I would like to request the writer: writer's username is "DJames".
Topic: Identity development during adolescence
(should adress psych. ramifications of the developmental changes.Additionally may or may not include the role of culture such as differences in Asia,Europe,middle East).

Proper APA style pls-very important . Concrete intro,body and conclusion.
6-8 primary sources and original (published )studies;+some secondary sources.Thank you.

Briefly describe each stage of the Racial/Cultural Identity Development Model and discuss how the minority client's level of racial/cultural identity development can impact the counseling process.

Side note: There are several other identity models, such as the black,and Asian development models just to name a couple, the Racial/Cultural Identity Development Model is the correct one to use for this assignment.

Must be in APA format
in text citations
Not too many quotations
Fully developed ideas and examples (Please in text cite any information that is not common knowledge)
Life-Span Interviews??"Identity in Emerging Adulthood
Human development is a dynamic field of study. Researchers have recently identified a new stage of human development: emerging adulthood. As a newly identified stage, there is a growing research-base in the areas of social, emotional and moral development, relationships, and identity for this group.
Read Arnetts "Emerging Adulthood," which is listed on the Resources page for this module under the Identity heading. Under the same heading, read the article "If you want me to treat you like and adult, start acting like one!" by Nelson et al.
Next, develop a maximum 3-page proposal for a research study on identity development in emerging adults. The study can be in any area of interest to you, but must include an interview protocol for part of the study. Include the following sections in your proposal:
Title
Area of study
Need for study
Study design/methodology
Interview protocol
Summary

There are faxes for this order.

Customer is requesting that (Freebyte) completes this order.

Please review and outline Racial and Ethnic Identity Development.

(1) Sumarize the chapter for class room presentation
(2) Outline the article in order that a power point presentation can be created.

NOTE: 20 pages will be faxed. Please provide a fax number.

IF POSSIBLE PLEASE HAVE SUNANDMIKE TO REVIEW THE PAPER.
There are faxes for this order.

THIS IS FOR WRITER JOHNFITZ44 ONLY!!!!
Textbook to be used: Student Development in College; Theory, Reserach, and Practice 2/e by Nancy Evans along with another source

Student Development Philosophy

Be sure to read the instructions for the Final Project prior to starting the Week Two written assignment, and assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare a training session for a new team of academic advisors that that will be hired and onsite by the next semester.

You will prepare a seven-slide Microsoft PowerPoint presentation that will be used to introduce the new advisors to the Student Affairs department's mission and goals and student development philosophy at your university. In addition to the seven content slides, the first slide should be an APA cover page and the last slide should be a Reference slide that is formatted according to APA style. Citations for each sldie need to be in the speakers notes as well!

____________________________________________________________________

Here is what the final project will be in 6 weeks and what this assignment is based upon:

Final Project: Student Development Training Session

Assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare one 50-minute training session for a new team of academic advisors, who will be hired and onsite by the next semester, and an advance reading list that they will have read prior to the training. Your goal is to train the team of academic advisors on one learning objective that you will develop with an individual identity focus or a social identity focus as justified by student development theory.

For the Final Project, you will present the academic advisor training session material that focuses on one of the two options based on the university?s philosophy for student development:

1. Student individual identity development

2. Student social identity development (You and I will use this option)

Schedule for component submissions:

Week Two- Student Development Philosophy Presentation
Week Three- Training Objective & Advisor Reading List
Week Four- Student Development Principles Checklist
Week Five- Academic Advisor Training Syllabus (50-minute training session)
Week Six- Student Development Training Session

Revise, assemble, and submit all Final Project components and include the URL to your recorded training introduction.

The recorded introduction should be at least five minutes in length.

You may use Jing, a free screencapture software, or another multimedia software application of your choice. If you need a guide, please refer to the Jing Instructions.

The final project will not require a title page, but all references consulted for the presentation, theoretical justification, and training design should be included and formatted using proper APA style.

Self-Identity paper.


Write a 7 pages) in which you will discuss Asian identity? especially Karen ethnic minority from Burma Racial Identity Development (RID). Please use MID model from the power points information?s and Asian Ethnic Identity ( MID) articles that I have attached. The ?models? are Asian only. Therefore please choose to write anything that is relevant to Asian identity from the articles I have provided. That included power points and Asian Ethnic Identity ( MID) articles and 4 different articles that I have downloaded.


Please cite four sources from 4 different articles that I have provided.


You have to used in helping you define and understand your racial identity development.

For example: One?s identity is a complex issue and may involve a combination of several ?identities? such as, White female Lesbian Feminist, or White female Lesbian, or Gay African American male, or biracial or multiracial heritage, etc. These may present personal complexities which you may or may not have dealt with objectivity before. The ?models? we intended to help you with the concepts and language of contemporary RID and WRID self-definition.

Finally, it is expected that you will share the results of your self-identification paper in as much detail as you are comfortable with sharing in this paper. Please focus and provide more information on Karen ethnic identity in details.


Please guide Asian Racial/Ethnic Identity Development Paper.

Dear writer! Please make a details solid paper. I have attached and dowloaded all sources, power points and articles for this paper.

Thank you very much

Journal Articles Report for "Self-Identity paper".

Choose 4 referee/research journal articles about your ethnic identity/background. Write a 5 pages report. This report should be a brief summary of each article. You must provide at lease one page from each articles. You should explain how accurate is the information presented in the journals. You should also explain how the information in the journals is useful in your social work practice.How does article apply to you as a Karen ethnic identify for your self here in the United State. Is it real or not?How do we form our identify How do you feel that identify was developed when you realized the first time?Proved a mix of your identify and ethic background.
You are expected to cite at least four sources you used in helping you define and understand your racial identity development. ONLY ONE WEBSITE citation.

One?s identity is a complex issue and may involve a combination of several ?identities? such as, White female Lesbian Feminist, or White female Lesbian, or Gay African American male, or biracial or multiracial heritage, etc. These may present personal complexities which you may or may not have dealt with objectivity before. The ?models? we intended to help you with the concepts and language of contemporary RID and WRID self-definition.

Finally, it is expected that you will share the results of your self-identification paper in as much detail as you are comfortable with sharing.

PS220

UNIT 5 DISCUSSION

Topic 1 of 1: Infant Physical, Cognitive and Socioemotional Development
This week you are learning about physical, cognitive, and socioemotional development in infancy. Imagine that you are a psychology professional working with first-time parents, Mark and Nicole, and you are providing these parents with information on infant physical development, cognitive development, and attachment. Their son, David, is an 11-month-old infant who can crawl and stand up holding onto something. He can build a tower of two cubes. He can purposefully crawl toward a ball to roll it. He can find objects that are hidden, but is unable to search for a hidden object in several locations and is unable to find an object that has been moved while out of sight. When his mother, Nicole, left the room for a moment, David started crying and neither you nor his father could calm him down. Once Nicole returned to the room, David stopped crying, calmed down and resumed playing.

Using Table 5.2 on page 182 in your textbook, Infants, Children, and Adolescents , how do David?s motor skills compare to the gross- and fine-motor skill milestones listed in the table? Should Mark and Nicole be concerned if David does not reach the milestones at the average age listed in the table? Why or why not?
Using Piaget?s Theory, explain which substage of the sensorimotor stage best depicts David?s behavior and why. What behaviors would you expect next in David with respect to intentional behavior?
Based on the information provided about David, how would you classify his attachment pattern? Describe the behaviors you would expect in a securely attached child. What clues would you look for to distinguish among avoidant, resistant, and disorganized/disoriented insecure attachment?

UNIT 6 DISCUSSION

Topic 1 of 1: Self-Understanding and the Influence of Parenting
Children in early childhood (ages 2?6 years) begin to develop a self-concept ? awareness of the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. Self-esteem ? judgments about one?s own worth ? also emerges in early childhood, and children gain in emotional understanding, emotional self-regulation, and the capacity to experience self-conscious emotions and empathy. During this period of time, parents are a big influence on their child?s development.

Describe ways that parenting contributes to a) self-concept, b) self-esteem, c) emotional understanding, d) emotional self-regulation, e) self-conscious emotions, and f) empathy and sympathy for children in early childhood (ages 2?6 years). Do you see any patterns in parenting styles that are associated with positive development of each of the listed concepts?
Describe the impact of child-rearing styles on development, by considering the four main child rearing styles: authoritative, authoritarian, permissive and uninvolved. Which of these child-rearing styles is associated with positive outcomes? What factors can influence an individual?s approach to parenting?

UNIT 7 DISCUSSION

Topic 1 of 1: Self-Esteem, Peer Groups and Friendships
In middle childhood, there are many changes in self-understanding that can have a major impact on a child?s self-esteem. Children in middle childhood also begin to value the input of peers and are concerned with making friends and being well liked by others. The focus of this Discussion Board is on the changes in self-esteem and peer relationships typical of children in middle childhood.

How does level of self-esteem typically change during middle childhood and what are some influences on self-esteem during this period of time?
Does ?person praise? promote self-esteem? Why or why not? How about ?process praise?? What are some other strategies for promoting self-esteem?
What is the difference between a peer and a friend? How does peer sociability and friendship change in middle childhood?

UNIT 8 DISCUSSION

Topic 1 of 1: Adolescent Thinking and Identity Development
As you have read in the textbook, Infants, Children, and Adolescents, adolescent cognitive changes lead to dramatic revisions in the ways adolescents see themselves, others, and the world in general. Teenagers are on a journey to discover an identity that is separate from their family. They may begin adolescence with increased turmoil within the core family and an increased focus on the values of peers, but by the end of adolescence, the concept of self is more stable and comprehensive. The focus of this Discussion Board is on the positive consequences of adolescent cognitive changes and on the process that teens undergo when developing a sense of identity.

Adolescent cognitive changes are reflected in many aspects of adolescents? everyday behavior, including self-consciousness and self-focusing, idealism and criticism, and difficulties with planning and decision making (Berk & Meyers, 2016). Discuss some of the benefits or advantages of the following ways of adolescent thinking:
Imaginary audience and personal fable
Idealism and criticism
Faulty decision making
Erikson called the psychological conflict of adolescence identity versus role confusion. Current theorists no longer describe this process as a ?crisis? but, rather, as a process of exploration followed by commitment. The various combinations of exploration and commitment yield four identity statuses typical of adolescents.
Describe the four identity statuses.
What personal and contextual factors can promote a teen?s identity development

UNIT 9 DISCUSSION

Topic 1 of 1: Culture and Childhood and Adolescent Disorders
This unit you are exploring the topics of ?Culture? and ?Childhood and Adolescent Disorders? in more detail. Please answer all of the following questions.

Culture

Define the term ?culture? and provide an example of the impact of culture on any aspect of child or adolescent development. Should cultural context be taken into account when studying children and adolescents? Why or why not?

Childhood and Adolescent Disorders

Choose one childhood or adolescent disorder from this unit?s reading, Childhood Disorders, and discuss this disorder by addressing the following questions.

Identify the disorder and describe the main characteristics of this disorder, including the causes and symptoms.
What is the most effective treatment(s) for this disorder?
How can culture affect the disorder and/or the treatment of the disorder?

minimum 400 words with at least one citation from the text and one outside source

According to Erikson's theory of identity development each developmental period you reach a new stage of identify development. Describe how Erickson's last 4 stages help to describe what makes life meaningful. What stage are you currently in? (Stage VII) What is your life?s current meaning? (all about bettering myself through education and volunteering) How do you believe that will change in the future?

You should cite the text and outside research in your posts to receive full credit.

Conduct (or create/imagine) an interview with a person to learn about a chosen developmental time period.

