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Essays on Social Institutions and Development

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114 Social Development Essay Topics

🏆 best social development research topics, 💡 interesting social development project topics, 📌 simple & easy social development topics, 👍 good essay research topics in community development, ❓ questions about social development.

• Importance of Play in a Child’s Social Development Towards Adulthood Childhood friends give children more than just a playmate, learning to make friends and maintaining them are crucial aspects of a child’s development skills that help them not only in their personal lives but also […]
• Cultural Diversity in the UAE: Social and Economic Development This view is in line with Rabah’s emphasis on the importance of respecting cultural diversity in the process of nation-building because the concept is useful in solving conflicts and developing solutions that are beneficial to […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Factors behind Economic and Social Development in the UAE However, the main turning point of the economy occurred during this phase and resulted in the economic boom of the UAE.
• Factors behind The economic and social development of UAE The purpose of this paper is to analyze the factors that led to the economic and social development in UAE so as to give the reader an insight into the features of UAE as they […]
• Physical, Cognitive, Social and Emotional Development The implication of the physical domain for children is in the ability to understand their physical capabilities and be aware of their health.
• Social Development in Children It is based on this that it can be seen that instilling proper social-emotional learning early on in a child’s life is of paramount importance in ensuring that they develop the necessary social and emotional […]
• Adolescence as a Period of Social Development Adolescents transition from the restricted responsibilities of childhood to the more expansive roles of adulthood through the social development process, expanding their social networks and experiencing peer influence.
• Social Development Centers and Their Functions In conclusion, it is essential to emphasize that SDCs can be found in any country and community as they perform the role of the social promoter.
• Community Development and Social Development The concept of community development describes the major initiatives and procedures members in a particular society undertake to improve their economic, environmental, cultural, and social attributes. The idea of locality helps people identify and implement […]
• Effects of Domestic Violence on Children’s Social and Emotional Development In the case of wife-husband violence, always, one parent will be the offender and the other one the victim; in an ideal situation, a child needs the love of a both parents. When brought up […]
• How Divorce Influences Children’s Social Development The purpose of the “Parental divorce is associated with an increased risk to develop mental disorders in women” study by Schaan, Schulz, Schachinger, and Vogele was to determine whether mental health issues are more prevalent […]
• Good Parenting and Strong Social Development As a result, it is debatable whether the idea of rewarding children does or does not lead to an increase in their pro-social conduct.
• Physical, Cognitive, Social, and Emotional Development Analysis The constant change in the interests of children also requires educators to pay increased attention to the variety of classroom activities, as well as a constant change of focus.
• Social Development and Adolescence: Human Services Ethics and Interventions The small circle of peer friends and the loss of a close relative provoke the feeling of loneliness and further progression of depression. A wide range of human service agencies can help Susie and her […]
• The Significance of the NT Surveys in Spiritual and Social Development The survey has also allowed me to learn that God is love as depicted in the Bible. The theme of the new convent is one of the concepts that I have primarily analyzed in NT.
• Gender Differences and Personal Social Development in 9-Year-Old Children The causes of gender disparities are clearly outlined in the paper as well as the gender roles concerning both boys and girls.
• Social Development: Globalization and Environmental Problems One of such implications can be seen through tracing the movement of the population, exemplified by the story of the three children in the documentary.
• Synopsis of Child Social, Cognitive and Behavioral Development With respect to Piaget’s Theory of Cognitive Development, David is at the third, concrete operational phase of development, because, on hearing that his responses are necessary for the research, he asked “Are you going to […]
• Social Emotional Development of Gifted Children They can do this by setting up meetings with the children and their parents but most importantly, communication can be enhanced by listening to the gifted children and involving them in setting standards for themselves.
• Home Schooling and Children’s Social Development Going back in time, the victory of the 13-years old Rebecca Sealfon in the contest Scripps National Spelling Bee in 1997, brought the attention of the country to the phenomenon that is called homeschooling.
• Social-Emotional Learning in Human Development This paper analyzes the skills, or personal capabilities, that contribute to positive social development in children, addressing the school and the family environment qualities that encourage or inhibit this development. A Teacher’s Use of the […]
• Late Middle Ages as a Stage in Social Development Finally, the unity of the Catholic church was significantly damaged by the Western Schism that forced its split and emergence of serious religious debates about the nature of faith, rituals, and the role of the […]
• Motor Skills and Their Foundational Role for Perceptual, Social, and Cognitive Development One of the ways to find a compromise between the necessity of developing motoric skills and fostering M.’s autonomy is to teach him motoric skills in a playful way.M.might find finger painting a fun activity, […]
• Infant Babbling and Social Skills Development Due to such a complex nature of babbling and a child’s social development, a certain attention to babbling and the purposes of this vocal process has to be paid in order to contribute such spheres […]
• Social Psychology Role: Self-Esteem and Human Development The relation between the concepts and the response is closely analyzed to determine the most important criteria people’s actions can be judged by. A person is stereotyped and the thinking leads to over-generalize towards others.
• Socialization Factors for Personal Development The religion and culture that I embrace at the present moment are a result of the interaction that I had with my family.
• Education for Sustainability and Social Development The approaches and techniques described by the authors will help to understand sustainability as one of the factors of social development better and to find the strengths and weaknesses of their research.
• Texting and Its Effects on Social Development When young people develop meaningful social relationships, this has a positive effect on their well-being and confidence. Hyman, however, says that cell phone use has become the way that young people interact socially, and this […]
• Deaf Children’s Education and Social Skills Development The topic of special education interventions is of crucial importance due to the fact that children with HI commonly have additional trouble developing their social skills, perhaps due to the lack of early exposure to […]
• Social Theory: Sustainable Development Challenges and Solutions The aim of this term paper is to assess the measurement challenge of sustainable development and provide possible solutions to the problem.
• Queer Activism Influences on the Social Development of LGBT The strength of the research question is that it shows a different direction to the queer movement as a social movement and its effect on identity creation of the LGBT community.
• “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being” The authors of the article note that the main influencing factor that leads to grouping of human being is the social aspect of life which they face on a daily basis.
• Temperament and Social Development This enables the reader to concentrate on the issues covered by the research and thus understand the relationship between different variables explored by the researcher.
• Assets and Social Development This chapter brings out the research topic and the examination of the impact of the quality of communication between parents and children about sex on the sexual behaviour of teenagers and the behavioural patterns related […]
• Achieving social development in the Global South? Social and economic movements have referred to advocacy as an “active support of an idea or cause expressed through strategies and methods that influence the opinion and decision of people and organisations”.
• Behavioral and social development issues in school kids It is not a wonder that Damian is more interested in helping out his father in his “manly” chores while neglecting his mummy partly perhaps because he had no experience of life with his mother.
• Factor Behind the Economic and Social Development of the UAE However, the following figures show the GDP per capita income and population of the UAE for the last five years – Figure 1: GDP per capita income of the UAE Source: Indexmundi Figure 2: Population […]
• Children’s Personal and Social Development The theorists argue that the outcomes of kids’ development come because of the incessant dynamic interplay amid the environmental variables, the caregivers’ response and the children behaviours which might influence both the caregiver and the […]
• Latin American Social and Cultural Development The philosophy of Latin America was formed under the influence of European philosophy that had a great impact on the development of the New World.
• The Importance Of Bond Of Friendship For Social Development
• Methods Of Increasing The Role Of The Corporate Tax In The Economic And Social Development
• The Impact of Stress on Psychological and Social Development
• The Stages of Social Development throughout Life
• Lev Vygotsky And Social Development Theory
• The Last Mile in Analyzing Wellbeing and Poverty: Indices of Social Development
• The Influence Of Each Uprinsing In The 1600’s On Virgirina’s Ecomomic And Social Development
• The Effects of the Second World War on American Political, Economic and Social Development
• Social Development In Turkey With European Union Implications
• Why Is Good Governance Important For Economic And Social Development
• Social Development of Teenagers in Church Environment
• The Effects Of Television On Children ‘s Social Development
• Technology Is Truly A Hinderance Of Social Development
• The Effects Of Day Care On Children’s Cognitive And Social Development
• The Substantial Effect of Globalization on Economic, Political, and Social Development of the World
• What Was the Puritans Effect on the Political, Economic, and Social Development of the Colonies
• The Process and Importance of Social Development
• The Roles of Third World Women in Political Economic and Social Development
• The Impact of Attachment on a Child’s Psycho-Social Development
• The Impact of Distance Learning on an Individual’s Social Development
• The Negative Effects of Technology on Children’s Social Development
• The Role of Men in the Economic and Social Development of Women: Implications for Gender Equality
• Social Development Ranking of Districts of Pakistan
• Social Development or Social Crisis: Modernization Theory Versus World-Systems Analysis
• The Effects of Increased Use of Digital Media Technology on the Social Development of Children
• The Relationship Between Economic Growth and Social Development
• Using Social Development Lenses to Understand E-Government Development
• The Effects of the Constitutional and Social Development Between 1860 and 1877 on the Revolution
• The Social Development Of Children And Adolescents
• The Measure of Civilization: How Social Development Decides the Fate of Nations
• The Social Development Of Children With Deaf Parents
• Vygotsky ‘s Theory Of Human Psychology And Social Development
• Two Perspectives on Economic and Social Development by Foster and Landes
• The Canadian Pacific Railway as a Catalyst for Political and Social Development in the 1980’s Canada
• People’s Moral And Social Development And The Intelligence Theory
• The Similarities and Differences between Vygotsky’s Theory of Social Development and the Chaos Theory
• The Emotional and Social Development of Adolescents in The Perks of Being a Wallflower
• The Social Development Of Laylahni ‘s Moral Development
• Women’s Participation in Social Development: Experiences from Asia, Latin America and the Caribbean
• The Reform of the EU Framework for Economic and Social Development through the Strategy of Europe 2020
• Role of Women in Education and Social Development of Children
• The Impact of Conservatism in the Economic and Social Development of America
• The Significance of the Individuals’ Time for Economic and Social Development
• The Social Development And Improvement Of Living Quality
• We-ness and Welfare: A Longitudinal Analysis of Social Development in Kerala, India
• How Does Social Development Occur Throughout the Various Stages?
• Does Homeschooling Deprive Children of Social Development?
• How Does Birth Order Affect Psychological and Social Development?
• Was the Spanish-American War Necessary to Further the Economic and Social Development of the US?
• How Human Technological and Social Development Fostered the Rapid Movement of People Throughout?
• What Were the Puritans’ Effects on the Political, Economic, and Social Development of the Colonies?
• How Does Parental Involvement Impact on Child’s Social Development?
• What Is Social Development?
• How Do Parents Influence Other Domains of Social Development?
• What Role Do Children Play in Their Development?
• How Has Peer Relationship Changed Social Development?
• What Is the Appropriate Unit for Studying Social Development?
• How Does Forming Strong Attachment Bonds Early With a Caregiver Impact Social Development as the Child Grows?
• What Scale Is Recommended to Measure the Social Development of Kids in India?
• Is Social Development Continuous or Discontinuous?
• How Do Environmental and Biological Influences Affect Social Development?
• Are Social Behavior Development Universal Across Cultures?
• How Does Social Development Vary Across Historical Eras?
• Is Social Development Related to Other Developmental Domains?
• How Important Are Mothers for Children’s Social Development?
• What Measures Are Considered Necessary for a Sustainable Economic and Social Development of the Planet?
• How to Improve Children’s Social Development Through Effective Teaching Strategies?
• What Is the Connection Between Local Government Development and Economic and Social Development?
• Is Development Sustainable? How Can the Social Development Be Sustained?
• How Does Music Affect the Social Development of Babies?
• What Are the Short-Run Strategies for Economic Growth and Social Development?
• Which Are the Economic and Social Development Perspectives for Africa Within the Millennium Development Goals?
• How Does Social Development Affect the Environment?
• What Can Affect Social Development?
• How Does Social Development Affect Learning?
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• Chicago (N-B)

