CHFD 498 A5
docx
keyboard_arrow_up
School
American Military University *
*We aren’t endorsed by this school
Course
498
Subject
Sociology
Date
Apr 3, 2024
Type
docx
Pages
40
Uploaded by ChancellorViperMaster571
1
NCFR Content Areas Literature Review Project
NAME
American Public University
CHFD 498: Senior Seminar in Child and Family Development
Dr. Bethanne Shriner
March 24
th
, 2024
2
NCFR Content Areas Literature Review Project
1.
Families and Individuals in Societal Contexts
“An understanding of families and their relationships to other institutions, such as the educational, governmental, religious, health care, and occupational institutions in society.” (National Council on Family Relations [NCFR], 2020).
Research Article 1: Boys Who Don’t Like Sports: Family Lifestyle and Transmission of Dispositions
Critique: The article's goal is to understand the social conditions and family socialization that contribute to boys' disinterest in competitive sports by focusing on middle-
class boys who either don't participate in competitive sports or shy away from them. According to the article, 84% of 10–13-year-olds in Canada participate in sports once a week (Mennesson et al., 2017). This gives us the indication that boys who do not participate are rare and can experience bullying from male peers and criticism from parents. A cultivated parent who works in a humanitarian field will be more supportive of their non-athletic son because they have an egalitarian child-rearing style. If a parent is less cultivated and holds their social standing in high regard, they will attempt to use intergenerational customs to coerce their child into playing sports if necessary. They will be critical of their children who do not participate, which will motivate them to try when they are bored to get better and avoid looking foolish (Mennesson et al., 2017). Overall, the article demonstrated that a family's views on competitive sports can mean different things depending on how the family lives. The boys from the more affluent families paid a lower price for breaking gender norms than the other boys (Mennesson et al., 2017). Conversely, non-athletic boys from lower cultural families were early victims of hegemonic masculinity within their own families (Mennesson et al., 2017).
3
The researchers gathered their information with interview-based surveys of white 10-
to 11-year-old boys. There was a total of 30 French families who were followed for 2 years. The children were interviewed without their parents to ensure they answered honestly and without the pressure of a parent. The article also interviewed the parent's background on sports. Parents who played a sport as a child expected their sons to play a sport and encouraged them to try and not quit. Parents who did not play a sport growing up were more accepting of their son enjoying artistic activities like drawing and reading. The findings showed that the boys' preference for non-athletic activities and having more female friends—
some of whom were told they were girls and wear diapers—had a negative influence on their status in male groups and, in some cases, their relationships with their parents (Mennesson et al., 2017). According to the interview transcripts included in the article, the majority of the boys disliked sports because of the violence associated with them, such as fencing and rugby (Mennesson et al., 2017). One parent stated that they hoped their son would be more competitive and less of a loner and make more friends that are boys. The article explains that family views on sports all come down to the parent's beliefs, upbringing, and social position. This is relevant to families and individuals in social context content area because the relationship between work, personal, and family life was explained, social and cultural influences on different facets of family life, such as family composition, were articulated, and the effect of demographics like gender was evaluated. I believe the results are accurate but there needs to be more of a comparison between boys who do and do not play sports. Although the article acknowledged that some boys dislike or don't play sports, I believe the findings would have been more insightful if they had been contrasted with the relationships between a boy who enjoys sports and his relationship with his parents and peers. Additionally, I believe that further studies should focus on the advantages and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
disadvantages that boys experience when their parents encourage or condemn them for not participating in sports (Mennesson et al., 2017).
Research Article 2: Primary Care Provider Understanding of Hair Care Maintenance as a Barrier to Physical Activity in African American Women
Critique: The article identifies the lack of knowledge about African American (AA) hair care and maintenance practices among primary care physicians as a barrier to AA women's increased physical activity. To improve health outcomes for AA females, it is necessary to address specific barriers to encouraging healthy habits among these women. These include a baseline knowledge of hair care and maintenance barriers, an understanding of the significant influence of cultural norms and practices regarding physical activity and exercise, and an increased comfort level when having difficult cross-cultural conversations (Tolliver et al., 2019). The highest rates of obesity and obesity-related illnesses, such as type 2 diabetes, hypertension, heart disease, and stroke, are seen in AA women. According to the article, AA women sustain from working out because it takes time and money to restyle their hair after sweating (Tolliver et al., 2019). When AA women discuss their concerns about their hair-related issues, they feel their physicians do not understand and feel dissatisfied with
getting help. In the study, clinicians hardly ever recommend hair maintenance or scalp perspiration as a significant obstacle to exercise (Tolliver et al., 2019).
The study sent a 13-question survey via email to 151 clinicians working within a department of family medicine. With multiple choice and yes/no questions, the survey gathered clinicians' opinions, attitudes, beliefs, and knowledge regarding AA hair maintenance and physical activity (Tolliver et al., 2019). Most of the respondents were nurse practitioners, physician’s assistants, and family medicine residents and attendings. At the end of the questions, there was an open-ended question and 80% of respondents answered (Tolliver et al., 2019). This demonstrates the topic's unfamiliarity and interest and emphasizes
5
the need for more research in this field. Of the 41% of PCPs who responded to the survey, 76% said they never included maintenance or hairstyling assessments, and 34% said they felt uncomfortable talking about the subject (Tolliver et al., 2019). This tells us that there needs to
be training on addressing hair maintenance with AA women and what techniques and methods will benefit them. Similar to other cultural competency training, the article explains the need for faculty to model cultural competence in AA hair care. This will improve healthcare providers' knowledge, attitudes, and skills while also increasing patient satisfaction (Tolliver et al., 2019). This is relevant to families and individuals in social context content area because it evaluates the effects of demographics like race, ethnicity, and gender on modern families and illustrates the interactions between individuals, families, and various social systems like health and education. I believe there is much-needed research on how changes will be made and the effects of these changes. The article stated that a respondent felt uncomfortable with discussing AA hair care because it resulted in them being insulted when they did while another did not want to say something wrong and upset the patient. Medical students and residents will benefit from faculty modeling cultural competency since it starts to close knowledge gaps and cultural divides early in the academic process (Tolliver et al., 2019). 2.
Internal Dynamics of Families
“An understanding of family strengths and weaknesses and how family members relate to and interact with each other.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Couple’s Relationship during the Transition to Parenthood and Toddler’s Emotional and Behavioral Problems
Critique: The purpose of the article was to investigate how the couple's relationship, both positive and negative, affected the toddler's externalizing and internalizing issues as they
6
adjusted to becoming parents. Becoming parents is a major life transition for couples, especially for first-time parents. Relationships change in many ways, including how the couple divides responsibilities, communicates, is intimate, and experiences satisfaction, closeness, support, anxiety, and irreverence (Pinto et al., 2023). The paper concentrated more on how couples' relationship problems negatively affect toddlers' internalizing and externalizing issues limiting the positive impacts. Since kids often look to their parents for direction, the article focused on the research showing that parents should exercise caution in their behavior from the start of pregnancy until 30 months after giving birth (Pinto et al., 2023). The toddler's adaptation to the psychological world is influenced by the couple's relationship during the transition to parenthood, whether it be positive or negative.
Researchers handed out a questionnaire to 115 mothers and fathers in northern Portuguese. They answered these questions during the 1
st
trimester, 3 months postpartum, and
30 months postpartum. The inquiries focused on the child's age, sex, and health issues as well
as the parent's socio-demographics, including their age, nationality, education, socioeconomic
status, and marital status. The findings were that the couple's positive relationship during the first trimester of pregnancy and their negative relationship three months after giving birth were shown to be the strongest indicators of the toddler's internalizing issues (Pinto et al., 2023). The best markers of the toddler's externalizing problems were the couple's positive relationship dimensions at thirty months postpartum and the negative dimension at three months (Pinto et al., 2023). During the transition to parenthood, toddlers from couples who had not adjusted to parenthood were found to have higher levels of internalizing and externalizing problems. The article concluded that a couple's damaging relationship hurts the psychological adjustment of toddlers (Pinto et al., 2023).
