Strengthening Family Resilience: A Community Capacity Approach

In  Chapter 17 of your text, you learned the role that a family’s community  plays in the development of resilience across the lifespan. You also  learned about social organization theory and how it can be used in  tandem with strengths-based approaches to help families become  resilient. Finally, you learned about four distinct types of communities  and the role of collectivism in family resilience. Please use your readings and research peer-reviewed journal articles in the Purdue Global Library to support your post.

Please respond to the following:

• Identify and discuss various ways a family’s community can impact resilience in both a positive and negative manner.
• Discuss the importance of using a strengths-based orientation when working with families.
• Briefly  examine social organization theory and discuss how it can be used with a  strengths-based orientation to increase family resilience.
  

  volution of Human Services: Designing the Historical Context

  [WLO: 1] [CLOs: 1, 3, 4]

  Prior to beginning work on this learning activity, Read Chapter 2 in the assigned text and LoPatin-Lummis’ Protesting About Pauperism: Poverty, Politics and Poor Relief in Late-Victorian England, 1870-1900. If you want to dive further, check Loiacono’s A People’s History of Poverty in America in the Recommended Resources section this week.

  Historically, poverty has been the impetus for developing a social welfare system and related policies. Beginning in the 11th century, create a timeline of the history and evolution of human services to current time. You are welcome to be as creative as you desire with graphics, and various tools, and so forth. If you have other presentation ideas, then please refer to your instructor to determine if the idea is acceptable.

  • Create a six- to 10-slide PowerPoint with speaker notes: (see How to Make a PowerPoint Presentation (Links to an external site.) for assistance); or (
  • Draw the timeline, annotate it with 350 to 500 words, scan, and then upload it; or
  • Create a timeline collage annotated with 350 to 500 words with photos from magazines or scanned from books, online graphics, and so forth.

  Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

  

  Waypoint Assignment Submission

  The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

  1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
  2. Browse for your assignment.
  3. Click Upload.
  4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.

  For more detailed instructions, refer to the Waypoint Tutorial (Links to an external site.).

Discussion: Gender Bias in Research

Historically, men have dominated scientific research. Accordingly, the way research has been designed, the way studies have been conducted, and the ways in which results have been interpreted have been at risk for gender bias. In other words, the preconceived ideas and beliefs or unfounded prejudice about the traits and characteristics of each gender potentially influence the outcomes of research studies. Even today, as women have entered into the academic and scientific worlds in significant numbers, research is subject to gender bias. Bias can be present at any stage of the research process and may be difficult to completely eliminate since researchers may not be aware of subtle biases they hold.

The implications of gender bias can be far reaching. As the scientific community uses research study results for subsequent research and the media reports these findings to the public, gender bias can have a huge impact. Society may be making decisions that are based on incorrect, misleading, or biased data. As an example, a majority of early heart disease research was conducted primarily using male subjects leading to the assumption that heart disease was a man’s disease and did not significantly impact women. The gender bias in heart disease research resulted in little attention being paid to women who had heart disease symptoms as well as delays and limitations in the treatment for these symptoms for many years. In reality, it is now common knowledge that heart disease is the leading cause of death for women as it is for men.

This Discussion asks you to think about how gender bias can impact scientific research and how these biases or issues can be addressed.

To prepare

· Search the Walden library for an article or psychological experiment related to gender. (The Psychological Experiments Online database in this week’s Optional Resources is a useful reference to locate experiments.)

· Analyze your article or experiment for evidence of gender-related bias or one of the difficulties in research related to gender (e.g., experimenter effects or participant effects) as noted in the Learning Resources.

By Day 4

Post a brief summary of the article or experiment you selected. Explain the evidence for gender-related bias or difficulties that you identified within the resource. Then, provide suggestions for how the researcher(s) might address these issues.

Please use listed resources to answer question;

Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.

• Chapter 2, “Methods and History of Gender      Research” (pp. 36–72)

Eagly, A. H., & Wood, W. (2013). The nature-nurture debates: 25 years of challenges in understanding the psychology of gender. Perspectives on Psychological Science, 8(3), 340–357. doi:10.1177/1745691613484767

Alexander Street. (2017). Psychological experiments online [Online database]. Retrieved from http://search.alexanderstreet.com.ezp.waldenulibrary.org/pexp