CAFS

Question 1

Research Fundamentals

The purpose of research, (E.g. advance knowledge, increase understanding, educate others, inform practice) (AD IN ED IN)

Answer 1

Advance Knowledge: Research explains things (what, when, why, how)
Increase Understanding: Research can find new info, increase knowledge of topic, experience etc
Educate Others: Data results used in education programs
Inform Practice: Research results may be used to develop preventative strategies

E.g. Research collecting data on crime rates in different cities: Identify why some cities have higher rates, advance knowledge and increase understanding about incidence of crime. Use data in education program, adopt policing preventative strategies that might reduce crime

Question 2

The focus of research (E.g. Question/ Hypothesis)

Answer 2

Research question: Does relationship exist between variables? E.g. Will using entertainment technologies have an impact on the social wellbeing of school aged children?

Hypothesis: Problem, question, statement that will be tested through research; researcher discovers if hypothesis is true or not. E.g. Using entertainment technologies every day will have a negative impact on the social wellbeing of school aged children.

Question 3

Sampling

Methods, Sample group, Sample size

Answer 3

Sampling: The process of choosing the people, place and time to collect primary data
Individuals selected included as representative of total pop who form focus of study
Large group is ideal, but not always possible (limited time, money, access to people)

Simple random sampling
People have equal chance of being selected, free from bias
Drawing names out of a hat of who to interview

Systematic random sampling
Selecting one person on random basis and choosing others at evenly spaced intervals until number desired.
Selecting house number 2 and every 3rd house in street after that to distribute questionnaire to

Cluster sampling
Divide pop into clusters and then random selection in cluster
Each high school in Western Sydney is cluster. Interviewing teachers from 5 schools in this cluster

Convenience sampling
Selecting people from pop who are easy to access. Saves time, money, effort.
Bias, unreliable. Relevant data may not be collected
Interview 1st 10 people you meet, or select 10 closest friends to interview

Stratified random sampling
Pop divided into strata (layers) and then random selection in each strata
Group A= people with less than 5 yrs of education
Group B= people with 5-10 yrs of education
Group C= people with 10-15 years of education
(Stratified sample obtained by selecting simple random sample from each group)

Question 4

Types of data

Primary and secondary, Qualitative and quantitative

Answer 4

Primary
Collecting ‘new’ data that does not exist before research is undertaken.
E.g. Researcher interviews to collect data. Data not previously collected and interpreted

Secondary
Collecting data from existing research and interpreting (look for recurring arguments, themes, conclusions)
Might be collected from books, journals etc

Qualitative
Data that includes opinion, responses and reflection
Produce large amount of info; new perspectives/beliefs of others
Susceptible to bias from researchers own values/interpretations

Quantitative
Can be measured (e.g. statistics)
Ideal for researcher who wants info easily categorised (E.g. Male/Female data)
Objective, reliable and specific (less subject to bias)
Only states facts/figures (not opinions/feelings)

Question 5

Sources of data

Individuals and groups, Print and digital

Answer 5

Individuals
Provide current, real time data, provide data from their experiences
E.g. family, friends, experts, specialists, neighbours
E.g. Essay on eating disorders may interview a specialist

Groups
Provide current, real time data. Data of their actions/ works being recorded and analysed.
Can be professional organisations, not for profit groups, specialist groups, medical authorities, government agencies
E.g. Police (Govt agency) is source of data as number of crimes they have stopped can be analysed by individuals

Print
Books, journals, magazines, pamphlets, newspapers
Researched before published. Likely to be accurate, reliable
E.g. Research famous historian may access autobiography to collect data

Digital
Data stored in multimedia resources, e.g. internet, tv, radio, statistics etc
E.g. Statistics of average people in NSW household, can access ABS website

Question 6

Discuss the advantages and limitations of each of the sources of data

Answer 6

INDIVIDUALS
Strengths:
First hand data and opportunity to network with others

Weaknesses:
May not want to help, or bias comes across
Limited time available

GROUPS
Strengths:
First hand data→ wide range of knowledge and skills accessed

Weaknesses:
May be biased or political views (depends on interest group)
Conflicting opinions

PRINT
Strengths:
Secondary data (Generally reliable if published)
Wide range of resources on many subjects

Weaknesses:
May be out of date compared to digital
May be censored or biased
Resources may generalised rather than specialised

DIGITAL
Strengths:
Up to date info from wide range of resources
Easy to access and overcome problems of distance

Weaknesses:
Skill, time, cost involved with accessing technology
Sometimes difficult to validate info, as many people able to put out info easily

Question 7

Reliability and validity

Answer 7

Reliability: How consistent. If used by others under same conditions, produce same or similar results

Validity: How well it measures what its supposed to. Only achieved if results obtained correctly.

Question 8

Explain how sampling contributes to reliable and valid research

Answer 8

Careful, appropriate sampling important for reliable research outcomes
Reliability means an accurate representation of pop being studied is achieved→ only occurs if appropriate representative sample was selected at beginning of research process

Question 9

Ethical behaviour (B.I.R.P)
Bias , Integrity, Respect, Privacy

Answer 9

Ethics:
System of moral principles or standards governing appropriate conduct (judge right or wrong)
In research protects rights and wellbeing of participants & researcher. Assist in producing good research outcomes
Ethical issues often identified during planning research

BIAS
Research always influenced by personal values; important to stay objective in methods, how methods are implemented,and how results are interpreted and presented.
Bias; when range of factors unfairly influence outcome of results and distorts them
Must be open minded and not have no pre-determined ideas.
Results must be interpreted as they are, not what they would like to be.