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Home > College of Social and Behavioral Sciences > Social Work > Social Work Theses

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2024 2024.

WHAT IS THE READINESS OF SOCIAL WORK STUDENTS TO WORK WITH AUTISTIC INDIVIDUALS? , Ignacio Aguilar Pelaez

THE DISPROPORTIONATE IMPACTS OF CERTAIN FACTORS THAT DIFFERENTIATE THE AMOUNT OF MENTAL HEALTH REFERRALS OF SCHOOL A COMPARED TO SCHOOL B , Jesus Barrientos

Caregivers of Dialysis Patients , Alyssa Bousquet and Amelia Murillo

BARRIERS TO AND FACILITATORS OF CARE: EXPLORING HOW LOW-INCOME WOMEN ACCESS REPRODUCTIVE HEALTHCARE IN A RURAL COMMUNITY , Sydney Taylor Casey

ACCESSIBILITY OF SERVICES FOR TRANSGENDER ADOLESCENTS FROM A CHILD WELFARE PERSPECTIVE , Eduardo Cedeno

WHAT ARE THE BARRIERS TO SEEKING PSYCHOTHERAPY SERVICES ACROSS DIFFERENT RACIAL AND ETHNIC GROUPS? , Deysee Chavez and Elisa Rodarte

SOCIAL WORKERS’ PREPAREDNESS FOR PRACTICE WITH PATIENTS EXPERIENCING PSYCHOTIC DISORDERS , Paula Crespin

PROGRESSION OF BLACK WOMEN IN TENURE RANKED POSITIONS , Unique Givens

Assessing and Meeting the Needs of Homeless Populations , Mitchell Greenwald

THE OBSTACLES FACING HOMELESS VETERANS WITH MENTAL ILLNESS WHEN OBTAINING HOUSING , Melissa Miro

MAJOR FACTORS OF SUSTAINING RECOVERY AFTER RELAPSE FROM A SUBSTANCE USE DISORDER , Amanda Tei Sandhurst

UNDERSTANDING THE PERSPECTIVES AND ATTITUDES OF 12-STEP PARTICIPANTS TOWARDS MEDICATION-ASSISTED TREATMENT , Christopher Scott

THE UTILIZATION OF MUSIC AND AUTONOMOUS SENSORY MERIDIAN RESPONSE IN REDUCING STRESS , Robert Scott

Theses/Projects/Dissertations from 2023 2023

PROLONGED EXPOSURE TO CONGREGATE CARE AND FOSTER YOUTH OUTCOMES , Tiffany Acklin

YOU CALL US TREATMENT RESISTANT: THE EFFECTS OF BIASES ON WOMEN WITH BORDERLINE PERSONALITY DISORDER , Cassidy Acosta

EXAMINING SOCIAL DETERMINANTS OF HEALTH OF FORMERLY INCARCERATED CALIFORNIA STUDENTS WHO GRADUATED FROM PROJECT REBOUND , Ashley C. Adams

ALTERNATIVE APPROACHES TO POLICE INTERVENTIONS WHEN RESPONDING TO MENTAL HEALTH CRISES INCIDENTS , Karen Rivera Apolinar

Understanding Ethical Dilemmas in Social Work Practice , Arielle Arambula

IS THERE A RELATIONSHIP BETWEEN PROFESSORIAL-STUDENT RACIAL MATCH AND ACADEMIC SATISFACTION OF AFRICAN AMERICAN SOCIAL WORK STUDENTS , Ashlei Armstead

NON-SPANISH SPEAKING LATINOS' EXPERIENCES OF INTRAGROUP MARGINALIZATION AND THE IMPLICATIONS FOR ETHNIC IDENTITY , Marissa Ayala

SERVICES AVAILABLE IN THE MIXTEC COMMUNITY AND THE BARRIERS TO THOSE SERVICES , Currie Bailey Carmon

IMPACT OF OUTDOOR ADVENTURE ON THE SELF-ESTEEM, SELF-CONFIDENCE, AND COMFORT LEVEL OF BLACK AND BROWN GIRLS , Nathan Benham

THE ROLE UNDOCUMENTED STUDENT RESOURCE CENTERS PLAY IN SUPPORTING UNDOCUMENTED STUDENTS IN HIGHER EDUCATION , Cynthia Boyzo

Program Evaluation of Teen Parent Support Group , Brianne Yvonne Irene Brophy

THE IMPACT THE JOB STRESS OF A CHILD WELFARE SOCIAL WORKER HAS ON THE QUALITY OF THEIR RELATIONSHIP WITH THEIR INTIMATE PARTNER , Nadine Cazares

Adverse Effects for Siblings Who Witness Child Abuse , Leslie Chaires

ASIAN DISCRIMINATION: IN THE FIELD OF SOCIAL WORK , Sunghay Cho

PERCEIVED FINANCIAL STRAIN AND ITS EFFECTS ON COLLEGE STUDENTS’ WELFARE , Monica Contreras and Clarissa Adrianna Martinez

The Media and Eating Disorders , Diane Corey

INCREASING TEACHER AWARENESS OF MENTAL HEALTH IN CHILDREN , Sarah Alexis Cortes

The Investigation of Knowledge and Practice of Child Welfare Workers Providing Case Management to Children with Disabilities , Giselle Cruz

Examining The Relationship Between Technological Skills and Success In Higher Education Among Formerly Incarcerated Individuals , Ebony Cubias

SUPPORT FOR SOCIAL WORKERS TREATING ADOLESCENT SUBSTANCE ABUSERS , Monica DeLucia and Kethura Solano

MINORITIZED GROUPS AND SOCIAL INTEGRATION AND RECOVERY CAPITAL DEVELOPMENT IN MUTUAL AID FELLOWSHIPS , Kaelyn Doyle and Benjamin Wahl

EXAMINING EDUCATORS’ PERCEPTIONS AND PREPAREDNESS ON THE NEEDS OF UNDOCUMENTED STUDENTS , Imelda Duran Herrera

RESILENCY AND FATHERLESS HOUSEHOLDS , Joshua Ellis-Kennedy and Crystal Angelica Orellana

THE INCREASE OF SUICIDE RISKS AMONGST INDIVIDUALS WITH MENTAL HEALTH DISORDERS DURING THE COVID-19 PANDEMIC , Joanna Flores

Staff Turnover in Child Welfare , Maleena Flores

SOCIAL WORK STUDENT'S PERCEPTION, KNOWLEDGE, AND PREPAREDNESS IN SERVING UNACCOMPANIED MIGRANT CHILDREN , Miriam Flores Portillo and Estela Flores-Portillo

PERCEPTIONS OF THE IMPACT OF PARENTAL MENTAL HEALTH ON ADULT CHILDREN , Samantha Ann Gallo-Vargas and Queray McMihelk Jr.

