Description
Psychology Discussion Requirements
1. You are required to have 3 posts in each discussion and these three posts must be made on three separate days. The first post is the initial response to the question that appropriately and completely addresses the topic. This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on three separate days you will lose points (possible 15 point deduction).
*There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.
2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure to cite a source within your initial post and to provide a reference at the end of your initial post.
3. Your initial post must be a minimum of 300 words and each response must be a minimum of 200 words. Please double-check your word count. Only posts that meet the word count requirements receive credit.
4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.
5. Please address fellow students and professor by name. There will be a 5 point deduction for each failure to address by name.
6. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.
Psych Discussion Post
Due By
Cited Source – In Text and Reference
Word Count
Point Value
Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking
Thursday
Yes – mandatory
300
50 points
Post 2 – Response to 1st student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Saturday
Not required, but must cite any work used
200
25 points
Post 3 – Response to 2nd student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Sunday
Not required, but must cite any work used
200
25 points
PSYCHOLOGY DISCUSSION RUBRIC
Criteria
Exemplary (100%)
50/50
Above Average (89%)
45/ 50
Satisfactory (79%)
40/ 50
Approaches Standard (69%)
35/ 50
Needs Improvement (59%)
30/ 50
Unsatisfactory (0)
0/ 50
Initial Post (50)
Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter. Demonstrates mastery of grammar, punctuation, spelling, mechanics, and usage and with no errors.
Reveals some mastery of the material although further exploration would have increased the value of the post; some critical assessment although portions of the material may be vague. Demonstrates proficiency of grammar, punctuation, spelling, mechanics, and usage with fewer than three errors
Reveals knowledge of the subject matter although more exploration is needed; some critical assessment was noted although more in-depth perspective would have enhanced the work. Understanding of grammar, punctuation, spelling, mechanics, and usage with fewer than five errors
May highlight what the reading material offers but does not apply further exploration of the subject matter; critical assessment is lacking. Improvement in some areas of grammar, punctuation, spelling, mechanics, and usage; fewer than ten errors but retains clarity throughout most of post.
Uses personal opinion only without any exploration of additional possibilities; no critical assessment is noted. Needs improvement in grammar, punctuation, spelling, mechanics, and usage; more than fifteen errors; errors affect clarity of post.
Unable to score because there was no engagement in the discussion.
Criteria
25/25 per post
22/ 25 per post
20/ 25 per post
17/ 25 per post
15/ 25 per post
0/ 25 per post
Peer Responses (25 per post)
Promotes further discussion on the subject matter through thought-provoking peer responses; demonstrates depth of analysis of topic and peer’s post; Makes use of source support, as needed, and in proper APA format, grammar, punctuation, spelling, mechanics and usage with no errors
Promotes further discussion on the subject matter through meaningful comments that demonstrate understanding of topic and peer’s post. Makes use of source support, as needed, but may not fully use proper APA format, grammar, punctuation, spelling, mechanics and usage with fewer than three errors
Engages peers but does not promote further consideration of the material so that additional learning takes place. Uses some source support, though it may not be scholarly or in the appropriate APA format, grammar, punctuation, spelling, mechanics and usage with fewer than five errors.
Peer engagement does not encourage depth of academic thought or is based on personal opinion only. Uses some source support, though it may not be scholarly or in the appropriate APA format, with fewer than ten errors in grammar, spelling, mechanics and usage
Peer responses do not add substance or promote engagement in the discussion in a meaningful way; comments are superficial or off topic. Extremely limited or no source support noted; improper or missing APA format, and grammar, spelling, mechanics affect clarity
Unable to score because there was no engagement in the discussion.
Professionalism is a very serious matter in your online class at University and in the field of psychology. Our mission is to provide you with an education that prepares you to succeed in the workplace and in graduate programs.
Please use the following guidelines in our discussion forum and in all communication at University:
I will “listen” to others respectfully.
I recognize that online learning is devoid of physical cues that often support communication and will strive to use language that clearly expresses my views.
I will strive to utilize language that is thoughtful, respectful, and collegial when communicating with my fellow students.
When I disagree with someone, I will critique his/her ideas in a respectful and constructive manner.
I will try to understand other people’s behaviors and perspectives rather than simply criticize them.
I will avoid stereotypes and humor that is disparaging of others.
