindon, S., & Cappeliez, P. (2010). Contributions of psychological well-being and social support to an integrative model of subjective health in later adulthood.
Ageing International, 35
(1), 38–60.
The Aging Process
Apply your understanding of the aging process to Francine’s
case. How might Francine’s environment have influenced her aging process? How might you, as Francine’s social worker, apply your knowledge of the aging process to her case?
Identify an additional strategy you might use to apply your knowledge of the aging process to social work practice with older clients in general. Explain why you would use the strategy.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Week 6 Biological Aspects of Later Adulthood Resources .docx
Week 6
Biological Aspects of Later Adulthood
Resources
Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning. o Chapter 1, “Introduction to human behavior and the social environment: The strengths perspective“(p. 13) o Chapter 14, “Biological Aspects of Later Adulthood“ (pp. 654-684)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e- reader]. o “Working With the Aging: The Case of Francine” (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87. Retrieved from the Walden Library databases.
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491– 497. Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406. Retrieved from the Walden Library databases.
Optional Resource
Guindon, S., & Cappeliez, P. (2010). Contributions of psychological well-being and social support to an integrative model of subjective health in later adulthood.
Ageing International, 35
(1), 38–60.
End-of-Life Care and Social Work Practice
2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
MSW level
...
End-of-Life Care and Social Work PracticeThe death of an elderly i.docx
End-of-Life Care and Social Work Practice
The death of an elderly individual may occur in a variety of settings and circumstances. For example, an individual may die painlessly at home surrounded by the support of many loved ones, or an individual may suffer severe pain for months before dying in a health facility with little social support. In addition, it is possible that many health and helping professionals may interact with the dying person and his or her family.
For this Assignment, you consider a social worker's role in end-of-life care. In addition to reading this week's resources, conduct your own research and obtain at least one additional journal article that addresses how a social worker might support clients as they plan end-of-life care.
Submit by Day July 8, 2017
a 2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
o
Chapter 1, "Introduction to human behavior and the social environment: The strengths perspective" (pp. 13)
o
Chapter 14, "Biological Aspects of Later Adulthood" (pp. 654-684)
Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
o
"Working With the Aging: The Case of Francine" (pp. 39–41)
Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care.
Palliative Medicine
,
24
(1), 79–87.
Retrieved from the Walden Library databases
Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life.
Health & Social Work
,
34
(1), 17–27.
Retrieved from the Walden Library databases.
Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views.
International Journal of Palliative Nursing
,
18
(10), 491–497.
Retrieved from the Walden Library databases.
Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study.
Journal of Social Work in End-of-Life & Palliative Care
,
7
(4), 383-406.
Retrieved from the Walden Library databases.
.
Psychological Aspects of Young and Middle Adulthood Resources Readin.docx
Psychological Aspects of Young and Middle Adulthood Resources Readings • Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source ereader]. o “Working With People With Disabilities: The Case of Andres” (pp. 28-31) • Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. o Chapter 11: “Psychological Aspects of Young and Middle Adulthood“ (pp. 469-548) Optional Resources • Chapman, B. P., & Hayslip, B. (2006). Emotional intelligence in young and middle adulthood: Cross-sectional analysis of latent structure and means. Psychology and Aging, 21(2), 411–418. • Freund, A. M., & Ritter, J. O. (2009). Midlife crisis: Adebate. Gerontology, 55(5), 582–591. • Orth, U., Trzesniewski, K. H., & Robins, R. W. (2010). Selfesteem development from young adulthood to old age: A cohort-sequential longitudinal study. Journal of Personality and Social Psychology, 98(4), 645–658.
• van Aken, M. A. G., Denissen, J. J. A., Branje, S. J. T., Dubas, J. S., & Goossens, L. (2006). Midlife concerns and short-term personality change in middle adulthood. European Journal of Personality, 20(6), 497–513.
Social and Emotional Intelligence a Discussion that includes the following: • An explanation of how social and emotional intelligence are related to cultural factors • An explanation about how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres An explanation of how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.) Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Psyc350 p5ip human sexuality presentation
Sample Power Point for a Human Sexuality class in my Bachelor of Science Psychology: Organizational Behavior degree program
Required Readings (apa format)Zastrow, C. H., Kirst-Ashman, .docx
Required Readings (apa format)
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019).
Understanding human behavior and the social environment
(11th ed.). Boston, MA: Cengage Learning.
Chapter 8, “Social Development in Adolescence” (pp. 361-409)
Benavides, L. E. (2014). Spiritual journey from childhood to adolescence: Pathways to strength and healing.
Journal Of Religion & Spirituality In Social Work, 33
(3/4), 201–217. doi:10.1080/15426432.2014.930628
Note:
You will access this article from the Walden Library databases.
Brown, C. F., Demaray, M. K., Tennant, J. E., & Jenkins, L. N. (2017). Cyber victimization in high school: Measurement, overlap with face-to-face victimization, and associations with social-emotional outcomes.
School Psychology Review, 46
(3), 288–303. doi:10.17105/SPR-2016-0004.V46-3.
Note:
You will access this article from the Walden Library databases.
Jenkins, L. N., Demaray, M. K., & Tennant, J. (2017). Social, emotional, and cognitive factors associated with bullying.
School Psychology Review, 46
(1), 42–64.
Note:
You will access this article from the Walden Library databases.
Bullying is not a new phenomenon, but social media and communication technologies have introduced a breadth and depth to which public shaming, targeted taunting, and bullying have manifested. For this Discussion, consider how bullying has changed and how it has remained the same in light of modern technology.
By Day 3
Post
an explanation of one moral development theory and its connection to the act of bullying. Be sure to frame your explanation within the context of cyber and other bullying that persists in social media and communication technologies used by adolescents. Also explain how bullying has changed and how it has remained the same in light of modern technology. Please use the Learning Resources to support your answer.
.