HOW ARE MEDICAL SOCIAL WORKERS EQUIPPED WITH ADEQUATE TRAINING TO DETECT AND REPORT ELDER ABUSE IN HOSPICE , Crystal Garcia and Katherine Barba

How Stigma Impacts the Utilization of Mental Health Services Among Young Adults' Within Three Different Ethnic Minority Communities , Ivette Garcia and Melissa E. Gomez

THE EFFECTS OF COVID-19 ON CHILD ABUSE INVESTIGATION OUTCOMES , Kelly Gasso

INTERVENTIONS AVAILABLE TO CHILDREN AND ADOLESCENTS WITH OPPOSITIONAL DIFIANT DISORDER: A SCOPING REVIEW , Megan George and Jacqueline Laitano

HOW DOES HAVING A PET DURING THE CORONAVIRUS-19 PANDEMIC AMONG UNIVERSITY STUDENTS AFFECT ANXIETY AND DEPRESSION , Sugey Gonzalez-Escobedo and Jessica Morales Sanchez

SCHOOL FACULTY’S KNOWLEDGE AND AWARENESS OF SCHOOL-BASED MENTAL HEALTH PROGRAMS , Bianca Gonzalez Vargas and Cristal Cortes-Vazquez

HOW LATINO PARENTS COPED WITH FINANCIAL CHALLENGES DURING COVID-19 , Melissa Gradilla and Valerie Malagon

ASSESSING RURAL NORTHERN CALIFORNIA FOSTER PARENT RECRUITMENT STRATEGIES , Ava M. Hagwood

SOCIAL WORK’S ROLE IN ADDRESSING POLICE OPPRESSION: SOCIAL WORKERS’ PERSPECTIVES , Jess Husband

THE RELATIONSHIP BETWEEN MENTAL HEALTH AND THE AFRICAN AMERICAN ACADEMIC EXPERIENCE , Adelola Ige

EXAMINING THE CONTRIBUTING FACTORS TO AGING OUT OF FOSTER CARE , Aida Justiz Skipper and Ericka Ross

PROMOTING RESILIENCE FOR CHILDREN IN FOSTER CARE , Brenda Lara

SOCIAL DETERMINANTS AND THE SEXUAL HEALTH OF LGBTQ+ PEOPLE OF COLOR IN THE INLAND EMPIRE , Irad Leon

HOW HAS THE COVID-19 PANDEMIC IMPACTED CLIENTS OF THE EARLY DEVELOPMENT CENTER , Daniella Loera

FACTORS THAT INCREASE SOCIAL WORKER LONGEVITY IN CHILD WELFARE SERVICES , Heather Lovejoy

SAFETY ORGANIZED PRACTICE TRAINING AND IMPLEMENTATION IN CENTRAL CALIFORNIA , Alison Lucado

Indigenous Women and Traditional Paths to Healing , Lisa Mariano-Grise

SERVICES FOR AMERICAN INDIAN/ALASKA NATIVES FOSTER YOUTH VICTIMS OF SEXUAL EXPLOITATION: THE SOCIAL WORKER’S PERSPECTIVE , Maria Marquez

RESIDENTIAL CARE STAFF VIEWS ON THE TRAINING THAT THEY RECEIVE AND THEIR PERCEPTIONS ON PREPAREDNESS IN REGARD TO WORKING WITH RESIDENTS , Deziray Sorieya Marroquin

EFFECTS OF CORPORAL PUNISHMENT ON PARENTS , David Martinez and Linda Saleh Borghol

THE CHALLENGES HOMELESS MEN WITH HIV/AIDS FACE WHEN SEEKING HOUSING , Rosey Yvette Martinez

EXAMINING THE ASSOCIATION BETWEEN FAMILY COHESION AND THE RISK OF SUBSTANCE USE IN OFFSPRING , Angelica Mendoza

MENTAL HEALTH LITERACY AND ATTITUDES TOWARD MENTAL HEALTH HELP-SEEKING AMONG COLLEGE STUDENTS OF NON-MENTAL HEALTH PROFESSIONS , Hannah Metz

EFFECTIVE RESOURCES FOR ONLINE LEARNING A STUDY ON ELEMENTARY AGED CHILDREN , Marlene Mora-Lopez

FOSTER PARENT TRAINING, RETENTION, AND SATISFACTION: AN EXPLORATORY STUDY , Dennisse Moreno Romo and Dulcinea Catota

AGED OUT YOUTH'S PERCEPTION ON THE NEEDS OF EMANCIPATED FOSTER YOUTH , Linda Murillo

Attitudes of Social Work Students on the Use of Psychedelics as a Mental Health Treatment in Clinical Settings , Amanda Nickles

CHRONIC SORROW AND THE IMPACT ON PARENTS OF CHILDREN WITH DISABILITIES , Rhianna Mayra Nordlund

BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. , Stephanie Nunez-Rivera

Examining the Obstacles in Rehoming the Homeless with Substance Use Addiction , Denise Ortuno

Access to Gender-Affirming Care and Mental Health of Transgender Individuals , Paola Osuna Berumen

EXAMINING SUPPORT SEEKING BEHAVIORS AND SOCIAL SUPPORT AMONG CHRONIC KIDNEY DISEASE PATIENTS , Ashley Padilla

THE BARRIERS DIRECT SOCIAL SERVICE WORKERS FACE WHEN WORKING WITH INCARCERATED YOUTH , Elizabeth Padilla and Valerie Mercado

UNDERSTANDING VICTIMS OF HUMAN TRAFFICKING: IDENTIFYING MACRO AND MICRO-LEVEL MENTAL HEALTH IMPLICATIONS , Abbigail Pereyra

COVID-INDUCED STRESS AND SYMPTOMS OF ANXIETY AND DEPRESSION IN UNDERGRADUATE STUDENTS , Quenea Popoca and Christina Ngo

STUDENTS' EDUCATIONAL OUTCOMES FOR HYBRID MSW PROGRAM , Carolina Profeta

Preserving Placement for Children with Behavioral Issues: A Qualitative Study of Child Welfare Social Workers in the United States , Jessica Katelyn Quin and Tara Belle Beam

Does the use of Social Media Have an Impact on Young Adults Body Identification? , Glycell Robledo Felix and Ashley Olmedo

ANXIETY, DEPRESSION, AND STRESS DURING COVID-19: A COMPARATIVE STUDY OF LATINO DREAMERS IN COLLEGE , Vanessa Robles and Janelly Molina

WHAT IS THE IMPORTANCE OF SOCIAL WORK INVOLVEMENT IN HOSPICE CARE TRANSITIONS FOR ILL CHILDREN AND THEIR FAMILIES , Natalie Rodas and Guillermina Morales

SOCIAL WORKERS’ PERCEPTIONS OF DISPROPORTIONALITY AND DISPARITY IN THE CHILD WELFARE SYSTEM , Nelyda Rodriguez

EXAMINING HOMELESSNESS AND ITS EFFECTS ON FUNCTIONING AMONG FOSTER CARE ALUMNI , Silvia Romero

THE IMPACT OF SOCIAL MEDIA USE ON SOCIAL ISOLATION AND MENTAL HEALTH AMONG YOUNG ADULTS , MARIANA ROMO

Incarceration Effects on Children and Families , Sharon Rose

IMPACTS OF POVERTY ON LANGUAGE DEVELOPMENT HOW LOW SOCIO-ECONOMIC STATUS STUDENTS ARE AT AN ACADEMIC DISADVANTAGE , Farbod Samari

EXPLORING THE IMPACT OF THE PLACEMENT DISCONTINUITY IN FOSTER CARE , Michelle Sepulveda and Angela Williams

HOW LANGUAGE, HEALTHCARE INSURANCE STATUS, STIGMA, AGE, AND EDUCATIONAL ATTAINMENT INFLUENCED THE UTILIZATION OF MENTAL HEALTH SERVICES AMONG THE LATINO MALE POPULATION , Esmeralda Solis and Annika Coe

THE BENEFITS OF SUPPORT GROUPS FOR INDIVIDUALS WHO EXPERIENCE AUDITORY AND VISUAL HALLUCINATIONS , Joseph Stewart

Social Justice Theatre and the Impact on Theatre Artists , Stevie Taken

School-based Suicide Prevention Program for LGBTQ Students , Ching Lok Tse

Exploring Permanency Rates Within the Southern California Counties of Los Angeles, Riverside, San Bernardino and San Diego , Karrene Turner

Placement instability and its effects on the mental health of foster youth , Tyra Turner and Shalynn Burton

THE ASSOCIATION BETWEEN ADVERSE CHILDHOOD EXPERIENCES AND GANG MEMBERSHIP , Johanna Ulloa

SOCIAL WORKERS PERSPECTIVE ON BARRIERS TO FAMILY REUNIFICATION , Laura Velasquez and Annamarie C. Merrill

FIRST-GENERATION SOCIAL WORK LATINAS BALANCING LIFE AND CAREER , Angelica Venegas

FORMER FOSTER YOUTH AND THE UTILIZATION OF MENTAL HEALTH SERVICES IN POSTSECONDARY EDUCATION , Jacqueline Viadas and Liliana Lua

The Relationship Between Adverse Childhood Experiences and Resilience in Social Work , Margeaux Wilkins and Jazmine Salazar

PARENT-CHILD ATTACHMENT WHEN PARENTING A CHILD WITH A DISABILITY , Giulianna Zocchetti

Theses/Projects/Dissertations from 2022 2022

SOCIAL WORKER STUDENT’S ANXIETY, AND ALCOHOL CONSUMPTION DURING THE COVID-19 PANDEMIC , David Adler

Measuring Competency in Social Work: LGBTQIA Populations , Desirae Nicole Aguirre and Samantha Raquel Stephens

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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• Int J Popul Data Sci
• v.5(4); 2020

Developmental impacts of the COVID-19 pandemic on young children: a conceptual model for research with integrated administrative data systems

Heather l. rouse.

1 Department of Human Development and Family Studies, 2330 Palmer Building, 2222 Osborn Drive, Ames, Iowa 50011-1084

Rebecca J. Bulotsky Shearer

2 Department of Psychology, University of Miami, P.O. Box 248185, Coral Gables, FL 33124

Sydney S. Idzikowski

3 University of North Carolina at Charlotte Urban Institute, Institute for Social Capital, Sycamore Hall, 9310 Mary Alexander Road, Charlotte, NC 28223

Amy Hawn Nelson

4 Actionable Intelligence for Social Policy (AISP), University of Pennsylvania, 3701 Locust Walk, Philadelphia, PA 19104

Mark Needle

Matthew f. katz, jhonelle bailey, justin t. lane, emily berkowitz, sharon zanti, astrid pena, maggie reeves.