I will avoid texting language, slang, or other non-professional communication.
Week 4 Topic:
“CHILDREN OF DIVORCE”
Children of divorce are at increased risk for negative outcomes.
Identify and discuss these possible negative outcomes.
What can parents do to minimize these risk?
In preparation for your post carefully read chapter thirteen in your text and pay special attention to pages 352-356.
To post to the discussion, click on the “Week 4 Discussion” title above, then Create Thread.
Unformatted Attachment Preview
EXPLORING MARRIAGES AND FAMILY, 2ND
EDITION
Karen Seccombe
Chapter 12
The Process of Divorce
© 2015, 2012 by Pearson Education, Inc. All rights reserved.
Figure 12.1 Crude Divorce Rates per
1,000 Population for Selected
Countries: 2010-2011
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Divorce in the United States
• How Common Is Divorce? It Depends on
How We Measure It
– Crude Divorce Rate: The number of divorces
per 1,000 people in the population
– Refined Divorce Rate: A measure of divorce
based on the number of divorces that occur
out of every 1,000 married women
• Historical Trends
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 12.2 Crude and Refined
Divorce Rates: 1940-2011
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Why Do People Divorce?
• Micro-Level Factors
– Parental Divorce
– Intergenerational Transmission of Divorce: A
pattern noted by researchers that people
whose parents divorced are also more likely
to divorce
– Age at Marriage
– Parental Status
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Why Do People Divorce?
– Nonmarital Childbearing
– Sex of Children
– Race and Ethnicity
– Education
– Income
– Degree of Similarity between Spouses
– The Couple’s Ages
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Why Do People Divorce?
• Macro-Structural Factors
– Level of Socioeconomic Development
– Religion
– Divorce Laws
• No-Fault Divorce: A type of divorce, now prevalent
in all fifty states, in which a divorcing couple can go
before a judge without one party having to blame
the other
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Why Do People Divorce?
– Women’s Status and Employment
– Attitudes toward Divorce
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 12.1 Should Divorce Be Easier
or More Difficult to Obtain?
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 12.3 Views about Divorce, by
Sex, Race/Ethnicity, and Age– “Which
statement comes closer to your views
about divorce?”
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Experiencing Divorce
• The Phases of Separation
– Legal Separation: A binding agreement
signed by both spouses that provides details
about child support
• The Stations of Divorce
– The interrelated emotional, legal, economic,
co-parental, community, and psychic
dimensions of divorce, which together attempt
to capture the complexity of the divorce
experience
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Experiencing Divorce
– The Emotional Divorce
– Legal Divorce
• Legal Divorce: The termination of the marriage
contract by a state court order
– Economic Divorce
– Alimony: Payment by one partner to the other
to support the more dependent spouse for a
period of time
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 12.2 Median Income and
Percent in Poverty by Family Type,
2011
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Experiencing Divorce
– Co-Parental Divorce
– Legal Custody: A custody agreement where
one parent has the legal authority to make
important decisions concerning the children
after a divorce
– Sole legal custody: A child custody
arrangement in which legal custody is granted
solely to the parent with whom the child lives.
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Experiencing Divorce
– Joint legal custody: A custody agreement in
which noncustodial parents (usually fathers)
retain their legal rights with respect to their
children.
– Child Snatching: The act of a noncustodial
parent kidnapping his or her child
– The Community Divorce
– The Psychic Divorce
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Experiencing Divorce
• A Helping Hand: Divorce Mediation
– Divorce Mediation: A non-adversarial means
of resolution, in which the divorcing couple,
along with a third party, such as a therapist or
trained mediator, negotiate the terms of the
financial, custody, and visitation settlement
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Divorce and Children: Child Support
• Child Support Order: A legal document
delineating the amount and circumstances
surrounding the financial support of
noncustodial children
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 12.4 Reasons No Legal Child
Support Agreement Established for
Custodial Parents: 2010
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 12.3 Child Support Receipt for
Custodial Parents: 1993 and 2009
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Are the Effects of Divorce on
Children?
• Short-Term Effects
– Parental Conflict
– Loss of a Parent
– A Reduced Standard of Living
– Adjusting to Transitions
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Are the Effects of Divorce on
Children?
• Long-Term Effects
– Age and Sex of the Child
– A Word of Caution
• Which Is Worse for Children, Divorce or
Marital Conflict?
