Week 2 CNT

Learning Resources

Required Resources

• Course Text: Child, Family, School, Community: Socialization and Support
• • Chapter 3, “Ecology of the Family” (pp. 77–104, read up to “Religious Orientation”; pp. 109–110, read from “Meeting the Challenge of Change: Family Empowerment”)
  • Chapter 4, “Ecology of Parenting” (pp. 115–126, read up to “Chronosystem Influences on Parenting”; pp. 135–150, read from “Parenting Styles”)
    
• Article: Scott, J., & Leonhardt, D. (2005, May 15). Class matters: Shadowy lines that still divide. The New York Times. Retrieved from http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?scp=1&sq=%20Class%20matters:%20Shadowy%20lines%20that%20still%20divide&st=cse&_r=0

Resources for Action Plan 2

• Article: KidsAid. (n.d.). Young children and grief. Retrieved February 13, 2009, from http://kidsaid.com/dougypage.html

• Article: Hecker, B. (2005). Magical thinking: Children may blame themselves for a parent’s illness and death. Retrieved from http://medicalcenter.osu.edu/viewer/Pages/index.aspx?p=413

• Article: The National Institute for Trauma and Loss in Children. (n.d.). Infant and toddler grief. Retrieved February 13, 2009, from http://www.tlcinst.org/toddlergrief.html

• Article: Kids Health. (n.d.). Helping your child deal with death. Retrieved June 23, 2011, from
  http://kidshealth.org/parent/emotions/feelings/death.html
• Article: American Academy of Child and Adolescent Psychiatry. (n.d.). Facts for families: Children and grief [Fact sheet]. Retrieved February 13, 2009, from http://aacap.org/cs/root/facts_for_families/children_and_grief

Optional Resources

• Web Article: Social Class
  http://www.healthline.com/galecontent/social-class

• Web Article: Social Class – Categories, Measurement, Effects – Conclusion
  org/pages/595/Social-Class.html”>http://social.jrank.org/pages/595/Social-Class.html

• Web Article: Building Family Strengths: Overview
  http://virtual.clemson.edu/groups/psapublishing/PAGES/FYD/FL520.pdf
  
  
• Web Article: Helping Children When a Family Member Has Cancer: Dealing with a Parent’s Terminal Illness
  http://www.cancer.org/Treatment/ChildrenandCancer/HelpingChildrenWhenaFamilyMemberHasCancer/DealingWithaParentsTerminalIllness/index

• Web Article: Children and Death: A Guide for Caring Adults
  http://web2.msue.msu.edu/Bulletins/Bulletin/PDF/Historical/finished_pubs/e1944/e1944-1986.pdf

Content Review

1. Define what a family is, and what families do. Review pages 79–95 in the course text; then describe two ways that family functioning has changed throughout history. Explain how these changes may be impacting the lives of young children and may impact your work as a professional.

2. Your course text asks the question: “What impact do collectivistic and individualistic parenting orientations have on children?” Review the information on pages 120–123 and Table 4.1 on page 125, which summarizes the two types of orientation. What are the differences between these two orientations? How might making generalizations about a family’s orientation lead to misconceptions or other problems?

3. Parenting practices influence children’s behavior at home and in school. Review Baumrind’s four parenting styles on pages 137-139 of your text. Identify and explain the parenting style that seems to result in the most productive child behaviors. How could Baumrind’s findings with regard to the outcome of parenting styles guide the ways in which you may work with families in the future?