5 Georgia Policy Labs, Georgia State University, 14 Marietta Street NW, 5th Floor, Atlanta, GA 30303

The COVID-19 pandemic made its mark on the entire world, upending economies, shifting work and education, and exposing deeply rooted inequities. A particularly vulnerable, yet less studied population includes our youngest children, ages zero to five, whose proximal and distal contexts have been exponentially affected with unknown impacts on health, education, and social-emotional well-being. Integrated administrative data systems could be important tools for understanding these impacts. This article has three aims to guide research on the impacts of COVID-19 for this critical population using integrated data systems (IDS). First, it presents a conceptual data model informed by developmental-ecological theory and epidemiological frameworks to study young children. This data model presents five developmental resilience pathways (i.e. early learning, safe and nurturing families, health, housing, and financial/employment) that include direct and indirect influencers related to COVID-19 impacts and the contexts and community supports that can affect outcomes. Second, the article outlines administrative datasets with relevant indicators that are commonly collected, could be integrated at the individual level, and include relevant linkages between children and families to facilitate research using the conceptual data model. Third, this paper provides specific considerations for research using the conceptual data model that acknowledge the highly-localised political response to COVID-19 in the US. It concludes with a call to action for the population data science community to use and expand IDS capacities to better understand the intermediate and long-term impacts of this pandemic on young children.

Introduction

The COVID-19 pandemic made its mark on the entire world, upending economies, shifting work and education, and exposing deeply rooted inequities. This is particularly apparent within the United States, where the hyper-localised response system and wavering federal recommendations have had dire consequences. As of July 2021, there are more than 190.5 million global confirmed cases and 4.1 million global deaths, with the US reporting over 34 million of these cases and over 609,000 COVID-related deaths [ 1 ]. Exacerbating the impact is a resulting economic crisis driven by a record 46 straight weeks of first-time unemployment claims topping one million per week [ 2 ]. The fragmented government response to the COVID-19 pandemic has also highlighted deeply rooted economic, health, social, and racial inequity ingrained in the fabric of American society [ 3 ]. Data indicate a disproportionate number of COVID-19 cases and deaths among low-income populations and multi-generational households, with documented higher impacts on BIPOC (Black, Indigenous, and People of Colour) Americans [ 4 , 5 ].

Research on the impacts of COVID-19 is emerging quickly, including focus on secondary and postsecondary students, older adults, and the workforce (e.g. industry effects [ 6 ] impact of virtual schooling format on K-12 learning [ 7 , 8 ], impact on medical training [ 9 ], social isolation of older adults [ 10 ], and mental well-being of college students [ 11 ]). However, there has been little attention to date on the impacts experienced by one of the world’s most vulnerable populations: young children. Science consistently underscores the time from prenatal to age 5 as a critical developmental period for brain architecture [ 12 ]. Foundational capacities that shape children’s future trajectories across all developmental domains are built during this time. In addition to the direct impacts on young children’s health and social development, COVID-related illness, hospitalisations, workforce disconnection or disruption, and mental health needs also directly affect the adults who are the most proximal influence on young children. The potential negative impacts of adult health and economic stressors on parenting and caregiver capacities to meet children’s basic needs cannot be understated. Perhaps one reason these associations have been largely unstudied is due to lack of available data on population-based indices of child well-being that also include data about adult impacts as possible mediating influences.

Administrative data collected by public and private service agencies at the individual child and adult level that are integrated across systems hold potential for addressing these gaps [ 13 ]. Use of integrated data systems (IDS) [ 14 ] to inform policy and practice has become a stated priority at every level of government in the United States, and is a priority recommendation of the National Academy of Sciences to better align science, policy, and practice to advance health equity for young children [ 15 – 19 ]. Unfortunately, the field currently lacks a comprehensive framework to inform such research that is guided by developmental science and aligned with public systems- the absence of which is particularly troubling during the current crisis.

The purpose of this paper is to address these gaps by providing a comprehensive framework to study the impacts of COVID-19 on young children that not only outlines relevant research priorities but also provides a roadmap for using IDS to conduct comprehensive research. This paper has three specific aims. First, it outlines a conceptual data model of developmental resilience pathways that articulates how child development from birth to age five is influenced by individual, family, and community factors. These pathways are informed by developmental theory and prior research on the impacts of public health crises on child development, and emphasise “resilience” as adaptive developmental outcomes in the face of adverse stressors and risks that are mediated by adult and community supports. Second, it outlines administrative data sets with relevant indicators commonly collected by IDS and could be integrated at the individual level for use within the conceptual data model. Importantly, this aim calls attention to the importance of IDS that link parent-child data to provide capacity for studying multigenerational impacts. Lastly, this paper provides considerations for research using the conceptual data model that acknowledge the highly-localised political response to COVID-19 in the US. It emphasises the strengths of an IDS approach for child development research and the opportunity to advance the field of population data science through multi-site investigations of COVID-19 impacts on young children using a common conceptual data model.

Conceptual data model

Our first aim was to articulate a conceptual data model ( Figure 1 ) that underscores important child developmental pathways to resilience, relevant resilience influencers within these pathways (i.e. direct and indirect factors that may serve as risk or protective factors), and pandemic impacts that bi-directionally interact with child development to either enhance or impede child outcomes. In this model, resilience refers to the phenomenon that many children achieve positive developmental and educational outcomes despite experiencing stressful, high-risk, and adverse circumstances. Early adversity includes experiencing risk factors such as child abuse or neglect, homelessness, poverty, or even premature birth that are associated with serious social, emotional, health, or school-related problems. In this model we refer specifically to stressors associated with the pandemic (e.g. job loss, family death or illness, social isolation) that may further hinder developmental trajectories. Developmental research also provides evidence for the positive influence of protective factors, which we call “resilience influencers” in our model, which promote adaptive functioning for children in the face of adversity. Integral to this model is the understanding that underlying inequities in communities and families are nested within these bidirectional influences and so exacerbate pandemic impacts (see the middle ring of Figure 1 ). This model was informed by developmental-ecological theory and research evidence emphasising that the comprehensive study of child development must be cross-sectoral, longitudinal, and population-based, while simultaneously considering the bidirectional, cumulative, and interactive effects among multiple risk and protective experiences over time [ 20 , 21 ].

Conceptual data model of developmental resilience pathways [ 22 ]

This model, which is informed by developmental research, recognises that child competencies (e.g. academic, social-emotional, physical health, well-being) develop bi-directionally over time as children are supported by resources and assets present within proximal and distal contexts. This model aligns with the recent Consensus Study Report from the National Academy of Sciences summarising the importance of early brain development, the cumulative impacts of trauma, and the intractable inequities that render many children substantially more at risk for developmental challenges that are exacerbated by public health crises such as the pandemic [ 23 ]. The nested contexts within this model also reflect Bronfenbrenner’s bio-ecological theory suggesting young children are differentially influenced by experiences within contexts most proximal, such as relationships and interactions with primary caregivers in the home, community, and school environments [ 24 ]. In these contexts, children are influenced directly by relationships with primary caregivers, as well as by access to resources provided by caregivers that affect development (e.g. safe and nurturing families, high quality early learning centers, health care, and economic and housing stability). Contextual influences are both nested and cumulative, whereby impacts are compounded over time and with repeated exposure (particularly in the case of trauma and stress).

Informed by Bronfenbrenner’s theory and the Measures of Success Framework, developed collaboratively by the North Carolina Data Action Team and domain experts from child-serving agencies and universities (2016), the current conceptual data model differentiates five relevant contexts where resilience is most often facilitated (or hindered) for young children [ 25 ]. These five pathways are: learning (e.g. cognitively stimulating care environments, preschool), family (e.g. home environments and caregiver well-being), health (e.g. availability and access to food, supports for mental health and ACES), housing (e.g. stability and safety), and financial (e.g. economic stability, employment). Since 2016, the role of financial well-being and its connection to social mobility and outcomes has become more pronounced in the literature as administrative data sources are more available. The influence of these pathways is bidirectional (arrows go both ways in the model), where the extent to which risks or resources in early contexts influence children depends on children’s own internal developmental capacities, risks, and resources [ 26 ]. Also important from a developmental systems perspective is acknowledging that these pathways necessarily intersect – stressors or supports in one pathway will also affect trajectories and outcomes in other pathways [ 27 ].

As an illustration, in the health pathway there are direct, indirect, and contextual influences that are related to important child outcomes. Direct influences include child illness due to infection or decreased access to health care, or changes in access to quality learning programmes (positive or negative). Potential mediating influences, referred to in Figure 1 as resilience influencers, reflect indirect pathways to child health that could include stressors experienced by families (e.g. caregiver mental health or social isolation). Within and across all pathways, there are both direct and indirect influences on child development. Prior research suggests, for example, that consistent maternal employment when children are young is related to lower levels of child externalising behavior and higher language and literacy skills in elementary school compared to families where employment is sporadic or varied during the early years [ 28 ]. Pandemic-related stressors can lead to loss of employment that reduces family income and stability and influences children’s access to needed resources like food and healthcare, and stable support systems within the family, jeopardising children’s healthy development.

Macro-level contexts (reflected in the outer ring of Figure 1 ) include broader systems impacts such as local and federal policies, regulations, and practices that may affect the financial/material and social/cultural capital resources available within the proximal contexts of family, community, and school. As the US response to this pandemic has highlighted, systemic inequities (middle ring of Figure 1 ) in resource access along the five developmental pathways existed prior to the pandemic and are exacerbated during crisis as the nested contexts interact with compounding effects on young children and their families [ 29 ]. Historical structures (e.g. federal and local housing policy, racial segregation) have concentrated poverty in low-income communities and communities of colour that for generations lack access to resources that support positive child development and mobility. This conceptual data model acknowledges that these historical policy contexts must be considered to fully assess and understand present risk, vulnerability, and resilience in order to empower BIPOC and communities of colour and close opportunity gaps rather than deepen disparities.

Finally, a key aspect of the conceptual model is the importance of incorporating a population-based approach. Epidemiology incorporates a population-based approach to study the distribution and determinants of health (more broadly defined in this case, to include multidimensional child development outcomes). Most often used in disease surveillance to understand which hazards are most relevant for population-level interventions, the approach is well suited to capture relevant events, characteristics, and environmental changes. Importantly, it requires an understanding of how political, social, and scientific factors intersect to exacerbate risk. It relies on data collected from relevant public health sentinels (i.e. front-line workers who have direct contact with populations of interest) across time to model trends, predictors, and outcomes. In a multidimensional framework involving multiple systemic influences, an epidemiological approach requires the integration of multiple sentinel systems to generate information at relevant intersections.