The article explains that as a result of entering parenthood, intimacy and marital satisfaction tend to decline while conflict and expectation disconfirmation tend to rise from
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7
pregnancy to the postpartum period. A child may exhibit internalizing and externalizing behaviors, such as difficulty sleeping, withdrawal, aggressive behavior, and anxiety or depression if their parents do not adapt to being parents (Pinto et al., 2023). This is relevant to
the internal dynamics of families content area because it analyzes how families react to stress,
cries, and trauma and identifies and describes healthy and unhealthy characteristics related to family development. I think the findings are correct, but more research is required to determine which aspects of a couple's relationship—whether good or bad—lead to internalizing and externalizing behaviors in children. The article covered a limited range of negative—being irritated and criticized—and positive—expressing love and enjoying each other's company—traits that a couple may exhibit leading to impacting on a child's psychological development (Pinto et al., 2023).
Research Article 2:
Movies as a Therapeutic Technique in School‐Based Counseling Groups to Reduce Parent-Adolescent Conflict
Critique: The article's goals were to assess the unique contribution of movie therapy and evaluate a school-based group counseling program that aims to reduce parent-adolescent conflict. The study also tested the hypothesis that movie therapy interventions will result in better outcomes than the control group, which did not receive any movie therapy. The article goes on to say that movie therapy is the use of movies as texts for therapeutic dialogue (Tannous-Haddad & Shechtman, 2019). It has been reported that movie therapy is less scary than other forms of therapy, lessens loneliness, and has been effective in situations other than parent-adolescent conflict. Excessive levels of conflict between parents and adolescents can result in behavioral issues such as drug addiction, antisocial behavior, and delinquency in the adolescents (Tannous-Haddad & Shechtman, 2019). The article emphasized that the aim is to lessen the conflict between parents and adolescents to enhance the development and well-
8
being of adolescents as well as the environment within the family (Tannous-Haddad & Shechtman, 2019).
The information gathered was from 173 Arab adolescents who scored high on conflicts with their parents. The group was then divided into 3 sections: a treatment intervention group with movies; a treatment intervention group without movies; and a third section that got no treatment at all (Tannous-Haddad & Shechtman, 2019). All three groups had 10 weekly sessions that lasted 1.5 hours. There was a total of 70 boys and 103 girls. 80% of parents had jobs, and 92% of the respondents were from intact families (Tannous-Haddad & Shechtman, 2019). The movies shown were selected by experts and they had to be about parent-adolescent conflict. Examples of such films include "Freaky Friday," "LOL," and "Cheaper by the Dozen." (Tannous-Haddad & Shechtman, 2019). Parents and adolescents only watched 10-15 minute clips of the movie and were guided to talk about how it made them feel and their thoughts on it. The control group talked about social issues unrelated to disputes with parents, such as bullying, learning disabilities, and teacher pressure (Tannous-
Haddad & Shechtman, 2019). The findings showed that families with movie therapy experienced less conflict, and the control group's well-being declined (Tannous-Haddad & Shechtman, 2019). The article conducted sessions that explained various solutions and their outcomes, and it explains how parent-adolescent conflict can have significant effects on family dynamics and development (Tannous-Haddad & Shechtman, 2019). This is relevant to the internal dynamics of families content area because it examines how families respond to stress, defines and identifies positive and negative traits associated with family growth and relationships, facilitates and enhances problem-solving and communication processes, and creates plans of action that support families in operating efficiently. I think the findings are accurate but future research should try to avoid translating data and questions. The work in
9
this article was translated from English to Hebrew to Arabic and back again, possibly having some information misinterpreted. The participants came from intact families, but I believe the
results would have been more insightful if they had included low-income families and the outcomes of movie therapy.
3.
Human Growth and Development Across the Lifespan
“An understanding of the developmental changes (both typical and atypical) of individuals in families across the lifespan. Based on knowledge of physical, emotional, cognitive, social, moral, and personality aspects.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Self-Esteem Development Across the Lifespan
Critique: This article's goal was to review the available scientific data on how self-
esteem develops throughout a person's lifetime. The article then delves into how self-esteem varies by gender and throughout childhood, adolescence, adulthood, and old age (Robins & Trzesniewski, 2005). In general, a person's self-esteem is high during childhood, falls during adolescence, rises again during adulthood, and then falls sharply as they enter old age. An individual's fluctuation in self-esteem is a reflection of changes in their social environment, emotional stability, and maturation (Robins & Trzesniewski, 2005). The article covers the variations and influences on self-esteem that occur in different life stages and between genders. The article begins to review the data provided by three studies that have been conducted: a meta-analysis of 86 published articles, a large cross-sectional study involving people ages 9 to 90, and a cohort-sequential longitudinal study involving people ages 25 to 96
(Robins & Trzesniewski, 2005). It has been found that children with high, unrealistically positive self-views have high self-esteem, regardless of gender. When a child enters elementary school, their self-esteem decreases because they hear more unfavorable comments
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
10
from peers, parents, and teachers (Robins & Trzesniewski, 2005). As they enter adolescence boys and girls have a drastic gap between them. Adolescent girls have lower self-esteem than adolescent boys. When they reach adulthood, their self-esteem increases once more, reaching a peak in their late 60s as a result of holding status and influential jobs and being extremely conscientious (Robins & Trzesniewski, 2005). When people get older, their socioeconomic standing, roles in relationships, physical functioning, and other factors cause their self-esteem
to drop once more, usually around the age of 70. The article provided an understanding of how the trajectory of self-esteem can shed light on the underlying processes that influence how self-esteem develops. For instance, the idea that self-esteem declines in adolescence and old age raises the possibility that there are shared experiences in these stages that could have a detrimental impact on a person's sense of self and self-worth (Robins & Trzesniewski, 2005). This is relevant to human growth and development across the lifespan content area because it illustrates individual development, describes developmental stages and transitions throughout the lifespan, and contrasts the effects of gender on human development throughout the lifespan. Although the article did a great job of explaining how self-esteem rises and falls, I believe that to fully understand the data, future research should take into account a wider range of racial and socioeconomic backgrounds. Since the article was able to distinguish between boys and girls at different stages of life, I believe that applying this same separation to other categories would have improved the outcomes.
Research Article 2:
Service Needs Across the Lifespan for Individuals with Autism
Critique: The purpose of this article was to investigate the service needs of people of all ages who have autism spectrum disorder (ASD). According to recent studies, there are 1.3 million children and adolescents between the ages of 3 and 19 who have been diagnosed with
ASD, compared to 5.3 million adults over the age of 20 (Turcotte et al., 2016). According to
11
the article, school systems provide services to young children and adolescents with ASD; however, after they graduate, they are no longer eligible, which causes a decrease in critically
important services (Turcotte et al., 2016). These now-adults with ASD must continue to rely on their parents and other caregivers after leaving the educational system. Although there are services available to assist these, ASD adults find it difficult to access them because of eligibility requirements, which vary by state, and other constraints. The 1999, 2004, and 2008 Pennsylvania Autism Needs Assessment surveys provided the data for this article. 3,440 people replied to the 30,000 surveys that were mailed out in Pennsylvania (Turcotte et al., 2016). 83% of respondents were Caucasian, 11.3% were African American, 5.9% were Hispanic/Latino, and 2.8% were Asian (Turcotte et al., 2016). The article further states that less than half of adults with ASD are employed and are underpaid or underutilized, which makes it difficult for them to become financially independent (Turcotte et al., 2016). The article's findings indicate that adults with ASD have unmet needs for social skills instruction, occupational therapy, one-on-one support, and speech/language therapy. The Medicaid Home and Community-Based Services (HCBS) waivers and programs offer a wide range of services, from employment to medical care. Adults with ASD may be eligible for services through HCBS waivers depending on the state, but the number of individuals they can serve is limited, and their financial eligibility requirements may vary (Turcotte et al., 2016). The article gave a thorough overview of the services that adults with ASD require throughout their lives. Although early intervention in ASD patients is known to improve their
development, the effects of the disorder do not go away after high school, and these individuals still require assistance throughout their adult and senior years (Turcotte et al., 2016). This relates to the content area of human growth and development across the lifespan because it describes the effects of individual health and wellness on families, shows how
12
individual development affects families, and provides examples of developmental stages and transitions across the lifespan. The article effectively conveyed the limited resources available to adults with ASD; however, it solely focused on the Caucasian population. Additional research should also examine the service needs of adults nationwide rather than just examining the services that are offered to adults in various states. 4.