Section 1: Introduction and Interview Synopsis

Describe the person you interviewed in terms of his or her current age, occupation, ethnicity/race/culture, sexual orientation, gender, and disability/ability. Describe the interview questions or topics, the major content themes of the respondent, relevant nonverbal communications (affect, body language), and overall quality of the relationship and rapport established during the interview. (Approximately 3 pages)

Section 2: Critical Analysis, Incorporation of Course Readings and Interview Excerpts, Synthesis

1. Conceptualize this person's development using the human behavior theories and concepts. Apply readings to this conceptualization, in terms of the biological, psychological, cultural, and spiritual contributions to this person's development.

2. Analyze the impact social oppression or privilege may have had on this person's identity development, in terms of race/ethnicity, gender, sexual orientation, and social class.

3. Incorporate dialogue excerpts (key words, phrases, longer remarks) from the interview with your informant to support your analysis.

4. Synthesize the data you have gathered (the interview, readings, etc) and utilize your critical thinking skills to address the following two questions: (a) What are the major challenges, strengths, and opportunities the informant experienced during this period of development; and (b) what are the major strengths and weaknesses of human behavior theories studied to date, in terms of their explanatory power in providing a comprehensive understanding of this informant's period of development. (Approximately 7 pages)

FOR WRITER JOHNFITZ44 ONLY!

Final Project The End.....

Student Development Training Session

Assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare one 50-minute training session for a new team of academic advisors, who will be hired and onsite by the next semester, and an advance reading list that they will have read prior to the training. Your goal is to train the team of academic advisors on one learning objective that you will develop with an individual identity focus or a social identity focus as justified by student development theory.

For the Final Project, you will present the academic advisor training session material that focuses on one of the two options based on the university?s philosophy for student development:

Student individual identity development

Schedule for component submissions:

Week Two- Student Development Philosophy Presentation
Week Three- Training Objective & Advisor Reading List
Week Four- Student Development Principles Checklist
Week Five- Academic Advisor Training Syllabus (50-minute training session)
Week Six- Student Development Training Session

Revise, assemble, and submit all Final Project components and include the URL to your recorded training introduction.

Yes - please use your voice, I have no voice anymore.

The recorded introduction should be at least five minutes in length.
You may use Jing, a free screencapture software, or another multimedia software application of your choice. If you need a guide, please refer to the Jing Instructions.

The final project will not require a title page, but all references consulted for the presentation, theoretical justification, and training design should be included and formatted using proper APA style.

Rubric:
Content Criteria Weight
The student development training materials collection is coherent, complete and incorporates the four
required components to prepare advisors on a well-framed training objective that has been justified by
a clear theoretical focus.
15
Writing Skills
Rules of grammar, usage, punctuation are followed and spelling is correct. 1
Research Criteria
Demonstrates ability to locate appropriate resources specific to student affairs training and applicable
student development theory.
2
Style Criteria
Incorporates appropriate academic voice, unity, coherence, organization, and use of APA style. 2

Gender Identity in Life-Span Development
Gender identity?identifying oneself as male or female?is a critical component of an individual's life-span development. Misconceptions and stereotypes abound with regard to gender, and you may bring personal misconceptions and stereotypes to your work with clients.

As you read the resources this week, what concepts seem especially relevant to you as a social worker? Are you able to identify any personal misunderstandings about the formation of gender identity? What strategies might you use to apply your new understanding to social work practice?

Post by Day 3 a Discussion that includes:
?A new understanding you have gained in the resources about gender identity
?An explanation of how individuals' gender identity affects their development through young and middle adulthood
?A strategy you might use to apply your understanding of gender identity development to social work practice

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

To complete your Discussion, click on Discussions on the course navigation menu, and select ?Week 5 Forum? to begin.

Below, please find syllabus for your review that will enable you to navigate through the assignment. Only relevant references from text books and reccomended reading should be used throuout the paper. Major Developmental theories that must be used when evaluating Asher Lev are:

Piaget (Miller article) and begin Erickson (The Eight Ages of Man)
Freud, Berzoff, J. Drive Theory and Schamess , G.s Structural Theory (1996) In Inside Out and Outside In: Psychodynamic Clinical Theory and Practice.)
Winnicott. (The Maturational Process and the Facilitating Environment Chaps: True and False Self and The Capacity to Be Alone.) Also, Mahler/Intelligence (The Separation-Individuation Process and Identity Formation / Neisser, et al Intelligence Known and Unkowns

Immigration/Acculturation (*Anderson, L.P., Acculturative Stress: A Theory of
Relevance to Black Americans) Koplow, L. Developmental Dilemmas of Young
Children of Immigrant Parents. In Child and Adolescent Social Work. 1990)

SYLLABUS

COURSE OBJECTIVES

1. To conceptualize relationships among the individual, family, group, community, environment and organizations, and understand how these systems interact to provide the context for human development from birth, through later childhood.

2. To use and understand theories that describe human development from infancy to late childhood, from a critical perspective.

3. To understand the impact and context of diversity on early human development, with special emphasis on the influences of culture, race, gender, sexual orientation, and social class.

4. To acquire knowledge of contemporary urban problems and their impact on human development from birth through late childhood. These problems include poverty, violence, AIDS and homelessness; as well as the negative consequences of oppression, social injustice, racism, classism and homophobia.

5. To become knowledgeable of the theoretical content describing the developing stages of biological, psychological, cognitive, affective, sexual, social and behavioral domains of functioning from infancy through late childhood.

6. To understand the role of research findings in constructing models of development, and contributing towards the integration of a bio-psycho-social systems perspective of human behavior from infancy through late childhood.

7. To define the stressors and risks that may effect people from birth through late childhood; as well as the compensatory interactions of personal, familial, group, and organizational factors that can mitigate against the negative developmental impact of these factors.
HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT I

Course Description

Human Behavior in the Social Environment I is centered in the bio-psycho-social perspective, which stresses a multi-dimensional view of human development and behavior. This multi-dimensional view of person in the context of the environment takes into consideration the challenges, stressors and life tasks that occur throughout the life cycle. The individual in his/her environment is seen as a unit where component elements can only be understood in their relationship to each other. The course stresses the centrality of culture, race, ethnicity, gender and the socioeconomic environment.

Using systems theory as a critical theoretical underpinning, Human Behavior in the Social Environment I stresses a non-linear view of development in which there is a continuous reciprocal interchange and mutual impact among different systems (individual, family, group, community). A major focus of the course is on development of the human biological, psychological and social structure as it occurs throughout the life span. Human Behavior in the Social Environment I covers the life cycle from birth to late childhood. Human Behavior in the Social Environment II continues from early adolescence to old age.

The course stresses the need for the development of critical thinking throughout, an examination of the gaps in knowledge that exists in developmental theory, and the role that research plays in knowledge building. The linkages of theories to practice and policy implications are also stressed.

Assignments

Human Behavior in the Social Environment I has a midterm and final paper. In order to continue to build on students liberal arts base novels and/or short stories that encompass significant cultural diversity are used as part of final assignments. Assignments are developed to facilitate integration of content and re-emphasize a systems perspective and the bio-psycho-social approach. Students are asked to integrate the knowledge learned into their discussion of a character within their social environment, as portrayed in novels or short stories.
COURSE MATERIALS

Required Texts:

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.
An interactive version now available at www.cccnewyork.org.

Longres, J.F. (2000). Human Behavior in the Social Environment, 3rdEd. United States: Brooks/Cole, Thomson, Inc.

Recommended Texts:

Goldstein, E. (1995). Ego Psychology and Social Work Practice. New York: The Free Press.
(Two Chapters (pp. 53-112) from this book are Required Readings, and it is required in Practice classes).

Long, D.D. & Holle, M.C. (2006). Macro Systems in the Social Environment, 2nd edition. Itasca, Illinois: F.E. Peacock Publishers.

Payne, Malcolm. (2005). Modern Social Work Theory. 3rd Edition. Chicago, Il: Lyceum Books, Inc.
COURSE OUTLINE AND BIBLIOGRAPHY

I. THE SYSTEMS PERSPECTIVE AND THE BIOPSYCHOSOCIAL APPROACH

This section presents the organizing theme that underlies the Human Behavior curriculum and the study of Human Behavior in the Social Environment in particular: the systems approach. Emerging from systems theory, this approach views human behavior as resulting from a multiplicity of both internal and external factors operating in transaction. Viewing the individual within the context of its environment, the systems perspective understands all human behavior as emerging from the complex interactions of the biological-psychological and social domains.

This section will first explain the process of theory building and the view of all theory as social construct. It will then present the basic concepts of systems theory and the dynamics of dialectical interaction and systemic transaction.

The Bio Psycho Social System will be discussed from both its historical perspective and key relevance to social works view of human behavior in the social environment.

Note:
Required readings will be left to the discretion of the Professor and will be assigned from the recommended readings listed below. All other articles are recommended or are supplemental references.

Recommended Readings

Long, D.D. and Holle, M.C. (2006) Macro Systems in the Social Environment (pp.1-22). Macro-systems and their importance and usefulness to the social worker. Itasca, Illinois: F.E. Peacock Publishers

Longres, J.F. (2000). Chapter 1: A Critical Perspective; Chapter 2: A Systems Approach to Human Behavior. Human Behavior in the Social Environment, 3rdEd. (pp. 2-19; 20-46). United States: Brooks/Cole, Thomson, Inc.

II. MAJOR CONTRIBUTING PERSPECTIVES TO THE BIO- PSYCHO- SOCIAL VIEW OF HUMAN DEVELOPMENT


Integrating a wide spectrum of literature that describes the bio-psycho-social matrix within which human development takes place, this section will describe the:

(A) SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

Noting the diversity of ethno-racial, class, and gender experiences; the stratification of community and neighborhood environments; the fluxes of family life in urban centers; the influence of environmental stressors on psycho-social development; and the role of macrosystemic organizational systems in both maintaining and addressing all of these dynamics.

The contribution of:

(B) BIOLOGICAL-PHYSICAL FACTORS

How human behavior evolves within the social environment will be reviewed from both perinatal and development perpectives. Genetic, nutritional and maturational influences on personality temperament, intelligence, psychopathology, gender differences, intelligence and physical disability will be considered, especially with respect to their interaction with environmental deprivation and social minority status.


In the psychological domain, multiple:

(C) PSYCHOLOGICAL THEORIES OF DEVELOPMENT

Will be used to understand how cognition, personality and social development takes place within the socio-cultural environment. Thus theories of cognitive development and language acquisition will be considered, as will human attachment theory, psychosocial theory, psychoanalytic theory(s), and behaviorism/social learning theory. These theoretical frameworks will be considered critically as to their validity in comprehensively explaining developmental processes and their potential integration of value presuppositions about normal development within particular cultural contexts.

II (A) THE SOCIAL/ENVIRONMENTAL CONTEXT OF DEVELOPMENT

1. Beginning Concepts of Race, Culture, Diversity and Gender
2. The Central Role of Community and Organizational Systems
3. Family Life in the Urban Environment
4. The Impact of Environmental Stressors and Social Hazards

II A-1. Beginning Concepts of Race, Culture and Diversity

This section will introduce the influence of variation in class, race, gender, ethnicity and gender orientation on human behavior; especially noting how differences in social power and privilege impact on human developmental processes within social/environmental contexts.

Recommended Readings

*Anderson, L.P. (1991). Acculturative stress: A theory of relevance to Black Americans. Clinical Psychology Review, 11, 685-702.