Empirical Research and Developmental TheoryWhat does evidence-base.docx
Empirical Research and Developmental Theory
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
Submit by Day Friday, June 30
a 2- to 4-page paper that includes the following:
o
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
o
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
References:
-Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428.
Retrieved from the Walden Library databases.
-Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
- Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
- Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual
& Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library database
- Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
- Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
- Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the.
Week 5 Gender Identity and Sexual Orientation Resources .docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8. Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249. Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125. Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291. Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15. Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109. Retrieved from the Walden Library databases.
Empirical Research and Developmental Theory
2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and
its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
...
Assessing adolescent spiritual health and well being
Over the last three decades, rapidly increasing interest has been shown, and a great growth has occurred in publications and new journals, related to assessing spiritual health and well-being. Most attention has been paid to university students (many of whom participate in research projects to gain credit points) and adults, many of whom have been in poor states of health. However, assessment of spiritual health of younger adolescents has received less attention, with pertinent publications in journals such as the International Journal of Children's Spirituality (Büssing, FöllerMancini, Gidley, & Heusser, 2010; Fisher, 2006; Yuen, 2015), other journals (Muñoz-García & Aviles-Herrera, 2014; Rican & Janosova,
2010; Shorkey & Windsor, 2010) and books (Francis & Robbins,
2005; Hughes, 2007; Roehlkepartain, Benson, Scales, Kimball, & King, 2008), and some unpublished works (Mason, Singleton, & Webber, 2007; WHOQOL SRPB Group, 2002, Wallace, 2010). The relative paucity of research with youth could be due to increased ethical demands of gaining parental permission and that of school systems and staff, as well as that from young people themselves. Developing instruments with language that is appropriate for young people has also provided a challenge.
Trans MST APA 2015 Slides
APA 2015 Presentation:
The present study aimed to extend the minority stress framework and calls for attention to stress-ameliorating processes with national data from 552 transgender adults. Specifically, the present study examined the relations of minority stressors (i.e., anti-transgender discrimination, expectations of rejection, and internalized transphobia) and potential mental health promoters
(i.e., resilience and collective action) with psychological distress. Results offered support for the applicability of the minority stress model -- including recent expansions positing meditation patterns (Hatzenbuehler, 2009) -- with transgender populations. As expected, each minority stressor was related positively with psychological distress; in terms of the mental health promoters, resilience, but not collective action, was related negatively with psychological distress.
Additionally, expectations of rejection (though not transphobia) mediated the link of anti-transgender discrimination with higher psychological distress. Regarding moderated mediation patterns, the results offered some support for resilience and collective action as moderators.
Strategies for developing individual (e.g., resilience building strategies) and group-level (e.g., engagement in collective action) interventions targeted toward transgender individuals who
experience discrimination are discussed.
Wekerle CIHR Team - Child Sexual Abuse & Adolescent Development: Moving from ...
Child Sexual Abuse & Adolescent Development: Moving from Trauma To Resilience - Findings from The Maltreatment and Adolescent Pathways (MAP) Research Study
Week 5 Gender Identity and Sexual Orientation Re.docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the Walden Library databases.
Discussion
A new understanding you have gained in the resources about
gender identity
An explanation of how individuals’ gender identity affects their
development through young and middle adulthood
A strategy you might use to apply your understanding of
gender identity development to social work practice
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
What is population health?
This is talk I gave recently to Leadership SF --- a training program of the SF Chamber of Commerce.
J Child Fam Stud (2007) 16331–346DOI 10.1007s10826-006-908.docx
J Child Fam Stud (2007) 16:331–346
DOI 10.1007/s10826-006-9089-y
O R I G I N A L PA P E R
American Indian Youth: Personal, Familial,
and Environmental Strengths
Arlene Rubin Stiffman · Eddie Brown ·
Stacey Freedenthal · Laura House · Emily Ostmann ·
Man Soo Yu
Published online: 9 January 2007
C© Springer Science+Business Media, LLC 2007
Abstract We present data from interviews with 401 youths on the relationship of personal,
familial, and environmental strengths to the outcomes of urban and reservation American
Indian youths. Urban youths consistently nominated more strengths than tribal youths, except
in the area of tribal strengths. Quantitative data show how those strengths relate to their
school success, daily functioning, mental health, and ethnic identity. Personal and familial
strengths are related to positive school success and functioning. Environmental strengths
demonstrate complex relationships in which tribal strengths are related to increased mental
health problems and school strengths are related to fewer problems. The results of our study
speak to the need to include multiple categories of different strengths in research and to focus
on strengths as well as problems in clinical interventions.
Keywords American Indian . Mental health . Strengths . Youth
Research on youths has usually focused on problem behaviors rather than positive behaviors,
competence, or strengths (e.g., Donovan, Jessor & Costa, 1993; Garmezy, 1993; Gordon,
1997). Yet, we know that success, health, and prevention of problems often depend on
the strengths that an individual possesses internally or can find in his or her family or
environment (Werner & Smith, 1992). We also know that research often ignores many of these
strengths and resources. American Indian youths, in particular, have been a continued focus
A. R. Stiffman (�) · E. Ostmann · M. S. Yu
George Warren Brown School of Social Work, Comorbidity and Addictions Center,
Washington University, St. Louis, MO 63130-4899, USA
e-mail: [email protected]
E. Brown
American Indian Studies, Arizona State University, Tempe, AZ, USA
S. Freedenthal
University of Denver, Denver, CO, USA
L. House
Public Health Advisor/Evaluator, SAMSHA, Division of Service Improvement, Bethesda, MD, USA
Springer
332 J Child Fam Stud (2007) 16:331–346
of published research detailing problems, much to the consternation of the American Indian
community. American Indian researchers have constantly stated that a more helpful focus
would be on resiliency, effective adaptations, coping, and stories of survival (LaFromboise
& Dizon, 2003). When the primary goals of research focus on life outcomes and findings
relevant to prevention and health promotion, we must look beyond pathology to social
and instrumental competence and community involvement (Mitchell & Beals, 1997). This
paper presents data from open-ended and structured questions about the personal, familial,
and environmental strengths of urban and reservation American.