INTEGRITY
Researcher must be honest about research purpose, clearly state what research will be used for, who will have access to findings
Should offer individuals a copy of published, final report
Sources must be acknowledged
Researchers mustn’t deceive individuals, falsify research findings, plagiarise. Must be honest with no bias

RESPECT
Researchers treat individuals with respect (so participants provide honest, accurate, reliable data)
Welfare of individuals is important; researcher must ensure no harm comes to those who take part

PRIVACY
Researcher should protect confidences, identity of all involved in research and have consent or permission to use views of those who take part.
All involved have right to anonymity, confidentiality, feel no risk to their wellbeing, withdraw anything that was intended to be used in research project, refuse to be involved at all

Question 10

Assess the importance of ethical behaviour when conducting research by considering the following:
Sensitive research topics, Confidentiality, Research bias, Crediting sources of data

Answer 10

Participants shouldn’t be selected with bias, should have wide range of participants for data
Every source used must be credited, and participants and resources correctly identified
Participants must know their right to anonymity and can withdraw at any time
Researchers must say if it’s a sensitive topic and inform they don’t have to answer or word question carefully

Question 11

Research methods
Questionnaires, Interviews, Case studies, Observations, Literature reviews
Describe each research methodology and evaluate the suitability of each for different research topics

Answer 11

QUESTIONNAIRES
Written questionnaires are left with respondents to complete and are collected later

Advantages:
Respondents able to complete at their leisure
Can send to more people (wide range of data)

Weaknesses:
May not able to get them back before due date

STRUCTURED INTERVIEWS
Set questions asked in same sequence to all respondents

Advantages:
Easy to compare answers fairly and reliably
Open and closed questions (wide range of data) → qualitative and quantitative

Weaknesses:
Formal (respondents may not be truthful as they may feel intimidated)
Time consuming to construct and conduct

UNSTRUCTURED INTERVIEWS
Informal questions, like a conversation between interviewer and participant

Advantages:
Respondents able to express themselves more openly through discussion
Questions can be adapted to meet needs of respondents or suit the setting

Weaknesses:
Data harder to interpret and interviewer has to listen carefully to all answers to make changes as necessary

CASE STUDIES
Detailed investigation of one issue (person, event, community group)

Advantages:
Useful in finding out why and how (detailed examination)
Study of real life situations

Weaknesses:
Require supporting research from other sources (limited info possible)
Generalisations often not possible (can be subjective, bias)

OBSERVATIONS
Watching and recording what is seen

Advantages:
Can reveal characteristics about groups/individuals not always possible with other methods

Weaknesses:
Might not act naturally if people know they are being watched
Hard to prove exactly what happened (bias can occur)
Gender may restrict access to certain info

LITERATURE REVIEWS
Description, summary and critical evaluation of each work (books, articles, websites, other secondary sources) to show that an insightful study of what is already known about that topic has been made

Advantages:
Gives reader some background info about topic so research presented makes more sense
Provides info about topic and any gaps that exist in the research

Weaknesses:
Time consuming
High literacy skills needed and can be demanding reading others research and making sense of it
Data not about current, actual behaviours

Question 12

Select and utilise appropriate research methods to conduct research

Answer 12

Using questionnaires for hypothesis “Using entertainment technologies can have negative impact on social wellbeing of school aged children.” As its easier to gain quantitative data than observing

Using interviews for hypothesis, “Physical disability can hinder access to education and services” as issue needs to be investigated by gaining opinions and thoughts of people with disability. Some may be physically unable to answer questionnaire

Question 13

Research process

Answer 13

PLANNING FOR RESEARCH:
Formulating a research proposal
Select research focus and select appropriate sampling method, size and group
Develop IRP plan

Managing resources, (E.g. time, materials)
Timeline of tasks to be completed
Keep data organised (Have IRP diary), Back up sources of data

CONDUCTING RESEARCH
Accessing sources of data
Search secondary data for what’s already written about topic. Preliminary readings help formulate questions you want to ask
Complete literature review

Collecting and recording data
Use suitable research methods to collect and record primary data (E.g. interviews, questionnaires)
Create draft questions and pilot them, and arrange for individuals or groups to be interviewed or surveyed etc
Conduct the data collection, E.g. Carry out interviews and record ,

Documenting actions and issues
Write in diary problems encountered and steps taken to solve them
Write personal opinions and comments and decisions you have made

INTERPRETING RESEARCH
Presenting research findings
Presented quantitatively or qualitatively (Quantitative- Graphs, or tables with statistics etc)
(Qualitative- Present as a written report, include main ideas, quotes etc)

Analysing research results
Need to describe what evidence can be seen in tables and in written reports. Identify trends
Interpret findings by making comparisons, describing patterns and relationships that relate to research question or hypothesis
Identify possible reasons for the patterns and relationships you have found

Drawing conclusions from research
Must draw conclusions in relation to initial research question or hypothesis
Need to write a summary that states what the data shows and how it relates to the research in general as well as future recommendations or possible implications of findings.
Credit sources of data by means of bibliography or appendix

Question 14

Apply the research process to a chosen topic by:

Answer 14

Selecting a research focus
Selecting appropriate sampling methods
Proposing how the research will be conducted
Creating a timeline for research goals
Accessing relevant sources of secondary data
Using suitable research methods to collect and record primary and secondary data
Recording actions and proposing solutions to any research issues
Presenting primary data in graphs, tables or written reports
Comparing key findings from primary and secondary data
Forming research- based conclusions and making recommendations
Crediting sources of data by means of bibliography and appendix

Question 15

Description of Category A and B groups :
Category A:
- PEOPLE WITH DISABILITIES:
- HOMELESS PEOPLE:

Category B:

• GLBTI
• YOUTH

Answer 15

PEOPLE WITH DISABILITIES:
“Include those who have long-term physical, mental, intellectual or sensory impairments which…may hinder their full participation in society.”
United Nations convention on the rights of persons with disabilities

P Physical: E.g. Paralysis, cerebral palsy
I Intellectual: E.g. Down Syndrome
P Psychological: E.g. Depression, bipolar
S Sensory: E.g. Hearing or vision impairment

HOMELESS PEOPLE:
“A person is homeless if he/she has inadequate access to safe and secure housing.”
Supported Accommodation Assistance Act (1994)

GLBTI
Refers to gay, lesbian, bisexual, transgender and intersex communities. The term GLBTI emphasises a diversity of gender-identity-based cultures

YOUTH
Encompassess the years of adolescent growth, is a time when many young people are studying, training or planning for the future. (AMA- 10-24)

Question 16

Exploring the four specific groups within the community

Prevalence of each group within the community

Answer 16

PEOPLE WITH A DISABILITY
ABS 2009; 4 million people in Australia had a disability
2009; 18.5% of pop had a disability, whereas in 2003 it was 20%
6.6% of 15-24 year olds have a disability
40% of 65-69 year olds have a disability (Increases with age)
Due to ageing population, disabilities increase with age

