I enjoyed reading this article because it was very informative about the program of intergenerational playgroup. Prior to this article I knew of IPP, but after reading about a research study and it is statistical evidence about how effective the program can be it is hard not to be interested. This article was a learning experience for me as a professional and as a person because I may not work with older adults right away after I graduate it gives me a good foundation. The population is growing older and older and you will come in contact with older adults sooner or later in life so it is important to have a wide variety of skills in that setting. All of the benefits that this particular program offers for older adults with and without dementia
In the first place, the social worker presents the situation exactly as it is as a form to open the adress by stating, “We have, in this country, two million children under the age of sixteen years who are earning their bread. They vary in age from [...] to fourteen, fifteen and sixteen years in more enlightened states.” In fact, the inclusion of this statistic of people provokes a sense of comprehension for the extend of the problem and the amount of souls it affects, elevating the message being communicated and captivating the audience’s attention. Moreover, the speaker asserts, “Men increase, women increase, youth increase, boys increase in the ranks of breadwinners [metonymy for workers]; but no contingent doubles from census period to census period [...], as does the contingent of girls between twelve and twenty years of age.” Consequently, Kelley does not only generate a sense of multiplicity that serves as a hook to the audience, but she also spawns validity in the data being presented, since a person can conduct reseatch to verify and ensure its authenticity.
Their remaining parents are inflicted with double the responsibility; they are in charge of their own survival as well as their children's survival, in addition to all the natural stress and life draining factors of war. When Sourdi's mother seems to be following her Cambodian culture's traditional roles for women, she is in fact just dealing with her consequential status as a war refugee. She has lost everything except for her family to war. Craving a sense of security for her and her children, she relocates them to America with nothing but their hope and few other salvaged possessions. However, these few possessions are not adequate enough to live a comfortable lifestyle.
Many descriptive words are used throughout the essay “Family Counterculture” by Ellen Goodman, to explain how hard it is to raise children. “Mothers and fathers are expected to screen virtually every aspect of their children’s lives.” This is one of the ways she defends the point that parenting has changed and has gotten harder. Even though parenting has changed “all you need to join is a child.”
Anthem and The Giver are almost alike. In both the book and the movie, utopian societies are portrayed through idealistic systems and community framework. The Giver depicts a people of which past memory of human civilization and emotion does not exist. In addition, people living in this society can only view their surroundings in black and white. Jonas, the main character, is assigned as the Receiver of Memory.
The article “Making Up For the Lost Time: The Experience of Separation and Reunification Among Immigrant Families” by Carloa Suarez-Orozco et al. states that families who undergo the immigration process such as leaving to go to a new country causes separation between their children, emotionally, psychological, and behavioral. For instance, Grande’s father, Natalio left his family to work in the U.S. to provide for his family, Grande being at the age two years old and having no memory of him but the man behind the glass, was separated from her father at a young age. This indicates that while the Grande family was separated for a long period, they had all lost the connection they once had between them, the bond. Growing up, Grande’s parents were never around, her siblings, Mago and Carlos experienced separation at a young age.
Like the narrator’s father, he notices the family’s cultural identity is slowly dying. His wife, a native Malaysian, is adopting a new identity as a “sales clerk at [Woodworks]” (340) in Canada. In marriage, a couple is supposed to share the responsibility to raise their children and support each other. However, she may have given up on the teaching responsibility from the moment the language “never came easily to [the daughter]” (340). Ultimately, the father is solely responsible handing down his family’s cultural and social roots to his children.
In what ways do Mexican Americans and Asian Americans share similar parenting challenges? One of the biggest dilemmas that they face is the redirection of familistic living. Asian and Mexican Americans have traditionally lived in homes with generational members all under one roof. Family members did not live in separate homes neither did they practice “living the nest” manners as native Americans do. Children are encouraged to live at home until they found a spouse and were ready to marry.
Likewise, the value of male dominance in both the Hispanic and Asian roots can create child neglect for the female children in which they may not be provide with the best basic resources like the male child. And the value system of the African American children to assume so much responsibility has often been construed by white child welfare agencies as constituting neglect on the part of their parents (Crosson-Tower, 2013,
In her book “Unequal Childhoods: Class, Race, and Family Life,” Lareau depicts a family where the eldest son’s schedule “determines where the adults must be and when they must be there, sets the timing and types of meals for everyone… and even shapes the family vacation plans” (42). In the specific story, the parents have jobs with flexible hours, so they are able to give the child the ability to participate in all of the activities that interest him. While it seems like a wonderful thing to be able to allow children to explore everything they are interested in, it can be difficult for the children to learn that their parents’ lives are also a top priority. If a child is taught to believe that their schedule is the most important part of their family life, they may struggle with someone else’s activities taking priority. Also, if the parents have more than one child then they must deal with giving equal priority to everyone, which is difficult, if not impossible.
The family members were greatly affected when the children lost their sense of the cultures language. At around the age of sixteen, the children went home as their “duties” and “obligations” were done. The families tried to communicate with them but the children were brain washed Europeans. As younger siblings came into residential schools, they attempted to speak their language to the older ones and the older ones had forgotten the language. The parents were also confused how the children believed in such strong European worldviews.
Firstly, Huh and Reid (2000) argue that talking about adoption and having racial discussions at home is beneficial for the adoptee. Their argument is supported by Liow (1994) who contends that children’s knowledge of their racial and cultural roots is important in forming their personal identities and such knowledge should be conveyed in a manner that coincides with the children’s understanding ability. Secondly, parents should teach their child how to cope with racial discrimination. Studies have shown that the inability to cope with discrimination will result in the child being unable to deal with racism in a way that protects their self-esteem and positive racial identity (Butler-Sweet, 2011). There are also other protective factors like children’s involvement in cultural activities, parents having friends or colleagues who are of the child’s race, being in racially integrated schools and living in a multi-cultural neighbourhood (Huh & Reid, 2000; Liow, 1994; Robinson,
This increases the chances for their poor and minority children to experience further future racial and class inequality. We need to consider the long-term consequences of this family’s current situation as engage with them. Several implications arise when we consider parental/familial incarceration and the impact it has on their family members left behind. Incarceration elevates risk of divorce or separation, reduces financial resources and security of the partners and children left behind, increases child behavioral problems, increases social marginalization and other negative economic, health and well-being outcomes (Wildeman & Western, 2010; Sugie, 2012). Knowing what we do regarding social determinants of health, these are important issues to keep in mind in our work with this
We live in a complex, unpredictable world, filled with an array of family styles and personalities. Whether or not we recognize it, the family in which one is raised or currently resides plays a pivotal role in their development and opportunities. While we should not blame our circumstance on where we came from, it is crucial that we understand how our childhood influences why we are the way we are. One phenomenon that affects several families, particularly ones with low-income, is parentification. Parentification, also known as the role-reversal of a parent and a child, is not inherently harmful for a child, but it is important to look at the situation objectively and consider the risk-factors.
However, families and households are not static units of support, but instead they adapt to socio-economic changes by adopting variations in household strategies which lead to changes in