Armbruster, P., Sukhodolsky, D., and Michelsen, R. (2004) The impact of managed care on childrens outpatient treatment: A comparison study of treatment outcome before and after managed care. American Journal of Orthopsuchiatry, 74 (1), 5-13.

Armistead, L., Klein, K., & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Bandura, A. (1999). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51 (2), 269-290.

Pinderhughes, E. (1988). Significance of culture and power in the human behavior curriculum. In C. Jacobs & D. Bowles (Eds.), Ethnicity and Race: Critical Concepts in Social Work (pp. 152-166). Silver Spring, MD: NASW.

Rotherman-Borus, M. J. and Wyche, K. F. (1994) Ethnic differences in identity development in the U.S. In S. Archer (Ed.) Interventions for Adolescent Identity (pp. 62-81). Thousand Oaks, CA: Sage.

Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-118.

II A-2. The Central Role of Community and Organizational Systems

This section will present the social/psychological and sociological theories used to assess the social environments within which children develop. This macrosystemic view focuses on the importance of organizations, communities and society in social work assessment, and is aimed to highlight and probe the role of the larger social context in human development.

Recommended Readings

*Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99(2), 353-395.

Fellin, P. (1995). Defining communities and community competence; Systems perspectives for understanding communities; The social stratification of communities: class, race and ethnicity (pp. 3-27; 28-38; 58-76). The Community and the Social Worker. Itasca, Illinois: F.E. Peacock Publishers, Inc. (These chapters are also required in the Ethnocultural Issues course).

II A-3. Family Life in the Urban Environment

This segment will highlight the role of the family group as the agent of socialization in the environment. It will describe cultural, racial, class and gender variables in family life, as well as evolving variations in the structure of family units within contemporary urban environments. Changes in family role expectations and economic aspects will be considered, especially in light of the environmental demands posed by urban life.

Recommended Readings

Brooks-Gunn, J., Duncan, G.J., Klebanov, P.K. & Sealand, N. (1993, September). Do
neighborhoods influence child and adolescent development? American Journal of Sociology. 99 (2), 353-395.

Buckner, J.C., Beardslee, W.R., and Bassuk, E.L. (2004). Exposure to violence and low-income
childrens mental health: Direct, Moderated and Mediated Relations. American Journal of Orthopsychiatry, 74 (4), 413-423.

Harrison, A.O., Wilson, M.N., Pine, C.J., Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61 (2), 347-362.

Longres, J.F. (2000). Chapter 8: The Family As A Social Institution. Human Behavior in the Social Environment (pp. 200-234). United States: Brooks/Cole, Thomson, Inc.

McKay, M.M., Lynn, C.J., and Bannon, W.M., (2005). Understanding inner city child mental health need and exposure: implications for preparing urban service providers. American Journal of Prthopsuchiatry, 75 (2), 201-210.

McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.

Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L. & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society, 77 (10), 595-604.

Moss, J. & Lockhart, G. (1990). The impact of underemployment and unemployment on the quality of Black family life. In S. Logan, E. Freeman & McRoy (Eds.), Social Work Practice with Black Families (pp.193-202). New York: Longman.

Ortiz, V. (1995). The diversity of Latino families. In R.E. Zambrana (Ed.), Understanding Latino Families: Scholarship policy and practice (pp.18-39). Thousand Oaks, CA: Sage Publications.

Phillips, N. and Straussner, S.L. (2001) Urban Social Work. NY: Allyn & Bacon. (Chapter 2, Human Behavior in the Urban Environment).

II A-4. The Impact of Environmental Stressors and Social Hazards

This segment will describe the complex influences of environmental deprivation, poverty, maltreatment, violence and social oppression on human development and behavior. The concept of resilience despite risk will also be considered, together with familial, social, and macrosystemic factors that can mitigate against vulnerability.

Recommended Readings

*Basic Behavioral Science Task Force of the National Advisory Mental Health Council. (1996, January). Basic behavioral science research for mental health: Vulnerability and resilience. American Psychologist, 51(1), 22-28.

Brooks-Gunn, J. (1995). Strategies for altering the outcomes of poor children and their families. In P.L. Chase-Lansdale & J. Brooks-Gunn (E.), Escape from Poverty: What makes a Difference for Children? (pp. 87-117). New York: Cambridge University Press.

Chapman, M.V., Wall, A., and Barth, R.P. (2004). Childrens voices: the perceptions of children in foster care. American Journal of Orthopsychiatry, 74 (3) 293-304.

DiGiuseppe, R. & Tafrate, R.C. (2001). A comprehensive treatment model for anger disorders. Psychotherapy, 38 (3) 262-271.

Garbarino, J. Dubrow, N., Kostelny, K. & Prado, C. (1992). The developmental toll of inner-city life. Children in Danger: Coping with the Consequences of Community Violence (pp.48-66). San Francisco, CA: Jossey-Bass Publisher.

Garmezy, N. (1993). Children in poverty: Resilience despite the risk. Psychiatry, 56(1), 127-136.

*Klebanov, P.K., Brooks-Gunn, J. & Duncan, G.J. (1994, May). Does neighborhood and family poverty affect mothers parenting, mental health, and social support? Journal of Marriage and the Family, 56, 441-455.

Robinson, B.E. & Rhoden, J.L. (1998). Psychological adjustment of children of alcoholics. In Working with Children of Alcoholics: A PractitionersHandbook (pp.52-77). New York: Sage Publications.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

This section will highlight biological/physical aspects relevant to early development. Reviewed from both perinatal and developmental aspects, genetic, nutritional and maturational influences on temperament, intelligence, gender differences, psychopathology, and physical endowments/disabilities will be considered, especially in terms of how these factors interact with the conditions of poverty and availability of community services to vulnerable populations.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds, NY: Touchstone. (Chapter 1: How the brain takes shape).

Chess, S. (1980). Temperament and children at risk. In E.J. Anthony & C. Koupernik (Eds.), The Child in his Family (pp. 121-130). New York: John Wiley & Sons.

Efran, J.S., Greene, M.A. & Gordon, D.E. (1998). Lessons of the new genetics. Family Therapy Networker, 27-41.

*Neisser, U., Boodoo, G., Bouchard Jr., T. J., Boykin, A.W., Ceci, S.J. Halpern, D.F., Loehlin, J.C. Perloff, R., Sternberg, R. J. & Urbina, S. (1996). Intelligence: Known and unknowns. American Psychologist, 51(2), 77-101.

*Osofsky, J. (1995) The effects of exposure to violence in young children. American Psychologist, 50(9), 782-788.

II (C) PSYCHOLOGICAL THEORIES OF HUMAN DEVELOPMENT

1. Understanding Value Assumptions in Developmental Theory Construction
2. Cognitive Development and Language Acquisition
3. Theories of Attachment
4. Psychosocial Theory of Development
5. Psychoanalytic Theories of Development
6. Behaviorism and Social Learning Theory

Recommended Readings

Bowlby, J. (1998). Developmental psychiatry comes of age. American Journal of Psychiatry, 145
(1), 1-10.

Eiden, R.D., Peterson, W., & Coleman, T. (1999). Maternal cocaine use and the care giving
environment during early childhood. Psychology of Addictive Behaviors, 13, 293-302.

Fiona, T. & Wren, B., (2002). Editorial: sexual identity and gender identity: understanding
difference. Clinical Psychology and Psychiatry, 7 (3), 315-319.

Fish, B., & Chapman, B. (2004). Mental health risks to infants and toddlers in foster care. Clinical
Social Work Journal, 32 (2), 121-140.

Fonagy, P. and Target, M. (1998). Mentalization and the changing aims of child psychoanalysis.
Psychoanalytic Dialogues, 8(1), 87-114.

Fontana, V.J. (2004). Our most important task the well-being and protection of children. Journal of Infant, Child, and Adolescent Psychotherapy, 3 (3), 299-302.

Hasan, N., and Power, T.G. (2004). Childrens appraisal of major life events. American Journal of Orthopsychiatry, 74 (1), 26-32.

*Pachter, L.M. & Dworkin, P.H. (1997). Maternal expectations about normal child development in 4 cultural groups. Archives of Pediatrics & Adolescent Medicine, 151(11), 1114-1150.

Perez Foster, R.M., (2005). The new faces of childhood perimigration trauma in the United States. Journal of Infant, Child, and Adolescent Psychotherapy, 4 (1), 21-41.

Phillips, D., Prince, S., and Schiebelhut, L., (2004). Elementary school childrens responses 3 months after the September 11 terrorist attacks: A study in Washington, D.C. American Journal of Orthopsychiatry, 74 (4), 509-528.


II C-1. Understanding Value Assumptions in Developmental Theory Construction

All theoretical and research-based frameworks for understanding human behavior, by definition hold assumptions about what is considered normative within their cultural and historical context. This introductory segment to psychological theories of human development will again alert the student to the presence of centric bias in any form of theory construction.

Recommended Readings

Bruner, J. (1986) Value presuppositions of developmental theory. In L. Cirillo and S. Wapner (Eds.) Value Presuppositions in Theories of Human Development. Hillsdale, NJ: Lawrence Erlbaum Associates.

II C-2. Cognitive Development and Language Acquisition

The evolution of cognitive structures, symbolic language capacity, and psycho-motor functions in young children will be reviewed through both classic Piagetian perspectives, and models developed from contemporary developmental research.

Recommended Readings

Barnet, A.B. and Barnet, R.J. (1998) The Youngest Minds. NY : Touchstone. (Chapter 2: The House of Meaning. Chapter 3: Pathways to language).

Miller, P. (1989) Piagets cognitive stage theory. In P. Miller (Ed.) Theories of Developmental Psychology. NY: Freeman & Co.

Rand Corporation (2005). Early childhood intervention: Proven results/Future promise.

Reid Lyon, G., (1996, Spring). Learning disabilities. The Future of Children Special Education for Students with Disabilities, 6 (1), 54-76.

Robb, B.J. (2003). Changing the future: the story of attachment with a child with special needs. Clinical Social Work Journal, 31 (1), 9-24.

II C-3. Theories of Attachment

The key role of the familial caregiver in the childs emotional development and survival will be considered from the perspective of Bowlbys ethnological theory as well as from perspectives that have articulated variable patterns of attachment between child and caregiver. Contemporary research on early infant maternal-infant interactions will also be reviewed.

Recommended Readings

*Bowlby, J. (1988) Developmental psychiatry comes of age. American Journal of Psychiatry, 145(1), 1-10.

Karen, R. (1998) Becoming Attached. NY: Oxford University Press. (Chapter 10: Ainsworth in Uganda. Chapter 11: The Stranger Situation. Chapter 12: Ainsworths American Revolution).

II C-4. Psychosocial Theory of Development

Eriksons developmental theory holds an important role in social works view of human behavior within the context of the social environment. His psychosocial developmental framework emphasized that the demands of society at each stage of human growth, not only promoted the development of a unique personality, but also ensured that individuals acquire attitudes and skills that help them become active, contributing members of their society.

Recommended Reading:

Erikson, E. H. (1963) Childhood and Society. NY: Free Press. (Chapter 7) Eight Ages of Man.

Rogoff, B. and Chavajay, P. (1995). Whats become of research on the cultural basis of cognitive development? American Psychologist, 50, 859-877.

Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. American Psychologist, 55, 1093-1104.

Schore, A.N. (2001). The effects of an early relational trauma on the right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22, 201-269.

Schore, A.N. (2001). The effects of a secure attachment relationship on right brain development , affect regulation and infant mental health. Infant Mental Health Journal, 22, 7-66.

Shilkret, C.J. (2005). Some clinical applications of attachment theory in adult psychotherapy. Clinical Social Work Journal, 33 (1), 55-68.

