Post a 5- to 6-slide presentation of your Final Project research and recommendations. Include no more than 5 minutes of audio or text in the notes section of your presentation.

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For your final task for the course, you will present your Final Project research and recommendations to your colleagues. Sharing your findings can help inform decision making or research and foster social change. Based on your Final Project, prepare a 5- to 6-slide presentation (not including your title or reference page) to present your research and recommended solutions. You may use PowerPoint or Word to create your presentation. You are encouraged to use pictures or graphics when appropriate. You should either record and embed audio of you presenting (no longer than 5 minutes) or provide detailed presenter notes in the notes section of each slide.

By Day 4

Post a 5- to 6-slide presentation of your Final Project research and recommendations. Include no more than 5 minutes of audio or text in the notes section of your presentation.

Resources to assist with assignment

The Impact of Toys on Gender Identity Development in Children

Introduction and Explanation of Key Literature

The first literature resource offers a comprehensive definition of the term gender identity. According to McGeown (2015), gender identity means the way people make choices concerning their identification of gender. In this paper, it will identify the topic of gender identity entails identifying oneself as masculine, feminine, or a mix of both masculine and feminine. Furthermore, McGeown (2015) explores the role that motivation and gender identity influences children’s choices. The literature explores this topic by researching more than two-hundred children. Amongst the factors that the study by McGeown (2015) examine is gender identification of children aged nine years. Furthermore, accompanying choices in book readings were also studied. This study made interesting conclusions. According to McGeown (2015), children at this age have already identified behaviors that are gender-specific. Female children would read neutral books, a trait that has attributed to masculinity.

This literature is an essential contribution to the topic of discussion in this paper. By demonstrating that children learn to identify with gender-specific behavior, McGeown (2015) shows that childhood environment has a crucial role in gender identity. That means that situations such as homes and schools have an impact on the way children will identify themselves as masculine, feminine, or both.

Further research tackles the topic of gender identity preferences based on social and personal outcomes in children. Martin et al. (2017) identify the impact of social expectations on gender identity. In this research, over four hundred children in three age groups were studied. The study aimed to determine the parameters for the measurement of gender identity in children.

While this was the primary intention of the study, it was noted that children would identify with a gender based mainly on familial or societal expectations and stereotype (Martin et al., 2017).

The research also contributes to the development of the central argument of this topic of study in a somewhat impactful manner. By demonstrating that children will identify with a specific gender based on the outcomes of societal and familial influence (Martin et al., 2017), it means that nurture is very impactful in the child’s gender identity development. About the impact of toys, children are generally assorted with toys which are perceived to be appropriate for their type of gender. Therefore, as children grow up, they already have a perspective of how they identify themselves and the way a specific gender is expected to behave.

Another set of literature identifies essential theories which explain gender identity development in children. The two primary methods which are used in this paper to explain gender development in children are Kohlberg’s theory and Piaget’s theory. Piaget’s theory remains among the widely accepted theories in psychology today. Piaget’s theory explain that children develop knowledge through the active exploration of the environment around them (Newman & Newman, 2017). Indeed, Newman & Newman (2017) have explored the idea of cognitive development in children through the lenses of both Jean Piaget and Eric Erickson. According to Piaget’s theory, children ages birth through two years develops their knowledge by active manipulation of the environment around them. Piaget called this stage the sensorimotor stage.

Drawing on the discussions in the literature provided by Newman & Newman (2017), nurture is crucial in the development of behaviors. It is worth noting that a child’s environment in this critical age (from birth to two years), is decorated with toys. The role of these toys, whenever they are those associated with a specific gender, then it is expected that a child will identify with the gender for which the toys are made. This resource enhances the clarity of the interactions between the choice of toys and cognitive development.

Further, it has been demonstrated, through Kohlberg’s theory, that at a tender age, a child’s moral development is externally controlled (Lind, 2017). In this literature, Lind (2017) proves that conditioning of behaviors has been a significant part of psychology. For instance, practices which are perceived as morally undesirable are discouraged through therapy and education. Ideally, this literature posits that learning through environmental influence is a common strategy used in psychological interventions. Therefore, an environment that is decorated with a specific type of toy is an excellent source of cognition in children. This literature once again proves that behaviors are profoundly influenced by the nurturing factors.

