8-1 dev.

8-1Journal_FamilySystems.pdf

8-1 Journal: Family Systems
Utilizing the developmental concepts of parenting style, social class and cultural variations, and sibling relationships, reflect on your own family experiences or those of another person (either real or fictional). Apply one or two key concepts from each area to your own experience or that of another person. Consider how influential or impactful each concept was in development and reflect on which holds the greatest influence to this day.
For additional details, please refer to the guidelines and rubric document.

8.1ReadingandResources7.html.zip

Reading and Resources7.html

Required Resources
Textbook: Developmental Psychology: Childhood and Adolescence, Chapters 12 and 14 Chapter 12 of the text covers topics on moral reasoning, prosocial behavior, aggression, and antisocial behavior in childhood and adolescence. The text also addresses contextual influences of prosocial behavior and moral reasoning over the lifespan. 
As you read Chapter 12, consider the following:
Are altruistic tendencies highly influenced by cultural and family environments? How does this affect child-rearing practices of parents? 
Does moral development span different domains of development to include affective, cognitive, and behavioral? How can interventions be planned to promote moral development by addressing each of these domains? 
What are the different types of child-rearing practices? Would your experience as a child confirm or refute what is offered in this chapter? 
Chapter 14 examines the influence of the family environment, parents, siblings, peers, and culture in development across the lifespan. 
As you read Chapter 14, consider the following:
What role do culture and ethnicity play in parenting and punishment practices?
How might the high divorce rates in this country influence the family context, and how might that, in turn, influence an individual child’s development?
Do the four styles of parenting adequately address the full continuum of parenting approaches?
Video:  Kohlberg Moral Development (9:52) This video provides a clear description of Kohlberg’s theory in addition to describing the famous Heinz dilemma. You will gain a developmental perspective on Kohlberg’s research from this video.
This video supports the short paper activity.
Library Article: Bronfenbrenner’s Bioecological Theory Revision: Moving Culture From the Macro Into the Micro Bronfenbrenner’s Bioecological Theory provides a complex view of the multiple systems that can affect a child’s development. This article proposes a move of the influence of cultural variables from the macrosystem to the microsystem, leading to culturally defined developmental processes. 
This article supports the journal activity.

8-1ModuleLectures7.html.zip

Module Lectures7.html
Family as Context and Moral Development
One of the more crucial issues in developmental psychology is the development of prosocial characteristics. The values and principles that underlie the assumption of what makes a person good or kind, and the ability of an individual to abide by the rules of society are essential for healthy development. Social and moral development encompasses the concepts of altruism, morality, self-control, and even aggression. Psychologist Alfred Adler utilized the concepts of social and moral development as the cornerstone of what defines health in his theory of individual psychology (Ansbacher & Ansbacher, 1956). Adler went as far as to state that one’s health could be assessed through an examination of one’s “social interest,” and he defined social interest as an individual’s ability to do what is best for others and society over his or her own self-interest (Ansbacher & Ansbacher, 1956). It is clear that all the physical and cognitive ability that an individual may possess is directed by these prosocial characteristics.
Research has demonstrated that social and environmental variables exert the greatest influence on an individual’s social and moral development. The primary social influence is the family system in which a child is reared, which includes parenting styles, child discipline, and even the size and composition of the family. As a child ages, he or she takes these early social experiences from the family into the world. The school environment and social support of peers also have a great influence on the child in the process of developing prosocial characteristics.
The question becomes how the information is utilized in assessment for individual development. The importance of social and moral development takes on more significance when considering that aberrant development in this area can be associated with delinquency, crime, and violence. Donald Black (2015) has documented the relationship between childhood delinquent behaviors before age 8 and the later emergence of antisocial personality disorder. While some levels of aggression, risk-taking behavior, or oppositionality may be characteristic of most children, it is apparent that repeated instances of these behaviors are measurable factors that can be utilized for assessment. This ability to assess risk factors in the development of prosocial and moral characteristics provides the field of developmental psychology with an opportunity to promote healthy development as well as provide early-stage intervention that would have the most opportunity to alter the trajectory of development for at-risk children.
Module Eight provides an opportunity to explore the concepts and social influences that impact social and moral development for children and adolescents. Students will be given an opportunity to apply the various concepts regarding the influence of family systems to their own family, or to a family they know. In addition students will examine the approach utilized by Lawrence Kohlberg to assess moral development. The goal of Module Eight is to broaden students’ perspective and ability to apply the concepts of social and moral development.
References
Ansbacher, H. L., & Ansbacher, R. R. (1956). The individual psychology of Alfred Adler: A systematic presentation in selections from his writings. New York, NY: Harper Perennial.
Black, D. W. (2015). The natural history of antisocial personality disorder. Canadian Journal of Psychiatry (Revue canadienne de psychiatrie), 60(7), 309–314. https://doi.org/10.1177/070674371506000703