Human Sexuality Across the Lifespan
“An understanding of the physiological, psychological, and social aspects of sexual development across the lifespan, to achieve healthy sexual adjustment.” (National Council on
Family Relations [NCFR], 2020).
Research Article 1:
Removing Barriers to Adolescents’ Access to Contraceptive Information and Services
Critique: This article's main goal was to draw attention to the inadequate needs of adolescents and the need for improved public reproductive and sexual health information (Bankole & Malarcher, 2010). Adolescents frequently lack the maturity to negotiate safe practices as well as the information and self-assurance to exercise their reproductive rights. Because of this, a lot of people have unprotected sex, sometimes with several or casual partners, putting them at risk for HIV and other STDs as well as unwanted pregnancy (Bankole & Malarcher, 2010). The article follows evidence from sub-Saharan Africa and Latin America where these outcomes are more common than elsewhere. This article highlights the need for more efforts to support teens in engaging in safe sexual practices, including preventing unsafe abortions, providing access to contraception, and addressing feelings of shyness or shame when raising concerns about safe sex (Bankole & Malarcher, 2010).
Although the majority of adolescent females aged 15 to 19 were aware of at least one modern method of contraception, only 9% of them in Burkina Faso, 28% in Ghana and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
13
Malawi, and 32% in Uganda had detailed knowledge (Bankole & Malarcher, 2010). A similar
pattern is seen throughout Central America, where a high percentage of young women (15–19
years old) in Guatemala, El Salvador, Honduras, and Nicaragua know at least one modern method of contraception. Despite this knowledge, nearly one in three of these women, who have ever been pregnant between the ages of 15 and 24, in El Salvador (29 percent), Guatemala (33 percent), and Honduras (28 percent), did not think that they could get pregnant after having sex for the first time (Bankole & Malarcher, 2010). While young men's social status increased if they were thought to have multiple sexual partners, young women's good reputations were based on their virginity. Young women were generally stigmatized if they were known to be carrying condoms or using contraceptives (Bankole & Malarcher, 2010). The article explained that if young people's sexual and reproductive health needs are not met, there will be a persistently high rate of unwanted pregnancies, unsafe abortions, and STDs, including HIV. This will have long-term negative effects on health, society, and the economy (Bankole & Malarcher, 2010). This relates to the content area of human sexuality across the lifespan because it discusses sexually transmitted infections and risk factors like social pressure as well as sexual functioning and reproductive health. In addition to providing
statistics about the number of young people engaging in risky sexual behavior and the associated consequences, the article did a fantastic job of outlining the next steps that should be taken to increase access to safe sexual behavior and sexual education. Future studies, however, ought to focus on LGBTQ+ communities to determine whether they require assistance with sex education and safe sex practices.
Research Article 2:
Talking to African-American Teens About Sex
Critique: The purpose of the article was to express the concern about teen pregnancy in the state of Wisconsin among African-American teenagers and inform professionals on
14
how to speak about safe sex with them. Wisconsin has the fourth-lowest rate of teen pregnancy among white teenagers, but shockingly, it ranks 27th among African-American teens (Hartwig, 2019). Wisconsin law does not mandate that public schools teach sex education. If they do, their curriculums do not have to include any specific information about contraceptives, nor do they specify the age at which the instruction must be given, how long it must be given, or who must teach it (Hartwig, 2019). According to the article, existing curricula frequently favor sex within heterosexual married couples, which is not representative of the reality for many African-American teenagers who frequently witness single and teenage parents in their homes and communities (Hartwig, 2019). Educating African-American teenagers about sex education in a non-biassed way could make them feel less ashamed or afraid to ask questions. Doctors can take the time to talk to the teenager, normalizing the topic of sex and preparing the way for more fluid discussions about sexual relationships when the teen is older (Hartwig, 2019).
The article used published work to gather statistics on teen pregnancy among African Americans. According to the article, communities and medical professionals can also aid in reducing the teen pregnancy rate among African Americans in Wisconsin, in addition to schools educating youth about sexuality (Hartwig, 2019). According to the article, community workshops are one way to get involved in the community. These workshops allow parents and teenagers to learn together in a comfortable, nonclinical setting, ensuring that the parents are also educated and capable of sharing relevant information with their children (Hartwig, 2019). Physicians can also modify the way they talk to their teenage patients about sex. Teens of African American descent may feel stigmatized or judged when their doctor inquires about sex. This is especially true when the topic is brought up by a doctor who is not of the same race, culture, or sex. Patients of African American descent who
have a physician who is racially concordant report higher levels of satisfaction with their care
15
(Hartwig, 2019). It's critical to normalize the discussion of sex and take an objective stance to
foster a welcoming environment where any patient feels free to ask questions. According to the article, there is a high rate of teen pregnancy among African Americans. To reduce this, communities, schools, and medical professionals must work together to educate and support African American families (Hartwig, 2019). This relates to the content area of human sexuality across the lifespan because it discusses human sexuality from values-respecting perspectives and describes sexual functioning and reproductive health. The article did a good job of explaining the tactics and tools that African American teens need to reduce teen pregnancy, but it only looked at Wisconsin. Future studies should look at other minority groups in different states. 5.
Interpersonal Relationships
“An understanding of the development, maintenance, and dissolution of interpersonal relationships among friends, roommates, coworkers, neighbors, as well as family members.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Friends’ Discussions of Interpersonal and Noninterpersonal Problems During Early and Middle Adolescence: Associations with Co-Rumination
Critique: The purpose of the article was to investigate the kinds of issues that co-
ruminating youth in their early and middle adolescence discussed (Rose et al., 2022). Friends may become "stuck" on complex interpersonal problems that are hard to comprehend or resolve because of the ambiguity and difficulty of solving interpersonal problems caused by the uncontrollable behavior of others. This theory aligns with previous research showing that people who struggle to deal with ambiguity often engage in cognitive rumination (Rose et al.,
2022). Noninterpersonal problems include issues with academics, athletics and other extracurricular activities, jobs and money, and so on. Co-ruminating adolescents are expected
to spend less time discussing noninterpersonal problems than interpersonal problems because
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
16
noninterpersonal problems are more likely to be less ambiguous and have more clearly recognizable causes, solutions, and consequences (Rose et al., 2022). Girls report higher levels of interpersonal stress than boys, according to the study, which also found that girls place a higher value on interpersonal relationships than boys do. However, boys and girls may not differ in how much time they spend talking about non-interpersonal issues because boys report feeling just as stressed about these things as girls do, including in the areas of jobs, money, sports, and academics (Rose et al., 2022).