HOMELESS PEOPLE
1 in 200 people in Australia are homeless
2011→ 60% were under age 35
60%-70% had been homeless for more than 6 months
More than half of those seeking assistance from services are turned away
56% are men
Females; reported higher incidence of domestic or family violence
Difficult to estimate number; due to transient (constantly changing) nature of
Could be due to family breakdowns, domestic violence, financial problems, drug/alcohol problems, lack of emergency accommodation
Females and children generally given preference over males in accommodation

GLBTI
2011; 0.7% of couples were same sex
2006; 0.6%, and 1996; only 0.3%
More male same sex couples than females
2013→ 9% of high school students not attracted exclusively to opposite sex
May be higher numbers; but lack of national information
People are afraid to select in census (don’t want to be discriminated against)

YOUTH
20% of Australia’s population is made of youth (4.2 million)
51% are males, 49% are females
Estimated will account for less than 18% in 2020, due to fertility trends, lowered birth rate
Ageing population, low birth rate, parents waiting to have children, instead focus on careers

Question 17

Individual diversity within each group

Answer 17

PEOPLE WITH A DISABILITY
May have been born with or acquired a disability
P Physical: E.g. Paralysis, cerebral palsy
I Intellectual: E.g. Down Syndrome
P Psychological: E.g. Depression, bipolar
S Sensory: E.g. Hearing or vision impairment

May require a wheelchair, may require a carer
Come from any age group, gender, culture, socioeconomic status etc
E.g. Physical disability, who uses a wheelchair is different to someone with a psychological disability such as depression, which doesn’t physically limit them

HOMELESS PEOPLE
All have inadequate access to safe housing,
All aren’t meeting specific needs of safety and security all the time
Different causes of homelessness; e.g. family breakdowns, financial problems etc
Diverse from society; Higher amount of drug/alcohol problems, generally lower education rate, lower health status
Different types of homelessness; E.g. may live in improvised dwellings; tents, sleeping bags etc, may live in shared accommodation, emergency shelter, sleeping on a friends couch
Temporary or permanent homelessness
Only thing in common is vulnerability
E.g. Difference between a man who is sleeping in improvised dwellings and a female and child who are living with a friend escaping from domestic violence, but still both are homeless

GLBTI
Diverse group; made up of people who identify as a different or no gender, or different sexualities or sexual orientations
Terms GLBTI exists to collectively describe different sexualities/genders, including gay, lesbian. bisexual, transgender & intersex
Part of community; if identify as gender diverse
Individuals vary→ as group comprises of different types of people, not everyone identifies as all the different sexualities etc
E.g. male who identifies as gay will belong, but differs from a female transitioning into a male also belonging to the group

YOUTH
(10-24) AMA
Encompasses period of adolescence
Different age categories→ may be older youth who have finished high school, or younger who are still in primary school
May be working full time/have part time job
All nationalities, socioeconomic backgrounds, genders etc
Youth may belong to other groups in community; E.g. GLBTI, homeless, disability
E.g. May be an 19 year old female with her own child, but is different to a 13 year old boy starting high school. But both belong to group of youth
Individuals vary due to schooling status, work status, have own children etc

Question 18

Terminology used by the community to describe the group

Answer 18

PEOPLE WITH A DISABILITY
Using words like ‘brave’ are patronising
Saying those without disability are ‘normal’ is offensive
Insensitive language can stereotype
Derogatory language impacts on emotional wellbeing and sense of security
Using terms such as person with a disability→ reflects understanding of person first, disability second
Positive terminology: Cognitive impairment, mental illness, uses a wheelchair
Negative terminology: Crazy, mentally retarded, crippled, wheelchair bound

HOMELESS PEOPLE
Most have stereotypical view. E.g. single man, sleeps on street, dependent on drugs and unwashed
Society tends to generally not identify homeless women, children, families
There is no typical homeless person
Society view: Homelessness caused from bushfires (unfortunate), evicted from flat and are relying on centrelink (burden on society)
Positive terminology: Victim, displaced persons, the less fortunate
Negative terminology: Hobo, dirty, drug addict, ‘own fault’

GLBTI
Historically society is less tolerant of difference→ so terminology has connection of oppression linked to it
Attitudes have changed for the better→ greater understanding, acceptance
Term: Gay pride→ Encourages positivity, used to express community identity and strength
Positive terminology: Homeosexual, gender diverse, lesbian, gay etc
Negative terminology: Dyke/Lesbo, confused (some people refuse to accept gender diversity), gay if used in a derogatory way indicating ‘gay’ is associated with bad things

YOUTH
Adolescent is most common term used to describe the group
Youth use extensive vocab to define other youth; e.g. emo, geeks etc
Positive terminology: Teenager, adolescent, young person
Negative: Twelvies, spoilt, reckless, geeks, emos

Question 19

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Safety and security

Answer 19

PEOPLE WITH A DISABILITY
May be more vulnerable
May be abused by insensitive members of community
May be exploited financially/harmed physically by relatives, nursing home staff

HOMELESS PEOPLE
Vulnerable group→ physical security limited
Streets/shelters→ little protection from others and environment
Isolated from family support structure (may be fleeing from families→ escaping violence)
Usually no place to store valuables/personal items
Environment→ can make them ill, targets of abuse and crime

GLBTI
Value safe and secure environment, free of discrimination, harassment, violence
Members of community; more likely to experience physical violence, discrimination, bullying etc
Victims of hate crimes, emotional violence (verbal abuse, hate mail etc)
Some deliberately isolate themselves at school or at work to protect themselves

YOUTH
Young who attend parties where drugs/alcohol are→ likely to experience violence, be attacked etc
Friends and family; provide support
Unrealistic media models→ can leave people disappointed if reality doesn’t match what is portrayed
Financial security: high youth unemployment rates, jobs often part time or casual

Question 20

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Health

Answer 20

PEOPLE WITH A DISABILITY
Varying levels of health problems→ some experience further deterioration with age (E.g. motor neurone disease→ as it progresses, abilities may diminish)
Wheelchairs; may get pressure sores, weight gain, cardiac problems (due to limited activity)
Every person regardless of health level; needs regular GP checkups + dental/optical
May require specialist physician
Health care needs to be affordable and accessible
If can’t communicate→ problems can arise (E.g. in case of stroke/brain injury→ may need advocate to communicate needs to health professional)
Depression needs to be recognised and treated appropriately
If health needs aren’t met→ quality of life/life span affected