II C-5. Psychoanalytic Theories of Development

Beginning with Freuds psychosexual theory of development, the psychoanalytic movement spawned multiple theoretical perspectives about human behavior, all of which believe in the central role of unconscious processes in general psycho-social functioning. These perspectives include ego psychology, which emphasizes adaptive personality functioning in the environment; and object relations theory which stresses the deep wish for human connection in all people.

Recommended Readings

Berzoff, J.s Drive theory and Schamess, Gs Structural theory (1996). In J. Berzoff, L.M. Flanangan & P. Hertz (Eds.), Inside Out and Outside In: Psychodynamic Clinical Theory and Practice in Contemporary Multicultural Contexts. Pp. 17-47; 49-66. New Jersey: Jason Aronson, Inc.

Winnicott, D.W. (1965). The Maturational Processes and the Facilitating Environment: Studies in the theory of emotional development. Ct: International Universty Press. (Relevant chapters to be assigned by instructor)

II C-6. Behaviorism and Social Learning Theory

Models of human behavior that view learning as the result of consistent exposures to events in the social environment will be reviewed with an emphasis on early childhood learning, cross-cultural and cross-class differences in early stimulus exposure, and the role of child observational learning of violent contexts.

Recommended Readings

Berk, L. (1997) Child Development. Boston: Allyn and Bacon pp. 16-18 (Chapter 1: Behaviorism and Social Learning Theory. Chapter 4. pp. 123. (Infancy Early Learning)


III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-
PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Section III directly builds on the theoretical and research-based frameworks presented in section (II). The perinatal, infant and early childhood periods will now be studied within their bio-psycho-social matrices in much more detail and integrated depth. There will also be more focused presentation of cross-cultural differences in developmental trajectories, parenting styles, childrearing attitudes and needs/utilization of community services for this early developmental period.

Biological-Physical aspects of early life will consider infant mortality in communities of poverty; the consequences of substance abuse, poor nutrition, poverty and parental stress on prenatal and early development; constitutional strengths and vulnerabilities; maturational changes resting on physical development; and physical handicaps and illness in early development.

Community/Organizational factors, will consider: the impact of poverty and social disenfranchisement on early childhood development; the availability of community services for families with young children; and culturally syntonic programmatic service development for ethnic families.

The complex Psychological factors relevant to this early stage will explore the early roots of attachments and relationships; differentiation and integration of affective development; cognitive development and language learning; the early roots of gender development; the growth of curiosity and environmental mastery; the evolution of subjectivity; and the development of sexual awareness. Furthermore, a comparison of the various psychological theories of infant/toddler development will be conducted with reference to both their explanatory power and cross-cultural relevance.

Expanding on the integrated psycho-social growth of this early period, this section will address the influence of Social/Familial factors such as: familial structure, social supports and caretaker arrangements; arrangements; the consequences of socially determined environmental insults; sociocultural influences and variation in childrearing; familial contexts and styles of nurturing; the influence of social, cultural and familial values on learning and socialization; beginning peer relationships; play and social networks; racial and ethnic identity development; influence of social networks and preschool environments in gender and social role behaviors; growth of adaptation and coping capacities; effects of sexual abuse on development; and parental and familial adjustment to a disabled child.

Recommended Readings

Applegate, J. (1993, Feb.). Winnicott and clinical social work: A facilitating partnership. Child and Adolescent Social Work Journal 10, 3-19.

Hodapp, R.M. (1997). Developmental approaches to children with disabilities: New perspectives, populations, prospects. In S. Luthar, J. Berrack, D. Cicchetti, and J. Weiss (Ed.), Developmental Psychopathology, Cambrige, UK: Cambridge University Press.

Lyons-Ruth, K. (1991). Rapprochement or approachement: Mahler's theory reconsidered
from the vantage point of recent research on early attachment relationships.
Psychoanalytic Psychology, 8, 1, 1-23.

Katz, P. A. and Kofkin, J. A. (1997) Race, gender and young children. In Luthar, S. et al (Eds.) Developmental Psychopathology. Pp. 51-74. Cambridge, UK: Cambridge University Press.

Kim, U. & Choi, S-H. (1994). Individualism, collectivism, and child development: A Korean perspective in P.M. Greenfield & R.R. Cocking (Eds.), Cross-cultural Roots of Minority Child Development (pp. 227-257). Hillsdale, N.J.: Lawrence Erlbaum Associates Publishers.

Kobayasjhi, J.S. (1989)). Depathologizing dependency: Two perspectives. Psychiatric Annals, 19 (12), 653-658.

Koplow, L. & Messinger, E. (1990). Developmental dilemmas of young children of immigrant parents. Child and Adolescent Social Work, 7 (2), 121-134.

Long, D.D. and Holle, M.C.: (2006) Macrosystems in the Social Environment, Itasca, Illionois: F.E. Peacock Publishers. (Chapter 2, Infancy, Chapter 3, Preschool Children).

Mahler, M. & McDevitt, M. (1980). The Separation-individuation process and identity formation. In S. Greenspan & G. Pollock (Eds.), The Course of Life, Vol. 1 (pp. 395-406). Washington, D.C.: U.S. Government Printing Office.

Pattatucci, A. M. (1998) In C. Patterson and A. D. Augelli (Eds.) Biopsychosocial interactions and the development of sexual orientation. Lesbian, Gay and Bisexual Identities in Families. NY: Oxford University Press.

Spillane-Grieco, E. (2000). Cognitive-behavioral family therapy with a family in high-conflict divorce: a case study. Clinical Social Work Journal, 28 (1), 105-119.

Weinberg, L. (1991). Infant development and the sense of self: Stern vs. Mahler. Clinical Social Work Journal, 19(10), 9-22.
*Wodarski, J., Kurtz, D., Guadin, J. & Howing, P. (1990). Maltreatment and the school-age child: Major academic, socioemotional and adaptive outcomes. Social Work, 35(6), 506-513.

Wren, B. (2002). I can accept my child is transsexual but if I ever see him in a dress Ill hit him: dilemmas in parenting a transgendered adolescent. Clinical Psychology and Psychiatry 7 (3) 377-397.


IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Continuing to build on the theoretical and research-based frameworks presented in section (II), the middle and late childhood periods will be considered within their bio-psycho-social matrices in more detail and integrated depth in this section. There will be more consideration of cross-cultural differences in developmental courses, parenting styles and childbearing attitudes, as well as examination of the role of community /organizational systems in the lives of young children. Critical examination of developmental theories will continue, especially with respect to their explanatory power with children from diverse socio-ethnic communities.

The domain of Biological-Physical Factors, will consider the unique physical, psycho-motor and cognitive growth that is part of middle childhood and sets the stage for prepubertal change. Important changes in the Psychological domain will be considered such as skills training, the growth of adaptive coping mechanisms, and the enhanced sophistication of conceptual abilities. Furthermore, social and gender roles and the increasing emergence of gender differences in several areas of functioning will be understood from an integrated bio-psycho-social perspective, as physical differences are considered in dialectical interaction with the forces of social role expectation and environmental reinforcement.

A consideration of the complex Social Factors that influence middle childhood development will address: the childs entry into the wider community of social networks and peer relations; the specific character of schools and other social organizations that impact on development; developmental consequences of the real-world status of the family (ethnicity, family structure, social class, etc.); possible value conflicts between home/community; schools as socialization agents and social-sorting systems; social issues pertinent to development and patenting in the urban community; cross cultural variations on development and child-rearing behaviors; and the impact of parents working lives on middle childhood yungsters.

Recommended Readings

Belle, D. (Ed.) (1989). Gender differences in childrens social networks and supports. Childrens Social Networks and Social Supports (pp. 173-188). New York: John Wiley & Sons.

Kim, W.J., Kim, L. & Rue, D.S. (1997). Korean American Children. In G. Johnson-Powell & J. Yamamoto (Ed.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 183-207). New York: John Wiley & Sons, Inc.

Lung, A.Y. & Sue, S. (1997). Chinese American Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 208-236). New York: John Wiley & Sons, Inc.

*Morrison-Dore, M., Kauffman, E., Nelson-Zlupko, L & Granfort, E. (1996). Psychosocial functioning and treatment needs of latency-age children from drug-involved families. Families in Society 77 (10), 595-604.

Ranganath, V.M. & Ranganath, V.K. (1997). Asian Indian Children. In G. Johnson-Powell & J. Yamamoto (Eds.) Transcultural Child Development: Psychological Assessment and Treatment (pp. 103-125). New York: John Wiley & Sons, Inc.


V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Parental death and traumatic losses are the experiences of many thousands of children in the U.S., especially those who live in poverty. The increase of violence in communities, and the rising mortality rates from the AIDS epidemic, are rendering many children both traumatized and potentially derailed from their developmental tasks. This section will consider the concept of trauma in childhood, and the repercussions of parental and familial loss; noting especially the process of grief and bereavement during the developing childhood years.

Recommended Readings

James B. (1994). Human attachments and trauma. In Handbook for Treatment of Attachment-Trauma Problems in Children (pp. 1-16). New York: Lexington Books.

Norris, D.M. & Spurlock, J. (1993). Separation and loss in African American children: Clinical perspectives. In A.C. Gaw (Ed.), Culture, Ethnicity, and Mental Illness (pp. 175-188).

Shapiro, E.R. (1994). Bereavement in childhood: Child grief as a systemic developmental process. In Grief as a Family Process: A Developmental Approach to Clinical Practice (pp. 71-86). New York: Guilford Press.

Siegel, K. & Freund, B. (1994). Parental loss and latency age children. In B.O. Dane & C. Levine (Eds). AIDS and the New Orphans: Coping with Death (pp 43-58). Westport, CT.: Auburn House

Recommended Readings:

II A-1 BEGINNING CONCEPTS OF RACE, CULTURE AND DIVERSITY

Espin, O.M. & Gawelek, M.A. (1992). Womens diversity: Ethnicity, race, class and gender in theories of feminist psychology. In L. S. Brown & M. Ballou (Eds.)., Personality and Psychopathology: Feminist Reappraisals (pp.88-107). New York: The Guilford Press.

Williams, T. & Kornblum, W. (1991). A portrait of youth: Coming of age in Harlem public housing. In National Urban League (Eds.), The State of Black America, 1991 (pp.187-207). New York, National Urban League Inc.

II A-2 THE CENTRAL ROLE OF COMMUNITY AND ORGANIZATIONAL SYSTEMS

Long, D.D. and Holle, M.C. (2006), Macro-Systems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers Inc., (Chapter 1: Macro-systems: Their importance and Usefulness to Social Workers).

II A-3 FAMILY LIFE IN THE URBAN ENVIRONMENT

Belkin, L. The Lessons of Classroom 506. New York Times Magazine. New York: Sep 12, 2004 40-53.

*Harrison, A.O., Wilson, M.N., Pine, C.J. Samuel, Q. & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61(2), 347-362.

II A-4 THE IMPACT OF ENVIRONMENTAL STRESSORS AND SOCIAL HAZARDS

*Armistead, L., Klein, K. & Forehand, R. (1995). Parental physical illness and child functioning. Clinical Psychology Review, 15 (5), 409-422.

Citizens Committee for Children of New York (2005). Keeping Track of New Yorks Children. New York: Author.

*Reid Lyon, G. (1996, Spring). Learning disabilities. The Future of Children: Special Education for Students with Disabilities, 6 (1), 54-76.