The Co-Rumination Questionnaire was used to collect data, and an observational assessment was employed to investigate the kinds of issues that teenage friends talk about (Rose et al., 2022). A mid-sized university town's public school system yielded 628 teenagers
from seventh and tenth graders for recruitment. The procedure was done in a laboratory where the friends were separated and completed the Co-Rumination Questionnaire. Then, the friends were reunited in a small observation room to discuss a problem they had. The adolescents had unlimited time to discuss each friend’s problem. Thought units are logical divisions of speech identified based on contextual and syntactic clues, such as pauses, changes in ideas, or changes in who was speaking (Rose et al., 2022). Following transcript segmentation, of the 131,086 total thought units, 39,537 were focused on problems. Seventh and tenth graders did not differ in how much time they spent discussing family problems and peer problems, but a significant effect showed that tenth graders spent more time discussing romantic problems than seventh graders (Rose et al., 2022). Regarding noninterpersonal issues on extracurricular activities and sports, boys were more likely than girls to discuss them. Girls were more likely than boys to discuss family, peer, and romantic issues (Rose et al., 2022). The current study aimed to give a more thorough understanding of co-rumination during adolescence, even though co-rumination in teenagers increases the likelihood that they
17
will eventually experience more internalizing issues (Rose et al., 2022). Teens who reported higher levels of co-rumination also spent more time talking about interpersonal issues, such as issues with families, friends, and romantic partners. On the other hand, co-rumination did not correlate with talking about non-interpersonal issues, such as issues with jobs, money, extracurricular activities, athletics, or academics (Rose et al., 2022). This pertains to the interpersonal relationships content area because it explains the stages of relationship development, examines the influence of personality and communication styles, and analyzes interpersonal relationships from theoretical standpoints. The article's strengths include its large sample size and microcode, which made it possible to explore issues that teenage friends discuss in a way that previous studies were unable to. However, there were also drawbacks. For example, the study did not explain why co-rumination is linked to talking about some issues more than others. Research Article 2:
Family and Interpersonal Relationship in Early Adolescence
Critique: The study aims to delineate the significance and authority of the indicators of family and interpersonal relationships that are provided to children in early adolescence as a measure of life quality (Michek & Loudová, 2014). The authors discuss how children's attitudes toward friends, family, partners, and assistance for the disabled differ depending on their gender. The age group for this study was 12 to 15-year-olds from low secondary-level education (6
th
to 9
th
graders). A total of 193 respondents were unaware that they were participating in a research or selection process (Michek & Loudová, 2014). The findings demonstrated that, according to gender, girls strongly prefer family and education, indicating a tendency to put others' needs ahead of their own (Michek & Loudová, 2014). In contrast, boys place less value on social relationships.
According to the article, there are gender differences in interpersonal relationships. Boys place a higher value on alcohol because they are more idealized as mature and
18
masculine, while girls place a higher value on family and social relationships (Michek & Loudová, 2014). Each respondent received twenty pictures and a questionnaire with the assignment of marking or writing, using a five-point rating system, the significance of each situation's objects (life indicators) for their subjective assessment of the quality of life. The study's findings show that while teenage girls prefer to keep a close relationship with their families, teenage boys typically behave in an autonomous and independent manner. Girls are happier in their personal lives because they value their interpersonal relationships with family
and friends, while boys are less happy because they value their autonomous and independent behaviors more than their interpersonal relationships (Michek & Loudová, 2014). According to this article, young adolescent girls and boys perceive social relationships as having a significantly different quality of life overall. The article explained that the most significant indicator of quality of life for boys and girls who are 12 to 15 years old is friends, followed by hobbies and family (Michek & Loudová, 2014). Partnerships and/or helping the disabled are not considered in the light of indicators for such importance. This relates to the interpersonal relationships content area because it describes the phases of relationship growth, looks at the impact of personality, conducts a theoretical analysis of interpersonal relationships, and provides an example of how unhealthy coping mechanisms like avoidance affect interpersonal relationships. Having a large amount of data from such a small sample size was one of the article's strengths. On the other hand, there were some limitations as well. For instance, the study did not address whether the respondents' parents' opinions affected their interpersonal relationships, and they did not obtain permission to research the children. 6.
Family Resource Management
“An understanding of the decisions individuals and families make about developing and allocating resources including money, time, energy, space, material and health assets, and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
19
networks of support to meet their goals.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Goal Setting and Decision Making by At-Risk Youth
Critique: The purpose of the article was to examine a topic that had not received enough attention: how at-risk youth frame their decisions positively and align them with their
values or overarching goals (Galotti et al., 2009). The flexibility and power that adolescents possess in their imagination and thought processes gives them more control and direction, which in turn facilitates the systematic generation of possibilities and the ability to plan ahead
and foresee outcomes. Therefore, it would seem reasonable to conclude—and some empirical
evidence supports this conclusion—that adolescents exhibit higher levels of decision-making competence than younger children and, in some cases, even approach adult-like performance levels (Galotti et al., 2009). Setting objectives is a crucial step in the decision-making process. A significant number of theoretical decision-making models evaluate the degree to which the chosen option fulfills the decision-maker's objectives or goals. (Galotti et al., 2009). If an adolescent wants to move away from home and not worry about rent and food, then the military might be an option; however, if the adolescent is not good with taking orders and wants to see his or her friends every day, then joining the military would be counterproductive. The key idea is that one can only assess a decision's overall goodness in relation to the individual's primary objectives (Galotti et al., 2009).
The article utilized a sample of at-risk adolescents from the program the Wisconsin ChalleNGe Academy. It is a voluntary, residential program sponsored by the National Guard that aims to assist habitual high school truants in obtaining a diploma and making positive changes in their lives. (Galotti et al., 2009). All adolescents applying to the program must meet certain requirements, including being between the ages of 16 and 18, having dropped out of high school, not being on parole, not being subject to court orders, being drug and
20
tobacco-free, and showing up for all interviews. A total of 90 adolescents completed the program. It was discovered that teenagers who finish the ChalleNGe program appear to have more self-assurance in their capacity to make choices and set goals (Galotti et al., 2009). These results suggest that at least some aspects of teenage goal setting and decision making are amenable to intervention. Specifically, what changes for the adolescents is not necessarily
the kind of information they seek or consider, but rather how they focus their energy on fewer
goals and their growing positive feelings toward the process of making specific decisions about their future plans (Galotti et al., 2009).
A primary focus of the study was to examine the characteristics of goal-setting and decision-making that at-risk adolescents have at the beginning and the end of the intervention
program. The study aimed to improve goal-setting and decision-making and would show effects on objective measures of decision-making and goal-setting performance (Galotti et al.,
2009). This pertains to the content area of family resource management because it describes the variety of community resources that adolescents require, the decision-making process, the
influence of values and goals on the process, and the application of management tools that young people can utilize. The article did a good job of outlining the tools and strategies used to assist at-risk youth, but further research should focus on how young people make wise decisions about their education and careers. Additionally, a longitudinal study into the adult lives of the youth volunteers should be conducted to confirm that their program had a positive
impact on their lives. Research Article 2:
Setting Goals in Chronic Care: Shared Decision Making as Self-
Management Support by the Family Physician
Critique: The purpose of the article was to define strategies for goal-setting within family medicine self-management and to pinpoint areas that require more work to make self-
management goal-setting useful (Lenzen et al., 2014). The article defines the term self-
21
management as the ability and willingness of a patient with a chronic illness to take charge of
their everyday lives. Instead of being approached like a typical research study, the analysis of
the article was more like a debate. Four questions were put forth in this debate: "What are self-management goals?," "What is required to complete the goal-setting process within self-
management?", "How can professionals determine the level of support required for goal-
setting within self-management?", and "How can patients set their goals and how can they be supported?" (Lenzen et al., 2014).
The article had three main conclusions. The first was rather than focusing only on the symptoms that a person experiences or the disease itself, self-management goals should take into account the treatment of the full individual, including their mental and social status (Lenzen et al., 2014). The second takeaway is that goal-setting for self-management should include accurate evaluations of the patient's motivation, skill set, and level of support (Lenzen
et al., 2014). The study's conclusion emphasizes that self-management is a reciprocal process for which patients and professionals alike need assistance (Lenzen et al., 2014). Overall the article stated that patients who practice self-management can maintain control over their daily
lives and even feel obligated to participate in their treatment plan, which is a true benefit to the healthcare system as well as the patients themselves (Lenzen et al., 2014).