HOMELESS PEOPLE
Health issues generally more severe than others
Health issues may cause homelessness→ worsen if left untreated
May have trouble accessing health services→ financial hardship, may not have medicare etc
Infections/mental illnesses→ common

GLBTI
Lack of GLBTI- sensitive medical care (individuals aren’t accessing appropriate services)
Individuals aren’t always comfortable discussing sexual and health issues in support groups
Cancer: Higher risk of cancers linked to alcohol and smoking, higher rates of anal cancer (gay)
Sexual health: Increased risk taking behaviours; STDs, viruses or HIV/AIDS
Obesity: Higher in lesbians than national average, higher cardiovascular and respiratory disease
Suicide prevention: Individuals have highest rates (14x higher in homosexuals) (6x higher in young homosexuals)
Mental health: Higher rates of depression, marginalisation, discrimination, violence against gender diverse→ affects mental health

YOUTH
Generally good health vs the aged→ but failure to address aspects of health→ impacts wellbeing
Risk takers→ injured in car accidents, risk health in unsafe sex practices, drug use
Travel overseas; require immunisation and advice on hazards (how to recognise unsafe water)

Question 21

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Education

Answer 21

PEOPLE WITH DISABILITIES
Early intervention; (strategy to optimise development) → many need it to enhance physical, intellectual, living skills
Education about nature of disability, for person & carers (carers need to be aware of strategies to help them be as independent as possible
Schools; some offer life skills courses, transition to work

HOMELESS PEOPLE
Stereotypically link homeless with lack of education (not always true) but hard to move beyond poverty without it
Many don’t have money for educational services
To succeed in independent living→ taught basic living skills (hygiene, looking after environment)
May need assistance for strategies to deal with drug/alcohol abuse
Volunteer services; provide opportunities to acquire skills to gain education (improves self esteem)

GLBTI
Schools implement diversity, anti discrimination and bullying policies→ intended to support/accept all (but young GLBTI may experience some difficulties)
Negative experiences; impact on ability to learn (don’t perceive school as safe environment) → increased dropouts, lowered grades
Educate public; issues of homophobia, gender/sexuality diversity → decrease fear and ignorance

YOUTH
Usually in school, TAFE, university (those who leave to seek employment→ may have on the job training, learning skills etc)
Education preparing for employment
Positive experiences; contribute to self esteem, sense of identity.
Negative experiences; Develop negative view of abilities (emotional illbeing)
VET education→ enhances employment prospects, decreases time needed for post school studies

Question 22

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Sense of Identity

Answer 22

PEOPLE WITH A DISABILITY
Becoming disabled as adult; may experience more difficulties establishing renewed sense of identity
Community involvement improves sense of identity

HOMELESS PEOPLE
Difficult to meet need→ (generally comes from involvement in work,family life, social activities)
Negative community interactions→ reinforce low self esteem/worth
Some community groups help achieve sense of identity→ E.g.Choir of hard knocks

GLBTI
Individuals may need time to come to terms with identity→ important they aren’t pressured into revealing gender identity or sexual orientation
Individuals who suppress gender identity and lose sight of sense of identity→ may experience depression,anxiety or feelings of sadness
If family/friends/religious groups aren’t supportive of diversity→ may feel socially isolated
GLBTI community: response to challenges faced by members(provides safety, belonging) → can protect mental health, help feel pride in own identity

YOUTH
Factors affecting; involvement in school, sport and academic activities, whether they have a job
Formation of relationship with other individual; can change sense of identity
Those with expertise (e.g. in dance, art) find it easier to develop positive sense of identity
Supportive family helps meet need
Leave school, may need to reshape identity→ structures previously restricted to them are no longer

Question 23

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Employment

Answer 23

PEOPLE WITH A DISABILITY
Many find it hard to secure permanent work (nature of disability, education, employers attitudes)
Jobs available in various areas (e.g. hospitality, administration etc) ongoing support may be needed
Some work for organisations supporting disabilities. E.g. Hearing impaired teachers working with hearing impaired children.

HOMELESS PEOPLE
Most are unemployed
No employment; no income (hard to access basic necessities of life)
Negative factors affect change of gaining/maintaining employment→ low self esteem, lack of social skills, not presented appropriately, lack of basic work skills/education
May face discrimination in workplace→ unkempt appearance, hygiene
Sell Big Issue mag→ social interaction, employment, paid in cash, work own hours

GLBTI
Diversity doesn’t affect work performance (important they aren’t treated differently)
Anti discrimination laws; prevent discrimination on basis of sexual/gender identity etc
Individuals may still experience harassment/ discrimination in workplace

YOUTH
Most aren’t working (still in school)
Those who leave before HSC→ difficult to obtain well paid full time work (involved mostly in entry-level jobs in retail, hospitality)
Some youth involved in volunteer work (fundraising, coaching) helps prepare or employment

Question 24

Issues of concern for the four specific groups in the community
Satisfaction of needs
Specific needs of each group
- Adequate Standard of Living

Answer 24

PEOPLE WITH A DISABILITY
Socioeconomic status affected (lowered workforce participation); may affect food choices
Clothing may need to be modified for independence; zips/buttons replaced by velcro, magnets
May live with family or independently→ housing needs to be near services.affordable
Some modifications to houses; E.g. Installing ramps, handrails in bathroom
Some types affect food choices/preparation. E.g. require specially processed if can’t swallow safely

HOMELESS PEOPLE
Many isolate themselves→ not aware of services to assist them
Require access to services for accommodation and social support, services to address cause of homelessness. E.g. drug rehabilitation
Great demand on emergency housing→ reduces availability for those who need it most
Some forage for food in bins and rely on handouts→ not sustaining diet, leads to health problems
Important for clean clothing in good condition→ allows socialising, torn clothes; indicator of homelessness
Salvation army→ provides emergency accommodation,some organisations, serve food from vans
Women with kids→ often neglect own physiological needs so children’s are primarily met

GLBTI
Media; represents individuals as easily able to meet basic needs of food,clothing, shelter
More accurate picture; reveals diversity (members of community more likely to experience discrimination in employment→ narrow opportunities and lower wages
Young GLBTI→ could experience homelessness (if rejected by family) more likely to engage in drug/alcohol activity, risky behaviours etc
Family home important; offers safe environment where they can openly express who they are without fear of harassment or prejudice