Relevant indicators collected by IDS

Using this conceptual model to address state or local needs requires an alignment of resilience pathways with access to cross-agency linked child- and adult-level data. IDS are designed for this purpose. IDS routinely integrate administrative records collected by public and nonprofit agencies for programme monitoring and fiscal reimbursement and repurpose it for analytics, research, and evaluation. IDS have several key ingredients: (1) they include cross-sectoral records of multiple public agencies that may include health and human service systems, education, public housing, and economic development (among others), providing potential access to a comprehensive set of child and family well-being indicators; (2) they can be longitudinal and population-based, facilitating the study of prevalence and patterns of needs, service utilisation, predictors that relate to programme use, and accumulated costs associated with service use; and (3) they potentially have capacity to link children with their caregivers, creating a unique opportunity for intergenerational research and the careful study of mediating and moderating factors associated with developmental outcomes of young children.

A critical element of IDS is that they are developed and operated either within or in partnership with government stakeholders. As such, they include protocols to maximize data “use” (i.e. translation into practice or policy decisions) as a conditional mechanism for data sharing within their data governance. IDS developed in partnership support rapid knowledge-to-practice development cycles, providing insights about how policy or programme changes in one area affect a group’s outcomes in another. They address gaps in resources and provide a basis for improving social policies and creating new services [ 30 – 33 ]. Cyclical programme and policy evaluation using IDS help ensure continuous impact assessment and quality improvement.

While IDS function in a variety of ways, these common elements provide a valuable landscape to facilitate research about the pandemic impacts on young children using the conceptual data model. Over the last decade, a national network of IDS led by Actionable Intelligence for Social Policy (AISP) has been collaborating to understand how successful IDS operate, documenting best practices in their development and use, and facilitating the growth of new IDS to meet increasing local and state demands for more accessible integrated information to inform policy and practice [ 34 , 35 ]. In consultation with experts across this network, which currently covers over 50% of the US population, Table 1 was constructed to summarise commonly used data systems within IDS and relevant indicators for each developmental resilience pathway in the conceptual data model. While this presents a very US-centered approach focusing on US policies and programmes that collect administrative data, it illustrates what is possible from an international perspective whereby systems collect relevant data about children and families they serve and use it to facilitate policy-relevant research. The list in Table 1 is not exhaustive, but it was designed to cover a range of indicators at the child and family level (see Column 1). Column 2 describes the data system where administrative datasets can be found. Column 3 provides an indication of the levels of data collected (i.e. child, adult, both, or household). Column 4 lists examples of common data elements that could be outcome measures (child) or mediating variables (child, adult, or community) within the developmental pathway, including some elements (e.g. share of renters in neighborhood) that can be aggregated by geography to support place-based insights [ 36 ].

Table 1: IDS Capacities to study developmental resilience pathways

Considerations for research using the conceptual data model.

The primary motivation for developing this conceptual data model is to encourage and inform collaborative research on the impacts of COVID-19 on young children using IDS. This section provides additional direction on how to use the data model with relevant considerations for developing and conducting research that examines the immediate impacts and, perhaps most likely, the longitudinal outcomes that will evolve for these young children over time as impacts of the pandemic are likely to fundamentally alter early developmental trajectories.

We situate these recommendations within the United States because its compounded form of government (i.e. federalism) grants regional power to states, cities, and counties, thereby creating a hyper-localised COVID-19 response. This response system provides a unique context for research since it generates a natural experiment of varied policy and implementation decisions across state, county and city boundaries. This approach could also be taken across international boundaries – so we use the US as an example to highlight the conceptual data model potential. The US government’s devolved response to the pandemic in 2020 empowered state and local jurisdictions to make unilateral decisions regarding stay-at-home orders, business closures, school closures, and disbursement of resources. As such, state-to-state responses and, in some cases, county-to-county responses varied in length, universality, and enforcement. This resulted in high variability across jurisdictions in cases, death counts, and the timeframe of peak infection rates. A difference-in-difference design study of counties on the border of Iowa and Illinois highlights this variability. Results show the case rate per 10,000 residents was approximately equal across border counties until Illinois implemented a stay-at-home order and Iowa did not, resulting in significantly higher case rates on the Iowa side of the border compared to Illinois [ 37 ].

Early evidence from this hyper-localised response also highlights exacerbation of deep-rooted racial and economic inequities. Analysis suggests these disparate impacts are driven by inequitable access to quality healthcare and health insurance coverage; disproportionate levels of BIPOC working in low wage, “front line” jobs without the opportunity to work from home; overrepresentation among populations of individuals incarcerated in correctional and immigration detention facilities; and the presence of pre-existing social determinants of health related to chronic illness [ 38 ]. This is deeply problematic for families with young children who have been forced to balance child care, schooling, and work, often at the expense of their physical and emotional well-being. The racialised impacts of COVID-19 compound pre-existing developmental vulnerabilities faced by children across domains like healthcare, education, housing, labour and justice (see Alexander (2020), Katznelson (2005), and Rothstein (2017) for examples) [ 39 – 41 ].

Given this context and emerging research, we propose two critical areas that should be included in research design using the conceptual data model. First, research needs to document the hyper-localised response and community-level changes that resulted within the research design . It is important to know when or if stay at home orders were put in place, what they entailed, and how long they lasted. How were school closings and remote support for educators, parents and students implemented? What were the infection, hospitalisation and death rates in the locality? A key component to addressing the community context response also requires centering racial equity in the research design. Within Table 2 (which presents potential research questions and relevant IDS elements that could inform research) we have given some examples that can be aggregated by place/spatial analysis/geography to provide rates per population and contextualise findings to the broader spatial boundaries/community.

Table 2: Possible research questions and ids variables for impact research about young children

Second, a focus on children ages 0-5 necessarily requires including important adult factors that serve as mediators for children’s outcomes . IDS that link children and adults is paramount to this research. By linking children with the adults in their household, biological and non-biological caregivers, and other relevant adults in their proximal systems, this research will have the unique capacity to study mediating and moderating factors of COVID-19 impacts on young children. How did the pandemic impact the systems that surround the child (e.g. home environment, housing stability, community resources)? What impacts on caregivers are likely to translate into reduced capacity for parenting support or the provision of resources known to foster optimal development (e.g. socialisation, cognitive stimulation, opportunities for creative exploration)?

In order to consider these two critical areas, it is also important to identify which individual-level data elements can be aggregated to create a place-based or geographic measures. This spatial approach serves to contextualise findings in a way that is relevant to the specific location. Aggregating data by geography provides useful comparisons across population groups and geographic boundaries and facilitates the study of place-based policy and programme responses. This is especially important given that where a child lives strongly predicts so many child and family outcomes [ 42 ]. For example, researchers could aggregate employment records by neighbourhood to identify the areas with the largest share of essential workers by race and ethnicity and then map their proximity to child care centers in the area.

Across each relevant developmental resilience pathway, there are important child, adult and community factors to consider when conducting research on child impacts. In Table 2 , we outline a set of potential research questions that could be answered with IDS using the conceptual data model. Each question includes an articulation of possible dependent variables (child outcomes) and independent variables (e.g. employment status, policy changes, child care closures), as well as possible family and community context mediators that would be important to include and are also collected by administrative data systems. This table includes a range of possible questions that span the conceptual model pathways, but is by no means exhaustive. Following the table, we elaborate on one question to demonstrate potential methodological approaches and research designs that could be used within the model to foster relevant research.

Using the first question from this table as an example, we now briefly elaborate on how this model and related IDS capacities could be used to answer the question How are changes in enrollment and access in quality early learning programmes affecting family stability and child outcomes? The value of an IDS approach to answer this question is that with administrative data collected longitudinally, the immediate, intermediate, and long-term relationships between quality early learning programme participation (or lack thereof) and relevant child outcomes over time can be studied. Children who were preschool age during the COVID shutdown in Spring of 2020 and forced to move to home schooling or virtual instruction in the middle of the school year could be studied and compared to children of the same age who started their preschool experience virtually – or who were delayed with having a preschool experience because there were no open available spots or because families elected to remain at home. For these children, differential impacts on cognitive, behavioral, or emotional outcomes may be studied over time as these children experience different trajectories into elementary school. Since research suggests many early traumatic experiences may not manifest until later behavioral or cognitive challenges emerge [ 43 ], studying longer-term outcomes such as child mental health, school disconnection or behavioral disruption, slowed or delayed cognitive progression, and academic achievement could be extremely relevant.

An IDS approach at a state (or inter-state) level could reveal important community-level moderators in these relationships. County-level differences in how and when community child care, early learning environments, and public education changes occurred could be quantified. Changes in care facility capacity and adaptations in quality to respond to health and safety concerns could be added. When did centers and home-based care close? For how long? How many did or did not reopen doors? Was access limited to essential workers? What were local stay-at-home orders and how did businesses respond? How flexible was work-from-home policy? Of further value could be a cross-state comparison where multiple IDS partnerships collaborate to understand differences in policy response. Studying commonalities and differences across states could reveal important causal mechanisms that underscore how responses directly and indirectly influence child development outcomes.

Limitations and challenges

When real-time decisions are needed in government, executive leaders will turn to whatever data they have available. This is particularly true in cases of public emergency such as the COVID-19 pandemic. Jurisdictions with developed IDS have an opportunity (and perhaps even an obligation) to fast-track needed improvements in these systems to ensure they are more frequently and fully used to drive decisions and improve outcomes. This paper has provided a conceptual data model for using IDS for COVID-19 impact research on young children. Full actualisation of this conceptual data model, however, also requires acknowledgement of critical challenges in data access, quality and integration.