The article outlined the significance of teaching medical staff decision-making and self-management techniques so they can apply them to patients who request them. Together, the patient and the healthcare provider identify the most effective ways for the patient to take care of themselves and their specific needs (Lenzen et al., 2014). This relates to the family resource management content area because it considers the goals and values of the family and
the individual, acknowledges and facilitates the reciprocal relationship between the individual
and community resources, clarifies the influence of values and goals in the decision-making process, and instructs patients and medical professionals on fundamental management tools
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
22
and principles. The article did a good job of outlining the necessary next steps, but further research should focus on gaining a better understanding of the abilities, evaluations, and tools
that are practical and effective at different stages of the goal-setting process. 7.
Parenting Education and Guidance
“An understanding of how parents teach, guide, and influence children and adolescents, as well as the changing nature, dynamics and needs of the parent-child relationship across the lifespan.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Late-adult fathers’ experiences of parenting across the lifespan
Critique: Since an experience-based lifespan perspective on parenting can only be offered by parents who are late in life and have adult children, the article's primary goal is to start an empirical investigation and description of fathers' subjective experiences of parenting
throughout the lifespan (Glavå et al., 2023). There are times when certain parenting behaviors
are relatively stable due to a balancing period. However, when the child's needs change, there
is an unbalance that necessitates adapting parenting behaviors to the child's new needs and developmental stage. Most fathers claim that their early childhood and adolescent parenting includes providing for their children, being a loving parent, being present, setting an example,
serving as a teacher, and serving as a moral guide, (Glavå et al., 2023). In light of the fact that
fatherhood extends beyond adolescence, previous research only focused on fathers' perspectives regarding their parenting to early childhood and adolescence. As a result, this article describes the experiences that fathers claim are parenting to their adult children.
The data collection for this study, which is a component of the Father Involvement from Early Childhood to Adulthood (FIECA) project, took place in 2019 and 2020 with the participation of 93 Swedish fathers (Glavå et al., 2023). In terms of their employment status, 47 participants were retired and did not work, 28 were retired but continued to work, 17 were working but had not yet retired, and one was not retired but did not work. The age
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
23
distribution of the participants' offspring was as follows: the first-born children were 39.5 years old, the second-born children were 36 years old on average, and the third-born and fourth-born children were 31 years old on average. When discussing their involvement in childhood and adolescence as well as in adulthood, fathers described these behaviors as being
involved, supportive, present, and available (Glavå et al., 2023). According to the fathers rather than participating in their young children's extracurricular activities and guiding them in their teenage years, they instead continuously fulfilled the role of being involved and supportive in the child's adult years by watching over their grandchildren, giving them financial support, serving as a handyman, and helping with home repairs or other practical concerns (Glavå et al., 2023).
The exploratory study strengthens this theoretical assumption from the perspectives of
fathers in late adulthood, suggesting how parenting continues to develop and poses challenges to the parent throughout the lifespan. Parenting was explained as evolving, with some parenting styles appearing to fade away and new ones emerging based on the child's needs. This pertains to the content area of parenting education and guidance because it uses age-appropriate child guidance techniques and advocates for healthy parenting from a lifespan perspective. How the article presented their parenting style and its evolution from early childhood until the children were in their late thirties was excellent. Although parenting has been described as a developing and lifelong commitment, relatively little is known about how children experience their parenting throughout their lifespan. Such knowledge would provide new insights into the evolution of parenting as well as a prioritized list of parenting behaviors for soon-to-be parents.
Research Article 2:
Do Online Parenting Programs Create Change?: A Meta-
Analysis
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
24
Critique: This review attempts to shed light on the efficacy of online parenting programs, with a focus on the program's effects on positive child-parent interactions, child functioning, and parenting functioning (Spencer et al., 2020). Studies have indicated that in-
person parenting programs have a positive impact on positive parent-child interactions, child functioning, and parent functioning as well as lowering the likelihood of abusive behaviors by parents. These encouraging and positive outcomes have been shown in several populations, including parents who are at high risk of maltreating their children, parents whose children are in the foster system, and parents whose children exhibit early-onset conduct issues (Spencer et al., 2020). While in-person parenting programs have shown promising outcomes, there are several obstacles that parents may face when attempting to participate in or complete in-person parenting programs. These obstacles include stressors in the parent's environment that could keep them from finishing treatment, parents' lack of knowledge of where to look for resources, lack of readily available services in their area, waiting lists, or concerns about being stigmatized for attending (Spencer et al., 2020). The article delves deeper into the efficacy of online parenting programs, even as it provides a list of positive feedback from the ones that are currently available.
Every piece of information utilized in this analysis came from published, peer-
reviewed journal articles. The selection and collection of studies for the meta-analysis followed standard protocols, resulting in a final narrowing down to 28 studies with 127 distinct effect sizes (Spencer et al., 2020). The meta-analysis's findings demonstrated that online parenting programs significantly improved parent encouragement, promoted positive parenting practices, and reduced unfavorable parent-child interactions. Additionally, negative
discipline techniques, parenting conflicts between parents, parent stress, parent anxiety, parent anger, parent depression, and parent problem behavior were all significantly and modestly reduced by online parenting programs (Spencer et al., 2020). Online parenting
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
25
programs did not produce a significant effect on increasing levels of relationship satisfaction for parents between pretest scores and posttest scores, but they did significantly increase parenting confidence, positive child behaviors, and parenting satisfaction levels (Spencer et al., 2020).
According to the article, the best results of online parenting programs were that parents were encouraging more positive parenting practices and fewer negative parent-child interactions. These findings are significant for the promotion of online parenting programs because studies have shown a connection between parental support and children's positive social behaviors and cognitive development (Spencer et al., 2020).
This pertains to the content area of parenting education and guidance because it describes various parenting styles
and the psychological, social, and behavioral consequences they are associated with, encourages healthy parenting from systems perspectives, and applies child guidance techniques based on the child's age and developmental stage to promote effective developmental outcomes. The article did a great job of outlining how parenting conflicts, negative discipline tactics, negative parent-child interactions, parent stress, parent anxiety, parent anger, and parent depression are all being greatly reduced by online parenting programs. However, because this study only looked at online programs, future research should compare the effects of in-person and online parenting programs on outcomes.
8.
Family Law and Public Policy
“An understanding of legal issues, policies, and laws influencing the well-being of families.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
How Did Safety-Net Reform Affect Early Adulthood Among Adolescents from Low-Income Families?
Critique: The article sought to understand how safety-net reform had affected early adulthood among individuals who were adolescents when the reforms went into effect and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
26
their parent(s). The following safety nets saw reforms: Congress raised the Earned Income Tax Credit (EITC) for low-wage workers between 1994 and 1996; the Temporary Assistance for Needy Families (TANF) program replaced the Aid to Families with Dependent Children (AFDC) program in 1996; and the Medicaid program was changed in the 1980s and 1990s to cover health care costs for children in low-income families (Bastian et al., 2021). The essay examines the various safety-net reforms with a focus on three main questions: (1) How should the changes have changed the resources available to people who were still in their adolescent years? (2) How might the changes have changed their expectations? and (3) How do the changes impact their financial constraints now that they are adults? (Bastian et al., 2021).
Before the reform, AFDC mostly helped low-income single-mother families with children. After 1996, it was anticipated that TANF programs would lead to a rise in parental employment and a decrease in the amount of time the adolescent's parent spent at home. Welfare reform was found to have had a positive impact on the employment of single mothers, but it also hurt the academic performance of students aged 12 to 16. This is because the program may have disrupted adolescence, which has been linked to higher rates of delinquency, truancy, and other risky behavior, particularly in boys (Bastian et al., 2021). The
Earned Income Tax Credit (EITC) is a refundable tax credit that is dependent on the family's income and number of children, but in 1993, Congress increased the program's generous eligibility requirements and targeted families with more children. EITC was expected to increase single parents' employment along a wide margin, presumably cutting down on the amount of time they spend with their kids (Bastian et al., 2021). It was discovered that the EITC improved child health and test scores and increased employment for single mothers. However, wage subsidies during the school years encourage employment and raise the opportunity cost of education, which leads to a decline in education and an increase in
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
27
employment (Bastian et al., 2021). Medicaid gave low-income families with children receiving AFDC health coverage; however, between 1984 and 1997, it was expanded multiple times, restricting coverage to children under a certain age or to particular childbirth cohorts (Bastian et al., 2021). In general, younger birth cohort members from lower-income families are more likely to have benefited from the expansions than older cohort members from wealthier families; however, it decreased adult fertility and raised earnings for young women (Bastian et al., 2021).