YOUTH
Require nutritious foods (they are active).Often will make poor food choices out of convenience
Some develop eating disorders
Clothing choice→ affected by need to fit in with age group wearing certain styles and labels
Most live with parents, some live in boarding schools, homeless number increasing
As they get older; usually leave home and begin to meet own housing needs (may find it difficult to enter rental market due to negative attitudes of landlords to age group)
Increasing amount living in family home even when financially independent

Question 25

Justify the TWO most significant needs for each group and discuss the implications if these are not met
- People with a Disability

Answer 25

HEALTH
Ill health→ impacts on sense of self, motivation levels, ability to complete activities
Long term health absence→ limits employment chances, impacts economic wellbeing
Social and intimate relationships impacted
Important; regular GP, dental check ups & disability is cared for appropriately
Health care needs to be easily accessible and affordable
Or quality of life/life span affected

EDUCATION
Less opportunities to gain knowledge→ restricts people seeking support agencies to enhance or advocate for their needs
Low education level (+ disability) reduces employment opportunities
Education about how to care for disability is important for carers(improves wellbeing)
Without education→ social, emotional, economic (if no job) wellbeing affected

Question 26

Justify the TWO most significant needs for each group and discuss the implications if these are not met
- Homeless people

Answer 26

HEALTH
Maslow→ health is primary need
Physical wellbeing→ well nourished, sleep well, health issues addressed
Attaining physical wellbeing improves emotional wellbeing, begins regaining status in community
Generally have severe health issues, can worsen if untreated→ issues must be addressed to maintain physical wellbeing
Needs not met; experience physical, emotional illbeing, possibility of emergency medical services (cost money generally homeless don’t have)

ADEQUATE STANDARD OF LIVING
Physical wellbeing→ well nourished, clothed appropriately, area to sleep in relative comfort (improves emotional wellbeing)–> helps regain status in community
Generally no access to shelter, rely on food vans, bins, not dressed for conditions they live in→ causes physical, emotional, social illbeing
Affects sense of identity→ increases feeling of not belonging, decreases self esteem

Question 27

Justify the TWO most significant needs for each group and discuss the implications if these are not met
- GLBTI

Answer 27

HEALTH
Important to maintain healthy living and contribute to overall wellbeing
Health services need to be easily accessible and accepting of diversity
Higher rates of cancer, sexual diseases, obesity, suicide
If health needs aren’t met; can become ill, resulting in hospital or death

SENSE OF IDENTITY
Important to feel accepted→ emotional wellbeing, sense of belonging, self esteem
Maintaining can be challenging→ especially when coming out to loved ones
Discrimination in society can negatively impact this need
Person needs to be comfortable with their identity and not be discriminated against
If needs not met: mental health problems, or drug/alcohol abuse→ negative for health

Question 28

Justify the TWO most significant needs for each group and discuss the implications if these are not met
- Youth

Answer 28

SENSE OF IDENTITY
Important during transition between childhood and adolescence
Need to feel valued, have a purpose and direction
Positive self concept→ when a young person has ability to initiate and maintain relationships and communicate effectively
If need isn’t met→ depression/other mental health problems may arise (further complicates young person’s life)

EDUCATION
Important for rules and content designed to help young live in society
Increases access to services and resources, enhances confidence in seeking support
Contributes to positive sense of identity
If need isn’t met; employment opportunities are decreased and ability to meet other needs is reduced.

Question 29

Access to services
Types of services (FAT LEECH)
- Financial support,

Answer 29

PEOPLE WITH A DISABILITY
Sickness Allowance; for short-term disability
Mobility Allowance; Assists with transport costs for those who can’t use public transport

HOMELESS PEOPLE
Department of Human services; crisis payments, centrelink, rent deduction scheme
Many require fixed addresses; which homeless don’t have

GLBTI:
GLBTI youth, disabled GLBTI individuals or homeless GLBTI individuals can access the services stated above
Many GLBTI individuals prefer to use the internet to access services, due to anonymity it provides

YOUTH
NSW Department of Fair Trading→ advises youth about financial aid and employment issues
Centrelink allowances

Question 30

Access to services
Types of services (FAT LEECH)
- Accomodation and Housing

Answer 30

PEOPLE WITH A DISABILITY
Person may require modifications to their home (ramps, handrails in bathrooms etc)
May need accommodation with full or part time care.

HOMELESS PEOPLE
Department of Housing→ short term accommodation for homeless people
Crisis Accommodation Program

GLBTI:
Some landlords may be discriminate against GLBTI individuals in terms of renting etc
GLBTI house may be safe haven, free from discrimination

YOUTH
Most live at home with parents
Emergency shelters, emergency refuges→ exist in community

Question 31

Access to services
Types of services (FAT LEECH)
- Transport

Answer 31

PEOPLE WITH A DISABILITY
Public transport→ accessibility standards enforced; designated seats, ramps, boarding devices
Private vehicles; disabled parking spots; wheelchair access

HOMELESS PEOPLE
Unlikely people will use public transport due to discrimination from public, or unable to pay fare

GLBTI:
May access Community Transport→ not for profit transport service
May use public transport, or private cars

YOUTH
Public transport concessions→ reduced costs

Question 32

Access to services
Types of services (FAT LEECH)
- Legal Aid

Answer 32

PEOPLE WITH A DISABILITY
Free legal aid from Disability discrimination legal service
Australian centre for disability law→ protects rights

HOMELESS PEOPLE
Homeless Person’s Legal Service→ free service to people who are homeless or at risk of becoming homeless

GLBTI:
LGBTI legal service→ not for profit organisation offer advice and legal support for GLBTI individuals

YOUTH
Legal Aid ACT, LAwstuff, legal aid websites→ provide free support and services for youth in need of aid or advice

Question 33

Access to services
Types of services (FAT LEECH)
- Education

Answer 33

PEOPLE WITH A DISABILITY
Sign language specialist for deaf children in school
Braille technology for the blind at school

HOMELESS PEOPLE
Father Chris Riley’s Youth off the streets:

GLBTI:
Many GLBTI individuals prefer to use the internet to access services, due to anonymity it provides
May choose to unenrol from mainstream schooling if faced with discrimination and return in later years to complete pathways education