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.
Respond to the colleagues posts in one of the following ways:
· From a strength's perspective, critique your colleague's approach to addressing Francine's case. Provide support for your critique.
· Critique your colleague's strategy for applying knowledge of the aging process to work with older clients. Discuss how cultural, ethnic, and societal influences might affect the application of this strategy.
· At least one reference and citation is required in each post.
SR’s post states the following:Top of Form
As a group, LGBT older adults experience unique economic and health disparities. LGBT older adults may disproportionately be affected by poverty and physical and mental health conditions due to a lifetime of unique stressors associated with being a minority and may be more vulnerable to neglect and mistreatment in aging care facilities (American, 2019). In the case of Francine (Plummer, 2014) she is a 70-year-old Catholic woman, who personally identifies as a lesbian. She never felt comfortable actually “coming out” due to the environment she grew up in. Both in the era, she grew up in and the strict Catholic belief she was raised in is against homosexual nature she felt it wasn’t appropriate to discuss. As she got older and experienced the loss of her partner, she felt those who cared about her felt she should not mourn her loss so hard. It could have been due to her never admitting who her partner really was, or the common mindset of those around her. It could affect how she viewed her life and what she should do as an older adult in her sexual life.
Environmental factors influence the aging process. Being physically and mentally active tends to slow down the aging process. Inactivity speeds it up. A positive outlook (positive thinking) tends to slow down the aging process. Insecurity, the lack of someone to talk to, negative thinking, and being in a strange environment tend to accelerate the aging process (Zastrow, 2016). In Francine’s case, the loss of her loved one and retirement has affected her outlook. She feels sad and isolated, it has taken its toll and that can progress the effects of ages. Once she gained a support system she was able to increase her activity and her mental stability changed.
As a worker, I would use the understanding that environmental factors and personal views can affect a client and manifest as an aging process. I would help Francine by using cognitive reasoning to help her accept her life and make changes that make her happy. While morning her loved one is appropriate, helping herself is as well.
The notion that there is a general intellectual decline in old age is largely incorrect. Most intellectual abilities hold up well with age. While older people show a decline in performance on IQ tests, their actual intellectual competence may not be declining (Zastrow, 2016). A strategy I might use in applying my knowledge of the aging process in social work practice.
What does evidence-based research say about the development of s.docx
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
By Day 7
Submit
a 2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality,
10(4), 404–428.
Note:
Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE,
6(7), 1–8
Note:
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior,
36(2), 235–249.
Note:
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy,
24(2), 108–125
Note:
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
, 13(4), 282–291.
Note:
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research,
48(1), 3–15.
Note:
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies,
6(1), 85–109.
Note:
Retrieved from the Walde ...
Work 2 1-3 Required· Zastrow, C. H., & Kirst-Ashman, K. K. (20.docx
Work 2 1-3 Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 1 (pp. 1–61)
· Bransford, C. L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33–41. Retrieved from the Walden Library databases.
Required
· MSW Homepage. (n.d.). Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/index.html
Required
· Early, T. J., & GlenMaye, L. F. (2000) Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118–130. Retrieved from the Walden Library databases.
· Min, T (2011). The client-centered integrative strengths-based approach: Ending longstanding conflict between social work values and practice. Canadian Social, Science 7(2), 15–22. Retrieved from http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110702.002/1262
·
1. Discussion2
Discussion 2 - Week 1
COLLAPSE
Top of Form
Discussion 2: Why Is HBSE Relevant to Social Work?
The types of issues and concerns that children, and adolescents, present to social workers are as varied as the people themselves. Understanding how individuals behave in their particular environment will shed some light on their current challenges, but this alone is not enough. Social workers must know how to ask the right questions, as the answers will inform decisions about which resources may be most helpful.
For this Discussion, think about the connections between social work and human behavior and consider why it is relevant to social work practice.
Post by Day 4 an explanation of why studying human behavior and the social environment (HBSE) is relevant for social workers. In your analysis, explain how HBSE is unique from other social and behavioral sciences. Please use the Learning Resources to support your answer.
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 2 (pp. 62-111)
·
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With Clients With Addictions: The Case of Barbara and Jonah
Required
· Greil, A. L., McQuillan, J., Lowry, M., & Shreffler, K. M. (2011). Infertility treatment and fertility-specific distress: A longitudinal analysis of a population-based sample of U.S. women. Social Science & Medicine, 73(1),87–94.
Retrieved from the Walden Library databases.
· Centers for Disease Control and Prevention. (2012). Child development. Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/
· Guttmacher Institute. (2012). State policies in brief: An overview of abortion laws. Retrieved from http://www.guttmacher.org/statecenter/spibs/spib_OAL.pdf
· N.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docx
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
Bearing witness to trauma has its own set of consequences. Watch
Bearing witness to trauma has its own set of consequences. Watching repeated episodes of bullying can evoke strong emotional and behavioral responses from an adolescent. During the impressionable stage of social development in adolescents, these experiences can contribute to a change in perception about the ways people should and do treat each other. Furthermore, ongoing exposure to this behavior can jeopardize an adolescent’s healthy social development. For this Discussion, consider how the act of bullying experienced by one adolescent may change the experience of another who witnesses it.
Post
a scenario that illustrates how bullying experienced by one adolescent may change the experience of another who witnesses it. Then address the availability of any social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.
USE THE REFERENCES I PROVIDE
REFERENCES:
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 8 (pp. 376-422)
Dempsey, A. G., Sulkowski, M. L., Nichols, R., & Storch, E. A. (2009). Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence.
Psychology in the Schools,
46(10), 962–972.
Glasser, L., & Keller, M. (2009). Are the competent the morally good? Perspective taking and moral motivation of children involved in bullying.
Social Development,
18(4), 798–816.
PLEASE WRITE 300-350 WORDS
...