Finally, and perhaps the most crucial set of literature covers toy preference and selection in children. Furthermore, the role of gender stereotype in the development of childhood identity is explained. In the research by Todd, Barry, and Thommessen (2017), it is demonstrated that toys impact children significantly. The psychology of children is affected in that an idea is created that they must play with a specific type of toys (Todd, Barry, & Thommessen, 2017). These types of toys are generally either masculine or feminine toys. The idea of toy preference in children aged nine to thirty-two months has also been investigated by Todd et al. (2018). According to this literature, boys will focus on mechanic toys which resemble engine-powered machines (Todd et al. 2018). On the other hand, girls will generally focus on play with toys that enhance homecare and nurturing behaviors. This gender preference for toys illustrates the impact that toys have on the development and childhood gender identity.

The fact that children are raised in environments where specific types of toys are different means that these environments form part of gender-specific behavioral priming factors. Also, stereotypes of behaviors that should be displayed by males and how different they should be from those of girls also play critical roles (Halim et al., 2018). This argument is also advanced by Todd, Barry, and Thommessen (2017) who believe that the social belief that children should grow and adopt specific play behaviors contribute to gender identity. These ideologies are part of the social frameworks where children are raised. For instance, a young child is provided with specific toys with which they are encouraged to play. Moreover, when children are taken to school such as in baby care, the toys are availed according to their perceived gender. These factors are essential primers of gender-specific behaviors as explained through Piaget and Kohlberg’s theories.

The Main Challenges

The Need for more Research

The topic of gender identity had previously received less attention from researchers. Already, the subject of gender identity had not been researched in detail. This effect is seen today in the few literature materials that are available on the topic. Therefore, new research encounters a hurdle when referring to related literature. Notably, the documentation of social experiments by competent social psychologists has been lean.

However, this observation is being overturned as new research is being conducted to identify the cause of gender identity crises in children and adolescents (Wiesgram, 2016). Research has led psychologists such as the American Psychological Association to classify gender identity crises as one of the mental disorders. According to the American Psychological Association (2013), gender dysphoria is amongst the many psychological disorders classified in the current DSM-5 manual.

There are also conflicting arguments as to whether the environment plays a vital role in gender identity development in children. Gender dysphoria is debated. However, it is generally agreed that gender dysphoria is a mental health condition in which biological sex identity of individual conflicts with the perception of the person’s gender (American College of Pediatricians, 2017). According to the American College of Pediatricians (2017), the biological sex is already pre-determined before a child is born. Also, it is stated that gender dysphoria is a condition of the mind but not an issue with sexual identity. However, despite the role of hormones in influencing gender dysphoria, environmental factors have been attributed to the disorder. American College of Pediatricians (2017), identify the nurturing of this behavior as unhealthy. However, the main topic of discussion, gender identity development in children remains to be one that eludes controversial findings.

Exploitation of an Existing Stereotype

Having gender stereotypes in the society has given toy manufacturers a unique opportunity to exploit this perception through the gender-typed toys. Today, it is easy to discern a masculine-typed toy from a female-typed one from merely observing the differences colors. It is now understood that masculine toys are dull-colored and mechanical or are an imitation of engine-powered machines (Todd, Barry, & Thommessen, 2017). Examples include trains, bicycles, and vehicles, to mention a few. These toys would be used by boys exclusively-except for rare situations where a girl may choose these types of toys, and in which case, they will be assumed to be gender dysphoric possibly. However, girl-typed toys would be made to be brightly colored such as pink-colored toys and those that reflect care such as dolls and utensils.

The primary challenge that this stereotyping has is exploitation by manufacturers of these toys to influence behaviors in children. Therefore, as research which tries to identify the leading role of the environment on the gender identity of children, this factor has not been considered yet it plays an important role. Therefore, this may create a problem in interpreting results.

Social Impacts

The use of toys to teach specific behaviors to children has been a common phenomenon in many societies. Toys are more than just equipment of play. They are used to teach children to identify with their roles in the society. For instance, females are traditionally known to be caring (Todd, Barry, & Thommessen, 2017). As such, girls would be given toys which emphasize the trait of caring in them. Furthermore, girls would be provided with dolls to care for and dress and household toys to teach them household chores (Todd, Barry, & Thommessen, 2017). This social factor is crucial in the development and perception of gender differences by children. Children will then grow up identifying with specific roles. Therefore, in conducting this research, it should be taken into consideration the role that culture plays in the identification and perception of a learning by children.

Suggested solutions

Despite the challenges that have been discussed above, there are possible solutions which can be applied. To begin with, the issue of insufficient research is discussed. The most straightforward solution to this challenge would be to call for more research in this area. It has been identified that toys have far-reaching impacts on the development of children (Todd et al, 2018). These toys are simply part of the many factors which form part of the environment of the child. Therefore, if the impact of nurture on gender identity in children is to be explored fully, then toys should form part of the study.