YOUTH
Compulsory education until end of Year 10
Educational ‘pathways’ allow youth to acquire training in prospective field of employment while still in school. E.g. ACU Step up to Nursing program run in the school holidays

Question 34

Access to services
Types of services (FAT LEECH)
- Employment

Answer 34

PEOPLE WITH A DISABILITY
Disability employment services→ assist employment of people with disability

HOMELESS PEOPLE
Mission Australia: Provide basic training programs that can help homeless people acquire skills to help obtain employment

GLBTI:
Being a GLBTI individual doesn’t affect performance at work, but if discrimination occurs during work, individuals may need to access legal aid services

YOUTH
Job Services Australia→ Govt national employment services, provides skills, training and support to those under 21

Question 35

Access to services
Types of services (FAT LEECH)
- Counselling

Answer 35

PEOPLE WITH A DISABILITY
Carers, nursing staff, professional mental health practitioners
MOIRA disability counselling→ works to meet specific needs

HOMELESS PEOPLE
Can access mental health counselling, drug and alcohol clinics run by services such as Red Cross

GLBTI:
Sydney Gay Counselling→ support for those who feel confused about their identity, how to work through relationship problems with friends and family etc

YOUTH
ReachOut→ support to youth with mental health problems
Youth off the Streets; assists homeless youth
Beyondblue, Kids Helpline etc

Question 36

Access to services
Types of services (FAT LEECH)
- Healthcare

Answer 36

PEOPLE WITH A DISABILITY
Type of service dependent on type of disability
E.g. Physiotherapy for person with nerve damage etc

HOMELESS PEOPLE
NSW Health: Employ health workers who provide basic healthcare to homeless people in accommodation centres and on the streets

GLBTI:
National LGBTI Health Alliance: provide health care services for GLBTI individuals

YOUTH
Department of Health: Vaccinations to all youth
Health Care Card: Low-income youth to access cheaper prescription medicines

Question 37

Factors affecting access to services
Characteristics of individuals within the group, E.g. age, gender, level of education, culture, type of disability, first language spoken, socioeconomic status

• People with a disability

Answer 37

AGE:
Both ends of lifespan→ may be carer dependent for assistance in accessing services (E.g. financial support, healthcare)
Some may be difficult to assist (immobility and factors related to age/size)

GENDER:
Disability from motor accidents→ more frequently (males) → greater compensation, rehabilitation available to men
Women→ fewer education opportunities, earn less, more likely to be institutionalised or exposed to violence

LEVEL OF EDUCATION
Education needed to manage disabilities
Intellectual disabilities→ learn to use mobiles, internet→ increases access to info, enhances communication
Young receive additional assistance at school and in TAFE (specialised teachers/classrooms)

CULTURE:
Some community facilities cater to people from ethnic backgrounds

TYPE OF DISABILITY
Type and degree of disability; significant in accessing services (long, short term, life threatening, uncomfortable etc)
Disability is diverse and so is range of support available

FIRST LANGUAGE SPOKEN
May affect familiarity/knowledge of services (confidence reduced when language barriers)
Many services have interpreters, written fact sheets in different languages)

SOCIOECONOMIC STATUS
Many have welfare support (limits access to private hospitals, occupational therapists etc)
Higher ses→ can buy specialised equipment (motorised wheelchairs etc) but those with low ses are on waiting lists
Lower ses: harder to participate in specialised activities, e.g.Paralympic games

Question 38

Factors affecting access to services
Characteristics of individuals within the group, E.g. age, gender, level of education, culture, type of disability, first language spoken, socioeconomic status

• Homeless people

Answer 38

AGE:
Affects all ages (2% are 75+) (17% children under 12)
Children might not know service exists, adolescent may think they are too young to seek housing assistance
Older homeless; may have age related health conditions prevents from accessing services

GENDER:
Create division according to gender (more support for women→ increased need to protect from domestic violence)
Emergency short and long term accommodation for both

LEVEL OF EDUCATION:
Many have poor literacy/numeracy skills→ need programs to improve
Need education about accommodation, welfare groups, social programs available to them, or won’t know they are there

CULTURE:
Cultural barriers→ may make fearful of govt agencies/welfare groups
Some find accommodation/services offered culturally inappropriate (gender, desegregation, food prep, prayer space)

TYPE OF DISABILITY:
Mental health issues→ difficulties accessing services→ barriers in communication
Many are discriminated against when seeking private rental accommodation
Physical disabilities→ affect ability to travel to certain places to access services

FIRST LANGUAGE SPOKEN:
May affect familiarity/knowledge of services (confidence reduced when language barriers)
No interpreters, lack of cultural understanding, racism, discrimination→ affects access to service

SOCIOECONOMIC STATUS:
Most don’t have income→ restricts ability to engage in consumer-driven society
Hard to seek govt support or employment if difficulties in providing form of identification (driver’s license, passport

Question 39

Factors affecting access to services
Characteristics of individuals within the group, E.g. age, gender, level of education, culture, type of disability, first language spoken, socioeconomic status

• GLBTI

Answer 39

AGE:
Young might not know about types of support (healthcare, counselling etc) or struggle with identity and sexuality→ fear rejection from family/friends (keep identity a secret→ harder to access resources) Some young find it exciting/liberating
Not previously consideration to older GLBTI community. Sex-Discrimination Amendment Act 2013→ now providers can’t turn away GLBTI clients due to sexuality, gender etc

GENDER:
All genders can access services; might mean disclosing info not previously shared; females more likely to than males
Service providers need to use gender neutral language to make GLBTI feel comfortable disclosing and addressing issues

LEVEL OF EDUCATION:
Knowledge of diversity, support services, safe sex practices→ increase willingness to access resources improving wellbeing
Need to educate community→ ensure acceptance, support of GLBTI individuals accessing community resources

CULTURE:
Acknowledging gender diversity brings ‘shame’ on family (leads to hiding sexuality from family)due to culture. Experiences lead to depression/anxiety→ reduce chance of accessing services

TYPE OF DISABILITY:
Some services don’t identify and acknowledge variety of needs in addition to disabilities (don’t acknowledge GLBTI)
Most services only deal with disability→ reluctant to advise services that support GLBTI individuals

