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2011-12-20 13:05:04

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  1. Quiz 7: GLBT
    • 1. According to your reading, more than one in five same-sex couples were raising children, and most of these children are
    • (c) Natural born children or step-children (70%)

    • 2. According to chapter 28 of the Coontz et al.’s text, studies show that among childless gay men and lesbians they
    • (a) Want to have children.

    • 3. According to your reading, what accounts for the lack of an accurate count of gay and lesbian parents in the United States?
    • (d) Fear of losing custody and/or visitation rights

    • 4. According to your reading, most research comparing gay/lesbian parents with heterosexual parents found that
    • (d) There is no difference between heterosexual parents and gay/lesbian parents in most measures.

    • 5. According to the reading, research in general shows
    • that children of gay and lesbian parents are…?
    • (d) Not different from children of heterosexual parents
  2. Gay and Lesbian Families
    • Issues facing GLBT ind'ls and families:
    • 1. struggle with heterocentrism
    • 2. Families where children were born or adopted while
    • involving in a heterosexual relationship before coming out vs. families with well-established gay or lesbian identities prior to bearing or adopting children.
    • 3. identity issue
    • 4. coming out is a vital and coninual process (life course)
    • 5. degree of support plays role of disclosure of sexual orientation to family and friends

    • Same sex couples and legal marriages in US:
    • Singer v. Hara: U.S. Supreme Court decision defined marriage as a union between one man and one woman but allowed each state to create, interpret, and enforce laws regarding marriage and families.
    • 1996, the U.S. passed the Defense of Marriage Act (DOMA) declaring marriage to be a “legal union of one man and one woman.”
    • US. states offer legal Marriage: Massa, Calif, Conn, Iowa, Vermon, Maine, New Hamp, Wash (8) domestic partnership: Nevada, Oregon, Wash

    • Arguments for legal marriage as heterosexual only:
    • ~all religious oppose legal same sex marriage
    • ~ “attempt to deconstruct traditional morality
    • ~history roots
    • ~good for raising families
    • ~weaken institution of marriage
    • ~open door to all sorts of people
    • ~unnecessary already have civil unions
    • Arguments for legal same sex marriage:
    • ~violates US Constitution
    • ~yield economic advantage (social sec, inheritance, immigrant spouces/citizen)
    • ~domestic/civil unions = second class citizens

    • Gay couples/ Hetero couples:
    • No differ: psych adju, neuroticism, agreeable/ conscient, intimacy
    • Diff: opneness, relationship style, conflict resolution, social support
  3. Gender, Class and Race in Diverse Families
    • Variations in gender roles:
    • ~are learned rather than innate
    • ~Global Gender Gap Index measures women's status and quality of life in 130 countries
    • ~GGGI key indicators: economic participation and dev, ecu attainment, pol empowerment, health and survival
    • ~top 10 coutries: Norway, Finland, Sweden, Icelan, New Z, Phill, Denmar, Ire, Nether, Latvia
    • High rank countries: US, canada, S AFri, Euro countires, Austr, S. Korea

    • Feminist Theories:
    • motherhood: dichotomous split (public and private), men set up up barriers to provide unequal access to power, prop, and prestige for women
    • family life: centrality, normality, visible, uses distintion to legitmize and perpeutate power relations, focus on social action and change
    • division of labor at home: women do more work still

    • Ch. 10:
    • ~motherhood shaped by male dominaiton
    • ~gender roles are dichomotous construction of men
    • ~women struggle for ind'l autonomy
    • ~racial/ethnic women's exp is linked to the sociolcultural concern of racial/ ethnic comm

    • Masculinity: socially and culturally constucted:
    • distance themselves, successful, assertive, ambitious

    • "New Man" or New Father:
    • white, college edu prof, highly involved father, egalitarian ideological construct

    Mexican Immigrant Men: diminished patriarchal privileges (spatial mobility, authority in family decision-making process, household labor)

    Social Class: caused by industrialization, based on money, economic factor and achieved statuses

    • Max Weber: social class ranking
    • market situation: wealth/property, power, prestige

    • The top 20% earn about half of the U.S. income. The top
    • 40% of upper and middle upper families earn more than 75% of the nation’s income.

    • Social Class and Neighborhood:
    • poor: dangerous neighborhoods, inner-city schools, deprived of opportunities, poor home envir
  4. Quiz 8
    • 1. Your reading indicates that despite the popular image
    • of the New Man (an emotionally expressive, nurturant, & egalitarian partner), research suggests that
    • (a) The New Man is just an ideological construct; it
    • doesn’t exit.