Sameroff, A., Seifer, R. T. & Todd Bartko, W. (1997). Environmental perspectives on adaptation during childhood and adolescence. In S. Luthar et al (Eds.) Developmental Psychopathology. Cambridge, UK: Cambridge University Press.

Segal, E. & Gustavsson, N. (1990). The high cost of neglecting children: The need for preventive policy agenda. Child and Adolescent Social Work, 7 (6), 475-485.

*Straus, M.A. Sugarman, D.B. & Giles-Sims, J. (1997). Spanking by parents and subsequent antisocial behavior in children. Archives of Pediatric & Adolescent Medicine, 151, 761-767.

II (B) BIOLOGICAL/PHYSICAL FACTORS IN EARLY HUMAN DEVELOPMENT

Burns E. & Arnold , L.E. (1990). Biological aspects of stress: Effects on the developing brain. In L.E. Arnold (Ed.), Childhood stress (pp. 73-107). New York: John Wiley & Sons.

Novosad, C. and Thoman, E. (1999) Stability of temperament over the childhood years. American Journal of Orthopsychiatry, 69, 457-464.

*Saleebey, D. (1992). Biologys challenge to social work: embodying the person-in-environment perspective. Social Work, 37 (2), 112-18.

II C-2. COGNITIVE DEVELOPMENT AND LANGUAGE ACQUISITION

*Rogoff, B. and Chavajay, P. (1995) Whats become of research on the cultural basis of cognitive development? American Psychologist, 50(10), 859-877.




III. PERINATAL, INFANT AND EARLY CHILDHOOD PERIODS (INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES)

Beavers, J. (1989). Physical and cognitive handicaps. In L. Combrinck-Graham (Ed.), Children in Family Contexts (pp. 193-212). New York: The Guilford Press.

White, R. (1960). The competence model of Robert W. White. In Proceedings from the Symposium on Motivation. Nebraska: University of Nebraska.

IV. MIDDLE AND LATE CHILDHOOD: INTEGRATED BIO-PSYCHO-SOCIAL AND SYSTEMS PERSPECTIVES

Gilligan, C. & Wiggins, G. (1988). The origins of morality in early childhood relationships. In C. Gilligan; J. Ward; J. Taylor & B. Bardige (Eds.), Mapping the Moral Domain (pp. 111-137). Cambridge, Mass: Center for the Study for the Study of Gender, Education and Human Development, Harvard University Graduate School of Education.

Ho, D.Y.F. (1994). Cognitive socialization in Confucian heritage cultures. In P.M. Greenfield & R.R. Cocking(Eds.), Cross-cultural Roots of Minority Child Development (pp. 285-313). Hillsdale, N.J.: Lawrence Erlbaum Associates.

Johnson, J. (1990). Forgotten no longer: An overview of research on children of chemically dependent parents. In T. Rivinus (Eds.), Children of Chemically Dependent Parents (pp. 29-54). New York: Brunner/Mazel.

Long, D.D. and Holle, M. C. (2006) Macrosystems in the Social Environment, Itasca, Illinois: F.E. Peacock Publishers. (Chapter 4: Children of School Age).

Mackelprang, R. and Salsquiver, R. (1999). Disability Adversity Model Approach in Human Service Practice. N.Y.: Brooks/Cole Publishing Co., (Chapter 4: Human Development in the context of disability birth to twelve years of age).

Mary, N. (1990) Reactions of Black, Hispanic and White mothers to having a child with handicaps. Mental Retardation,28, 1-5.

*Wilson, M. (1989). Child development in the context of the black extended family. American Psychologist, 44 (2), 380-385.

V. LOSS AND BEREAVEMENT IN CHILDRENS LIVES

Deveau, E.J. (1995). Perceptions of death through the eyes of children and adolescents. D.W. Adams, & E.J. Deveau (Eds.), Beyond the Innocence of Childhood: Factors Influencing Children and Adolescents Perceptions and Attitudes Toward Death (pp. 55-92). New York: Baywood Publishing Co.

Nagler, S.F., Adnopoz, J. & Forsyth, B.W. (1995) Uncertainty, stigma, and secrecy: Psychological aspects of AIDS for children and adolescents. In S. Geballe, J. Guendel & W. Andiman (Eds.) Forgotten Children of the AIDS Epidemic (pp. 71-82).

Assignment

The final paper for Human Behavior in the Social Environment is based on "My Name is Asher Lev". The paper should reflect your ability to discuss and integrate thefollowing:

The various theories and perspectives on human behavior in the social environment that been studied this semester
Social factors such as gender, economic circumstances, race, ethnicity, and the cultural context.
It is also anticipated that your paper will represent an understanding of biological, psychological, and social forces that affect individual growth and development.
The paper should move beyond mere description into a dynamic analysis of themes and conflicts presented in the novel, and it should incorporate systems theory.
Evidence of readings and relevant videos should be integrated throughout the paper. Avoid direct quotations from readings, but rather pull ideas from them and integrate them, along with your own critical thinking, into your own paper.
_____________________________________________________
Relavant textbook chapters will be faxed to the number that you will provide. For any questions or clarifications please email.









There are faxes for this order.

This is a written report for Psychology( Experiences in Diverity class)
This has to be about the FEMALE GENDER IDENTITY.( Birth-Present-adult)
FORMAT- Describe the process identity development from early childhood to present time, in terms of that dimension. How does a girl know she was a girl early on and gender identity is socially constructed in institutional contexts-society defines what sex and gender roles are-what it is to male or female. Examples of what I need in the content to back up personal info. that I will be adding or changing.

Racial Identity Development
o Which stage best represents your current racial/cultural identity development, using one of the models discussed in class.
o Which experiences have led you to this stage of identity development? Use personal examples to illustrate different stages/statuses of your racial/cultural identity development.
o What are the implications of this for you as a future counselor?

There are faxes for this order.

Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. Possible resources might include National Geographic and the Argosy University Online Library.
Compare and contrast these rites to common US rites of passage. Do they coincide with the physical, cognitive, or socioemotional changes taking place at this age? Describe which specific changes (physical, cognitive, or socioemotional) they coincide with. Does this explain their importance in a particular culture?
How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?
In light of Erikson and Marcia's theories, discuss how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual, or religious). Be sure to explain these theories and how they apply to identity development.
Summarize research from at least two peer-reviewed* studies on the effect of minority status on identity development, ensuring you describe the main findings of the study as well as the research methods used to study the topic.
Apply the information you gathered from the online notes, textbook, and research articles to provide at least three practical recommendations for what the family, school, and community can do to ease the process for adolescents.
*Peer-reviewed means an article from a reputable journal, which can be found in the Argosy University Online Library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something he or she wants to, without someone else verifying that the research methods were rigorous enough and the study is valid. Use your textbook and course lectures as your primary resources, as well as articles from the Argosy University Online Library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.

This is a request for your help in writing the first three chapters of my Dissertation. I need the Introduction, Literature Review, and the Methodology. The tricky part about my study is this. There is a belief that the African American race has an identity crisis because of the high rates of incaration and low education acheivements. I have to make sure we touch on this in the literature review but from the stand point of how colllege environment influences the the development task needed to move student from just exploring self dentity to becoming committed to achieving identity. One of my references listed talks about the 4 identity development stages posed by James Marcia. Based on Marica placement of Black students identity development phase of exploration with little committment, my research focus on the need to strive to improve their attitude and behavior development task to gain acceptance in society and to become successful. To this end, title of my dissertation is: Attitude and Behavior Developmental Task needed to assist African American college students with developing a clear commitment to succeed after college. My study is not on Black Identity Crisis but it does include it is the review of literatue as base because it is a historical factor. I provided some reference that talks about identity. Please add a few more references to make the total at least 15.??

Again, my paper needs to cover some identity development issues but the intent is to focus on literature that supports developmental task needed help student commit to succeeding after college. If one's does not accpet himself or group identity then self identity achievement is more thanb likely delay. Please do the best you can to link identity development to task development or attitue/behavioral adjustment as part the requirement become committed to succeeding. Also add some reference to how miliary leadership leading development programs such as College ROTC, helps corporate america mangers and college students develop character needed to become better leaders.


I will be using the Student Developmental Task and Lifestyle Assessment Online 149 questions Survey to quantify the answer provided by participatants. Listed below is my prospectus or what I need to expanded upon in Chapter 1-3 . I need you to put togethers chapters 1-3 based on the guidance I will be emailing you. The review of literature must provide background for the problem statement. See the instructions I will be emailing you regarding content, rubric grading standards and format. I will also need the proposal proportion of Chapter 1 so I can defend the first three chapters. I will have to defend the proposal using power point slides.


Here is a description for what I need reviewed and written to standard:

References: I only have a few references listed. Please add more references to support the topic. References need to be within 3-5 years old unless it is a theory. Please use some sources from African American Psychology. Sources need to peer reviewed sources to be relevelant.

Title: Attitude and Behavior Developmental Task needed to assist African American college students with developing a clear commitment to succeed after college??

Problem statement

There is a lack of research addressing how college ROTC leadership development influences the behavior and attitude development tasks of African American students.
The education gap, high levels of incarceration and income differences between African American and other groups may be a result of behavior and attitude development short falls.

Theories or prior research- Research shows that the dominant culture in United States expects specific behaviors and attitudes from individuals according to their age group and level of education. Successful achievement of a developmental task allows the individual to acquire the experienence needed to accomplish other subsequent developmental tasks as they are encountered throughout life. Some college administrators use the following developmental task as part of the Student Developmental Task and Lifestyle Assessment (SDTLA)(Winston, Miller, & Cooper, 1999 to access were students are in their development process:

Task 1 Establishing and Clarifying Purpose Task. This task is defined by four subtasks: Educational Involvement, Career Planning, Lifestyle Planning, and Cultural Participation.

Task 2 Developing Autonomy Task which is defined by four subtasks: Emotional Autonomy, Interdependence, Academic Autonomy, and Instrumental Autonomy.

Task 3 Mature Interpersonal Relationships Task which is defined by two subtasks: Peer Relationships and Tolerance.

All too often young African American college students who lack commitment and desire are left behind in education, career development and lifestyle planning due to lack of sufficient leadership development during the college years. The majority of research concludes that African American College Students are considered to be in the moratorium phase or exhibit identity exploration without commitment. Research shows that African American students growing up in the United States may be at risk of failing to achieve basic identity development because of their lack of commitment (Marica, 1966, 1980 & Branch 2002). A review of models such as Marcia's expansion of Erikson's identity model to Chickering's vector theory will be provided. W.E.B DuBois's concept of "double identity" and Erikson's writings concerning "adaptive coping" in minorities will be presented along with an overview of Afrocentrism or "Africanity", cross-cultural viewpoints, acculturation, and culture-specific viewpoints (Burt, Halpin 1998). An overview of College Army ROTC Leadership Development techniques will be provided.


Purpose

The researcher wants to add to the body of knowledge to assist professors and college students with exploring the influence of ROTC leadership development on the African American planning skills. The purpose of this study is to determine whether development task achievement statys of African American students enrolled in College Army ROTC Leadership Development Programs differ from African American students not enrolled. This study is significant because it provides insight into some of the underlying variables that my be responsible for the lack of commitment in multiple developmental task areas.

Method of Inquiry

Students will complete an online self-report questionnaire. Upon completion of the questionnaire, respondents will receive a monetary reward or extra credit in a related class. The researcher wants to add to the body of knowledge to assist professors and college students with exploring the influence of ROTC leadership development on the African American developmental task achievement. This study is significant because it provides insight into some of the underlying variables that my be responsible for the lack of commitment in areas of education, career planning, and lifestyle choices.

