Describe and analyze the examples of language you might have used in the past that promote gender stereotypes. Explain the influences such language might have had on gender identity formation in that specific case.

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This week resources should be used when doing assignment

Readings

· The American Psychological Association. (n.d.). Answers to your questions about transgender people, gender equity, and gender expression. Retrieved from http://www.apa.org/topics/lgbt/transgender.pdf

· Crosnoe, R., Riegle-Crumb, C., Field, S., Frank, K., & Muller, C. (2008). Peer group contexts of girls’ and boys’ academic experiences. Child Development, 79(1), 139–155.
Retrieved from the Walden Library databases.

· Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.

o Chapter 7, “Learning About Gender Identity & Fairness” (pp. 90–100)

· Tisak, M. S., Tisak, J., & Laurene, K. R. (2012). Children’s judgments of social interactive behaviors with peers: The influence of age and gender. Social Psychology of Education: An International Journal, 15(4), 555–570.
Retrieved from the Walden Library databases.

· Gender Spectrum. (n.d.). Gender resources. Retrieved September 5, 2014, from https://www.genderspectrum.org/resources

· MacNaughton, G. M. (2006). Respect for diversity: An international overview. (Working Paper 40). The Hague, Netherlands: Bernard van Leer Foundation. Retrieved from http://issuu.com/bernardvanleerfoundation/docs/respect_for_diversity_an_international_overview/4

· Office for Civil Rights. (2012). Gender equity in education: A data snapshot. U.S. Department of Education: Office for Civil Rights, 1–4. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/gender-equity-in-education.pdf

· Zosuls, K. M., Miller, C. F., Ruble, D. N., Martin, C. L., & Fabes, R. A. (2011). Gender development research in sex roles: Historical trends and future directions. Sex Roles, 64, 826–842.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2014h). Gender and sexual identity [Video file]. Baltimore, MD: Author.

Discussion 1: Contributions to Gender Stereotypes

Teachers, therapists, psychologists, and social workers might sometimes unintentionally use language that promotes stereotypical gender roles. Since most people hear this type of language throughout their lives, it is not surprising that it might “sneak” into their professional lives.

To prepare:

· In your current position (e.g., professional, student, husband, wife, partner), reflect how you may have used language that promotes gender stereotypes.

· Consider how language we have heard in everyday life promotes gender stereotypes.

· Think about language that may promote gender stereotypes.

· Determine the audience who you would like to learn this information.

· As you review the Learning Resources for this week, think about the language used and how it may contribute to or break down gender stereotypes.

Post by Day 3:

Describe and analyze the examples of language you might have used in the past that promote gender stereotypes. Explain the influences such language might have had on gender identity formation in that specific case. Finally, explain the potential impact of gender stereotyping language on the development of children and adolescents with whom you work.

Discussion 2: Integrating Diversity Topics

This Discussion asks you to relate the relevance of gender identity to your Final Project. As you begin to develop the diversity topic you will address in your Final Project, consider to what extent gender identity might need to be considered when examining your diversity topic.

To prepare:

· Consider how gender identity and formation relates to your topic.

· Think about language that may promote gender stereotypes.

· Identify specific resources that are applicable.

· Consider whether the resources identified provide a broad or specific perspective.

Post by Day 4:

Explain how gender identity development relates to the topic of your Final Project. Include a brief summary of the types of supporting resources you intend to include in your Final Project (e.g., journal articles, media, books, blogs, editorials, etc.). Also, explain whether your resource provides a broad or specific perspective of the topic.

Consider the family configurations in your own experience and how they compare to those of your friends, extended family members, and any configurations identified in the Learning Resources, if applicable.

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Discussion 1: Personal Experiences With Family Configurations

Family configurations are quite diverse. As the culture has evolved and changed, one “typical” family structure is no longer the norm. Today, the children and adolescents with whom you work might come from families that take many forms. Blended families, single-parent families, grandparents as guardians, and same-sex parents are far more common now than in the past.

To prepare:

  • Consider how family configurations have evolved from years past.
  • Consider the family configurations in your own experience and how they compare to those of your friends, extended family members, and any configurations identified in the Learning Resources, if applicable.
  • As you review the Learning Resources, think about how various configurations and situations affect children within a household.

Post by Day 3:

Explain how personal experience influences assumptions one might have about family configurations. Support your post with examples from your personal experience and the Learning Resources, as applicable.

Respond by Day 5:

Respond to at least two colleagues in one of the following ways:

  • Reflect on and explain a similar or different experience you may have had.
  • Share an insight you gained from your colleague’s post.
  • Suggest an article to support or refute your colleague’s post.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Discussion 2: Assumptions About Family Configurations in Professional Settings

Most people make assumptions based on their personal experiences. These assumptions could affect your work with children and adolescents. You should be aware of your assumptions and how they may impact your interactions with children and adolescents.

To prepare:

  • Think about your assumptions regarding family configurations.
  • Consider how these assumptions could impact your work with children and adolescents.

Post by Day 4:

In child and adolescent settings, explain what assumptions people might make about different family configurations. Explain the impact those assumptions might have on the development of children and adolescents, and what impact those assumptions might have on your work with children and adolescents.