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Should Divorce Be More Difficult to
Obtain?
• “Would I Be Happier?”
– Previously-unhappy married couples who did
not divorce and who turned their marriages
around fell into three broad types
• The marital endurance ethic
• The marital work ethic
• The personal happiness ethic
• Covenant Marriage
© 2015, 2012 Pearson Education, Inc. All rights reserved.
The “Good Divorce”
• Binuclear Family: A type of family
consisting of divorced parents living in two
separate households but remaining one
family in spirit for the sake of the children
© 2015, 2012 Pearson Education, Inc. All rights reserved.
EXPLORING MARRIAGES AND FAMILY, 2ND
EDITION
Karen Seccombe
Chapter 13
Family Life, Partnering, and Remarriage
after Divorce
© 2015, 2012 by Pearson Education, Inc. All rights reserved.
Being Single Again
• The Emotional Effects of Divorce
• Relationships between Custodial Parents
and Children
• Issues for Custodial Mothers: Downward
Mobility
• Custodial Fathers: A Growing Group
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.1 Minutes Spent Caring for
Children
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Repartnering after a Divorce
• Repartnering: The act of entering into a
relationship after a divorce, which may
lead to cohabitation or marriage
• Dating Again
• Cohabitation after a Divorce
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 13.1 Current Marital Status
Among U.S. Adults Ages 25–44, 2006–
2010
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.2 Percentage of Cohabiting
Couples Who Are Age 30 and Older
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 13.2 Percentage of Women
Ages 19–44 Currently Cohabiting or
Ever Cohabited
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Remarriage
• U.S. Demographic Trends: Who
Remarries, and When?
– Racial/Ethnic Differences in Remarriage
– Sex Differences in Remarriage
– Why Do Men and Women Remarry at
Different Rates?
– Double Standard of Aging: The view that women’s
attractiveness and femininity decline with age, but men’s
attractiveness and masculinity do not decline
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 13.3 Current Marital Status for
Men and Women Ages 25 and Older
Who Were Previously Divorced
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Remarriage
• Power and Equity between Spouses
• Satisfaction and Stability of Remarriages
• Remarriage among the Elderly
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 13.4 Remarriage Rates per
1,000 Men and Women by Race,
Ethnicity, and Hispanic Nativity, 2010
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Stepfamilies
• Blended Family (or reconstituted family):
Another term for stepfamily; a family that
may consist of stepparents, stepsiblings,
or half-siblings
• Siblings: Children who share both
biological parents
• Step-siblings: Children not biologically
related but whose parents are married to
one another
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Stepfamilies
• Half-Sibling: A child who shares one
biological parent with another child
• Mutual Child(ren): The child (or children)
born to a couple that has remarried
• Residential Step-Child(ren): A child (or
children) living in the household with a
remarried couple more than half of the
time
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Stepfamilies
• Nonresidential Child(ren): A child (or
children) living in the household of a
divorced parent less than half of the time
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.3 Number and Percent of
Children Living in Blended Families by
Child’s Race and Ethnicity
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Stepfamilies
• Stereotypes of Stepfamilies: The Wicked
Stepmother
• The Unique Features of Stepfamilies
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 13.5 Percentage Who Feel Very
Obligated to Family Members
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Stepfamilies
• Multiple Relationships and Dynamics
– Former Spouse Subsystem
– Remarried Couple Subsystem
– Sibling Subsystem
• How Similar Are the Expectations of
Stepparents, Parents, and Stepchildren?
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Surviving and Thriving in Stepfamilies
• How Do Children Fare in Stepfamilies?
– Explanations of Added Risk
• Stress and instability
• Social capital deprivation
• Parenting quality
• How Do Adults Fare in Stepfamilies?
• Strengthening Stepfamilies
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.4 Classic Complaints of
Stepmothers, Stepfathers, and
Stepchildren
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.4 Classic Complaints of
Stepmothers, Stepfathers, and
Stepchildren
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 13.4 Classic Complaints of
Stepmothers, Stepfathers, and
Stepchildren
© 2015, 2012 Pearson Education, Inc. All rights reserved.
EXPLORING MARRIAGES AND FAMILY, 2ND
EDITION
Karen Seccombe
Chapter 14
Families in Middle and Later Life
© 2015, 2012 by Pearson Education, Inc. All rights reserved.