Administrative data access

First, the COVID-19 pandemic has shifted some practice around administrative data access and raised new issues [ 44 ]. Remote work, for example, revealed limitations of certain privacy and security measures at a time when limited contact is lifesaving. Sites where data could only be accessed using on-site servers saw their work put on pause indefinitely when stay-at-home orders went into effect. Other efforts were stymied by data sharing agreements that did not allow for remote access, or restricted use to only analytics or research, but not for operational use. These legal “roadblocks” limit how information could be accessed and used in real-time, and by whom. Fortunately, there are other models of data sharing that do not include such roadblocks and could be adopted in future work. For example, sites with secure, remote data access policies, procedures, and legal agreements in place have been able to be more flexible and nimble to the changing needs of the pandemic [ 45 ]. As sites work to update and modernise their crisis response capacity, existing agreements may need to be amended to allow operational use of data in times of crisis or emergency.

Data insufficiency and availability

From the framework of this IDS Conceptual Data Model, there may also be areas where available data points are insufficient to capture the full impact, particularly with respect to issues of social isolation and the complexity of family and household responses to community shutdowns. While policymakers and the media have been particularly focused on the health and economic impacts of the virus, less attention (and consequently, less data collection) has been given to the pandemic’s impact on family resilience or less visible factors like mental health (see, for example, Leeb et al. (2020)) [ 46 ]. Furthermore, with systems of support like education, healthcare, recreation, and religious services being provided virtually, many young children are disconnected from the adults they have contact with under normal circumstances. This lack of contact could mean that traditional data collection efforts may have been altered during the pandemic, which would impact our ability to apply epidemiological models of health development to measure outcomes. For example, without children being around regular mandated reporters of child abuse and neglect, aggregate and individual-level data on child welfare reports and substantiated cases may not provide complete information on the incidence of child abuse and neglect [ 47 , 48 ]. Additionally, these contexts may limit the availability of data routinely gathered through annual educational and health assessments because children were participating virtually. Relatedly, some measures, like school attendance, have questionable validity when services are being offered online. It may be that districts or health clinics adapted their data collection processes for virtual services, but careful attention to these changes in administrative data will be required to ensure that research using them is valid.

Data curation and quality

A third major challenge with IDS research is that data curation and quality varies across IDS sites. With the hyper-localised US response context in mind, understanding how different systems define variables and code and clean them for analytic use is critical, especially for multi-site IDS research. Seemingly similar datasets can vary widely across agencies or geographic regions, making consistent measurement and comparison a challenge. Data may differ in the frequency of data collection, years of data available, ages of children represented, quality of data, and/or definitions of data fields. Due to the lack of standardised measurements for the birth to age five population in particular, many early childhood indicators use different data points as proxies for key constructs such as physical, social and emotional health, and kindergarten readiness. As a result, they are typically measured differently across IDS sites.

Cross-sector data linkage between children and caregivers

A final consideration involves the need for IDS that link data between children and their caregivers . In the context of a pandemic where our conceptual model of influence is largely tied to adult caregiver responses and capacities, it is necessary to link a child’s data to that of their parents and other household/family members. Unfortunately, many IDS do not yet have this capacity [ 49 ]. How family structures change over time (e.g. marriage or divorce, children living in different households, birth or adoption of children) must be captured and documented across data systems in order to create a comprehensive linkage of children and their caregivers. The challenge of linking children to their family units is not only technical, but also relational. Strong governance processes and cross-agency relationships are necessary for partners to understand the importance of household matching and generating consistent measures for two-generation analyses. The good news is that there are IDS that have figured this out, and these systems could serve as models for others to advance their capacities [ 50 ]. In the wake of the COVID-19 pandemic and the upended social and economic realities it has presented, these challenges present a call to the research community that is already engaged (or poised to engage) in IDS research to share best practices in linking child-adult-family data.

The development and use of IDS for research has great potential to inform solutions to our most pressing social problems. In the wake of the US Commission on Evidence-Based Policymaking recommendations (2017), we have seen the role of administrative data reuse expand exponentially [ 51 ]. While this is a good start, it also suggests an ethical obligation to use these data in service of the children and families who have entrusted their care and well-being to the systems poised to respond. In the context of a global pandemic where immediate and long-term impacts are unclear for young children, it is imperative that we utilise these built capacities. The current paper addressed this directly through three primary aims. First, it provided a comprehensive conceptual data model informed by developmental science to advance the field of population data science by generating a common language to study the impacts of COVID-19 on young children using IDS. Second, it illustrated sets of administrative data well poised for pandemic impacts research across the developmental resilience pathways in the model. Last, it outlined research considerations and provided examples of priority questions that could be addressed with cross-sector, longitudinal research using IDS that link children and adults.

We end this discussion with a call to action. IDS are positioned to respond to critical needs through actionable research that informs public health crises like the COVID-19 pandemic. This requires building, expanding, and working within two-way partnerships among the scientific and public service communities. These types of partnership are aligned with the National Academy of Sciences’ charge for more cross-sector initiatives that address the root causes of poor health for young children. Using the conceptual data model provided in this paper, comprehensive research about developmental impacts on young children that are mediated by relevant parent and family factors and situated within localised response systems has potential to inform population-level intervention approaches. Given the fact that the prenatal to early childhood period is one of the most sensitive times for children to get on the right path to meet optimal developmental milestones, mitigating the short and long-term impact of COVID-19 is critical [ 52 ]. This paper provides a framework for facilitating such research.

This paper is also a call to the research community connected with population-level IDS capacities to use them, improve them, and maximise the translation of science to action in partnership with our government leaders who need information to inform intervention and prevention approaches. Multi-site research is needed so IDS leaders in different states, municipalities, and across the globe can learn how varied policy or programme responses relate to different developmental trajectories for children. Paramount to this is maintaining sustainable capacities for long-term research so we can understand the implications of response interventions and continue to study the impacts on child development over time. One-shot research studies will not suffice – we have an opportunity (and obligation) for research partnerships to form as governments continue to strategise their pandemic responses. Such partnerships hold potential to address the future needs of a generation of young children living through the COVID-19 pandemic, who will continue to face challenges in their developmental trajectories if the proper, necessary supports are not provided.

Ethics statement

This work was informed by the on-going work of sites that are members of the AISP Network, and their activities are supported by data governance that includes distributed decision-making among a variety of stakeholders, including government agencies, non-governmental non-profit agencies, community-based organizations, and universities.

The IDS Data Landscape research was approved by the University of Pennsylvania IRB, Integrated Data System Landscape Analysis: Models, Motivations, and Capacity for Cross-Agency Data Sharing, # 834988.

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Social development from 1876-1911 in mexican history.

Social Development in Mexico: 1876-1911 eform ideas that spread during 1855-1875, "the reform period," came to be implemented at the national level under the regime of Porfirio Diaz. In the reform period, the goal of modernizing Mexico, i.e. make it more like the United States and Europe, gained many adherents. To move toward this goal, several objectives were promoted by liberal politicians. One of them was the reduction in the power of the Catholic Church by redistributing its lands and curtailing its monopoly on religion, allowing freedom to other churches and religions to establish themselves. Another objective was to secularize education and implement modern curricula in the schools. A third objective was to promote capitalist economic development. Yet during the reform period, the implementation of the modernization agenda was sporadic and limited geographically. The reform period was chaotic, marked by civil wars, the rule of French imperialism (and the war to….

Buffington, R.M. & French, W.E. (2000). The Culture of Modernity. In M.C.

Meyer and W.H. Beezley (Eds.), The Oxford History of Mexico (pp.397-332). Oxford, England: Oxford University Press.

Vanderwood, P. (2000). Betterment for Whom? The Reform Period: 1855-1875. In M.C.

Meyer and W.H. Beezley (Eds.), The Oxford History of Mexico (pp.371-396). Oxford, England: Oxford University Press.

Social Development the Early Childhood

" Therefore, the scientific experiments are presented as playtime, as a chance for the children to interact with the environment and develop an innate sense of curiosity. At the pre-operational stage of development, children are also developing their language skills. Therefore, the scientific experiments encourage the children to ask questions and frame those questions appropriately. Still egocentric, children at or below Kindergarten age do not need to be thrust into activities requiring cognitive activities that are associated with higher stages of development. For example, when children progress to the concrete operational stage in later elementary school they will reap more benefit from activities that require concrete or logical thought. At an early age, the child's cognitive development precludes logical thinking. The UCSD ECEC program fosters natural, organic cognitive growth within a structured environment. At the same time, the UCSD ECEC program offers Kindergarten-age children to develop their cognitive skills naturally. FoVerbal skills….

Developmental Programs (ECEC)." Retrieved May 15, 2008 at  http://blink.ucsd.edu/Blink/External/Topics/Policy/0,1162,11192,00.html?delivery=&coming_from=Content 

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] at  http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html 

Sharkey, W. (1997). "Erik Erikson." Retrieved May 15, 2008 at http://fates.cns.muskingum.edu/~psych/psycweb/history/erikson.htm

Social Development in Early Childhood and Future

Social Development in Early Childhood and Future Academic Success Teachers have long reported a positive correlation between a child's social/emotional development and academic success. The purpose of this paper is to review four articles that report on research examining this relationship. Han, H.S., and Thomas, M.S. (2010). No child misunderstood: Enhancing early childhood teachers' multicultural responsiveness to the social competence of diverse children. Early Childhood Education Journal 37(6), pp. 469-476. The majority of early childhood teachers are middle-class and of European descent. The demographics of early childhood classrooms, on the other hand, are reflective of changes in American society, and thus there are more children from diverse racial and cultural backgrounds. Research supports the importance of cultural considerations in understanding and promoting social competence in a classroom of young, culturally diverse students. As in the previous study, Han and Thomas characterize social competence as an important marker of development and adjustment and correlated….