Typically, adolescents eagerly anticipate their transitions to y
Typically, adolescents eagerly anticipate their transitions to young adulthood. They look forward to supporting themselves financially, living independently, and making their own decisions. As young adults transition into middle adulthood, they will likely assume increased responsibilities. Zastrow and Kirst-Ashman (2013) state, "middle adulthood has been referred to as the prime time of life" (p. 441). Typically, adults at this stage have accumulated some satisfaction from their maturity and accomplishments.
Though young and middle adulthood may be exciting and significant times in the human life span, they also present unique challenges for the individual. This week, you begin your study of young and middle adulthood by considering its biological aspects. You explore health issues and changes in physical development during this period. You also consider how your understanding of these issues might influence your assessments of and interactions with individuals in this segment of the life span.
Required Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 10, "Biological Aspects of Young and Middle Adulthood" (pp. 469-497)
Temcheff, C. E., Serbin, L. A., Martin-Storey, A., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011). Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: A 30-Year prospective, longitudinal study. International
Journal of Behavioral Medicine,
18(1), 5–12.
Wilson, H. W., & Widom, C. S. (2011). Pathways from childhood abuse and neglect to HIV-risk sexual behavior in middle adulthood.
Journal of Consulting & Clinical Psychology,
79(2), 236–246.
Discussion: Classifications of Life-Span Development
When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents' or caregivers' home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.
The authors of your course text, Zastrow and Kirst-Ashman, use the term
young and middle adulthood
to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.
Is the authors' young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors' classification to make it more applicable to your role as a social worker?
For this Discussion, you analyze the author's life-span classification and suggest ways to improve it.
By Day 3
Post:
A new classification (or possibly multiple classifications) to replace the authors' young and middle adulthood classification
A definition of your new classification(s)
Support for ...
6NamePaper 3IntroductionComment by Richards, Shar.docx
6
Name
Paper 3
Introduction Comment by Richards, Sharlene - richarst: Note this paper is only 4 pages- it should be minimally 4 ½ pages.
Out of all sexually transmitted diseases (STDs) cases calculated each year, 50% are contracted by young people ages 15-24 (Center for Disease Control and Prevention, 2017). This age group is particularly at risk for STDs because they tend to sexually active, and engage in more sexually-risky behaviors.
This research proposal examines the relationship between memorable messages received from mothers about sex prior to college and female college students’ perceived risks for STIs.
First, the review of literature will discuss research on mother-daughter communication surrounding sexual behavior. Second, the literature review will examine research on perceived risk for STDs. Following the literature review, the rationale will present an argument for the research question. Following the rationale, the research question will be stated.
Literature Review
Mother-Daughter Communication about Sex
Memorable messages are short, specific, verbal messages that one remembers throughout life (Rubinsky & Cooke-Jackson, 2017). Past research indicates that mothers have a significant influence on their daughter’s sexual behavior. Conversations about sex are marked by discomfort by both mothers and daughters, however, daughters see mothers as admirable role models (Dennis & Wood, 2012). Mothers are influential on their daughter’s views about sex and sexual behavior (Binkley, Frey, & Violanti, 2007). Comment by Richards, Sharlene - richarst: This is a conceptual definition Comment by Richards, Sharlene - richarst: This is a summary statement
Past research indicates that mothers may engage in more conversations with their children and discuss more topics, but this may vary according to their parenting style. A study of parent-child triads found that, between mothers and fathers, mothers tend to engage in more conversations about sexuality with their children and discuss a wider variety of topics (Heisler, 2005). Askelson, Campo, and Smith (2012) surveyed mothers of daughters age 9-15 years old, and recorded ten conversation topics total, covering: menstruation, sexual intercourse, romantic relationships, sexually-transmitted infections or diseases, contraception methods, and sexual orientation. In this study, subjects such as menstruation and alcohol (around 80% of mothers recorded discussing these) were discussed much more than others like contraceptives and condoms (both around 30%) (Askelson et al., 2012). Askelson et al. (2012) questioned how a mother’s parenting style affected mother-daughter sex communication, and found that more authoritative mothers (who were demanding of, but responsive to, their children) discussed a greater number of topics with their daughters and at an earlier age than less authoritative mothers.
Past research indicates that conversations about sex with daughters appear to be limi.
6NamePaper 3IntroductionComment by Richards, Shar.docx
6
Name
Paper 3
Introduction Comment by Richards, Sharlene - richarst: Note this paper is only 4 pages- it should be minimally 4 ½ pages.
Out of all sexually transmitted diseases (STDs) cases calculated each year, 50% are contracted by young people ages 15-24 (Center for Disease Control and Prevention, 2017). This age group is particularly at risk for STDs because they tend to sexually active, and engage in more sexually-risky behaviors.
This research proposal examines the relationship between memorable messages received from mothers about sex prior to college and female college students’ perceived risks for STIs.
First, the review of literature will discuss research on mother-daughter communication surrounding sexual behavior. Second, the literature review will examine research on perceived risk for STDs. Following the literature review, the rationale will present an argument for the research question. Following the rationale, the research question will be stated.
Literature Review
Mother-Daughter Communication about Sex
Memorable messages are short, specific, verbal messages that one remembers throughout life (Rubinsky & Cooke-Jackson, 2017). Past research indicates that mothers have a significant influence on their daughter’s sexual behavior. Conversations about sex are marked by discomfort by both mothers and daughters, however, daughters see mothers as admirable role models (Dennis & Wood, 2012). Mothers are influential on their daughter’s views about sex and sexual behavior (Binkley, Frey, & Violanti, 2007). Comment by Richards, Sharlene - richarst: This is a conceptual definition Comment by Richards, Sharlene - richarst: This is a summary statement
Past research indicates that mothers may engage in more conversations with their children and discuss more topics, but this may vary according to their parenting style. A study of parent-child triads found that, between mothers and fathers, mothers tend to engage in more conversations about sexuality with their children and discuss a wider variety of topics (Heisler, 2005). Askelson, Campo, and Smith (2012) surveyed mothers of daughters age 9-15 years old, and recorded ten conversation topics total, covering: menstruation, sexual intercourse, romantic relationships, sexually-transmitted infections or diseases, contraception methods, and sexual orientation. In this study, subjects such as menstruation and alcohol (around 80% of mothers recorded discussing these) were discussed much more than others like contraceptives and condoms (both around 30%) (Askelson et al., 2012). Askelson et al. (2012) questioned how a mother’s parenting style affected mother-daughter sex communication, and found that more authoritative mothers (who were demanding of, but responsive to, their children) discussed a greater number of topics with their daughters and at an earlier age than less authoritative mothers.