The participants will be randomly selected ranging in age from 17-24 from various University departments. Because the focus of the study is to compare and correlate the impact of College Army ROTC Leadership Development on development of minority students, all analysis will be performed in the categories as ROTC and Non-ROTC enrolled African American Students as two different groups. Researcher will submit application to University Internal Reveiw Board for research approval. Researcher complete required research training course required by university along with the Professor of Military Science for the Army ROTC Program participating in study. The researcher will contact Associate Vice President for Academic Affair to request the email addresses of Sophomores, Juniors and Seniors at least 18 years of age. Researcher will complete the required letter of consent form and submit to University Compliance Officer for approval. The letter of consent with be an attachment to the email students receive inviting them to complete the online survey. The link to the online survey will be at the end of trhe student consent form. The email invitation to students will describe the purpose of the study and significance. The student will benefit by being made aware of attitude and behavior task they need to improve in order to become more committed to achieve personal identity and being successful in the job market after college. The researcher will offer a monetary award to the ROTC program for assisting with motivating students to consent to completing the online survey.


Research Population

The research population will consist of 160-200 college students recruited from a Historically Black University located Piedmont area of North Carolina. The participant will be at least 18 years of age and older. 80-100 Student will comprise the ROTC enrolled group and 80-100 students will make up the non-enroll. The target audience will be University sophomores, juniors and seniors.

Example of research data that may be collected:

The selected research tool will be used to quantitatively address research questions:
Student Developmental Task and Lifestyle Assessment (SDTLA)(Winston, Miller, & Cooper, 1999).

The purpose of the Student Developmental Task and Lifestyle Assessment (SDTLA) is to provide an assessment tool and procedure that educational practitioners can use with young adult college students to facilitate development of life purpose, mature interpersonal relationships, and academic autonomy as well as the establishment of healthy lifestyles. The assessment procedure is based on concepts and principles of human development, specifically that of developmental task achievement that typically occurs within the college setting. The developmental tasks with which the SDTLA is primarily concerned are most typical of college students between 17 and 24 years of age, though comparable task achievement has relevance for older students as well.



The selected research tools will be used to quantitatively address the following research questions:

1. Is there a difference between the Establishing and Clarifying Purpose Task of African American students enrolled in ROTC and African American student not enrolled in College ROTC?

2. Is there a difference between the Developing Autonomy Task of African American student enrolled in ROTC and African American student not enrolled in College ROTC?

3. Is there a difference between the Mature Interpersonal Relationships Task of African American students enrolled in ROTC and African American student not enrolled in College ROTC?

4. Does the College Senior Army ROTC program significantly impact the development of can students?

Hypothesis:

1. There will be significant difference between the impact of Establishing and Clarifying Purpose Task Development of African American students enrolled in ROTC and African American student not enrolled in College ROTC.

2. There will be no significant differences between the Developing Autonomy Task Development of African American students enrolled in ROTC and African American students not enrolled in College ROTC.

3. There will be no significant differences between between the Mature Interpersonal Relationships Task Development tools of African American students enrolled in ROTC and African American student not enrolled in College ROTC.

4. Enrollment in college Senior Army ROTC significantly improves the the development of students?





There are faxes for this order.

* Note: I need one of your most proficient writers assigned to this topic, as it is complex and requires a mastery of educational psychology theories/concepts.

Topic: Lesbian, Gay, Bisexual, and Transgender Students (LGBT).
18 page research paper (with Educational Psychology applications) on LGBT students; about 15 sources; APA style: Doctoral level writing.

Read specifications carefully--Must adhere to the following:

Content Knowledge: In discussing your topic you are expected to demonstrate both depth and breadth of understanding of the major research, practices, and issues related to your topic. Depth is demonstrated by a well-reasoned review of literature that includes clear definitions of terms, discussion of multiple perspectives on major issues, up-to-date descriptions (statistical and narrative) of changes in the problem or relevant populations, and thorough analysis of the ideas, methodologies, and logic presented in the sources reviewed. Breadth is demonstrated by a comprehensive review of literature that includes key journal articles, books, electronic sources, and other relevant resources for your topic. Issues related to development, learning, measurement, assessment, and other educational psychology or educational philosophy issues should be considered in relation to your topic as appropriate.

Theoretical Principles: In discussing your topic as an educational psychologist you should demonstrate an ability to support your discussion based on sound theoretical principles derived from theories of learning, development, and educational measurement. Your discussion should go beyond superficial mention of theories and principles and should demonstrate a masters level understanding of the theories and principles of educational psychology. This means that the theories and principles should be used throughout your discussions as framework for analysis of research and applications.

Research: Demonstrating your ability to critically evaluate research methods and conclusions is important in reviewing the literature for your topic. Therefore your sources must include research-based studies and your review should describe the common methods and approaches used in studies of your topic. In selecting sources, you should focus on well done research studies. Well done research is that which is based on acceptable quantitative and qualitative methods and designs and in which findings logically follow from the analysis of the data. You should critically analyze studies that you read and select those that provide the strongest research support. You should also point out overall strengths and weaknesses of the research on your topic. Your literature review should be current in that the majority of citations are within the last ten years, but it should also provide information on the history of the topic and how previous research may have influenced current approaches.

Applications/Interventions: You should discuss the ways in which someone could make use of your investigation of your topic in some type of educational setting. This might be to improve classroom learning or teaching, provide intervention programs, etc. The purpose is to synthesize educational theory and research into educational practice. Therefore this section should be detailed enough to illustrate how theory and research can be applied to a specific problem, setting or population. This means that you should share with your audience some very concrete descriptions or examples of your applications AND that they should be able to see how your application is supported by the theories and research that you have reviewed.

Conclusions/Summary: You should discuss the major points you learned by investigating this topic and what you see as the future needs for this topic area. What are the major points that you want to make sure your audience will understand and accept. What additional research, policies, or practices do you think are needed? Think broadly! What are the big picture implications that you have drawn from your research?
____________________________________________________________

*Some Paper Suggestions:
GLSENs 2005 National School Climate Survey
Review of survey, scope of problem/statistics, findings, effects, methods, sample size, limitations/strengths of study, is the problem declining/rising, etc
Define key terms, especially transgender which seems to have multiple definitions.
full report can be found here (copy and paste link):

http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/585-1.pdf

What does all this data mean? What can be done to help?
In- Depth Discuss of: GSA support groups (Id like a big focus/analysis on the GSAs), Library Resources, Counselors Role, Curriculum, Staff Training, Policy

Educational Psychology theories/concepts to use: (remember, IN-DEPTH integration of educational psychology theories is necessary). Please discuss ALL of the following theories as they apply to the topic AND any other theories you find relevant.
Identity Development (Erikson), Bronfenbrenners Ecological Systems, Social Cognitive Learning Theory(Bandura),
Empowerment Theory (Arnetha F. Ball is one author of Empowerment Theorycopy and paste link below:)

http://www.stanford.edu/~arnetha/pdf/community-based/1.TCR%20Sp%20MC%20Issue%20Rev99A.pdf

Another author of Empowerment Theory is Michael OLoughlinDaring the imagination: Unlocking voices of dissent and possibility in teaching. (you may use this if you have access to the article and find its use appropriate in the paper).

Regarding the Applications/Interventions criteria mentioned above: one suggestion is to choose to do an analysis of a local High School GSA (Albany, New York- or surrounding area within 50 miles), and make recommendations for improvement. The Applications/Interventions section basically answers the question: How can what was learned be made useful and practical?
If you have any questions, please e-mail me at [email protected]

UNDOCUMENTED STUDENTS EQUITY TO IN-STATE TUITION:
REDUCING THE BARRIERS

TEMPLE UNIVERSITY

EDUCATIONAL ADMINISTRATION 5101

SECTION 012

RESEARCH DESIGN IN EDUCATION
SUMMER 1, 2011

York Williams, title








Immigrant undocumented students
challenges for residency for tuition
purposes and permanency in the
United States






Lori Daniels June 14, 2011

Table of Contents


Abstract ..
Acknowledgments .
Table of Contents
List of Tables ..
Chapter 1 Introduction
Introduction ...
Purpose of the Study..
Importance of the Study & Research Problem ..
Research Questions (number them)
Methods ..
Limitations .
Terms ..
Theory .
Chapter 2
Literature Review
Outraged


Chapter 3 Methodology & Procedures
Study and Design
Population
Procedures
Trustworthiness, Validity, Reliability
Ethical Consideration












INTRODUCTION

In todays universal society it is more important than ever to receive a quality education and to go to college. However, many undocumented immigrant high school students face many issues surrounding illegal immigration. The lack of legal residency and any supporting paperwork, green card, social security number, government issued identification, basically portrays undocumented students as nonexistent to the American federal and state governments. This occurrence has controlled the lack of undocumented students who are eligible to attend postsecondary educational institutions.

These constraints include opposed rights to admission, immigrant-specific obstacles to financial aid and disputes regarding in-state tuition privileges. Immigrant families with low-income, particularly Spanish immigrants, who are attending inner city high schools, are at a greater risk of having unfulfilled dreams of attending a university. Undocumented students are greatly concentrated in urban areas such as Texas, California and New York; however, these individuals are established across the states. Additionally, undocumented students are more likely to begin their postsecondary careers at community colleges rather than four-year institutions because access and lower cost.

Often time minority students from low socioeconomic status might have difficulty identifying their self?worth, and may develop inferior beliefs, and experience academic failures. It is essential that students of every racial background express their own ethnic identity and improve how they see themselves. Discrimination generally cuts across all underrepresented groups, African Americans, Asian American, and Latino/a. African American students consistently reported significantly more racial?ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff. (Ancis, Sedlacek and Mohr 2000)


Because of these instances the United States is currently evaluating an immigration law reform act.


The Dream Act was established in 2006 by Senator Dick Durbin democrat of Illinois and he presented the DREAM Act (S.729) in the Senate and Representative Howard Berman a democrat from California who introduced the American Dream Act (H.R.1751) in the House. (Palacios pg. 2) The In-state resident tuition legislation act that will benefit undocumented students is a significant policy to provide access to immigrant college students to four year institutions, the military and eventually the right to citizenship.

The Dream Act has established standards for the promotion of success for all undocumented students to attend a university of choice being a four year or community college. However, with the present new legislation that makes it a crime to be in Arizona without legal status and requires police to check for immigration papers many immigrants who have lived here illegally for many years and lead productive lives will be subjective to racial profiling. Besides Arizona, there are other states that are contemplating initiating this policy. I think that this will have a negative impact on the public school systems as well as universities and colleges in enrolling undocumented students because they already face many, cultural, social, and economical challenges. These stigmatisms could create difficulties in undocumented students identifying their self-worth, and may develop inferior beliefs.

PURPOSE OF THE STUDY

The purpose of this study is to identify specific policies and procedures to provide the resources and capital to assist undocumented students as well as review key elements of showing the correlation of ethnic identity in access and equity to higher education. hat would help eliminate students frustration. And to illustrate there is no accountability system surrounding the success of undocumented students postsecondary education divide significant structure. In most states undocumented students whose family are long time residents
of the area and pay state and local taxes are considered a resident of that particular state. The realization for many first-generation, undocumented students is that they cannot attend a college/university of their choice because they are not documented. Moreover, after graduation they will have even more difficult than their peers finding a job because they dont have the proper documentation. Undocumented, underrepresented students are at a disadvantage to receive learning opportunities and achievements than their peers. Moreover, immigrant families need greater access to accurate information about college in a consistent manner.