Respond by Day 7:

Respond to at least two colleagues in one of the following ways:

  • Take a different point of view from one of your colleagues and explain your point of view.
  • Share an insight you gained from your colleague’s post.
  • Suggest an article to support or refute your colleague’s post.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Readings

  • Breshears, D. (2011). Understanding communication between lesbian parents and their children regarding outsider discourse about family identity. Journal of GLBT Family Studies, 7, 264–284.
    Retrieved from the Walden Library databases.
  • Cain, D. S., & Combs-Orme, T. (2005). Family structure effects on parenting stress and practices in the African American family. Journal of Sociology and Social Welfare, 33(2), 19–40.
    Retrieved from the Walden Library databases.
  • Chase-Lansdale, P. L., Cherlin A. J., & Kiernan, K. E. (1995). The long-term effects of parental divorce on the mental health of young adults: A developmental perspective. Child Development, 66(6), 1614–1634.
    Retrieved from the Walden Library databases.
  • Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
    • Chapter 9, “Learning About Family Structures & Fairness” (pp. 112–124)
  • Fitzgerald, T. J. (2010). Queerspawn and their families: Psychotherapy with LGBTQ families. Journal of Gay & Lesbian Mental Health, 14(2), 155–162.
    Retrieved from the Walden Library databases.
  • Frisco, M. L., Muller, C., & Frank, K. (2007). Parents’ union dissolution and adolescents’ school performance: Comparing methodological approaches. Journal of Marriage and Family 69(3), 721–741.
    Retrieved from the Walden Library databases.
  • Jeynes, W. H. (2006). The impact of parental remarriage on children. Marriage & Family Review, 40(4), 75–102.
    Retrieved from the Walden Library databases.
  • Marsh, H. W. (1990). Two-parent, stepparent, and single-parent families: Changes in achievement, attitudes, and behaviors during the last two years of high school. Journal of Educational Psychology, 82(2), 327–340.
    Retrieved from the Walden Library databases.
  • Tasker, F., & Granville, J. (2011). Children’s views of family relationships in lesbian-led families. Journal of GLBT Family Studies, 7, 182–199.
    Retrieved from the Walden Library databases.

Media

  • Laureate Education (Producer). (2014g). Family configurations [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 10 minutes.

    Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

: Each of the three topics will be presented in a separate section that begins with a slide naming the topic and concisely introduces it. 

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ntroduction

As in the first assignment, imagine that you are now a professional psychologist, working in the education (preschoolers)  that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace, on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.

In this unit you will create a PowerPoint presentation focused on these topics:

  • Memory Models and Processes.
  • Knowledge Representation, Organization, and Manipulation.
  • Language.

Assignment Instructions

  • ** Template Provided
    • As in the previous assignment, links for guidance in PowerPoint basics and design are in the resources. The same design recommendations apply. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.
    • Remember, your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can understood by a those not trained in psychology.
  • Title slide: On the first slide of the PowerPoint:
    • Enter a descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum.
      • Professional Development for [enter the type of institutional context your presentation is designed for.]
      • Your name.
      • Your Specialization.
      • Course number and title. Capella University.
      • Instructor’s name.

Note: If this presentation was made in an actual professional context, the entries under your name would be replaced by your job title, the name of your organization and perhaps your contact information.

  • Topic Introduction slides: Each of the three topics will be presented in a separate section that begins with a slide naming the topic and concisely introduces it.
  • Application slides: Use one or more slides to explain how theories, principles, and evidence-based best practices related to the topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context your presentation is designed for. For each of these:
  • Analyze how, and to what extent, brain physiology and/or neuroscience can provide explanation of relevant phenomena.
  • Analyze how affect may impact cognitive performance in these areas.
  • Describe ethical issues that might arise in in connection to at least one of the topics in your presentation.
    • Cite the APA Code of Ethics, or another code of ethics if it is more relevant to your area.
  • Analyze how theories and principles related to at least one of the topics in your presentation apply to culturally diverse populations.
  • Conclusion slide: End with a succinct statement that sums up the utility of what you have presented.
  • References slide(s): Use current APA (6th edition) style and formatting guidelines.
  • Assignment Requirements:
    • Written and visual communication: Should be free of errors that detract from the overall message.
    • APA: Use current APA (6th edition) style and formatting guidelines as they apply to this assignment.

For this assignment you will select a marginalized group (veterans, minorities, individuals with disabilities, etc.) and write a paper of 1,750 to 2,100 words that can be used as a resource when working with an individual from the selected group.

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For this assignment you will select a marginalized group (veterans, minorities, individuals with disabilities, etc.) and write a paper of 1,750 to 2,100 words that can be used as a resource when working with an individual from the selected group. Use peer-reviewed resources to support your use of a specific career theory as well as interventions with this population. The paper should include the following:

1.An explanation of who the population is and why it is important for this group to receive career counseling

2.Statistics on the group (e.g., how large, how many have employment problems, how many utilize career counseling)

3.Discussion of career counseling theory to be used with the group (e.g., Minnesota theory of work adjustment). Include evidence supporting the use of this theory in the general population as well as within the group. Please note: If none are available, it is important to indicate that as well.

4.Basic plan for counseling utilizing chosen theory (e.g., interview, use of assessment tools, explanation of theory)

5.Environmental/personal barriers that may prevent the client from finding work (e.g., disability, substance use history, felony, transportation, limited computer access)

6.Local resources available to help the client obtain work (e.g., job center, training programs, support groups)

7.Your conclusion on whether or not this plan is tenable and will work, based on the information listed above.

8.A minimum of four scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.