Past research indicates that conversations about sex with daughters appear to be limi ...
5-2Find a listing of expenses by diagnosis or by procedure, The .docx
5-2
Find a listing of expenses by diagnosis or by procedure, The source of the list can be internal within a healthcare facility of some type or external such as a published article report or survey. Comment upon whether you believe the expense grouping used is appropriate. Would you have grouped the expenses in another way
.
5-37. Lona received a stamp collection from her grandmother. The c.docx
5-37.
Lona received a stamp collection from her grandmother. The collection is in a leather book and currently has 120 stamps. Lona joined a stamp club, which sends her 12 new stamps each month. The stamp book holds a maximum of 500 stamps.
Homework Help ✎
Complete the table below.
Month
Stamps
0
120
1
132
2
3
4
5
How many stamps will Lona have one year from now?
Write an equation using function notation to represent the total number of stamps that Lona has in her collection after
n
months. Let the total be represented by
t
(
n
).
Solve your equation from part (c) for
n
when
t
(
n
) = 500. Will Lona be able to fill her book exactly with no stamps remaining? How do you know? When will the book be filled?
.
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Empirical Research and Developmental TheoryWhat does evidence-base.docx
Empirical Research and Developmental Theory
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
Submit by Day Friday, June 30
a 2- to 4-page paper that includes the following:
o
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
o
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
References:
-Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428.
Retrieved from the Walden Library databases.
-Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
- Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
- Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual
& Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library database
- Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
- Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
- Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the.
Week 5 Gender Identity and Sexual Orientation Resources .docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8. Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249. Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125. Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291. Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15. Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109. Retrieved from the Walden Library databases.
Empirical Research and Developmental Theory
2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and
its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
...
Assessing adolescent spiritual health and well being
Over the last three decades, rapidly increasing interest has been shown, and a great growth has occurred in publications and new journals, related to assessing spiritual health and well-being. Most attention has been paid to university students (many of whom participate in research projects to gain credit points) and adults, many of whom have been in poor states of health. However, assessment of spiritual health of younger adolescents has received less attention, with pertinent publications in journals such as the International Journal of Children's Spirituality (Büssing, FöllerMancini, Gidley, & Heusser, 2010; Fisher, 2006; Yuen, 2015), other journals (Muñoz-García & Aviles-Herrera, 2014; Rican & Janosova,
2010; Shorkey & Windsor, 2010) and books (Francis & Robbins,
2005; Hughes, 2007; Roehlkepartain, Benson, Scales, Kimball, & King, 2008), and some unpublished works (Mason, Singleton, & Webber, 2007; WHOQOL SRPB Group, 2002, Wallace, 2010). The relative paucity of research with youth could be due to increased ethical demands of gaining parental permission and that of school systems and staff, as well as that from young people themselves. Developing instruments with language that is appropriate for young people has also provided a challenge.
Trans MST APA 2015 Slides
APA 2015 Presentation:
The present study aimed to extend the minority stress framework and calls for attention to stress-ameliorating processes with national data from 552 transgender adults. Specifically, the present study examined the relations of minority stressors (i.e., anti-transgender discrimination, expectations of rejection, and internalized transphobia) and potential mental health promoters
(i.e., resilience and collective action) with psychological distress. Results offered support for the applicability of the minority stress model -- including recent expansions positing meditation patterns (Hatzenbuehler, 2009) -- with transgender populations. As expected, each minority stressor was related positively with psychological distress; in terms of the mental health promoters, resilience, but not collective action, was related negatively with psychological distress.
Additionally, expectations of rejection (though not transphobia) mediated the link of anti-transgender discrimination with higher psychological distress. Regarding moderated mediation patterns, the results offered some support for resilience and collective action as moderators.
Strategies for developing individual (e.g., resilience building strategies) and group-level (e.g., engagement in collective action) interventions targeted toward transgender individuals who
experience discrimination are discussed.
Wekerle CIHR Team - Child Sexual Abuse & Adolescent Development: Moving from ...
Child Sexual Abuse & Adolescent Development: Moving from Trauma To Resilience - Findings from The Maltreatment and Adolescent Pathways (MAP) Research Study
Week 5 Gender Identity and Sexual Orientation Re.docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the Walden Library databases.
Discussion
A new understanding you have gained in the resources about
gender identity
An explanation of how individuals’ gender identity affects their
development through young and middle adulthood
A strategy you might use to apply your understanding of
gender identity development to social work practice
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
What is population health?
This is talk I gave recently to Leadership SF --- a training program of the SF Chamber of Commerce.
J Child Fam Stud (2007) 16331–346DOI 10.1007s10826-006-908.docx
J Child Fam Stud (2007) 16:331–346
DOI 10.1007/s10826-006-9089-y
O R I G I N A L PA P E R
American Indian Youth: Personal, Familial,
and Environmental Strengths
Arlene Rubin Stiffman · Eddie Brown ·
Stacey Freedenthal · Laura House · Emily Ostmann ·
Man Soo Yu
Published online: 9 January 2007
C© Springer Science+Business Media, LLC 2007
Abstract We present data from interviews with 401 youths on the relationship of personal,
familial, and environmental strengths to the outcomes of urban and reservation American
Indian youths. Urban youths consistently nominated more strengths than tribal youths, except
in the area of tribal strengths. Quantitative data show how those strengths relate to their
school success, daily functioning, mental health, and ethnic identity. Personal and familial
strengths are related to positive school success and functioning. Environmental strengths
demonstrate complex relationships in which tribal strengths are related to increased mental
health problems and school strengths are related to fewer problems. The results of our study
speak to the need to include multiple categories of different strengths in research and to focus
on strengths as well as problems in clinical interventions.