FIRST LANGAUGE SPOKEN:
Interpreter may be needed; bilingual staff and client family/friends not enough→ may not be trained or familiar with legal/ethical issues (confidentiality), may not understand neutral role in interaction, might try to spare from bad news

SOCIOECONIMIC STATUS:
Better ses→ more services available, may be better able to afford private health care, suitable transport, secure housing
Lower ses→ Less choice, rely on public healthcare, transport, financial govt assistance, counselling from charity groups.
Regardless of ses→ those who reach out to service; more likely to achieve wellbeing

Question 40

Factors affecting access to services
Characteristics of individuals within the group, E.g. age, gender, level of education, culture, type of disability, first language spoken, socioeconomic status

• Youth

Answer 40

AGE:
Age may prevent from having knowledge.
Many find age prevents from securing greater responsibility roles at work, having opinion respected, gaining adequate accommodation. → Not given opportunity to acquire skills

GENDER:
Men less likely to seek help when confronted with physical/mental health issues
Women feel intimidated if confronted by aggressive/humiliating behaviour→ less chance of seeking help from service

LEVEL OF EDUCATION:
Low level of education→ low self esteem, lack of self worth→ discourages from accessing service
Many cases; education level linked to ability of obtaining employment

CULTURE:
Some cultures; women don’t need to be educated→ lack of motivation to be educated stops young women accessing services
Absence of culturally appropriate assistance→ stop accessing services

TYPE OF DISABILITY:
May feel uncomfortable; discrimination still happens
Taunting language, negative body language, lack of appropriate disability access/facilities→ won’t access service

FIRST LANGUAGE SPOKEN:
Language proficiency may prevent youth from obtaining employment; because of discrimination or low self esteem,

SOCIOECONIMIC STATUS:
Some services unaffordable E.g. driving lessons, skiing lessons etc
Free services available; many still struggle, unable to leave employment to access service
Low ses→ low self esteem, embarrassed to ask help, depression.
Travelling to facilities→ inability to pay for transport

Question 41

Resources,E.g. time, money, energy, knowledge

- People with a disability

Answer 41

TIME:
Must have time to be transported to service (usually time consuming)

MONEY:
Some need expensive equipment (E.g. Beach wheelchair more expensive)
Allowances given, but income might not compare with full time employment

ENERGY:
Varies on age and condition→ may affect decision to be involved in employment/education courses

KNOWLEDGE:
Some can’t communicate→ some think lack of communication means lack of knowledge
Tech advances→ more opportunities to acquire knowledge (but specialised equipment expensive)
Difficulties accessing tech→ harder to find out about services in area

Question 42

Resources,E.g. time, money, energy, knowledge

- Homeless people

Answer 42

TIME:
Perceived as having lots of time→ irregular sleeping patterns during night may be unproductive
Time management poor→ lack of personal motivation
Service hours, meetings→ seem irrelevant as don’t have schedules or deadlines

MONEY:
No money→ no employment, no bank account, fear of being robbed
Limited money→ restricts access to services where fees are charged (Anxiety, low self esteem)

ENERGY:
Limited diet (sometimes only 1 meal per day) → lack energy
Priority; maintain body temp, stamina→ won’t engage in unnecessary activity
Reduced energy levels, stamina→ unlikely to walk to services; more prone to illnesses

KNOWLEDGE:
Likely to have lower education levels→ unlikely to know about services
May feel uncomfortable asking for help; so won’t ask about services available

Question 43

Resources,E.g. time, money, energy, knowledge

- GLBTI

Answer 43

TIME:
Need to be able to attend regular support meetings or functions

MONEY:
Need to pay for public transport/petrol to attend appointments with counsellor/healthcare worker

ENERGY:
Need energy to attend appointments with healthcare workers (E.g. If have depression)

KNOWLEDGE:
Need knowledge of online searching; find out about safe sex practices (prevent STDs or HIV/AIDS)

Question 44

Resources,E.g. time, money, energy, knowledge

- Youth

Answer 44

TIME:
Many waste time (social media, TV/DVD, excessive sleeping on weekends)
Some totally engrossed in study or sport→ don’t explore services available to them

MONEY:
If activity is expensive→ limits participation
Youth who live at home/paying job→ access to services less restricted
Youth who lack money→ limits housing, health, food, education options and ability to get to service
Immediate need of food; more important than transport to visit service

ENERGY:
Lots of energy→ but many passive in leisure time; low motivation linked to low energy
Companions needed to accompany→ limits opportunities available
Some are isolated due to belief/value system (impacts sense of identity & desire to access services)

KNOWLEDGE:
Unaware of location/existence→ unable to use service
Knowledge linked to education→ may not fully understand eligibility for assistance and don’t apply

Question 45

Aspects of the service, E.g. opening hours, confidentiality, location, staffing

Answer 45

PEOPLE WITH A DISABILITY
Opening hours:
Rely on assistance with toileting, dressing, feeding, medication→ may limit time to access service

Confidentiality:
Have rights to access service without disclosing unnecessary personal info and confidentiality

Location:
Provision of accessible parking spots?
Rural areas→ may have to travel to access service

Staffing:
Staff need to be trained to offer support (many people with disabilities require assistance with paperwork, ad meeting govt requirements)

HOMELESS PEOPLE
Opening hours:
Need night services (safety is issue as in day; sleep or looking for food)

Confidentiality:
May be embarrassed to seek assistance or feel security is threatened if details are recorded

Location:
Some have limited transport options (no money for public transport)

Staffing:
Staff may be unsympathetic, poorly trained, cultural barriers, prejudiced etc

GLBTI
Opening hours:
Some open 24/7 (online chat rooms) some permanent hours

Confidentiality:
Prefer online/anonymity→ fear being ‘outed’

Location:
If easily accessible, one less barrier

Staffing:
All staff need to be understanding and sensitive to needs of the group

YOUTH
Opening hours:
Generally full time study/work→ access to services in business hours is difficult

Confidentiality:
Critical to feel safe and secure, need to feel comfortable, (E.g.when talking to counsellors)

Location:
As young people are less likely to own transport, services need to be located close to public transport

Staffing:
Staff needs to be supportive, need to be attentive and not patronising

Question 46

Researching TWO community groups (Two groups selected and studied from category B)
Creating positive social environments
Addressing the group’s issues of concern
- Government policy and legislation