Figure 14.1 Number of Persons 65+,
1900-2060 (millions)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
The Demographic Revolution
• Baby Boom Generation: People born in
the years after World War II through the
early 1960s
• The “Oldest-Old” Are Increasing
– Life Expectancy: The amount of time (in
years) a person can expect to live from birth
© 2015, 2012 Pearson Education, Inc. All rights reserved.
The Demographic Revolution
– Centenarian: A person who lives at least 100
years
• Elderly Women Outnumber Elderly Men
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.1 Population Projections for
Persons Ages 85 and Older (millions)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.2 Milestones in the Life
of Blanche Seccombe
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.2 Percent of Older Men and
Women Who Are Married or Widowed
(2012)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.3 Living Arrangements of
Men and Women 65+, 2012
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Aging in Historical Perspective
• Social Security: A federal governmentsponsored cash assistance program for
seniors (and survivors)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Family Transitions
• Life-Stage Perspective: A perspective that
claims development proceeds through a
fairly set pattern of sequential stages that
most people experience
• Life-Span Perspective: A perspective that
claims development is a lifelong process,
is multidirectional, and consists of both
positive and negative changes involving
gains and losses
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Family Transitions
• Life-Course Perspective: A perspective
that sees age-related transitions as
socially produced, socially recognized, and
shared – a product of social structure,
historical forces, and culture
• Children Leaving (and Returning) Home:
“Boomerangers”
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.4 Young Adults Staying
Close to Home
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.3 Percent of Households
Experiencing Financial Distress by Age
Groups
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Family Transitions
• Relationships between Adults and Their
Elderly Parents
• Adult Siblings
© 2015, 2012 Pearson Education, Inc. All rights reserved.
The Aging Couple
• Marital Satisfaction
– Sexuality
– The Division of Household Labor
• Lesbian, Gay, Bisexual, and Transgender
Elders
• Childfree Older Families
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Widowhood
• The Process of Grief and Bereavement
– Denial
– Anger
– Bargaining
– Depression
– Acceptance
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Widowhood
• Sex Differences in the Experience of
Widowhood
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Grandparents and Their Grandchildren
• Changing grandparent role over the last
century:
– Grandparenting has become a role distinct
from parenting
– Grandparents are healthier and better
educated
– Grandparents are more likely to recognize the
importance of emotional involvement
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Grandparents and Their Grandchildren
– Grandparents and their grandchildren can
more easily travel long distances and
communicate by telephone or computer
• Companionate grandparenting: A type of
grandparenting where the grandparents
and grandchildren enjoy recreational
activities, occasional overnight stays, and
even babysitting with an emphasis on fun
and enjoyment.
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.4 Types of GrandparentGrandchild Relationships
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.3 Percentage of
Grandparents Engaging in Activities
with Grandchild over Past 12 Months
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Grandparents and Their Grandchildren
• Grandmothers and Grandfathers: Same
or Different?
– Kinkeeping: Maintaining ties among family
members
• Racial and Ethnic Differences in
Grandparenting Styles
• Grandchildren and Grandparents Living
Together
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.5 Number and Percentage of
Children Who Live with At Least One
Grandparent
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Retirement
• The Social Construction of Retirement
• Men, Women, and Retirement
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.6 Labor Force Participation
among the Elderly, 1990-2020
(Projected)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.6 Care of the Elderly is an
Increasing Share of the U.S. Gross
Domestic Product (GDP)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Health
• Activities of Daily Living
– Gerontologists: Researchers studying issues
affecting the elderly
– Activities of Daily Living (ADLs): General dayto-day activities such as cooking, cleaning,
bathing, and home repair
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Health
• Severe Memory Loss
– Alzheimer’s Disease: The most common
form of dementia; at present, it is incurable
• Long-Term Care and Caregiving
– Formal Care
• Formal Care: Care provided by social service
agencies on a paid or volunteer basis
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 14.7 Cost of Alzheimer’s
Disease, 2013, United States (Billions)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Health
– Informal Care
• Informal Care: Unpaid care by someone close to
the care recipient
– “Sandwich Generation” : A generation of
people who are in the middle of two living
generations, providing care to members of
cohorts on both sides of them: parents and
children
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 14.7 Strain and Stress of
Caregiving
© 2015, 2012 Pearson Education, Inc. All rights reserved.