Keywords American Indian . Mental health . Strengths . Youth
Research on youths has usually focused on problem behaviors rather than positive behaviors,
competence, or strengths (e.g., Donovan, Jessor & Costa, 1993; Garmezy, 1993; Gordon,
1997). Yet, we know that success, health, and prevention of problems often depend on
the strengths that an individual possesses internally or can find in his or her family or
environment (Werner & Smith, 1992). We also know that research often ignores many of these
strengths and resources. American Indian youths, in particular, have been a continued focus
A. R. Stiffman (�) · E. Ostmann · M. S. Yu
George Warren Brown School of Social Work, Comorbidity and Addictions Center,
Washington University, St. Louis, MO 63130-4899, USA
e-mail: [email protected]
E. Brown
American Indian Studies, Arizona State University, Tempe, AZ, USA
S. Freedenthal
University of Denver, Denver, CO, USA
L. House
Public Health Advisor/Evaluator, SAMSHA, Division of Service Improvement, Bethesda, MD, USA
Springer
332 J Child Fam Stud (2007) 16:331–346
of published research detailing problems, much to the consternation of the American Indian
community. American Indian researchers have constantly stated that a more helpful focus
would be on resiliency, effective adaptations, coping, and stories of survival (LaFromboise
& Dizon, 2003). When the primary goals of research focus on life outcomes and findings
relevant to prevention and health promotion, we must look beyond pathology to social
and instrumental competence and community involvement (Mitchell & Beals, 1997). This
paper presents data from open-ended and structured questions about the personal, familial,
and environmental strengths of urban and reservation American.
SOCW 6210 Week 6 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 6 discussion post responses.
Respond to the colleagues posts in one of the following ways:
· From a strength's perspective, critique your colleague's approach to addressing Francine's case. Provide support for your critique.
· Critique your colleague's strategy for applying knowledge of the aging process to work with older clients. Discuss how cultural, ethnic, and societal influences might affect the application of this strategy.
· At least one reference and citation is required in each post.
SR’s post states the following:Top of Form
As a group, LGBT older adults experience unique economic and health disparities. LGBT older adults may disproportionately be affected by poverty and physical and mental health conditions due to a lifetime of unique stressors associated with being a minority and may be more vulnerable to neglect and mistreatment in aging care facilities (American, 2019). In the case of Francine (Plummer, 2014) she is a 70-year-old Catholic woman, who personally identifies as a lesbian. She never felt comfortable actually “coming out” due to the environment she grew up in. Both in the era, she grew up in and the strict Catholic belief she was raised in is against homosexual nature she felt it wasn’t appropriate to discuss. As she got older and experienced the loss of her partner, she felt those who cared about her felt she should not mourn her loss so hard. It could have been due to her never admitting who her partner really was, or the common mindset of those around her. It could affect how she viewed her life and what she should do as an older adult in her sexual life.
Environmental factors influence the aging process. Being physically and mentally active tends to slow down the aging process. Inactivity speeds it up. A positive outlook (positive thinking) tends to slow down the aging process. Insecurity, the lack of someone to talk to, negative thinking, and being in a strange environment tend to accelerate the aging process (Zastrow, 2016). In Francine’s case, the loss of her loved one and retirement has affected her outlook. She feels sad and isolated, it has taken its toll and that can progress the effects of ages. Once she gained a support system she was able to increase her activity and her mental stability changed.
As a worker, I would use the understanding that environmental factors and personal views can affect a client and manifest as an aging process. I would help Francine by using cognitive reasoning to help her accept her life and make changes that make her happy. While morning her loved one is appropriate, helping herself is as well.
The notion that there is a general intellectual decline in old age is largely incorrect. Most intellectual abilities hold up well with age. While older people show a decline in performance on IQ tests, their actual intellectual competence may not be declining (Zastrow, 2016). A strategy I might use in applying my knowledge of the aging process in social work practice.
What does evidence-based research say about the development of s.docx
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
By Day 7
Submit
a 2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality,
10(4), 404–428.
Note:
Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE,
6(7), 1–8
Note:
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior,
36(2), 235–249.
Note:
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy,
24(2), 108–125
Note:
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
, 13(4), 282–291.
Note:
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research,
48(1), 3–15.
Note:
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies,
6(1), 85–109.
Note:
Retrieved from the Walde ...
Work 2 1-3 Required· Zastrow, C. H., & Kirst-Ashman, K. K. (20.docx
Work 2 1-3 Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 1 (pp. 1–61)
· Bransford, C. L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33–41. Retrieved from the Walden Library databases.
Required
· MSW Homepage. (n.d.). Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/index.html
Required
· Early, T. J., & GlenMaye, L. F. (2000) Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118–130. Retrieved from the Walden Library databases.
· Min, T (2011). The client-centered integrative strengths-based approach: Ending longstanding conflict between social work values and practice. Canadian Social, Science 7(2), 15–22. Retrieved from http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110702.002/1262
·
1. Discussion2
Discussion 2 - Week 1
COLLAPSE
Top of Form
Discussion 2: Why Is HBSE Relevant to Social Work?
The types of issues and concerns that children, and adolescents, present to social workers are as varied as the people themselves. Understanding how individuals behave in their particular environment will shed some light on their current challenges, but this alone is not enough. Social workers must know how to ask the right questions, as the answers will inform decisions about which resources may be most helpful.
For this Discussion, think about the connections between social work and human behavior and consider why it is relevant to social work practice.