The paper went into greater detail about the various safety-net reforms and then reviewed the literature on how those changes affected the parents of adolescents and the children themselves at the time (Bastian et al., 2021). The findings for children in adulthood were as follows: men had positive but comparatively small effects on schooling and little effect on labor supply; women had positive and significant effects on employment and labor supply but negative effects on educational attainment (Bastian et al., 2021).
This pertains to the content area of family law and public policy since it discusses policy resources and identifies proposed policies that have an impact on families. The article did a fantastic job of thoroughly outlining how the safety net affects families, but it could have recommended new measures that families and communities could take to increase the policies' detrimental effects.
Research Article 2: Family Friendly policies: Helping mothers make ends meet
Critique: The article's main focus is on how family-friendly laws may impact mothers' pay in the United States. With more mothers choosing to work while raising children at home, new concerns about how parents can manage work and family care have emerged. "Family friendly" policies, which can include anything from shortened hours or flexible schedules to time off for taking care of a family member, can give parents the flexibility and time off they need to balance their work obligations with their commitment to
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
28
their family (Boushey, 2008). This usually enables people to select a timetable that works well for their obligations to their families. In general, the main goals of family-friendly policies are usually to facilitate scheduling and provide a way to handle, typically, short-term family emergencies without consequence.
The study made use of information from the Survey of Income and Program Participation panels from 1996 and 2001. The study found that obtaining scheduling flexibility is considerably more difficult than obtaining maternity leave (Boushey, 2008). The
study also showed that receiving paid maternity leave is typically correlated with an individual's educational attainment (Boushey, 2008). This implies a connection between paid maternity leave and literacy level. Of mothers with only a high school diploma, 72.3% paid for their maternity expenses out of pocket, while only 32.9% received paid time off (Boushey, 2008). Of the mothers who had completed some college, 47.1% received some compensation while on maternity leave, and 59.0% paid for their maternity leave (Boushey, 2008). 30.7% of mothers with only a high school education and 21.5% of mothers with at least some college education gave up their jobs after having their first child (Boushey, 2008). In comparison to women who are less educated and have invested less in their "human capital" and earning potential, professional women—those who have dedicated time and resources to their education to embark on a career path—seem to be more negatively impacted by leaving their jobs. This relates to the content area of family law and public policy because it examines how proposed policies would regulate and impact professional conduct and services, examines how the legal issues and family-friendly policies in this matter affect the well-being
of families, and looks for evidence of bias in the policy (Boushey, 2008).
The compensating differentials argument, that was mentioned, suggests that mothers will typically prefer to receive a more family-friendly policy than to forgo the potential wage consequences. The
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
29
article did a great job of covering a wide range of women in terms of their ages, citizenship, educational attainment, races, religions, and even work schedules. However, a more recent Survey of Income and Product Participation would have been beneficial. 9.
Professional Ethics and Practice
“An understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues as they relate to professional practice.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
Ethical Family Interventions for Childhood Obesity
Critique: The article's goal was to raise ethical questions about family-based intervention, including concerns about obesity as child abuse or neglect, parents' rights and obligations to protect their children, and parents' decision-making on behalf of their child because the child is unable to understand the risks and benefits of treatment (Perryman, 2011).). The article expresses contempt for medical professionals' unwillingness to admit that
parental decision-making skills and family practices have a significant impact on childhood obesity. The Child Welfare League of America reported in 2008 that numerous state courts have defined medical neglect to include morbid obesity and have subsequently determined that certain children were neglected due to their obesity. One such case involved the arrest and criminal neglect charge of a 14-year-old boy's mother whose son weighed 555 pounds (Perryman, 2011). Concerns about ethical interventions center on striking a balance between a parent's general duty to provide for their children and their legal right to raise them as they see fit. A child has a 40% chance of becoming overweight in a family with one overweight parent; if both parents are overweight, the risk increases to 80%, compared to 7% in a family where neither parent is overweight (Perryman, 2011). According to the article, when parents determine the lifestyle choices for their family, they are also influencing the short- and long-
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
30
term impacts on the physical and mental health of their children. Incorporating the family in ethical interventions for childhood obesity is crucial because overweight parents are significantly more likely to diet and make negative comments about themselves in front of their obese child. These behaviors model an unhealthy self-concept for the child, which can lead to an inferior body image and low self-esteem (Perryman, 2011). The National Institutes of Health's We Can! (Ways to Enhance Children's Activity and Nutrition) program, which provides tools and resources for families, healthcare providers, and communities, demonstrates that ethical concerns can be addressed through family-based interventions (Perryman, 2011). The program demonstrated notable enhancements in the knowledge, attitude, and behaviors of both parents and children involved. The article explained that family dynamics are a significant contributing factor to childhood obesity, but medical professionals have been hesitant to include the family in morally sound childhood obesity interventions.
This pertains to the professional ethics and practice content area since it upholds the current understanding of childhood obesity, assesses
moral quandaries, and pinpoints workable solutions (Perryman, 2011). The ethical justifications for family dynamics and childhood obesity were effectively explained in the article; however, future research should focus on how to make family intervention programs more inclusive of families from diverse backgrounds. Research Article 2:
“I Just Think It’s Weird”: The Nature of Ethical and Substantive Non-ethical Concerns About Infertility Treatments Among Black and White Women in U.S. Graduate Programmes
Critique: The purpose of the article was to examine the nature and substance of ethical concerns about medicalized infertility treatments, which have been identified as a potential sociocultural factor contributing to these disparities in treatment-seeking (Tierney &
Urban, 2023). Numerous studies have shown that ethical opinions regarding infertility
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
31
treatments in the United States and other countries are related to racial, ethnic, religious, and other social identities (Tierney & Urban, 2023). Treatment-seeking models that emphasize the influence of perceptions, norms, and social networks on healthcare utilization, including the use of infertility treatments, are consistent with the significance of ethical perceptions of these treatments as a factor contributing to differential treatment-seeking and use. Though research on general and ethical perceptions of infertility treatments is more widely conducted outside of the United States, relatively little is known about how women perceive infertility treatments in the United States or how these perceptions differ across social groups. Understanding the substance of these ethical concerns could help create interventions to address sociocultural barriers to service use.
This study sought to determine whether surrogacy, the use of donor sperm or eggs, artificial insemination (using the couple's own or donor sperm or eggs), in-vitro fertilization (IVF), or any other infertility treatment raised ethical concerns for Black and White women with high levels of education. They also sought to characterize the nature of any ethical concerns that these women had, if any, and to determine whether those concerns differed by race. White and Black women between 25 and 35 years of age, who were enrolled in graduate
programs in the United States, did not have children, and did not intend to have children in the next 6 months were randomly selected via email (Tierney & Urban, 2023). A total of 31 women were interviewed for the study.
It was demonstrated in the interviews that ethical concerns varied by modality but that there was no evidence of variation by race. The variation by modality was in line with previous research, but there was little evidence of variation in ethical concerns by race. Regarding third-party infertility treatments, the most prevalent ethical worries among both Black and White women were about the incentives, risks, and autonomy of egg donors and surrogates, as well as their obligations to and from them (Tierney & Urban, 2023).