IMPORTANCE OF THE STUDY AND RESEARCH PROBLEM

The need for change is evident, reforms for better immigration laws for public education to create opportunities, access, and respect for undocumented students is imperative. Undocumented high school students need to have the accessibility to secondary learning and know that laws were created to employ citizenship and in-state tuition eligibility for residents who contribute to our society and social order.

RESEARCH QUESTIONS

Without the fundamental requirements met how will undocumented students achieve their goal to attain a degree, and seek a rewarding career?

Is it unjust to extradite an illegal alien who has been living a constructive life and contributing to benefit our society?

Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students?
METHODS


I first plan to visit

LIMITATIONS

Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition. bigotry and prejudices against someone who is different still thrives even today. and state laws to the contrary are preempted by federal law

TERMS

Undocumented Immigrants
Immigrant
Dream Act
Antiaffirmative Action
Sociocritical Literacy

THEORY
Helms theory of racial identity most influential three concepts: Racial Identity ego status 1. Conformity, negative stereo type of group, commitment to white standards, Adaptation assimilation accepted into white culture, 2.ego status Dissonance much confusion discriminated against will always be viewed as an minority repress anxiety, People of Color Racial Identity, and White racial identity self-actualization. ethnic statuses mature, being able to perceive and cope with the realities of racism and other oppressive forces 3. Immersion/Emersion immerse into own cultural group reject white culture self blame for ignorance emersion educated about your culture true understanding strengths and weaknesses

LITERATURE REVIEW

Higher Education and Children in Immigrant amilies ??" Sandy Baum and Stella M. Flores

The article describes how new immigrants emerge in the U.S. every day, and how ones country origin, socioeconomic status can determine the educational goal attainment of immigrant students. The author talks about Asian immigrant parents who are primarily in the engineering and medical fields, whereas Latino and Caribbean immigrant parents are labor workers. The effect of having educated or non-educated parents plays a vital role on the success of immigrant students in attaining a post-secondary degree. The younger an immigrant enters the U.S. preferably before the age of thirteen the more likely they will succeed in secondary education because the language skills should be well-built.

The authors mention some of the barriers for immigrants attending higher education as language, not proficient in English, applying for college, financial aid, and lack of academic preparedness. Students with low income are able to enroll in college; however, they have a greater difficulty of completing college. Mexican parents do not want their children to leave home to attend college, discouraging to Mexican students.

Most immigrants who have permission from their native country to attend a university in the U.S. have been selected because of their intelligence and skills. The authors found this true except for Mexican immigrants who most likely have a higher social economical status. The article illustrates that more the half of illegal immigrants 53% has graduated from high school, and has attended postsecondary education. The research is contradictory in show a high postsecondary outcome of immigrants overcoming financial and legal barriers. This pertains to the students who arrive before age thirteen.

Outrage by Dick Morris & Eileen 2007 (Harper Collins Publishers)
Chapter 1- Immigration: The Wide Open Door

This chapter first discusses the extensive measures that the United States conducts on a daily basis to keep unwanted illegal immigrants from crossing our U.S Mexican borders. The chapter describes this as only half of the problem, the other half of this issue is illegal immigrants living in the U.S. with expired visa and the fact that our government does not kick them out. These immigrants come here legally as visitors tourist, workers or students; however, 50% of these immigrants never leave. The Immigration and Customs Enforcement (ICE) is the governmental agency responsible for protecting our borders and illegal visitors form residing in the U.S.
There are about 11.5 million illegal immigrants living in the U.S. Roughly about four to five million of them are here on expired visas. Sixty percent of these immigrants apply for permanent residency and many are granted regardless if they are legally or illegal living in the U.S. In 2001 there were 7,588,775 issued visas and 32,824,000 numbers of admissions into the U.S. The chapter talks about the fraud on the part of the immigrants, identity fraud, document fraud, counterfeiting, and corrupt employees, widespread lying and misrepresentation on the part of the applicants. Over $1billion dollars a year is spent on the imprisonment of about 300,000 illegal immigrants in the U.S. The consular officer is an ICE employee rarely who evaluates the application of the applicant; rarely does he turn an applicant away because of fraud. The consular does not want to complete the lengthy document that must be completed to justify the denial. One area where the consular is enforcing the law is on student visas.
Since the 911 attacks the government is doing better at identifying who enters the U.S. by having the home country fingerprint and photograph the immigrant before leaving, and the U.S. fingerprints the immigrant once they arrive to validate the accuracy of the entry is the same person. However, even with these provisions in practice not all U.S. airports and seaports fingerprint the immigrant when they leave. Without efficient exit check points there is no way to check immigrants whose visas have expired. Most of these immigrants live in poor minority cities.

Ethnic Identity
In Ortiz and Santos results suggest that like Asians, Latino/as identify as a distinct group. They are characterize
d as Puerto Rican, Chicana, Mexican, Dominican, Latino/a, 7 of 9 however, most prefer Mexican American (given that the study was done in California. Within this group some of the sub?groups have a negative association attached, Ferdman & Gallegoss (2001) model of Latino Racial Identity Orientation, (Ortiz & Santos p.133). Mexican American racial classifications do not fit neatly into the binary classification used by the United States, which leads to mistaken in ethnic identity.

The authors also discussed the Latino/a culture and traditions, describing how family members, music, food, language, religious beliefs, and cultural events contribute an important role in ethnic identity. Senior family members describe the traditions, cultural experiences and value of their history. For many students they lost their cultural awareness during high school. However, college became a time for students to return to their cultural background and understand the importance of family in their ethnic identity development.
In Ortiz and Santos critically examined immigrant Asian American family structure and its generational effects on ethnicity. Asian racial groups have sub?groups that self identify as Chinese, Cambodian, Japanese, Taiwanese, Filipino and Korean. Additionally, within these sub?groups are varied religious beliefs, Christian, Catholic or Buddhist which also contribute to ethnicity. This is the only group that had a significant interaction with mainstream America during high school. In the Asian culture the extended family often lives in one 5 of 9 household, children, parents, grandparents, and they speak their native language. They believe in strong family ties, and that children must be respectful of their elders. Asian parents tend to be strict and have high expectations for educational achievement and preserving and protecting Asian culture.
Asian students felt that their cultural values were transforming, just from living in the United States and that Asian assimilation to mainstream American had occurred. An Asian female participant in the study discussed the strict cultural background and how she concealed her interracial dating from her parents. The author states that once ethnic identity is weakened when a group adopts the host society, group members sometimes lose all traces of their identity. However, Asian acculturation with the mainstream culture is strong and bicultural according to Berrys Model of Identity. Students value their language and traditions as well as positively interrelate with society as a whole. Asian college students had positive interactions with mainstream America, which made them begin to examine their own culture. However, some Asians feel that if you acculturate fully you have sold out your race to mainstream America.

The Dream Act
The immigration law reform act is one of the changes President Barack Obama has promised the American people. He is genuinely taking into consideration the Dream Act, along with other strategies to improve immigrant existence in the U.S. The initiative of the DREAM Act would allow states the right to determine eligibility for in-state tuition. The DREAM Act would successfully revoke a condition, Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which has discourage states from offering in-state tuition to undocumented students unless they offer the same benefit to all out-of-state students. (Palacios pg. 2).

Some of the common barriers to college for undocumented students are the same as their peers such as and the insufficiencies in the academic preparation of the high schools years and financial difficulty. Under the Dream Act undocumented students who are enrolled in institutions of higher education and meet all of the requirements for conditional permanent residecy status would be eligible for federal student loan and federal work-study programs. However, with the current financial downturn in the United States economy, many federal and state programs will be negatively affected. This will have an impact on low-income students as well as undocumented students who want to participate in college grant programs, financial aid, tuition cost and the university/college student scholarships and loans. Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students? If immigrants are serving in the U.S. military and contributing to the economical structure than I would think that most would say that it is fair.
The Dream Act is a policy which states that, undocumented students willing to attend college or serve in the armed forces have the full ability to contribute to our society by creating a clear path to citizenship and allowing states to determine eligibility requirements for in-state tuition.
The DREAM Act, would allow illegal immigrants who were brought here at a young age by their parents a pathway to conditional legal status if they arrived in the United States before age 16, have been in the country for five continuous years, and have graduated from high school or obtained a GED or serve in the military.

To be eligible to apply for the Dream Act permanent residency the individual must live in the U.S. before the age of 16 and have continuous residency for five years. The individual must be able to speak English. The individual must enroll in some form of higher education, a trade school, community college, a four year institution or the military. Within a two year period and if the student has followed the aforementioned criteria the undocumented youth can petition for conditional residency. While in the conditional status a student cannot apply for Pell grants, but can utilize personal scholarships and loans. If the criteria are not met after six years the undocumented individual conditional status will lapse and they could be deported back to their homeland.

The Dream Act is still awaiting approval while many immigrants have spent more years illegally in the United States than in their home countries. The Dream Act gives hope to many immigrant American families for authorized work, education, and permanent residency. Hopefully the Dream Act immigration law reform will be passed this year along with many other initiatives the President is implementing to improve access to institutions of higher education.

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program





The article on Higher Educational Access for Undocumented Students suggested that:

Students should be encouraged to take student success courses during their first semester to learn early on about the transfer process, and/or major requirements to avoid taking unnecessary or inappropriate courses since cost is a major concern. These courses can also help students establish connections with undocumented student support clubs. Getting involved with undocumented student support clubs is particularly valuable because they provide students with peer role models and allow students to share information. The clubs also provide students with a sense of empowerment and official institutional (Perez pg. 35)

Most undocumented students situation correspond with the first-generation student as well as the low-income student. Poor students with no financial means and social capital are questionable to make it to college. The RAND study showed that economically disadvantaged families have been hit even harder by the recession, increasing the amount of financial aid and while the increase in Pell Grants to $5350 in 2009 and $5,550 in 2010 is encouraging, the cost of college education is significantly more. Additionally, undocumented students are not privy to state and federal grants.

Summary
Policy-makers and educationalists must effectively target services needed by undocumented students to improve the impact of accessing a secondary education on students security as a citizen. The Dream Act is an example of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. Although efforts are being made to reform immigration laws, the legal status of undocumented students remains uncertain. As of now, prior to the Dream Act being standard, we should continued to try and improved involvement with parents, community leaders, counselors and teachers so that undocumented children will achieve their innate potential. A degree gives the student the potential for more career opportunities, earning power and recognition. To empower students this freedom the government would have to remove the barriers that persist in undocumented children from achieving goals.

A program could be designed to implement the effectiveness of undocumented students access and equity in institutions of higher education.

Identify older undocumented students to serve as role models.
Counselors (needs assessment) should be knowledgeable about government and college
admission
Identify private sponsors who can provide financial support to undocumented students
Involve Community partnership in internships and permanent positions after graduation
Survey undocumented student (for changes they would like to see)
Colleges/universities should support the Dream Act

The United States cannot maintain its global position if they do not utilize all the talent that is available, which includes undocumented students. I do think that the rules should apply to all U.S. citizens given the fact that taxes local and federal are paid by the people. So why would an immigrant who has only been paying taxes for a few years have an advantage of lower tuition cost than a person who has paid all their life.
On a daily basis I help undocumented students understand the legality of gaining residency for tuition purposes. There are many students who interpret the rules to favor their circumstances, however, I must examine each case individually and make an accurate assessment. Many of the students have attended PA public school system their entire lives. Additionally, many of their family members own businesses and work in prominent companies but are not considered residents for permanency or tuition purposes.
After all the _____ bigotry and prejudices against someone who is different still thrives even today. With all the talk about diversity and valued beliefs one would think that Americans would conquer their bias opinions of another culture integrating with the American society. America is made up of a melting pot of all races, colors, cultures, and economic status. However, there are more people who are accepting of immigrants, but you still have individuals, like the Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition.