Post by Day 4 an explanation of why studying human behavior and the social environment (HBSE) is relevant for social workers. In your analysis, explain how HBSE is unique from other social and behavioral sciences. Please use the Learning Resources to support your answer.
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 2 (pp. 62-111)
·
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With Clients With Addictions: The Case of Barbara and Jonah
Required
· Greil, A. L., McQuillan, J., Lowry, M., & Shreffler, K. M. (2011). Infertility treatment and fertility-specific distress: A longitudinal analysis of a population-based sample of U.S. women. Social Science & Medicine, 73(1),87–94.
Retrieved from the Walden Library databases.
· Centers for Disease Control and Prevention. (2012). Child development. Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/
· Guttmacher Institute. (2012). State policies in brief: An overview of abortion laws. Retrieved from http://www.guttmacher.org/statecenter/spibs/spib_OAL.pdf
· N.
SOCW 6200Week 4IntroductionThe attainment of primary soc.docx
SOCW 6200
Week 4
Introduction
The attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment.
—Zaslow and Kirst-Ashman (2016, p. 179)
The structure of a family, the way it functions, the way it handles conflict and discipline, and the way its members show—or do not show—love and affection all have an extraordinary bearing on how an adolescent begins to form his or her ideas, beliefs, attitudes, and values. This week highlights the intersection of an adolescent’s behavior and his or her environment. This intersection may reveal connections, and possible explanations, for particular behaviors in particular environments throughout the life span.
References
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Objectives
Students will:
· Analyze social environment issues that may marginalize adolescents
· Analyze relationship between social environment issues and social development
· Analyze impact of mandated reporting on the client/social worker relationship
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 4 (pp. 178-253)
· Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With the Homeless Population: The Case of Diane
· Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
· 1. Discussion: Case Study Evaluation
· Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
· Post by Day 3 a brief explanation of the issues that place Diane outside of the margins of society. Be sure to incl.
Bearing witness to trauma has its own set of consequences. Watch
Bearing witness to trauma has its own set of consequences. Watching repeated episodes of bullying can evoke strong emotional and behavioral responses from an adolescent. During the impressionable stage of social development in adolescents, these experiences can contribute to a change in perception about the ways people should and do treat each other. Furthermore, ongoing exposure to this behavior can jeopardize an adolescent’s healthy social development. For this Discussion, consider how the act of bullying experienced by one adolescent may change the experience of another who witnesses it.
Post
a scenario that illustrates how bullying experienced by one adolescent may change the experience of another who witnesses it. Then address the availability of any social work intervention, skill, or practice that might change this cycle of events. Please use the Learning Resources to support your answer.
USE THE REFERENCES I PROVIDE
REFERENCES:
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 8 (pp. 376-422)
Dempsey, A. G., Sulkowski, M. L., Nichols, R., & Storch, E. A. (2009). Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence.
Psychology in the Schools,
46(10), 962–972.
Glasser, L., & Keller, M. (2009). Are the competent the morally good? Perspective taking and moral motivation of children involved in bullying.
Social Development,
18(4), 798–816.
PLEASE WRITE 300-350 WORDS
...
Typically, adolescents eagerly anticipate their transitions to y
Typically, adolescents eagerly anticipate their transitions to young adulthood. They look forward to supporting themselves financially, living independently, and making their own decisions. As young adults transition into middle adulthood, they will likely assume increased responsibilities. Zastrow and Kirst-Ashman (2013) state, "middle adulthood has been referred to as the prime time of life" (p. 441). Typically, adults at this stage have accumulated some satisfaction from their maturity and accomplishments.
Though young and middle adulthood may be exciting and significant times in the human life span, they also present unique challenges for the individual. This week, you begin your study of young and middle adulthood by considering its biological aspects. You explore health issues and changes in physical development during this period. You also consider how your understanding of these issues might influence your assessments of and interactions with individuals in this segment of the life span.
Required Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 10, "Biological Aspects of Young and Middle Adulthood" (pp. 469-497)
Temcheff, C. E., Serbin, L. A., Martin-Storey, A., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011). Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: A 30-Year prospective, longitudinal study. International
Journal of Behavioral Medicine,
18(1), 5–12.
Wilson, H. W., & Widom, C. S. (2011). Pathways from childhood abuse and neglect to HIV-risk sexual behavior in middle adulthood.
Journal of Consulting & Clinical Psychology,
79(2), 236–246.
Discussion: Classifications of Life-Span Development
When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents' or caregivers' home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.
The authors of your course text, Zastrow and Kirst-Ashman, use the term
young and middle adulthood
to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.
Is the authors' young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors' classification to make it more applicable to your role as a social worker?
For this Discussion, you analyze the author's life-span classification and suggest ways to improve it.
By Day 3
Post:
A new classification (or possibly multiple classifications) to replace the authors' young and middle adulthood classification
A definition of your new classification(s)
Support for ...
6NamePaper 3IntroductionComment by Richards, Shar.docx
6
Name
Paper 3
Introduction Comment by Richards, Sharlene - richarst: Note this paper is only 4 pages- it should be minimally 4 ½ pages.
Out of all sexually transmitted diseases (STDs) cases calculated each year, 50% are contracted by young people ages 15-24 (Center for Disease Control and Prevention, 2017). This age group is particularly at risk for STDs because they tend to sexually active, and engage in more sexually-risky behaviors.
This research proposal examines the relationship between memorable messages received from mothers about sex prior to college and female college students’ perceived risks for STIs.
First, the review of literature will discuss research on mother-daughter communication surrounding sexual behavior. Second, the literature review will examine research on perceived risk for STDs. Following the literature review, the rationale will present an argument for the research question. Following the rationale, the research question will be stated.