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
32
Together, the findings demonstrated that while ethical concerns about treatments involving third parties are common among Black and White women in U.S. graduate degree programs, there were few differences in the substance of these concerns, and few women had concerns about more widely used treatments like IVF. The article explained new information about the nature of ethical and non-ethical concerns about infertility treatments that inform research, practice, and policy (Tierney & Urban, 2023). This pertains to the content area of professional ethics and practice because it shows respect for various cultural values, evaluates
diverse approaches, and exhibits a professional attitude toward ethical standards. The paper did a good job of outlining the moral dilemmas surrounding fertility among White and Black women, but I believe that to get more interesting results, future research should interview women from a variety of educational backgrounds as well as all racial backgrounds.
10. Family Life Education Methodology
“An understanding of the general philosophy and broad principles of Family Life Education in conjunction with the ability to plan, implement, assess, and evaluate such educational programs.” (National Council on Family Relations [NCFR], 2020).
Research Article 1:
The Effectiveness of Helping Skills Training for Undergraduate Students: Changes in Ethnocultural Empathy
Critique: The article's goal was to investigate patterns of growth across the four subscales—Empathic Feeling and Expression (EFE), Empathic Perspective Taking (EPT), Acceptance of Cultural Differences (ACD), and Empathic Awareness (EA)—and how race and gender interact to predict ethnocultural empathy both before and after receiving helping skills training (Lu et al., 2020). Ethnocultural empathy is the ability to comprehend and feel empathy for the experiences of people from different racial and ethnic backgrounds. Because ethnocultural empathy entails a profound understanding of potential differences in values and
experiences, it is theorized that it can result in changes in attitude. Ethnocultural empathy was
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
33
positively correlated with people's openness to and appreciation of diversity as well as White people's sadness and rage toward the racism that racial minority groups experience (Lu et al., 2020).
Participants included a total of 143 women, 42 men, and 1 nonbinary student; 99 were
White, 31 were Black, 30 were Asian, 16 were Latinx, 7 were Middle Eastern, and 6 were Native American students. Racial minority women reported substantially higher initial levels for EFE, ACD, and EA than did the other three groups (White women, White men, and racial
minority men), who did not differ statistically. Racial minority men and women scored considerably higher on the EPT than did White men and White women, with racial minority women reporting the highest initial levels (Lu et al., 2020). White women's increases in EFE and EPT at the end of the semester were modest but statistically significant (Lu et al., 2020). Interestingly, racial minority men showed significant decreases in EFE and ACD, while white
men showed significant growth in EA (Lu et al., 2020). The results indicate that training in helping skills could be especially useful in assisting White students in developing empathetic comprehension and communication for people of different racial/ethnic backgrounds.
The study analyzed how college students enrolled in a semester-long helping skills course changed in their ethnocultural empathy, contributing to the literature on multicultural education and helping skills (Lu et al., 2020).
This pertains to the content area of family life education methodology because it made use of appropriate information-promotion techniques, established learning environments that were considerate of each student's needs, vulnerabilities, and learning style, and showed sensitivity to the needs, concerns, and interests
of the diverse community. The article effectively elucidated the significance of skill courses in Ethnocultural Empathy; however, further research ought to focus on gender diversity and gender-based experiences. Furthermore, while statistical methods were employed to
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
34
approximate the intersection of gender and race, these approaches failed to fully capture the distinct and multifaceted experiences of these students from an intersectional perspective.
Research Article 2:
Effects of Learner Variables on Chinese Bilingual Undergraduates’ Intercultural Sensitivity and Effectiveness
Critique: This study aimed to investigate the impact of learner variables on the intercultural sensitivity and efficacy of Chinese university students, who were predominantly bilingual in Chinese and English and primarily utilized English as their primary language of communication with non-Chinese speakers (Liu, 2022). Intercultural Communication Competence
(ICC) is defined as the capacity to interact and communicate in a cross-cultural setting using one's intercultural attitudes, knowledge, and abilities. Intercultural competency encompasses three main elements: intercultural sensitivity (the affective component of ICC), intercultural awareness (the cognitive component), and intercultural effectiveness/adroitness (the behavioral component of ICC) (Liu, 2022). When engaging in cross-cultural interactions,
an interculturally sensitive person is prepared to acknowledge, respect, and value cultural differences. Respecting other cultures and acting in a way that conforms to the host culture are characteristics of an interculturally effective individual.
Data from 439 students, ages 17 to 26, from universities in South China were gathered
for this study (209 male and 230 female). Men and women both scored significantly above the middle of the scale, showing that over half of the participants were generally attentive, self-assured, and involved in cross-cultural communication, exhibiting a moderate to high level of intercultural sensitivity (Liu, 2022). The participants self-assessed as intermediate English learners in class, used English for about 1.61 hours a day, were self-assured, and had high self-efficacy in their ability to learn the language (Liu, 2022). Research has demonstrated that intercultural sensitivity and effectiveness are significant markers of ICC. Affect, on the other hand, encompasses a range of emotions and perspectives, such as
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
35
motivation, self-efficacy, anxiety, and confidence (Liu, 2022). In line with the findings in the reviewed literature, this study found that participants exhibited a moderate to high level of intercultural sensitivity in addition to interaction engagement, respect for cultural differences,
interaction confidence, interaction enjoyment, and interaction attentiveness, in that order (Liu, 2022). The study also revealed that the participants' message skills, identity maintenance, behavioral flexibility, interactant respect, interaction relaxation, interaction management, and intercultural effectiveness were all at a moderate level (Liu, 2022).
The article explained that its goal was to examine how learner characteristics affected the intercultural sensitivity and efficacy of Chinese bilingual undergraduates. The study's key findings were as follows: students' intercultural sensitivity and effectiveness ranged from moderate to high; female students engaged in intercultural communication and respected cultural differences more than male students did; students' intercultural sensitivity was well predicted by their self-efficacy in learning English, English classroom anxiety, and confidence in their ability to learn the language (Liu, 2022). This pertains to the family life education methodology content area because it uses a range of approaches to recognize and address the needs of various audiences, establishes learning environments that are considerate
of each learner's unique needs, preferences, and vulnerabilities, and exhibits sensitivity to the needs and concerns of diversity, and puts evidence-based programs into practice.
A drawback
was that the study's findings were only supported by quantitative data, whereas qualitative data might have provided more in-depth information about the participants' intercultural sensitivity and effectiveness as well as how affective variables influenced these traits.
Conclusion
All things considered, I thought that this was a really thorough research project that allowed me to really dive into the NCFR subject matter and grasp what it comprises. The articles' content demonstrated the amount of research that goes into the National Council of
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
36
Family Relations (NCFR), which essentially provides the instructional framework that scholars use to explore and spread information about the dynamics of families, the relationships within them, and the professionalism involved. The articles I chose to discuss have helped me learn more about topics I was unaware of, which gives me more confidence in my belief that professionals should take the time to examine and inquire about new issues that are emerging to better assist families of all backgrounds. Overall, I thought that this assignment helped me understand the characteristics of each distinct NCFR content area.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
37
References
Bankole, A., & Malarcher, S. (2010). Removing barriers to adolescents’ access to contraceptive information and services. Studies in Family Planning
, 41
(2), 117–124. https://doi.org/10.1111/j.1728-4465.2010.00232.x
Bastian, J., Bian, L., & Grogger, J. (2021). How Did Safety-Net Reform Affect Early Adulthood among Adolescents from Low-Income Families? National Tax Journal
, 74
(3), 825–865. https://doi.org/10.1086/716189
Boushey, H. (2008). Family Friendly policies: Helping mothers make ends meet. Review of Social Economy
, 66
(1), 51–70. https://doi.org/10.1080/00346760701668446
Galotti, K. M., Kozberg, S. F., & Gustafon, M. (2009). Goal setting and decision making by At-Risk Youth. The Prevention Researcher
, 16
(2), 17–20. https://web-p-ebscohost-
com.ezproxy2.apus.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=91db2c57-d64f-43c0-
804b-90b9613484e0%40redis
Glavå, G., Wängqvist, M., & Sjölund, A. (2023). Late-adult fathers’ experiences of parenting across the lifespan. Applied Developmental Science
, 1–15. https://doi.org/10.1080/10888691.2023.2226872
Hartwig, D., MD. (2019). Talking to African-American teens about sex. Wisconsin Medical Journal (Madison, Wis.)
