CONTENT REVIEW WEEK 5 ASSN 1 EDU 1004 Reynolds
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CONTENT REVIEW WEEK 5
Amanda Reynolds
Bachelor of Science in Psychology, Walden University
EDUC 1004
Professor Marsha Miller
December 18
th
, 2023
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CONTENT REVIEW WEEK 5
1.
The text states that,” The fact that family function is more influential than family structure does not make structure irrelevant. Structure powerfully affects function,” Berger, 2018, p. 380) In your own words describe the difference in family function and structure. Select one family structure as noted in Table 13.2 on page 378 of the course text to demonstrate how in can function to meet the five common needs of children noted on page 376 of the text.
Family function, as opposed to structure, refers to the interconnectedness, roles, and obligations that constitute the structure of a family and impact its overall functioning. It comprises the interpersonal connections, communication patterns, and fulfillment of emotional and practical requirements among family members. Conversely, family structure concerns itself with the configuration of the family, encompassing the quantity and responsibilities of its constituents, such as extended relatives, parents, and siblings.
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Illustrative Case of Family Structure:
Speculative of a nuclear family structure, comprising two biological offspring and their parents. This family structure is capable of satisfying the five fundamental requirements of children that are mentioned in the text:
a. Physical Care: Within the bounds of a nuclear family structure, the duty of furnishing sustenance, shelter, and attire for the children of both parents is conventionally shared. This framework guarantees steady availability of fundamental necessities.
b. Emotional Support: The establishment of a secure family structure facilitates the development of robust emotional connections between children and their parents, who can offer guidance, emotional support, and a feeling of safety.
c. Socialization: Children are frequently afforded opportunities to engage with a more limited and proximate social circle within nuclear families, which facilitates the development of social skills, values, and cultural norms within the familial environment.
d. Education: Within this framework, parents have the opportunity to engage proactively in their children's academic pursuits through activities such as providing assistance with homework assignments, cultivating an atmosphere conducive to learning, and guaranteeing access to educational materials.
e. Protection and Safety: The establishment of a nuclear family structure can afford children a safe and protective milieu, given that the presence of both parents generally guarantees their welfare and security.
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The presence of two parents within a nuclear family unit facilitates the fulfillment of these requirements, thereby promoting the optimal development of the child. The structure and function of the family as described in Berger's "The Developing Person through Childhood." Furthermore, it shall illustrate how one family structure from Table 13.2 (found on page 376) can be implemented to fulfill the five prevalent requirements of
children as described on the preceding content appears on page 376.
2. Review the information on pages 386-395 in your course text describing the influence of peers. Friendships, Popularity, and Bullying are each described in the text. Select one to focus on and in your own word note their potential negative consequences on child social development. Describe how they can be supported to overcome this.
The detrimental impacts of bullying on the social development of children Bullying can have profoundly detrimental effects on the social development of children. Isolation, low self-esteem, anxiety, melancholy, and academic regression are all potential outcomes. Additionally, children who are victims of bullying may develop trust issues and struggle to form positive peer relationships.
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Assisting Children in Conquering Bullying: a. Promoting Open Communication: Foster an environment that encourages children to candidly share their emotions and encounters pertaining to bullying. Foster an environment devoid of judgment and secure for them to freely articulate their thoughts and feelings.
b. Supporting and Advocating for Anti-Bullying Programs: Advocate for and support anti-bullying programs that aim to educate and equip communities and schools with resources to assist both offenders and victims.
c. Instruction in Coping Strategies: Instruct children in coping mechanisms encompassing
assertiveness, conflict resolution, and seeking assistance from reliable adults in instances of bullying.
d. Cultivating Resilience: Promote resilience in children by facilitating the establishment of a solid foundation of self-esteem, self-assurance, and a social circle comprising adults and peers who can offer emotional solace.
e. obtaining Professional Assistance: In the event that the adverse consequences of bullying endure or escalate, one should contemplate obtaining the guidance of mental health specialists in children and adolescents, such as therapists or counselors.
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By providing these forms of assistance to children, the long-term effects of bullying on their social development can be mitigated. In accordance of the course material pages 386-395. 3. The text describes Kohlberg’s Levels of Moral Thought (pp. 392-393) Using this theoretical framework and Table 13.4, describe a moral decision you have observed or recall making and apply Kohlberg’s theory. In your response indicate which Level and Stage the moral decision represents.
Use of Kohlberg's Theory: a. Level:
The moral decision in question exemplifies the post-conventional level as conceptualized by Kohlberg. At this juncture, individuals form their moral evaluations on intangible ideals of justice, equity, and ethical principles, as opposed to relying on societal regulations and standards.
b. Stage: This decision is consistent with Stage 5: Social Contract and Individual Rights, which is situated within the Post-Conventional Level. The person refrains from academic dishonesty due to their conviction that such conduct undermines the credibility of the academic system and violates the rights of others to equitable competition.
Through their ethical reasoning that extends beyond apprehension of retribution or societal norms, the person in question exhibits a moral decision within Stage 5 of Kohlberg's Post-
Conventional Level.
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An illustrative case of a moral decision pertains to an individual who, notwithstanding the opportunity, abstains from engaging in academic dishonesty on a collegiate examination. The levels of moral reasoning as proposed by Kohlberg, as specified in Table 13.4 and the course materials on pages 392-393.
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Reference:
Berger, K. S. (2018).
The developing person through childhood
(8th ed.). New York, NY: Worth
Publishers.
Chapter 13, "Middle Childhood: Psychosocial Development"
"Families and Children" (pp. 375-387)
"The Peer Group" (pp. 386-391)
"Children’s Moral Values" (pp. 392-396)