8-1ModuleEightJournalGuidelinesandRubric.html.zip

Module Eight Journal Guidelines and Rubric.html
PSY 632 Module Eight Journal Guidelines and Rubric
Family Systems In this course, journals will be used to reflect on the learning objectives for the course and how they relate to your development as a professional. The journal assignments provide an opportunity to connect the readings and professional practices to your own personal and professional experiences. Journal assignments in this course are private between you and the instructor.
Prompt
Utilizing the developmental concepts of parenting style, social class and cultural variations, and sibling relationships, reflect on your own family experiences or those of another person (either real or fictional) by doing the following:
Identify and describe one to two key concepts from each area (i.e., parenting style, social class and cultural variations, and sibling relationships). 
Apply the key concepts to either your experiences and development as an individual or the experiences and development of the person chosen for this assignment. Consider how influential or impactful each concept was in terms of development. 
Provide a self-reflection about which key concept holds the greatest influence on you or the person chosen to this day. Which key concept do you believe has contributed most to your drive to complete this educational program or to the selected person’s drive for success in their career?
What to Submit
Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your journal assignment must follow APA Style citations and be a minimum of 350 to a maximum of 750 words.
Module Eight Journal Rubric
Criteria
Exemplary (100%)
Proficient (90%)
Needs Improvement (70%)
Not Evident (0%)
Value
Identify Key Concepts
Meets “Proficient” criteria and provides highly detailed descriptions of the selected concepts
Journal provides clear description of selected key concepts
Journal provides description of selected key concepts but lacks details
Journal does not provide a description of selected key concepts
30
Apply Key Concepts
Meets “Proficient” criteria and includes detailed examples of the described impact of development for each selected concept
Journal clearly provides a description and rationale for how each of selected concepts applies to the development of the individual selected for application using specific details
Journal clearly provides a description and rationale for how each of selected concepts applies to the development of the individual selected for application but lacks details
Journal does not provide a description and rationale for how each of selected concepts applies to the development of the individual selected for application
30
Self-Reflection
Meets “Proficient” criteria and utilizes highly detailed examples that clearly support the connection of the one key concept to the educational or occupational pursuit of the chosen individual
Journal provides evidence of reflection on how one key concept played an impactful role in the student’s educational pursuit or the educational or occupational pursuit of the chosen individual using relevant details
Journal attempts to provide evidence of reflection on how one key concept played an impactful role in the student’s educational pursuit or the educational or occupational pursuit of the chosen individual but lacks relevant details
Journal does not provide evidence of reflection on how one key concept played an impactful role in the student’s educational pursuit or the educational or occupational pursuit of the chosen individual
30
Articulation of Response
Journal is free of errors in organization and grammar
Journal is mostly free of errors of organization and grammar; errors are marginal and rarely interrupt the flow
Journal contains errors of organization and grammar, but they are limited enough so that journal can be understood
Journal contains errors of organization and grammar making the journal difficult to understand
10
Total:
100%

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