An additional solution has been noted regarding new research and publications which become available each day. Psychologists have given the topic of gender identity relevance, and as such, more study is being conducted and data made available for reference. However, more insight into the role of nurture is welcome.

Another challenge noted in the study is the role played by toy manufacturers in influencing toy selection. As stated above that manufacturers are exploiting the existing stereotype of gender to manufacture gender-typed toys (Weisgram, 2016). However, there are options for finding a solution to this factor. On the one hand, toy manufacturers can be treated as part of the environment with which children interact. In this case, the specifications and modeling of toys to align with gender types can be assumed. On the other hand, children can be provided with a wide range of toys. In this case, children can be allowed to choose from a variety of toys which does not reflect any orientation towards a specific gender. That will help children to decide for themselves which toys they can play.

Finally, the impact of culture on gender identity can also be solved in many possible ways. The first and most difficult would be to advocate for change in cultural perception of gender roles in the society. Given that communities are built upon the framework of their culture, this solution would present a significant challenge in implementing it (Weisgram, 2016). However, education of the mass would help the society to adjust its perception and thus allow children to exercise more freedom in their choice of gender-related activities. One of the changes would be to stop using toys to emphasize specific roles in the society. Second, families and schools can offer gender-neutral environments for children to play on. That would enhance the choice of toys by children. Therefore, identification of specific toys with gender-specific behaviors would be minimized.

Evaluation of Solutions and Recommendations

The solutions provided above are assessed for recommendations. The first solution entails advocating for more research. This solution involves creating relevance in the role of environmental factors on the behavioral developments of children. By recognizing that toys form the most impactful part of the environment of children, psychological researchers can be attracted to this topic; the consequence would an increase in research on the role of toys as part of the environment in which a child develops gender identity.

Furthermore, a solution concerning the stereotyping is suggested. The primary target of change in stereotyping of gender role and subsequent reflection of the same on toys is to avoid influencing the development of a child negatively. An association of certain toys with one type of gender is a common practice in many societies. However, children may not be given a chance to explore the behaviors they wish to portray on their own.

The final solution that has been discussed is advocating for cultural changes in the perception of the roles of certain genders in the society. Given today’s advocacy to end discrimination of people based on their sexual gender identity and sexual orientation, this solution would be more viable.

After a careful evaluation of the solutions provided above, this paper recommends the following. The most important answer which will contribute to the advancement of social psychology is to conduct further research on the impact of the environment on children’s gender identity development. Another recommendation is the treatment of toy manufacturers has implications as part of the most relevant factor that influences toy selection. In conclusion, home, and school environments impact the development of gender identity in children.

References

American Association of Pediatricians. (2017). Gender Ideology Harms Children.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Halim, M. L. D., Walsh, A. S., Tamis-LeMonda, C. S., Zosuls, K. M., & Ruble, D. N. (2018). The Roles of Self-Socialization and Parent Socialization in Toddlers’ Gender-Typed Appearance. Archives of sexual behavior, 1-9.

Lind, G. (2017). The Theory of Moral-Cognitive Development A Socio-Psychological Assessment. In Moral Judgments and Social Education (pp. 25-48). Routledge.

Martin, C. L., Andrews, N. C., England, D. E., Zosuls, K., & Ruble, D. N. (2017). A dual identity approach for conceptualizing and measuring children’s gender identity. Child development, 88(1), 167-182.

McGeown, S. P. (2015). Sex or gender identity? Understanding children’s reading choices and motivation. Journal of Research in Reading, 38(1), 35-46.

Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning.

Todd, B. K., Barry, J. A., & Thommessen, S. A. (2017). Preferences for ‘Gender‐typed ‘Toys in Boys and Girls Aged 9 to 32 Months. Infant and Child Development, 26(3).

Todd, B. K., Fischer, R. A., Di Costa, S., Roestorf, A., Harbour, K., Hardiman, P., & Barry, J. A. (2018). Sex differences in children’s toy preferences: A systematic review, meta‐regression, and meta‐analysis. Infant and Child Development, 27(2), e2064

Weisgram, E. S. (2016). The cognitive construction of gender stereotypes: Evidence for the dual pathways model of gender differentiation. Sex Roles, 75(7-8), 301-313.