Bibliography

the text book is Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3/e John W. Creswell

Not sure if the theory I selected is workable for the paper

*My instructor uses a digital drop box where we put our papers that checks authenticity*

I am african american, work for a major university, grew up in an urban metropolitan city, I work as the certifying official at my univeristy were I determine residency for all students. etc.

Must show triangulation - Kreswell

No math - analysis of the data SPSS, ANOVA - must match review

this is a qualitative research study
There are faxes for this order.

I AM REQUESTING "CMDUNLAP" TO WRITE THIS PAPER. WE WORKED VERY WELL LAST TIME. THANK YOU.

The following is exactly how the professor has asked the paper to be written. Please follow the outline.

-This paper requires some thoughtful self-reflection and consideration of how you could apply the material. You are being graded on how well you reflect an understanding of the readings, your ability to be self-reflective and your completion of all parts of the assignment, NOT where you are in your racial identity development.

Tatum, in "Why are All the Black Kids Sitting Together in the Cafeteria", describes a process of racial identity development for African-Americans and Whites.

1a) Where do you see yourself in this process? In what stage do you see yourself? Please briefly describe the characteristics of the stage and provide support for why you put yourself where you did--include past and present examples of attitudes,behaviors,assumptions,etc..It may be helpful to discuss how you can see yourself in previous stages to support why you feel you are in the current one. (Note: A stage reflects the predominant way one behaves and views the world, not just one behavior or attitude.)

b) What implications does this have for your work and your efforts at addressing racism? (Be specific) Given what stage you think you're at, how might this affect what you may be sensitive to or not sensitive to? Aware of or not aware of? Your relationships with others? What might you want to pay particular attention to in your own behavior or attitudes?

2) How can you apply racial identity theories and other information from the book about race/racism to your life and work? How can they help you better understand yourself and others, and racial issues? How might they affect your behavior or how you address a situation?
-------------------------------------------------------------My personal bio: I am a white male, 35, and a Health and Physical Education Teacher. I grew up with many black friends and currently have many black friends as well as students. I am not a racist and am not comfortable with being labeled in the dominant class. (white/male)

This project is broken into 4 sections.

Essentially all the sections build up into the final project.

This project will incorporate a fictitious interview any name will suffice.

11 references will be emailed for this project.

Population Selection and Rationale

Due Date: October 31, 2010 11:59 PM

For this component of the project:

1. Select a population on which to focus and explain your rationale for picking that population. When describing your rationale for selecting the population, explain how your own cultural assumptions and values have affected or could affect your personal and clinical effectiveness in developing relationship skills and treatment plans with members of this population.
2. Select a member of that population to interview, and schedule an interview. Include the name of the interviewee and the date, time, and location of the interview you schedule.
3. Prepare a list of interview questions that will elicit information that will be useful throughout your course project. To do this, consider:
* Where your interviewee is on the Racial/Cultural Identity Development Model.
4. Submit your work in the assignment area.


Population Description and Interview

For the population description and interview summary, include:

1. A description of the attributes and needs of the population you selected. The following list is an example. You can use some or all of it to describe your population or create your own descriptors. Your description may include:
* Particular psychosocial stressors relevant to the population you are studying.
* The acculturation process and its effects.
* Types of discrimination that population may face.
* Differences in subgroups of the population.
* Willingness to seek out mental health services.
* Access to mental health services.
* The role of family in the mental health process.
2. Your notes from the interview you conducted and a summary of the interview. Be sure to address:
* How the interview informed the direction your project will take going forward.
* Where your interviewee is on the Racial/Cultural Identity Development Model.
3. A minimum of 10 references to support your assertions, written in APA 6th edition format.


Complete the draft of your project. This project component should include:

1. Your population description and interview, including any revisions you have made based on feedback and research you have conducted.
2. An annotated bibliography that reflects a detailed study of the group you chose. At least 10 research articles from refereed journals must be included in this bibliography.
3. A fact sheet that highlights information that a counselor working with this population would find useful. Be sure to address:
* The interactive effects that occur between counselors and clients when race, ethnicity, gender, nationality, sexual orientation, or physical ability are different.
* The most effective counseling methods for the population.
* The beliefs and values that members of this population may bring to the counseling setting and the possible effects of these beliefs and values.
4. An innovative program to meet some specific needs of this group (examples include a seminar or group counseling). Be sure to address:
* What needs are targeted.
* Why this program is an innovative and better way to address those needs in comparison with other potential methods.
* How the program takes into account the beliefs and values of members of this population.
* Any interactive effects that may occur between counselors and clients when race, ethnicity, gender, nationality, sexual orientation, or physical ability are different.

Final Version


Complete the final version of your project and attach it to this assignment. This project component should include:

1. Your population description and interview, including any revisions you have made based on feedback and research you have conducted.
2. An annotated bibliography that reflects a detailed study of the group you chose. At least 10 research articles from refereed journals must be included in this bibliography.
3. A fact sheet that highlights information that a counselor working with this population would find useful. Be sure to address:
* The interactive effects that occur between counselors and clients when race, ethnicity, gender, nationality, sexual orientation, or physical ability are different.
* The most effective counseling methods for the population.
* The beliefs and values that members of this population may bring to the counseling setting and the possible effects of these beliefs and values.
4. An innovative program to meet some specific needs of this group (examples include a seminar or group counseling). Be sure to address:
* What needs are targeted.
* Why this program is an innovative and better way to address those needs in comparison with other potential methods.
* How the program takes into account the beliefs and values of members of this population.
* Any interactive effects that may occur between counselors and clients when race, ethnicity, gender, nationality, sexual orientation, or physical ability are different.
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Analyze your subjects responses based on the information provided in the textbook on the physical, cognitive and socioemotional development of adolescence. Be sure to include: Piagets formal operational stage, physical maturity, brain development and adolescent abstractions. Remember to make connections between your subjects responses and the research theories. Additionally, describe your subjects responses as they relate to Eriksons and Marcias stages of identity development. Is your subject typical of the average adolescent? Provide specific support (or lack of support) from the theories described in the textbook. The quality of your writing (e.g. organization, flow, sentence structure, grammar and mechanics) will also be assessed.

I will upload the interview questions.

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Go to my bookshelf. The book is lifespan development.
Customer is requesting that (Writergrrl101) completes this order.

Please use the uploaded attached file to answer the questions below.Your answers must be in the form of 1,2,3,4,5,6

1.How might an individual?s level of sexual identity development relate to their level of job satisfaction?
2.What is (are) the function(s) of heterosexual privilege? What are some examples of heterosexual privilege in an employment setting?
3.Is it important for a lesbian, gay, bisexual, or transgender employee to ?come out? at work?
4.Homosexuality was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) in 1973. Why do you think Gender Identity Disorder remains listed as a mental illness in the DSM-IV-TR?
5.How does heterosexism and transphobia in the workplace negatively affect heterosexual workers?
6.Discuss what you learned in this chapter that has helped you better understand the following terms: lesbian, gay, bisexual, and transgender.

Hi! ISAK! Thank you for your great help.

Personality Topic 9. Reflect on the material in below resources related to:
1. personality development
2. the stability of personality across time and the potential for personality change (through life experience, psychotherapy or other factors)
3. the role of personality or personality disorders in, or implications for, psychotherapy
4. the nature of vulnerability/risk and its role in ones life experience and outcomes
5. the nature of resilience, hardiness and thriving and its role in ones life experience and outcomes
Select one of the above and regarding that area comment on the three points below:
1. what you have learned in that area that is new to you
2. what your thoughts are about it and how it has changed your thinking
3. how it might apply to or change your thinking regarding some aspect of your current or future professional work in psychology.

Reference
Davis, R. D. (1999). Millon: Essentials of his science, theory, classification, assessment, and theory. Journal Of Personality Assessment,72(3), 330-352. doi:10.1207/S15327752JP720302
Magnavita, J. J. (2005). Components of a Unified Treatment Approach: Psychopathology, Personality Theory, and Psychotherapy. In , Personality-guided relational psychotherapy (pp. 51-76). American Psychological Association. doi:10.1037/10959-003
van Lieshout, C. M. (2000). Lifespan personality development: Self-organizing goal-oriented agents and developmental outcome. International Journal of Behavioral Development, 24(3), 276-288. doi:10.1080/01650250050118259

Sutin, A. R., Costa, P. r., Wethington, E., & Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology And Aging, 25(3), 524-533. doi:10.1037/a0018751

Vandewater, E. A., & Stewart, A. J. (2006). Paths to late midlife well-being for women and men: The importance of identity development and social role quality. Journal Of Adult Development, 13(2), 76-83. doi:10.1007/s10804-006-9004-1

McAdams, D. P. (1994). Can personality change? Levels of stability and growth in personality across the life span. In T. F. Heatherton, J. Weinberger (Eds.) , Can personality change? (pp. 299-313). Washington, DC US: American Psychological Association. doi:10.1037/10143-027

Whitbourne, S. K. (1986). Openness to experience, identity flexibility, and life change in adults. Journal Of Personality And Social Psychology, 50(1), 163-168. doi:10.1037/0022-3514.50.1.163

Jones, C., & Meredith, W. (1996). Patterns of personality change across the life span. Psychology And Aging, 11(1), 57-65

Costa, P. R., Yang, J., & McCrae, R. R. (1998). Aging and personality traits: Generalizations and clinical implications. In I. Nordhus, G. R. VandenBos, S. Berg, P. Fromholt (Eds.) , Clinical geropsychology (pp. 33-48). Washington, DC:American Psychological Association.

Bood, S., Archer, T., & Norlander, T. (2004). Affective Personality in Relation to General Personality, Self-Reported Stress, Coping, and Optimism. Individual Differences Research, 2(1), 26-37.

Arntn, A., Jansson, B., & Archer, T. (2008). Influence of affective personality type and gender upon coping behavior, mood, and stress. Individual Differences Research, 6(3), 139-168.

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Customer is requesting that (ISAK) completes this order.

CASE STUDY NEEDED HAS BEEN UPLOAED.

This writer completed a similar paper for me on Sep.10thand Im looking for similar quality work. If not, thats okayjust looking for high quality analysis/writing.)

Write a 3 page concise paper (Graduate/Doctoral-level writing) identifying key elements of the case Johnnie Betts on Recasting the Self and recommending possible actions/approaches based upon perspectives of development, learning motivation, and other relevant Educational Psychology areas. The paper should discuss the perspectives of the main character(s) in the case as well as your own perspectives about what issues or problems are of importance in the case. You should provide evidence from the case to support your analysis and discuss relevant Educational Psychology principles and theories. You should discuss what you think was done right or what helped the persons learning or development as well as what else might have been done to optimize learning or development. Your approaches and analysis should again be supported by concepts, research, principles, theories from Educational Psychology. Approaches or solutions should be clearly linked to the analysis of the events in the case.

Possible theories/concepts to address in your analysis:
--Ogbus theory of oppositional identity
--Code Switching
--Identity Development (Erikson and/or theories of African American identity development)
--What could teachers/schools have done differently to help Johnnie be more successful?

In addition to the above theories/concepts, discuss any other relevant Educational Psychology concepts or theories to analyze both the major issues/events in the case and the approaches/solutions suggested by you (you MUST suggest solutions). I do not have a minimum or maximum number of resources that you must use, but 3 or so sources should suffice. I will E-MAIL essaytown the case study Johnnie Betts on Recasting the Self. Due date: Sunday, September 23rd



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