Literature Review
Mother-Daughter Communication about Sex
Memorable messages are short, specific, verbal messages that one remembers throughout life (Rubinsky & Cooke-Jackson, 2017). Past research indicates that mothers have a significant influence on their daughter’s sexual behavior. Conversations about sex are marked by discomfort by both mothers and daughters, however, daughters see mothers as admirable role models (Dennis & Wood, 2012). Mothers are influential on their daughter’s views about sex and sexual behavior (Binkley, Frey, & Violanti, 2007). Comment by Richards, Sharlene - richarst: This is a conceptual definition Comment by Richards, Sharlene - richarst: This is a summary statement
Past research indicates that mothers may engage in more conversations with their children and discuss more topics, but this may vary according to their parenting style. A study of parent-child triads found that, between mothers and fathers, mothers tend to engage in more conversations about sexuality with their children and discuss a wider variety of topics (Heisler, 2005). Askelson, Campo, and Smith (2012) surveyed mothers of daughters age 9-15 years old, and recorded ten conversation topics total, covering: menstruation, sexual intercourse, romantic relationships, sexually-transmitted infections or diseases, contraception methods, and sexual orientation. In this study, subjects such as menstruation and alcohol (around 80% of mothers recorded discussing these) were discussed much more than others like contraceptives and condoms (both around 30%) (Askelson et al., 2012). Askelson et al. (2012) questioned how a mother’s parenting style affected mother-daughter sex communication, and found that more authoritative mothers (who were demanding of, but responsive to, their children) discussed a greater number of topics with their daughters and at an earlier age than less authoritative mothers.
Past research indicates that conversations about sex with daughters appear to be limi.
6NamePaper 3IntroductionComment by Richards, Shar.docx
6
Name
Paper 3
Introduction Comment by Richards, Sharlene - richarst: Note this paper is only 4 pages- it should be minimally 4 ½ pages.
Out of all sexually transmitted diseases (STDs) cases calculated each year, 50% are contracted by young people ages 15-24 (Center for Disease Control and Prevention, 2017). This age group is particularly at risk for STDs because they tend to sexually active, and engage in more sexually-risky behaviors.
This research proposal examines the relationship between memorable messages received from mothers about sex prior to college and female college students’ perceived risks for STIs.
First, the review of literature will discuss research on mother-daughter communication surrounding sexual behavior. Second, the literature review will examine research on perceived risk for STDs. Following the literature review, the rationale will present an argument for the research question. Following the rationale, the research question will be stated.
Literature Review
Mother-Daughter Communication about Sex
Memorable messages are short, specific, verbal messages that one remembers throughout life (Rubinsky & Cooke-Jackson, 2017). Past research indicates that mothers have a significant influence on their daughter’s sexual behavior. Conversations about sex are marked by discomfort by both mothers and daughters, however, daughters see mothers as admirable role models (Dennis & Wood, 2012). Mothers are influential on their daughter’s views about sex and sexual behavior (Binkley, Frey, & Violanti, 2007). Comment by Richards, Sharlene - richarst: This is a conceptual definition Comment by Richards, Sharlene - richarst: This is a summary statement
Past research indicates that mothers may engage in more conversations with their children and discuss more topics, but this may vary according to their parenting style. A study of parent-child triads found that, between mothers and fathers, mothers tend to engage in more conversations about sexuality with their children and discuss a wider variety of topics (Heisler, 2005). Askelson, Campo, and Smith (2012) surveyed mothers of daughters age 9-15 years old, and recorded ten conversation topics total, covering: menstruation, sexual intercourse, romantic relationships, sexually-transmitted infections or diseases, contraception methods, and sexual orientation. In this study, subjects such as menstruation and alcohol (around 80% of mothers recorded discussing these) were discussed much more than others like contraceptives and condoms (both around 30%) (Askelson et al., 2012). Askelson et al. (2012) questioned how a mother’s parenting style affected mother-daughter sex communication, and found that more authoritative mothers (who were demanding of, but responsive to, their children) discussed a greater number of topics with their daughters and at an earlier age than less authoritative mothers.
Past research indicates that conversations about sex with daughters appear to be limi ...
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Lona received a stamp collection from her grandmother. The collection is in a leather book and currently has 120 stamps. Lona joined a stamp club, which sends her 12 new stamps each month. The stamp book holds a maximum of 500 stamps.
Homework Help ✎
Complete the table below.
Month
Stamps
0
120
1
132
2
3
4
5
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Ethics
Morals
Feelings
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Responsibility
Consequences
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Conscience
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ⓒ
2006 SAGE Publications London, Thousand Oaks CA,
www.sagepublications.com
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I. Introduction
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C. Key Terms:
healthy, well-educated
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B. Minor Point 2:
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A. Minor Point 1:
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B. Minor Point 2:
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A. Minor Point 1:
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B. Minor Point 2:
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A. Minor Point 1:
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B. Minor Point 2:
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Biological Aspects of Young and Middle Adulthood Resources Readings
- 1. Biological Aspects of Young and Middle Adulthood Resources Readings • Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. o Chapter 10, “Biological Aspects of Young and Middle Adulthood“ (pp. 469- 497) Optional Resources • Magnusson, C., & Trost, K. (2006). Girls experiencing sexual intercourse early: Could it play a part in reproductive health in middle adulthood? Journal of Psychosomatic Obstetrics & Gynecology, 27(4), 237–244. • Temcheff, C. E., Serbin, L. A., Martin-Storey, A., Stack, D. M., Ledingham, J., & Schwartzman, A. E. (2011). Predicting adult physical health outcomes from childhood aggression, social withdrawal and likeability: A 30-Year prospective, longitudinal study. International Journal of Behavioral Medicine, 18(1), 5– 12. • Wilson, H. W., & Widom, C. S. (2011). Pathways from childhood abuse and neglect to HIV-risk sexual behavior in middle adulthood. Journal of Consulting & Clinical Psychology, 79(2), 236–246. Classifications of Life-Span Development Post by Day 3: • A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification • A definition of your new classification(s) Support for your new classification(s): for example, thissupport may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development • An implication your new classification might have regarding social work practice Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.