Social Development Barack Obama Erikson's Model of

Social development Barack Obama: Erikson's Model of Development According to Erik Erikson's theory of developmental stages, every human being goes through a series of conflicted stages which must be resolved before he or she can successfully progress to the next stage. Barack Obama's movement through Erickson's life stages can be seen most acutely in his adolescence and young adulthood, based upon what he has revealed about his development in his autobiography Dreams From My Father. However, it may also be presumed that during the infancy stage he went through the familiar crisis of 'trust vs. mistrust.' During this phase, Obama's father left his mother and young son, which could have created a sense of insecurity, despite his mother's evident love for her child. However, Obama's mother remarried an Indonesian man, who was by all accounts a loving stepfather (Barak Obama, 2012, Biography). From ages 2-4, Erikson says the central crisis of the….

Barack Obama. (2012). Biography. Retrieved:

 http://www.biography.com/people/barack-obama-12782369 

Obama, Barack. (2004). Dreams From My Father. Broadway Stages of social-emotional development. (2012). Child Development Info.

 http://childdevelopmentinfo.com/child-development/erickson.shtml

Emotional and Social Development in

The parents then have to maintain a balance between the dependence and independence of their adolescent on the family as both extremes may prove to be harmful. The parents may also need to alter the family system as their adolescents interact with the extended family and make new friends. The middle aged parents also have to change their psychological interactions with their children as their children have now become teenagers and they would be required to make amendments in authority, privacy, perspective and emotional interactions. The middle aged parents who themselves are facing many problems also have to address the problems of their teenage children. (Hargrave, 2006) Furthermore, people in their midlife go through the marriage of their children. After the marriage of their children, the parents may feel like a new couple again. Now some people take this positively and enjoy but some people regret it as they think….

Blackwell Publishing, (n.d.). Adolescence and adulthood. Retrieved from Blackwell Publishing website:  http://www.blackwellpublishing.com/intropsych/pdf/chapter10.pdf 

Hargrave, D. (2006). Stories of women midlife experience. (Master's thesis), Available from University of South Africa. Retrieved from  http://uir.unisa.ac.za/bitstream/handle/10500/1131/dissertation.pdf?sequence=1 

Helson, a., Soto, C.J., & Cate, R.A. University of California, (n.d.). Through the Middle Ages. Retrieved from University of California website:  http://www.colby.edu/psychology/labs/personality/publications/Helson_et_al_2006.pdf 

Department of Health, Social Services and Public Safety, (2011). Stress, mental health and suicide: Mid-life . Retrieved from Department of Health, Social Services and Public Safety website:  http://www.dhsspsni.gov.uk/mentalhealthmiddleage.pdf

Psychology Social Development Across the

At the same time, the relationship with the family changes as the teenager becomes more independent. Teenagers often spend more time with their friends than their family and also will listen more to their friends. The same trends from middle childhood also continue, as friends understand themselves as part of a peer group, and as one-on-one relationships with close friends become more important. The major social change that occurs in adolescence is that people begin to date and explore sexual relationships. In early adolescence, teens often begin dating and exploring love relationships. Berk (399) notes that "sticking with group activities, such as parties or dances, before becoming involved with a steady boyfriend of girlfriend is best for young teenagers." I have observed this and seen that early relationships are based on hanging out with and having fun with others, rather than having one-on-one intimate relationships. This then develops and….

Works Cited

Berk, L.A. Development Through the Lifespan. Boston, MA: Allyn and Bacon, 2004.

Psychosocial Development

Child Psychological Development Child Developmental Observation, Interview & eport Individual capacities are generalized abilities or skills necessary to achieve desired outcomes. According to Antonovsky (1996) what all capacities have in common, is that they foster repeated life experiences that help one to see the world as making sense, cognitively, instrumentally, and emotionally. These experiences motivate people to address challenges (meaningfulness), enhance their ability to understand current and future challenges and support the attitude that one can utilize available resources to meet challenges (Antonovsky, 1996). The importance of well developed and integrated capacities for enhancing or maintaining good health lead to the interesting issue of how these capacities develop. This essay is aimed to examine broad issues of child development. For this purpose the author observed a child (a one-year-old infant from neighbors) and then had a brief interview with the parents as how they interaction with the baby and how she react and….

Antonovsky, A. (1996). The Salutogenic model as a theory to guide health promotion. Health Promotion International, 11(2), 11-10.

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman.

Chess, S., & Thomas, A. (1992). Interactions between offspring and parents in development. In B. Tizard & V. Varma (Eds), Vulnerability and resiliency in human

Cynader, M.S., & Frost, B.J. (1999). Mechanisms of brain development: Neuronal Sculpting by the physical and social environment. In P.D. Keating & C.Hertzman (Eds) DEveloopmetnal health and the wealth of nations: Social, biological, and educational dynamics (pp. 153-184). New York: The Guilford Press

When Do Children Acquire Prosocial Attitudes

ObservationIntroductionThe development of prosocial behavior in children is a critical aspect of their growth and signifies a significant milestone in their social development. Prosocial behavior refers to actions intended to aid, comfort, or benefit others without the expectation of reciprocation or reward. This essay presents an observational study conducted at a local public park, focusing on a three-year-old child during play. The child's actions and interactions with peers provide an opportunity to examine and understand the manifestation of prosocial behavior in early childhoodWhat I SawThe concept I observed relates to social development, specifically the development of prosocial behavior.The observation took place at a local public park. I was seated on a bench, observing a three-year-old child who was playing with peers of the same age group in the playground area. The parents were also present, watching from a nearby location.During my observation, I noticed the child engaging in an interesting….

Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on

emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233-238.

Van Ryzin, M. J., Roseth, C. J., & Biglan, A. (2020). Mediators of effects of cooperative

Social Development Stage Activity Erik Erikson

Erik Erikson Social Development Stage Activity ( points)Erik Erikson\\\'s Psychosocial Stages ActivityEach of the situations below represents a negative outcome of one of Erik Erikson\\\'s Psychosocial Stages. Determine which psychosocial stage resulted in the problems/issues they are currently facing. (1 point each=8)1) Jason is a student who moved to Saint Cloud this summer from another state. He has recently been referred to the school psychologist because of concerns about both his academic performance and school behavior. A review of his school records shows that Jason repeated kindergarten and third grade. His elementary school grades were primarilyS\\\'s (\\\"Satisfactory\\\") and N\\\'s (\\\"Needs Improvement\\\"). His current teachers state that they are unsure of Jason\\\'s academic skills because he typically does not turn in assignments and appears to \\\"clown around\\\" and not take exams and assignments seriously.Stage: Latency stage (industry vs. inferiority)2) Brenda is a 5th-year undergraduate student at the College of Saint Benedict.….

ReferencesSprouts (2017, April 23). 8 Stages of Development by Erik Erikson. [Video]. YouTube.  https://www.youtube.com/watch?v=aYCBdZLCDBQ e-text – Introduction to Psychology

Social Work Theory of Attachment

Grohol J. (2005). Attachment heory. Psych Central. Retrieved October 7, 2005 from the World Wide Web: http://psychcentral.com/psypsych/Attachment_theory Psych Central is a web site which provides free mental health, support and psychology information and resources online since 1992. he site is clustered with numerous links to psychological issues and people related to this field. his article has been written by Dr. John Grohol who is a renowned psychologist and owner of this web portal. he article focuses on the theory of attachment explaining various behavioral patterns observed in the canvas of this theory. Holmes, J. (1993). John Bowlby and Attachment heory. New York: Routledge. Jeremy Holmes is a Consultant Psychiatrist/Psychotherapist in North Devon District Hospital, Barn Staple, United Kingdom. He is also a visiting professor at Psychoanalysis Unit University College London. In this book, Jeremy Holmes provides a focused and coherent account of Bowlby's life and work, based on interviews with members of his family….

The web site is an online resource for various definitions and explanation of various terms used in the language. The site contains list of words which are distributed in titles or categories. It is a comprehensive portal of the language.

Pietromonaco P.R. And Barrett L. F, (2000). Attachment Theory as an Organizing Framework: A view from different levels of analysis. Review of General Psychology, 4, No 2,107-110.

Review of General Psychology is a quarterly journal and publishes new theoretical, conceptual, or methodological articles that focus on the traditional sub-disciplines of psychology. It is an approved journal of American Psychological Association (APA). The writers of the article are renowned psychologists. Paula R. Pietrornonaco is teaching at University of Massachusetts at Amherst and Lisa Feldman Barrett at Boston College. The article encompasses most of the aspects of the diverse theory of attachment from its evolution to its present day status.

Social Psychology and the Beliefs

According to Freud, human societies require people to give up many of their most natural instincts and to replace their natural desires with the need to satisfy the "false standards of measurement" such as the "power, success and wealth [that they seek] for themselves and admire & #8230; in others, and that [as a result,] they underestimate what is of true value in life." Fred suggested that the need to live up to the standards and expectations set by society causes "too many pains, disappointments and impossible tasks" and that "to bear it we cannot dispense with palliative measures." By that, Freud meant that all of the psychological mechanisms, substitutions, and escapes that cause psychological problems and that often prevent human happiness. These ideas introduced by Freud about the psychological price paid by people living in society would later be part of the views of several other 20th century sociological….

Social Theory the Wide Diversity

Teachers will continue to lead the educational process, but they need to be very sensitive about the issues facing the society as a whole and the children as individuals in this society. Then, education becomes a means of identifying the issues in the life of the students and gaining knowledge and understanding about them. Education in this global society also has to acknowledge that cultural diversity is valued and preserved (Tozer, Violas, & Senese, 2002, p. 190). Teachers have to ensure that their students are taught in ways that respond to cultural groups without bias (Tozer, Violas, & Senese, 2002, p. 420). In education, there is a responsibility for students to gain a respect for other races, religions and gender that are different from their own. This is the only way that a diverse society can successfully survive. eferences Best, S. And Douglas, K. (1991) Postmodern Theory: Critical Interrogations, New York,….

Best, S. And Douglas, K. (1991) Postmodern Theory: Critical Interrogations, New York, the Guilford Press.

Byrne, a. (1998). Interpretivism. In Roberto Casati (ed.), European Review of Philosophy. Stanford: CSLI Publications

Dewey, J. (1997). Experience and education. New York: Touchstone Books.