The Impact of Toys on Gender Identity Development in Children

1. Introduction

I. Explanation of gender identity development

(a) Definition of key terms

i. Gender identity

ii. Child development

iii. Gender-specific toys

(b) Psychological theories about gender identity development

i. Kohlberg’s Theory

ii. Piaget’s Theory

II. Background Information

(a) Toy selection criteria in children

(b) Gender identity stereotyping by toy manufacturers

2. Related Research

I. Child development and sexual identity

(a) Physical, cognitive, emotional, and social development.

(b) Onset of gender identity and sexual development

(c) The role of sex stereotype on children’s memory

II. Impact of Gender-specific toys on gender identity development

(a) The impact of toy characteristics on gender identity

(b) The impact of exposure to gender specific toys on the development of gender identity

3.  Psychological Intervention

I. The main challenge

a. The need for more study on the role of toys in influencing gender identity

b. Toy manufacturers’ exploitation of gender stereotypes.

c. Social impacts: the use of toys to teach certain behaviors to children.

II. Suggested solutions

a. More research into the impact of toys on child development

b. Provision of a wide range of toys for children to play with.

c. Advocacy for more neutral play environments

4. Conclusion

I. Assessment of recommended solutions

II. Final recommendations for provision of a range of child toys and neutral play environments.

How did you end up in the role you assumed? Is this a familiar role for you? Does this resemble a role you played in your family?

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Corey, M. S., Corey, G., & Corey, C. (2018). Please read the instructions carefully. Look at the reflection questions attachment. I need this completed by 08/10/18 at 6pm.

Assignment: Cohort Group Experience Self-Reflection

During this course, you explored personal characteristics of the effective group leader and considered the impact of culture in group work. You are encouraged to reflect on your unique characteristics as you continue on a journey of self-reflection and self-awareness in your development as a group counselor.

You have also had the opportunity to participate in a small group of your peers with the task of developing a group proposal. Reflecting on how you worked as a cohort, managed conflicts, resolved problems, and shared work responsibilities has much to do with how you experienced yourself and others in your small group. Although your group was not intended to be a counseling group, the parallel process is evident. You likely experienced the emergence of small group dynamics at each stage of the development of your proposal.

For this Assignment, you will reflect on your cohort experience to develop your skills in becoming more self-aware as a member of a collaborative group.

To prepare:

· Review your notes, review the stages of groups, the characteristics of each stage of group, and member behaviors that are common to group work.

· Review the School of Counseling’s Key Professional Dispositions, paying special attention to Professional Behaviors 3 and 12; Interpersonal Behaviors 4, 7, 13, 15, and 16; and Intrapersonal Behaviors 1, 7, 13, 20, and 22.

· Using your knowledge of group process and dynamics, consider your weekly self-reflection notes to assess your role as a group member, paying special attention to how this may inform you as a future group leader.

· Review and use the Cohort Group Experience Self-Reflection Rubric to guide your reflection.

The Assignment:

In no more than 2–3 pages (not including your cover page), respond to the following prompts/guidelines in a well-organized narrative style and format. Use specific examples to support your points.

Reflecting on your small cohort group process during the development of your Group Proposal, respond to the following:

· How would you describe your role in the group? For example, did you assume the leadership role? Did you sit back and wait to see who spoke up? Did you find yourself irritated with the members or the progress of the group? Did you feel more or less adequate as a group member?

· How did you end up in the role you assumed? Is this a familiar role for you? Does this resemble a role you played in your family?

· How would you describe the group member dynamics? Did some members do more of the work? Less of the work? How did you respond to those members?

· Identify a time when the group faced a conflict or problem. What was your part in exacerbating or resolving the concern? Did you become the problem-solver? The silent member? The peacekeeper? Given this experience, how might you handle conflict in the future?

· Review the School of Counseling’s Key Professional Dispositions and consider how your experience in your cohort group may have been guided by the dispositions. Which ones were most meaningful to your professional development?

· What did you learn about yourself as a group member?

· Consider what you have learned about the counselor as a group leader. Identify areas where you found strengths as well as areas for growth.

· How might this information and enhanced self-awareness inform you as a group leader? How might you use this experience to have a deepened self-compassion as well as compassion for members of a group?

Required Resources

Readings

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Boston, MA: Cengage.

  • Chapter 2, “The Group Counselor” (pp. 45–47)

Document: Luft, L. (1982). The Johari Window: A graphic model of awareness in interpersonal relations. In NTL Institute, NTL Reading Book for Human Relations Training. (PDF)

Walden Writing Center. (2017). Narrative writing: Scholarly narrative overview. Retrieved from http://waldenwritingcenter.blogspot.com/2017/07/narrative-writing-scholarly-narrative.html

Document: School of Counseling’s Key Professional Dispositions (PDF)

Reflect on the key dispositions to guide your professional relationships with your cohort group as you develop your cohort group proposal.

