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PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory

PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (63) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory Name Capella University PSY FPX 6020 Advocacy in Child and Adolescent Development Prof. Name Date Introduction Bronfenbrenner proposed an ecological systems theory to offer a framework for comprehending child development. The theory aims to elucidate the interaction between individual characteristics and their environment in shaping a child’s development. It comprises five components, each shedding light on the various environments influencing children’s upbringing. These components depict the interconnected environments impacting a child’s development. Although each system affects the child uniquely, together, they play a significant role in their development (Ashiabi & O’Neal, 2015). Exploring our lives through the lens of Bronfenbrenner’s ecological theory can provide valuable insights, making this paper serve as a self-assessment. Microsystem The microsystem represents the immediate environment surrounding a child, including home, school, social groups, and community. Interactions within this system, such as relationships with family, peers, educators, and caregivers, profoundly influence a child’s development. Positive interactions foster a favorable developmental trajectory, while negative ones may lead to adverse outcomes. Personal interactions within this system shape individuals’ treatment and responses. During my childhood, my microsystem primarily comprised my parents, as I was raised as an only child. Being the sole focus of attention, I developed close relationships with my parents and maternal grandmother. However, the absence of siblings occasionally resulted in feelings of loneliness, contributing to my introverted nature. Nevertheless, the support and attention from my family instilled a sense of love and security. Academically, I excelled, benefiting from a supportive family environment. PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory Mesosystem The mesosystem elucidates the interconnectedness of various components within the microsystem and their influence on a child’s development. My introverted nature affected my interactions within the mesosystem, particularly with teachers. I hesitated to seek help or clarification, impacting my academic performance to some extent. Additionally, experiencing obsessive-compulsive disorder (OCD) at some point added complexity to my social interactions. Despite these challenges, my parents’ active involvement in my education positively influenced my academic achievements. Exosystem The exosystem comprises elements indirectly impacting a child’s development, such as parental workplaces and extended family. Both of my parents had stable careers, providing a comfortable lifestyle. Their involvement in my upbringing, along with supportive relationships with my mother’s coworkers, contributed to my social development. Moreover, their commitment to my education fostered a strong academic foundation. Macrosystem The macrosystem encompasses broader cultural factors, including socioeconomic status, ethnicity, and societal norms. My upbringing was influenced by my grandmother’s Christian values, emphasizing respect and self-awareness. Additionally, as an African American, I was encouraged to strive for excellence due to prevalent stereotypes. These cultural influences shaped my identity and work ethic. Chronosystem The chronosystem encompasses major life events and historical occurrences shaping a child’s development over time. Witnessing the events of 9/11 and experiencing the loss of my paternal grandmother were significant events influencing my worldview and emotional well-being. These experiences impacted my level of trust and emotional resilience. Conclusion The quality of interactions between microsystem, mesosystem, exosystem, macrosystem, and chronosystem determines positive or negative development. Healthy relationships among these systems are crucial for fostering positive development in children. Despite challenges in my upbringing, I am grateful for the love and support received from my family and community. References Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context. SAGE Open, 5(2), 215824401559084. doi:10.1177/2158244015590840 Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory Oswalt, A. (n.d.). Urie Bronfenbrenner And Child Development. In Mentalhelp.net. Retrieved from https://www.mentalhelp.net/articles/urie-bronfenbrenner-and-child-development/ Also Read PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory Read More PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Read More PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Read More PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Read More Load More

PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act

PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (62) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Name Capella University PSY FPX 6020 Advocacy in Child and Adolescent Development Prof. Name Date Policy Examination Today, we will conduct an analysis of the Child Abuse Prevention and Treatment Act (CAPTA), encompassing its inception, target demographic, objectives, and impacts on child development and society. Furthermore, we will explore its strengths, weaknesses, and potential enhancements. Child Abuse Prevention and Treatment Act CAPTA, a significant federal legislation addressing child abuse and neglect, has undergone various amendments since its enactment in 1974 (Child Welfare Information Gateway, 2019). Initially labeled as CAPTA, it was rebranded as the Keeping Children and Families Safe Act (KCFSA) in 2003, indicating its adaptability to emerging issues (Samuel, 2013). One of its principal mandates is to provide screenings and developmental evaluations for children aged three and under who are victims of abuse or neglect (Samuel, 2013). Additionally, the Act was revised in 2016 to address the repercussions of Neonatal Abstinence Syndrome, demonstrating its responsiveness to contemporary challenges (Chasnoff et al., 2018). Developmental Domains Child abuse and neglect profoundly impact various domains of a child’s development, including social, emotional, physical, cognitive, and language aspects. The ramifications of maltreatment can manifest in withdrawal, depression, or behavioral challenges (Stoltzfus, 2009). CAPTA seeks to alleviate these adverse effects by offering support and intervention programs for affected children, thereby fostering healthy development. Direct or Indirect Influence CAPTA’s influence on child development is direct and far-reaching, encompassing social, emotional, physical, and cognitive dimensions. Research indicates a notable increase in reported cases of child maltreatment over the years, highlighting the pervasive nature of the issue (Stoltzfus, 2009). Children exposed to abuse or neglect face heightened risks of developmental delays and behavioral issues, underscoring the urgent need for intervention and support (Stoltzfus, 2009). PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Impact on Society Overall, CAPTA has positively impacted families and society by providing resources for reporting and intervention. Community-based initiatives have proven effective in preventing child abuse and neglect, emphasizing the significance of collaborative efforts in safeguarding children (Todahl et al., 2019). Strengths and Weaknesses CAPTA’s strengths include government funding, focus on child welfare, and adaptability to evolving challenges. However, challenges such as understaffing and parental involvement present obstacles to effective implementation (Samuel, 2013). Moreover, funding constraints and bureaucratic hurdles impede the efficacy of child protective services (CPS) (National et al., 2014). Improvement To enhance CAPTA’s effectiveness, increased funding and personnel for CPS are essential, along with heightened advocacy and community engagement. Furthermore, interventions should be expanded to encompass schools, ensuring comprehensive support for children at risk of abuse or neglect. Conclusion In conclusion, CAPTA has played a pivotal role in addressing child abuse and neglect, though challenges persist in its execution. By prioritizing children’s well-being and fostering collaboration among stakeholders, we can continue to enhance policies and practices to create safer environments for our children. References Chasnoff, I. J., Barber, G., Brook, J., & Akin, B. A. (2018). The Child Abuse Prevention and Treatment Act: Knowledge of Health Care and Legal Professionals. Child Welfare, 96(3), 41-58. Child Welfare Information Gateway. (2019). About CAPTA: A legislative history. National, R. C., Institute, O. M., Committee, O. L. A. J., Board, O. C. Y. A. F., & Committee, O. C. M. R. P. (2014). New directions in child abuse and neglect research. Stoltzfus, E. (2009). The Child Abuse Prevention and Treatment Act (CAPTA): Background, Programs, and Funding. Samuel, D. (2013). Keeping Children and Families Safe Act of 2003 and the Child Abuse Prevention and Treatment Reauthorization Act of 2010: A policy analysis. PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Todahl, J. L., Brown, T., Barkhurst, P., Maxey, V., & Simone, A. (2019). Pathways to Child Abuse Prevention: Seeking and Embedding Public Opinion. Journal of Interpersonal Violence. Also Read PSY FPX 6020 Assessment 4 Policy Examination: The Child Abuse Prevention and Treatment Act Read More PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Read More PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Read More PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Read More Load More

PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community

PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (61) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Name Capella University PSY FPX 6020 Advocacy in Child and Adolescent Development Prof. Name Date Introduction Today, we gather to disseminate crucial insights about a matter of profound significance to our community, one that deeply affects everyone within our midst: the Child Abuse Prevention and Treatment Act (CAPTA). Throughout this discourse, our aim is to delve into several pivotal aspects: comprehending the Child Abuse Prevention and Treatment Act, delineating our community objectives, sketching out our actionable strategy, deliberating over the follow-up plan, evaluating the efficacy of our endeavor, and finally, concluding with reflections on the imperative of combatting child abuse and neglect. What is the Child Abuse Prevention and Treatment Act? Originally established by P.L. 93-247, the Child Abuse Prevention and Treatment Act (CAPTA) underwent its most recent amendment on January 7, 2019, through the Victims of Child Abuse Act Reauthorization Act (Child Welfare Information Gateway, 2019). CAPTA disburses state funding to governmental agencies and non-profit entities for multifarious activities, including prevention, assessment, investigation, prosecution, treatment, as well as demonstration programs and projects (Child Welfare Information Gateway, 2019). This legislation empowers communities to thwart perpetrators and support victims, fostering awareness, prevention, and the establishment of treatment facilities. Goals for the Community Nurturing a supportive and proactive community is pivotal for the welfare of families and caregivers, ensuring the secure upbringing of all children. Nevertheless, child abuse and neglect persist as prevalent issues, casting adverse ramifications on the health and future of our children, families, and communities. Our community objectives orbit around implementing a holistic program accessible to all, spotlighting daily themes at our community center and a 24/7 hotline for anonymous reporting by victims. Planned Action Our weekly itinerary encompasses an array of classes designed to educate, bolster, and embolden individuals within our community. Ranging from instructional sessions on identifying and reporting child abuse to interventions addressing substance abuse and family dynamics, each day furnishes valuable resources. Furthermore, avenues for anonymous feedback are provided, ensuring continual refinement and bespoke support for victims of abuse and neglect. Follow-Up Plan Routine assessment of our classes and feedback mechanisms enables us to adapt and fine-tune our approach incessantly. We accord primacy to evaluating the effectiveness of our intervention strategies, encompassing treatment programs tailored to assist victims in their journey to recovery (Milner, 1991). By remaining vigilant and responsive, we endeavor to address the evolving needs of our community comprehensively. PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Effectiveness Research indicates that prioritizing primary prevention and community-based solutions can expedite the reduction of child abuse and neglect (Todahl et al., 2019). Engaging diverse segments of the community through capacity-building activities augments the efficacy of primary prevention endeavors (Todahl et al., 2019). Community initiatives that facilitate open communication and cultivate trust have showcased effectiveness in thwarting child abuse and neglect, underscoring the significance of collaborative endeavors. Conclusion In summary, combating child abuse and neglect necessitates concerted action and unwavering dedication. By delineating clear objectives, implementing actionable strategies, and fostering open communication, we can engender a safer and more supportive milieu for our children and families. Let us remain vigilant, proactive, and compassionate in our endeavors to safeguard the well-being of the most vulnerable members of our community. References Child Welfare Information Gateway. (2019). About CAPTA: A legislative history. https://www.childwelfare.gov/pubs/factsheets/about/ Duffy, J. Y., Hughes, M., Asnes, A. G., & Leventhal, J. M. (2015). Child maltreatment and risk patterns among participants in a child abuse prevention program. Child Abuse & Neglect, 44, 184–193. https://doi.org/10.1016/j.chiabu.2014.11.005 Milner, J. S. (1991). Physical Child Abuse Perpetrator Screening and Evaluation. Criminal Justice and Behavior, 18(1), 47–63. https://doi.org/10.1177/0093854891018001005 PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Todahl, J. L., Brown, T., Barkhurst, P., Maxey, V., & Simone, A. (2019). Pathways to Child Abuse Prevention: Seeking and Embedding Public Opinion. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260519845714 Also Read PSY FPX 6020 Assessment 3 Advocacy Action: An Outreach to the Community Read More PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Read More PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Read More PSY FPX 6010 Assessment 4 Training Guide: Help your baby grow! Read More Load More

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development

PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (60) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Name Capella University PSY FPX 6020 Advocacy in Child and Adolescent Development Prof. Name Date Introduction Urie Bronfenbrenner, a distinguished developmental psychologist, introduced the ecological systems theory to explicate child development processes (Darling, 2007). This theory elucidates how a child’s inherent characteristics and their environment influence their growth and development. Comprising five interconnected components, the ecological systems theory provides insights into the various environments children experience, each exerting different levels of impact on development (Ashiabi & O’Neal, 2015). Microsystem & Mesosystem Case Analysis: Katie Katie’s Microsystem: Katie, a fourteen-year-old residing in suburban Miami with her parents and special-needs younger sister, represents the microsystem – her immediate familial context (Ashiabi & O’Neal, 2015). Despite excelling academically, Katie feels neglected at home, harboring resentment towards her parents. This emotional strain affects her familial interactions, leading to strained relationships (Dolgin, 2018). Katie’s Mesosystem: Within Katie’s mesosystem, interactions among family, peers, and educators intertwine. Concerns from Katie’s teachers about her declining academic performance due to her newfound friendships highlight the mesosystem’s role in shaping her development (Arnett, 2013). However, her parents’ disapproval of these friendships creates conflict, worsening Katie’s emotional turmoil. Microsystem & Mesosystem Case Analysis: Daniel Daniel’s Microsystem: Daniel, a twelve-year-old from a rural Louisiana community, resides with his mother and grandmother, constituting his microsystem. Despite the absence of a father figure, Daniel enjoys stable relationships with his caregivers, who actively engage him in extracurricular pursuits (Arnett, 2013). Daniel’s Mesosystem: In Daniel’s mesosystem, interactions between his immediate environment and external influences, such as teachers and his soccer coach, play a crucial role. Despite his reserved nature, Daniel benefits from supportive adults who foster his academic and social development (Ashiabi & O’Neal, 2015). Comparative Analysis: Katie & Daniel’s Microsystemic/Mesosystemic Factors While Daniel flourishes in a nurturing microsystem and mesosystem, Katie contends with familial neglect and strained relationships, impeding her emotional and academic progress. Daniel’s caregivers collaborate with external influences to nurture his potential, contrasting Katie’s fragmented support system (Waters, Cross, & Runions, 2009). Conclusion Positive development relies on the harmonious interplay between a child’s microsystem and mesosystem. By cultivating supportive relationships across environments, caregivers can mitigate adverse influences, fostering holistic development in children (Ashiabi & O’Neal, 2015). PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development References Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context. SAGE Open, 5(2), 215824401559084. doi:10.1177/2158244015590840 Arnett, J. (2013). Adolescence and emerging adulthood: A cultural approach. Upper Saddle River, NJ: Prentice Hall. Darling, N. (2007). Ecological Systems Theory: The Person in the Center of the Circles. Research in Human Development, 4(3-4), 203-217. doi:10.1080/15427600701663023 Dolgin, K.G. (2018). The adolescent: Development, relationships, and culture (14th ed.). New York, NY: Pearson. PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Waters, S. K., Cross, D. S., & Runions, K. (2009). Social and Ecological Structures Supporting Adolescent Connectedness to School: A Theoretical Model. Journal of School Health, 79(11), 516-524. doi:10.1111/j.1746-1561.2009.00443.x Also Read PSY FPX 6020 Assessment 2 The Microsystem, Mesosystem and Development Read More PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Read More PSY FPX 6010 Assessment 4 Training Guide: Help your baby grow! Read More PSY FPX 6010 Assessment 3 Topical Expert Presentation / Teen Pregnancy Postnatal Read More Load More

PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development

PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (59) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Name Capella University PSY FPX 6020 Advocacy in Child and Adolescent Development Prof. Name Date Understanding Bronfenbrenner’s Theory Understanding the stages of child and adolescent development, along with their susceptibility to environmental influences, is essential for developmental psychologists. This discussion explores Bronfenbrenner’s theoretical framework, its application in personal life, and examines the pressures and challenges faced by teenagers. Additionally, it delves into the strengths and weaknesses of Bronfenbrenner’s theory in understanding the development of children and teenagers. Bioecological Theory in Practice Bronfenbrenner’s bioecological theory serves as a tool to assess community resilience to natural disasters, prioritize interventions, and evaluate outcomes (Boon et al., 2012). Boon et al. (2012) emphasize resilience as both a trait and a process, highlighting the systematic examination of resilience concepts. The theory aids in modeling and measuring resilience across various scales, thus supporting resilience studies. Shelton (2018) discusses the macro-level components of the ecosystem, noting commonalities across settings within broader environments, often referred to as “society” or “culture.” Additionally, a chronological system accounts for environmental changes in a child’s life, such as divorce or relocation without parents. PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Understanding Bronfenbrenner’s Theory Bronfenbrenner’s theory posits that the learning environment comprises interconnected systems and sub-systems influencing adolescents’ development (Lau & Ng, 2014). The environmental subsystems include the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The microsystem, emphasizing the individual’s lived experience, plays a pivotal role (Lau & Ng, 2014). Bronfenbrenner (1979) underscores that meaningful elements within the environment significantly impact individuals. Interactions between various environments, including those beyond the immediate family, shape a child’s development (Shelton, 2018). Applications of Bronfenbrenner’s Theory Today Bronfenbrenner’s theory remains relevant in understanding and addressing contemporary challenges faced by children and adolescents. Issues such as bullying, peer victimization, and the COVID-19 pandemic significantly affect their lives. Psychologists employ Bronfenbrenner’s ecological theory to assess mental, emotional, cognitive, and behavioral health, particularly amidst crises (Eriksson et al., 2018). The COVID-19 pandemic exacerbates mental health concerns, affecting family dynamics and children’s well-being (Prime et al., 2020). Family systems theory highlights the interdependence of family members, where stresses on one member affect the entire family (Prime et al., 2020). Conclusion Bronfenbrenner’s theory offers insights into navigating contemporary challenges, such as the COVID-19 pandemic. The proximal processes emphasized by the theory, including changes in caregiver-child interactions, underscore its relevance. The pandemic’s multifaceted impact on families and children highlights the need for ecological perspectives in understanding and addressing these challenges. References Boon, H. J., Cottrell, A., King, D., Stevenson, R. B., & Millar, J. (2012). Bronfenbrenner’s bioecological theory for modeling community resilience to natural disasters. Natural Hazards, 60(2), 381-408. Eriksson, M., Ghazinour, M., & Hammarstrom, A. (2018). Different Uses Of Bronfenbrenner’s Ecological Theory In Public Mental Health Research: What Is Their Value For Guiding Public Mental Health Policy And Practice? Social Theory & Health, 414-433. Lau, J., & Ng, K. (2014). Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory. International Journal for Advancement of Counseling, 36(4), 423-439. Prime, H., Wade, M., & Brown, D. T. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631-643. PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Shelton, L. (2018). The Bronfenbrenner primer: A guide to develecology. ProQuest Ebook Central. Also Read PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development Read More PSY FPX 6010 Assessment 4 Training Guide: Help your baby grow! Read More PSY FPX 6010 Assessment 3 Topical Expert Presentation / Teen Pregnancy Postnatal Read More PSY FPX 6010 Assessment 2 Mercury as a Teratogen Read More Load More

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