Giroux, H. (1997) 'Crossing the Boundaries of Educational Discourse: Modernism, post-modernism, and Feminism' in a.H. Halsey, H. Lauder, P. Brown and a.S. Wells (eds.) Education: Culture, Economy, and Society, Oxford: Oxford University Press.

Social Teachings of the Catholic

...liberty to captives and recovery of sight to the blind, to let the oppressed go free,,: (Luke 4: 18) Summary & Conclusion The teaching of the Catholic Church in relation to social rights and responsibilities is quite clear however, it has been noted to be critical by the U.S. ishops that the church teaches these social principles more clearly and more persistently to the church in advancing the Kingdom of God and in fulfillment of the Great Commission. ibliography yron, William J. (1998) Ten uilding locks of Catholic Social Teaching. America - the National Catholic Weekly Vol. 196 No. 3-29, January 29. Online available at http://www.americamagazine.org/articles/catholicsocialteachingbryon.cfm. Pontifical Council for Justice and Peace (2004)) Compendium of the Social Doctrine of the Church- to Hi Holiness Pope John Paul II Master of Social Doctrine and Evangelical Witness to Justice and Peace. 2004. Libreria Editrice Vaticana ISN 88-209-7716-8. Online available at: www.vatican.va/roman_curia/p ontifical_councils/justpeace/docum ents/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html#the%20Church,%20the%20Kingdom%20of%20God%20and% 20 the%20renewal%20of%20social%20relations Cf. John Paul II,….

Bibliography

Byron, William J. (1998) Ten Building Blocks of Catholic Social Teaching. America - the National Catholic Weekly Vol. 196 No. 3-29, January 29. Online available at  http://www.americamagazine.org/articles/catholicsocialteachingbryon.cfm .

Pontifical Council for Justice and Peace (2004)) Compendium of the Social Doctrine of the Church- to Hi Holiness Pope John Paul II Master of Social Doctrine and Evangelical Witness to Justice and Peace. 2004. Libreria Editrice Vaticana

ISBN 88-209-7716-8. Online available at: www.vatican.va/roman_curia/p ontifical_councils/justpeace/docum ents/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html#the%20Church,%20the%20Kingdom%20of%20God%20and% 20 the%20renewal%20of%20social%20relations

Cf. John Paul II, Encyclical Letter Redemptor Hominis, 11: AAS 71 (1979), 276: "The Fathers of the Church rightly saw in the various religions as it were so many reflections of the one truth, 'seeds of the Word', attesting that, though the routes taken may be different, there is but a single goal to which is directed the deepest aspiration of the human spirit" Cited in: Pontifical Council for Justice and Peace (2004)) Compendium of the Social Doctrine of the Church- to Hi Holiness Pope John Paul II Master of Social Doctrine and Evangelical Witness to Justice and Peace. 2004. Libreria Editrice Vaticana

Social Psychology Is the Study

Looking at a problem from several different angles and viewpoints is the ultimate goal of group work and group decision-making. Having people who are different from one another helps to avoid 'groupthink' and contributes to in-depth discussions and better ideas than could be found in a group where the participants were basically all alike (Chartrand, van aaren, & argh, 2006). How a person reacts to others and to the situation, though, can seriously affect the outcome of the group. Society is made up of many different kinds of people, so a good group will be comprised of the same. This will help to ensure the success of whatever decision that the group comes to, since there will be a greater suggestion that the public will be receptive to it, as based on the opinions of the various group members. oth internal and external information must be tracked in order to make….

Chartrand, TL, van Baaren, RB, & Bargh, JA. (2006). Linking automatic evaluation to mood and information processing style: Consequences for experienced affect, impression formation, and stereotyping. Journal of Experimental Psychology: General. 135(1), 70-77.

Livingston, BA & Judge, TA (2008). Emotional responses to work-family conflict: An examination of gender role orientation among working men and women. Journal of Applied Psychology. 93(1), 207-216.

Molden, DC & Dweck, CS. (2006). Finding "meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist. 61(3), 192-203.

social psychology

Social psychology is the study of human behavior in social situations, showing how social pressures and sociological variables can impact psychological phenomenon such as identity, motivation, personality, or behavior. A quintessential topic in the field of social psychology is bullying. Bullying can be studied from a public health perspective, showing how the external variables such as how a school is designed and the leadership and organizational culture of the school affects risk factors implicated in bullying behaviors or victimization patterns. Alternatively, bullying can be examined from a purely psychological perspective to reveal the factors implicated in aggressive physical or verbal behaviors or alternatively, to study victim characteristics or why some bystanders refuse to step in when they observe bullying behaviors. This latter issue links in with the social psychology approach. The social psychology of bullying examines factors like why some people perpetrate bullying behaviors due to their upbringing, their sense….

How do I write a college paper about using non-nursing theory in nursing practice?

The first step in writing about non-nursing theory as applied to nursing practice is deciding what theories you are going to use.  Non-nursing theory refers to any theory that is not nursing-specific, which means that there are countless options you could choose to write your paper.  These different theories can be applied, with varying degrees of success, to nursing. The theories we would choose include Maslow’s Hierarchy of Needs , Erik Erikson’s stages of psychosocial development theory , and Bandura’s social learning theory .  We picked these three because they are the three psychosocial theories....

I\'m interested in debating school theft. Are there essay topics that present opposing viewpoints?

Essay Topic 1: The Deterrent Effect of School Theft Policies Pro-Deterrent Viewpoint: School theft policies that impose swift and strict consequences deter students from committing theft by creating a fear of negative repercussions. The threat of suspension, expulsion, or legal charges acts as a psychological deterrent, discouraging students from engaging in theft. By establishing clear boundaries and consequences, schools maintain a safe and orderly learning environment where students feel secure. Anti-Deterrent Viewpoint: Strict school theft policies create a punitive atmosphere that alienates students and undermines their educational progress. Students who are caught stealing may be subjected to harsh punishments that can harm....

I need a spark of inspiration! Can you share some captivating essay topics related to corona?

1. The impact of COVID-19 on mental health: exploring the rise in anxiety and depression during the pandemic 2. The role of technology in managing the spread of the coronavirus: analyzing contact tracing apps and virtual healthcare 3. The social and economic disparities exposed by the pandemic: how COVID-19 disproportionately affects marginalized communities 4. The future of work post-COVID: examining the shift to remote work and its long-term implications on the economy 5. The ethical dilemmas of vaccine distribution: discussing the global challenge of equitable access to COVID-19 vaccines 6. The psychological effects of isolation and loneliness during lockdown: understanding the mental health toll of....

Could you assist me in finding essay topics pertaining to Autism?

1. The benefits and challenges of early intervention for children with autism 2. The role of parents and caregivers in supporting individuals with autism 3. The misconceptions and stigmas surrounding autism and how to combat them 4. The impact of technology and assistive devices on the lives of individuals with autism 5. The importance of inclusive education for students with autism 6. The link between autism and other developmental disorders 7. The relationship between genetics and autism 8. The challenges faced by adults with autism in the workforce 9. The effectiveness of different therapies and interventions for individuals with autism 10. The portrayal....

Social Development in Mexico: 1876-1911 eform ideas that spread during 1855-1875, "the reform period," came to be implemented at the national level under the regime of Porfirio Diaz. In the…

" Therefore, the scientific experiments are presented as playtime, as a chance for the children to interact with the environment and develop an innate sense of curiosity. At the…

Social Development in Early Childhood and Future Academic Success Teachers have long reported a positive correlation between a child's social/emotional development and academic success. The purpose of this paper is…

Research Paper

Social development Barack Obama: Erikson's Model of Development According to Erik Erikson's theory of developmental stages, every human being goes through a series of conflicted stages which must be resolved…

Family and Marriage

The parents then have to maintain a balance between the dependence and independence of their adolescent on the family as both extremes may prove to be harmful. The…

At the same time, the relationship with the family changes as the teenager becomes more independent. Teenagers often spend more time with their friends than their family and…

Child Psychological Development Child Developmental Observation, Interview & eport Individual capacities are generalized abilities or skills necessary to achieve desired outcomes. According to Antonovsky (1996) what all capacities have in common,…

ObservationIntroductionThe development of prosocial behavior in children is a critical aspect of their growth and signifies a significant milestone in their social development. Prosocial behavior refers to actions intended…

Psychology - Child

Erik Erikson Social Development Stage Activity ( points)Erik Erikson\\\'s Psychosocial Stages ActivityEach of the situations below represents a negative outcome of one of Erik Erikson\\\'s Psychosocial Stages. Determine which…

Grohol J. (2005). Attachment heory. Psych Central. Retrieved October 7, 2005 from the World Wide Web: http://psychcentral.com/psypsych/Attachment_theory Psych Central is a web site which provides free mental health, support and…

According to Freud, human societies require people to give up many of their most natural instincts and to replace their natural desires with the need to satisfy the "false…

Teachers will continue to lead the educational process, but they need to be very sensitive about the issues facing the society as a whole and the children as…

Mythology - Religion

...liberty to captives and recovery of sight to the blind, to let the oppressed go free,,: (Luke 4: 18) Summary & Conclusion The teaching of the Catholic Church in relation to…

Looking at a problem from several different angles and viewpoints is the ultimate goal of group work and group decision-making. Having people who are different from one another helps…

Social psychology is the study of human behavior in social situations, showing how social pressures and sociological variables can impact psychological phenomenon such as identity, motivation, personality, or behavior.…

Illustrator

Social Development Center - Thesis

Creative Fields

Architecture

• architecture

Attribution, Non-commercial, No Derivatives

• Architecture , Architecture Thesis , Community Center

Social Development Center | Oliver Uszkurat

• July 7, 2021
• Architecture thesis , community center , public infrastructure , Sustainable Design , Urbanism

Thesis Title: SOCIAL DEVELOPMENT CENTER​​​​​​​

Name: Oliver Uszkurat

Program: Architeccture

University: Universidade Positivo (UP)

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