Required Media

Laureate Education (Producer). (2018f). Group work and technology [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

In this video, Walden faculty member Eva Reed discusses current and future directions for group work.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Describe your recommendation, specifically mentioning whether it should be integrated or not

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Integrated Treatment for Substance Use Disorders  Research studies indicate that most adolescents with substance abuse (SA) disorders also qualify for diagnosis of one or more mental illnesses, including mood disorders, behavioral disorders, eating disorders, and psychosis (Shrier, Harris, Kurland, & Knight, 2003). Professionals refer to the co-occurrence of SA disorders and mental illness as comorbidity (i.e., dual diagnosis).

Prior to the 1970s, SA treatment was provided in mental health institutions. Since that time, treatment for SA has become increasingly separate from the mental health system. The treatment is usually provided at SA treatment centers or through the alcoholics anonymous (AA) twelve-step programs.  This separation has been a problem for people with dual diagnosis.

When an individual presents with both SA disorder and mental illness, SA treatment facilities tend to refer the individual to mental health providers. Likewise, psychological services are not well equipped to handle substance-related issues and tend to refer those individuals back to SA treatment facilities. In other words, treatment providers do not address both issues at the same time.

Most psychological service providers require individuals to resolve their addictions before beginning mental health treatment, and most SA treatment providers require the individuals to be psychiatrically stable before beginning SA recovery treatment.  In recent years, however, there has been a movement toward integrated treatment of SA disorders and mental illnesses or the treatment of both at the same time by the same service provider (Riggs, 2003; Sterling, Chi, & Hinman, 2011).  For this assignment, drawing upon the week’s information and ancillary research, address the following:

Discuss the integrated treatment for adolescents who have both SA disorder and mental illness. Do you support the existing model of treating one disorder first, then treating the other, or do you support the newer model of treating both at the same time?

Provide at least three reasons for your position and support your argument using information from at least two academic sources and cite those sources using APA format. Create a description of a fictional adolescent struggling with both types of disorders (SA and a mental illness). Be specific in your identification of which substance-related disorder and which mental illness diagnosis the adolescent has been given; provide details about the adolescent’s symptoms; and make a recommendation for the adolescent’s treatment.

Describe your recommendation, specifically mentioning whether it should be integrated or not. Provide a fictional description of the progress the adolescent makes in that treatment as a way to illustrate how and why the chosen method of treatment is effective. References:  Riggs, P. D. (2003). Treating adolescents for substance abuse and comorbid psychiatric disorders. Science and Practice Perspectives, 2(1), 18–29. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2851046/ pdf/spp-02-1-18.pdf Shrier, L. A., Harris, S. K., Kurland, M., & Knight, J. R. (2003). Substance use problems and associated psychiatric symptoms among adolescents in primary care. Pediatrics, 111(6), e699–e705. Retrieved from http:// www.pediatricsdigest.mobi/content/111/6/e699.full.pdf+html Sterling, S., Chi, F., & Hinman, A. (2011). Integrating care for people with co-occurring alcohol and other drug, medical, and mental health conditions. Alcohol Research and Health, 33(4), 338–349.

 

chapter covered:

  • Elimination Disorders Substance Use Disorders Feeding and Eating Disorders
    10:55
  • Fanti, K. A. (2007). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the NICHD study of early child care. Available from ProQuest Dissertations and Theses database. (Order No. 3260558) Jensen, C. D., Cushing, C. C., Aylward, B. S., Craig, J. T., Sorell, D. M., & Steele, R. G. (2011). Effectiveness of motivational interviewing interventions for adolescent substance use behavior change: A meta-analytic review. Journal of Consulting and Clinical Psychology, 79(4), 433–440. Younis, M. S., & Ali, L. D. (2012). Adolescent male with anorexia nervosa: A case report from Iraq. Child & Adolescent Psychiatry & Mental Health, 6(5) 1–5.
    10:55
  • this is the text book I’m using, please add the reference also. Mash, E. & Wolfe, D. (2015). Abnormal Child Psychology (6th Ed.). Cengage Learning. (IBSN: 9781305105423)

How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

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Philosophical Differences Between Qualitative and Quantitative Paradigms and Approaches

Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario (Links to an external site.)Links to an external site.

. In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts. The instructors would like to answer two additional research questions: (a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach.

Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion. Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.