, 118
(1), 5–6. https://web-p-ebscohost-
com.ezproxy2.apus.edu/ehost/pdfviewer/pdfviewer?vid=0&sid=e8685743-9793-
45ad-a940-0ba7d9a8fd66%40redis
Lenzen, S. A., Daniëls, R., Van Bokhoven, M. A., Van Der Weijden, T., & Beurskens, A. (2014). Setting goals in chronic care: Shared decision making as self-management support by the family physician. The European Journal of General Practice
, 21
(2), 138–144. https://doi.org/10.3109/13814788.2014.973844
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
38
Liu, M. (2022). Effects of learner variables on Chinese bilingual undergraduates’ intercultural
sensitivity and effectiveness. Education Sciences
, 12
(12), 873. https://doi.org/10.3390/educsci12120873
Lu, Y., Hill, C. E., Hancock, G. R., & Keum, B. T. (2020). The effectiveness of helping skills
training for undergraduate students: Changes in ethnocultural empathy. Journal of Counseling Psychology
, 67
(1), 14–24. https://doi.org/10.1037/cou0000404
Mennesson, C., Bertrand, J., & Court, M. (2017). Boys who don’t like sports: family lifestyle and transmission of dispositions. Sport, Education and Society
, 24
(3), 269–282. https://doi.org/10.1080/13573322.2017.1361397
Michek, S., & Loudová, I. (2014). Family and interpersonal relationship in early adolescence.
Procedia - Social and Behavioral Sciences
, 112
, 683–692. https://doi.org/10.1016/j.sbspro.2014.01.1218
National Council on Family Relations [NCFR]. (2020). Family Life Education Content Areas: Content and Practice Guidelines
. National Council on Family Relations. https://www.ncfr.org/sites/default/files/2021-03/FLE%20Content%20and%20Practice
%20Guidelines%202020.pdf
Perryman, M. L., PhD. (2011). Ethical family interventions for childhood obesity. Preventing
Chronic Disease
, 8
(5), A99. https://web-p-ebscohost-com.ezproxy2.apus.edu/ehost/pdfviewer/pdfviewer?
vid=0&sid=7ed4f86b-e771-4cf9-bd6a-2c14eef160a5%40redis
Pinto, M. T., Míguez, C. M., & Figueiredo, B. (2023). Couple’s Relationship during the Transition to Parenthood and Toddler’s Emotional and Behavioral Problems. International Journal of Environmental Research and Public Health
, 20
(1), 882. https://doi.org/10.3390/ijerph20010882
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
39
Robins, R. W., & Trzesniewski, K. H. (2005). Self-Esteem development across the lifespan. Current Directions in Psychological Science: A Journal of the American Psychological Society
, 14
(3), 158–162. https://doi.org/10.1111/j.0963-
7214.2005.00353.x
Rose, A. J., Smith, R. L., Schwartz‐Mette, R. A., & Glick, G. C. (2022). Friends’ discussions of interpersonal and noninterpersonal problems during early and middle adolescence: Associations with co-rumination. Developmental Psychology
, 58
(12), 2350–2357. https://doi.org/10.1037/dev0001445
Spencer, C. M., Topham, G. L., & King, E. L. (2020). Do online parenting programs create change?: A meta-analysis. Journal of Family Psychology
, 34
(3), 364–374. https://doi.org/10.1037/fam0000605
Tannous-Haddad, L., & Shechtman, Z. (2019). Movies as a therapeutic technique in School‐
Based Counseling Groups to reduce Parent–Adolescent conflict. Journal of Counseling & Development
, 97
(3), 306–316. https://doi.org/10.1002/jcad.12270
Tierney, K., & Urban, A. (2023). “I just think it’s weird”: the nature of ethical and substantive non-ethical concerns about infertility treatments among Black and White women in U.S. graduate programmes. Human Fertility
, 26
(1), 84–96. https://doi.org/10.1080/14647273.2022.2136014
Tolliver, S. O., MD, MPH, Hefner, J. L., PhD, MPH, Tolliver, S., MS4, & McDougle, L., MD, MPH. (2019). Primary care provider understanding of hair care maintenance as a
barrier to physical activity in African American women. Journal of the American Board of Family Medicine
, 32
(6), 944–947. https://doi.org/10.3122/jabfm.2019.06.190168
Turcotte, P., Mathew, M., Shea, L. L., Brusilovskiy, E., & Nonnemacher, S. L. (2016). Service Needs Across the Lifespan for Individuals with Autism. Journal of Autism
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
40
and Developmental Disorders
, 46
(7), 2480–2489. https://doi.org/10.1007/s10803-
016-2787-4
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Related Documents
Recommended textbooks for you
Social Psychology (10th Edition)
Sociology
ISBN:9780134641287
Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Publisher:Pearson College Div
Introduction to Sociology (Eleventh Edition)
Sociology
ISBN:9780393639407
Author:Deborah Carr, Anthony Giddens, Mitchell Duneier, Richard P. Appelbaum
Publisher:W. W. Norton & Company
The Basics of Social Research (MindTap Course Lis...
Sociology
ISBN:9781305503076
Author:Earl R. Babbie
Publisher:Cengage Learning
Criminalistics: An Introduction to Forensic Scien...
Sociology
ISBN:9780134477596
Author:Saferstein, Richard
Publisher:PEARSON
Sociology: A Down-to-Earth Approach (13th Edition)
Sociology
ISBN:9780134205571
Author:James M. Henslin
Publisher:PEARSON
Society: The Basics (14th Edition)
Sociology
ISBN:9780134206325
Author:John J. Macionis
Publisher:PEARSON
Recommended textbooks for you
- Social Psychology (10th Edition)SociologyISBN:9780134641287Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. SommersPublisher:Pearson College DivIntroduction to Sociology (Eleventh Edition)SociologyISBN:9780393639407Author:Deborah Carr, Anthony Giddens, Mitchell Duneier, Richard P. AppelbaumPublisher:W. W. Norton & CompanyThe Basics of Social Research (MindTap Course Lis...SociologyISBN:9781305503076Author:Earl R. BabbiePublisher:Cengage Learning
- Criminalistics: An Introduction to Forensic Scien...SociologyISBN:9780134477596Author:Saferstein, RichardPublisher:PEARSONSociology: A Down-to-Earth Approach (13th Edition)SociologyISBN:9780134205571Author:James M. HenslinPublisher:PEARSONSociety: The Basics (14th Edition)SociologyISBN:9780134206325Author:John J. MacionisPublisher:PEARSON
Social Psychology (10th Edition)
Sociology
ISBN:9780134641287
Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers
Publisher:Pearson College Div
Introduction to Sociology (Eleventh Edition)
Sociology
ISBN:9780393639407
Author:Deborah Carr, Anthony Giddens, Mitchell Duneier, Richard P. Appelbaum
Publisher:W. W. Norton & Company
The Basics of Social Research (MindTap Course Lis...
Sociology
ISBN:9781305503076
Author:Earl R. Babbie
Publisher:Cengage Learning
Criminalistics: An Introduction to Forensic Scien...
Sociology
ISBN:9780134477596
Author:Saferstein, Richard
Publisher:PEARSON
Sociology: A Down-to-Earth Approach (13th Edition)
Sociology
ISBN:9780134205571
Author:James M. Henslin
Publisher:PEARSON
Society: The Basics (14th Edition)
Sociology
ISBN:9780134206325
Author:John J. Macionis
Publisher:PEARSON