EXPLORING MARRIAGES AND FAMILY, 2ND
EDITION
Karen Seccombe
Chapter 15
Looking Ahead: Helping Families Flourish
© 2015, 2012 by Pearson Education, Inc. All rights reserved.
What Do Families Need to Flourish?
• Family Resilience
– Resilience: A multi-faceted ability to thrive
despite adversity
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Do Families Need to Flourish?
• Individual, Family, and Community Factors
– Individual-Level Protective Factors: Traits
including a positive self-concept, sociability,
intelligence and scholastic competence,
autonomy, self-esteem, androgyny, good
communication and problem-solving skills,
humor, and good mental and physical health
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Do Families Need to Flourish?
– Family Protective Factors: Family
characteristics or dynamics that shape the
family’s ability to endure in the face of risk
factors
– Family Recovery Factors: Family
characteristics or dynamics that assist families
in bouncing back from a crisis situation
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Do Families Need to Flourish?
– Community Factors: Community features that
help promote resilience, such as social
networks and religious and faith-based
fellowships
• What Is Missing? Macro-Level Factors
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Family Policy
• A “Selective” Approach to Family Benefits
– Selective Programs: Programs for which only
a select group of people is eligible
– Means-Tested Programs: Programs for which
beneficiaries need to meet some eligibility
requirement to qualify
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Family Policy
• A “Universal” Approach to Family Benefits
– Universal Programs: Programs to help
strengthen all families without any eligibility
requirement
– Progressive Taxation: A tax system under
which those who earn more pay a higher
percentage of their income in taxes than
those who earn less
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.1 Child Policies in 23
Developed Countries Compared with
the United States
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.1 Child Policies in 23
Developed Countries Compared with
the United States
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Building Resilience: General Policies
and Programs to Support Families
• National Health Insurance: A health care
system for all citizens that considers
health care a public right
• Maternity and Family Leave: A paid and
guaranteed leave from work to care for
children, including after the birth of a child
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.2 A Comparison of Maternal
Mortality (Deaths) per 100,000 Live
Births
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.2 A Comparison of Maternal
Mortality (Deaths) per 100,000 Live
Births
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.3 A Comparison of Maternity
Leave Benefits in Developing and
Developed Nations
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Building Resilience: General Policies
and Programs to Support Families
• Flexible Time and Place of Employment
– Flextime: Flexibility in the daily hours of work
– Flexplace: Flexibility in the location of work,
including working from home
– Telecommuting: Flexibility in the location of
working from home
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Table 15.4 Characteristics of Workers
Benefitted by Minimum Wage Increase
to $7.25 in 2009
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Building Resilience: General Policies
and Programs to Support Families
• Living Wage
• Earned Income Tax Credit (EITC)
– Defined as a refundable federal tax credit for
low-income working families that reduces the
amount of taxes owed
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Building Resilience: General Policies
and Programs to Support Families
• Welfare: Temporary Assistance for Needy
Families (TANF)
– Defined as the principal cash welfare program
in the United States
• Child Tax Credit
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Specific Policies and Programs for
Children
• Early Childhood Interventions
– Defined as attempts to maintain or improve
the quality of life for young children
• Children’s Health Insurance Program
• Child Support
• Childcare Policies
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 15.1 Earned Income Tax Credit
and Child Tax Credit Lift Millions Out of
Poverty (Millions)
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 15.2 TANF’s Role as a Safety
Net Has Declined Sharply Over Time
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 15.3 Uninsured Children by
Poverty Status, Household Income,
Age, Race and Hispanic Origin, and
Nativity: 2011
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Specific Policies and Programs for the
Elderly
• Social Security and Economic Well-Being
– Cumulative Advantage and Disadvantage:
Early life chances that influence status in
later life
• Health Policy
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Figure 15.4 Distribution of Average
Medicare Household Spending
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Have We Learned?
• Linking the Micro-Level and Macro-Level
Perspectives: Putting our Choices in
Social Context
• Families Change: Can We Return to the
“Good Old Days”?
© 2015, 2012 Pearson Education, Inc. All rights reserved.
What Have We Learned?
• Social Science Theory and Research:
Can It Tell Me Right from Wrong?
© 2015, 2012 Pearson Education, Inc. All rights reserved.
Purchase answer to see full
attachment