    • 2. This theory assumes that in every society men set up
    • barriers for women to access to power, property, and prestige in order to maintain their domination and control.
    • (c) Feminist theory

    • 3. The feminist theoretical perspective’s central focus
    • is on gender inequality in regards to division of labor in the household. Thus, when applying this theory to minority women, this focus tends to be limited
    • because
    • (c) Minority women tend to struggle more than gender
    • inequality in society

    • 4. According to your reading, which ONE of the following is NOT part of the cultural constructions of
    • masculinity, especially for Mexican immigrant men?
    • (a) Men should be caring and nurturing fathers

    • 5. According to your reading (Chapter 20: “Gender
    • Displays and Men’s Power”) the domestic gender displays or the relationships between men and women in the family of Mexican immigrant men are
    • (b) Becoming more egalitarian
  5. Families in Poverty
    Poverty: lack of absence of essential resources, Webster def: having no money/support, definciency of necessary indgredients, scantiness/ insufficiencey

    • Sugrue: Poverty in the Era of Welfare Reform:
    • urban America: relocation of production, newly created jobs require degree, skeptical employees, segregation, destabiliizing
    • emergence of new urban "underclass" antisocial attitudes
    • female-headed households
    • Goals of TANF (temp assist to Needy families): jobs, responsiblity, marriage

    • Guiding principles:
    • programs should be focused, holistic, community bases, integrated to create a system of care
    • FIP (McKnight Foundation's Family in Poverty): focus on streght family stability

    Seven Programs: eligibility, community serves, the program, delivery mechanism, evaluations

    Program Effectiveness: flex/ responsiveness, clear prof boundaries, obtaining basic needs, effectively use of info, long-term foundation funding(5+), prof trust, thorough training
  6. Barriers to working with families
    • Why focus on barriers to participation?
    • research: increase sample size for research and from underrepresented population
    • prevention and intervention: increase program participation for "hard to reach" pop, tailor recruiting strategies, leverage more resources to support families (funding)

    • Barriers to Participation (from literature):
    • intervention assessment: time demands
    • time related/ logistic barriers to intervention: day/time, how often/long to meet
    • paretn beliefs and attitudes concerning interventions: percieved usefullness/ family risks/ problems
    • family member and other social influences: neg reactions support from fam/friends
    • sociodemographic-related barriers to intervention: gender diff, parents edu, parents SES

    • Results:
    • barriers to participation in initiail assessment
    • barriers to participation in the intervention
    • family members influence on decision to participate
    • sociodemographic factors: invasion of privacy and time demands

    • Translate findings into practice:
    • program planning: where and when, how long
    • recruitment strategies: incentives, target audience
    • budget to overcome barriers to paricipation
  7. Quiz # 10
    • 1. According to Spoth et al.’s (1996) article on barriers
    • to participation, which one of the following reasons was the most frequently cited barrier to participation in the initial assessment?
    • (d) Scheduling conflict

    • 2. According to Snell-Johns et al.’s (2004) article,
    • which one of the following does not belong to the strategies for promoting change?
    • (d) Avoid intruding family privacy issues

    • 3. According to Snell-Johns et al.’s (2004) article,
    • which one of the following does not belong to the strategies for decreasing attrition?
    • (d) Require home-visits

    • 4. According to Snell-Johns et al.’s (2004) article,
    • which one of the following does not belong to the strategies for overcoming barriers to access?
    • (d) Providing money as incentives.

    • 5. According to your reading, the use of telephone compared to offering transportation and child care was _____ getting parents to attend and complete the program.
    • (b) Much more effective of
  8. Solutions to overcome barriers
    • Principles of effective prevention programs:
    • program design and content: theory driven, sufficient dosage/ intensity, comphrensive, active learning techniques
    • program relevance: developmenally appopriate, appropriately timed, most receptive to change, socially and culturally relevant to participants
    • program implementation: delivered by well-qualified/ trained support staff, foster safe relationships
    • program assessment and quality assurance: well documented, staff committment to program and evaluation

    • Strategies for overcoming barriers to access:
    • 1. offer transportation/ child care/ low cost services
    • 2. use of the telephone (SSSE) much more likely to attend
    • 3. provide home based services (higher success rate)
    • 4. faciliate self directed (reading materials and workbook schedules (rural familes))and video based interventions: PAW, offers privacy, self pacing, flex scheduling, sign behavioral changes
    • 5. use the format of multiple-family groups: build on tradition, include children and others, goal to decrease familyy social isolaiton, expose new skills, (FAST)

    • Strategies to decrease attrition:
    • 1. decrease time families spend on waiting list to reduce dropout rate
    • 2. monitor therapists behaviors and expectations
    • 3. offer incentives for atendance
  9. Human services and cultural diveristy
    • Why human services should be interested in cultural diversity?
    • more likely to work with persons from diff cultures, ethnic minorites interact more and be in poverty more, less likely to seek preventive care due to trust issues

    • Assumptions that lead to difficultlies integrating cultural diveristy in family services:
    • 1. adapt services to diff people (avoid cookie cutter approach)
    • 2. equal opportunity for all---view in context of barriers to equal opportunities (marginalization, classism, prejudice)
    • 3. should focus on the ind'l w/problem---focus on a family centered apprach/ comm/ parent direct
    • 4. sufficient knowledge aboud family function---false
    • 5. nuclear family is still ideal family---false, think beyond household
    • 6. staff are objective and well-trained---false, biased with Eurocentric knowledge
    • 7. "if we build it, they will come"---false, barriers, stigma or losing face in participating, time service is avail/trans/ staff
    • 8. agencies receiving funds use it effectly for desired program---false, may not have infastructure, one size fits all programming strategy, compete for funding