Answer 46

Government policies and legislation and organisations that support the group→ create positive social environment
Govt policy and legislation→ regulate, create equality and protect human rights
Policy→ Beliefs/Ideology of govt
Legislation→ Laws that exist in order to apply the policy
Non discrimination and equality should be visible in all aspects of the law

E.g. Youth: Education Amendment Bill: School attendance legal and compulsory until 17, person is in training or works

E.g. GLBTI:Anti-Discrimination Act 1997: Discrimination on the basis of race, sex, disability, homosexuality, transgender status, age is prohibited

Question 47

Organisations within the community that support the group

Answer 47

YOUTH:
Services online or physical→ sense of belonging as people their age know what they are going through
The way youth access these resources→ depends on factors that affect access to services

Kids Helpline
24/7 → easily accessible, adolescent friendly.
Helps youth with info about bullying, suicide prevention, parent separation, sexuality
Improves emotional wellbeing, raises self esteem, sense of belonging

Centrelink
Youth can meet needs through payments
Allow socioeconomic imbalance to be addressed→ economic wellbeing improved
Can achieve specific needs; food, clothing etc→ adequate standard of living needs satisfied

GLBTI
Individuals may require specific support for ‘coming out’ to friends/family or if discrimination
Whilst there are a range of online services, GLBTI individuals in rural and remote areas experience difficulties in accessing appropriate services.

PFLAG
Parents and Friends of Lesbians And Gays→ help, support and info to families and friends of gay people
Sense of identity→ many GLBTI individuals struggle with their gender or sexual identity and coming out to their friends/family
Organisation helps families work together to accept one another→ provides info, support
Helps families be more understanding, accepting of diversity→ improves emotional, social wellbeing, sense of belonging and strong self esteem

Question 48

Equity issues

- Equity refers to fairness and justice

Answer 48

YOUTH
Universal Declaration on Human Rights: Advocates the rights of youth are the same as the rights given to all other individuals
Human rights are universal and are to be enjoyed by all people, regardless of who they are or where they live; however, youth often face inequalities in following areas;
Socioeconomic inequity (many youth are dependent on adults for financial security or are low paid, often part time employment
Social inequity (social stigma and negative stereotypes; e.g. Youth are referred to as ‘Gen Y’ and too busy on the internet to contribute positively to society)
Political inequity (Many not old enough to vote and often have no say in political decision making)
Geographical (rural youth are at disadvantage in terms of education, employment and social support)
Educational inequity (Particularly the case for socioeconomically disadvantaged and rural youth)
Discrimination (on the grounds of racial, age, sexual and gender issues
Unequal access to resources such as employment, accommodation, transport and health
In order to address some inequities, a management strategy or action plan, needs to be developed; Can be using existing laws or proposing a change o existing laws, or creation of a new policy or additional government funding to address a need
Sometimes when addressing inequities, conflict with other groups or competing financial resources occurs; comes about due to differing beliefs, values or standards
E.g. Government can address socioeconomic inequities by providing easier access to youth homeless payments without need for passports, identification they may not have etc

GLBTI
Equity issues need to be addressed to create more equal social environment
Meeting needs (SHESEA)
Access to services (FAT LEECH)
Health care (physical, emotional, mental)
Right to equal employment opportunities
Privacy and confidentiality
Freedom from discrimination, stigma, harassment, and physical violence
The legal right to marry (recognition of same-sex relationships by the law and society)
E.g. Inequity that same-sex marriage isn’t legal or sanctioned in Australia. It was legal for 2 months, but then legally overturned and all marriages that had occurred were annulled.

Discrimination
Many young GLBTI individuals face harassment and abuse for their gender identity
Discrimination may be obvious (refused entry to nightclub) or subtle (referring to something disliked as gay)
Repeated discrimination→ stress, anxiety, depression
Anti- discrimination laws in place but shouldn’t be needed

Violence and harassment:
Some use violence/intimidation to hurt/insult GLBTI
Often due to own fears or lack of understanding of diversity
Violence, bullying,harassment can occur in school, workplace, social settings→ experience isolation, threatened, low self esteem, suicide

Health issues:
Often unsafe sexual behaviour (STDs, HIV)
Higher incidence of HIV in gay community→ prejudiced against
Successful intervention.prevention programs→ counselling, education, medical treatment

Question 49

Examine government policy and legislation to determine its role in ensuring equity for each group

Answer 49

YOUTH
Education Amendment Bill
School attendance legal and compulsory until 17, person is in training or works
Policy improves better employment chances and better wages→ stay in school

Youth Allowance and Abstudy
Payments help socioeconomic and education inequity
Economic Support while completing studies→ stay in school

Concession Cards
Cheaper travel on public transport/discount rates at movies
Improve inequities from socioeconomic disadvantages→ improves community participation

GLBTI
Anti-Discrimination Act 1997
Discrimination on the basis of race, sex, disability, homosexuality, transgender status, age is prohibited
Ensures GLBTI individuals can’t be discriminated against in accessing employment, education, accessing services (FAT LEECH) in the community
Under this act, a GLBTI individual can’t be denied the opportunity to fully engage in the community

Sex Discrimination Amendment Act 2013
Discrimination against lesbian, gay, bisexual, transgender and intersex people is illegal
Recognises importance to treat people with respect and without discrimination regardless of identity
Promotes equality→ everyone is treated fairly and without prejudice or harassment
Increases sense of belonging within community→ people won’t discriminate and harass (harms emotional and social wellbeing of GLBTI people)

Question 50

Critically analyse the extent to which organisations within the community assist in satisfying the needs of each group

Answer 50

YOUTH
Kids Helpline
24/7 → easily accessible, adolescent friendly.
Helps youth with info about bullying, suicide prevention, parent separation, sexuality
Improves emotional wellbeing, raises self esteem, sense of belonging

Centrelink
Youth can meet needs through payments
Allow socioeconomic imbalance to be addressed→ economic wellbeing improved
Can achieve specific needs; food, clothing etc→ adequate standard of living needs satisfied

Youth Allowance
Parental means and personal income tested→ allows youth to study full time, complete apprenticeship, move away from home if in difficult situations
Improves sense of identity, economic and emotional wellbeing

GLBTI
PFLAG
Parents and Friends of Lesbians And Gays→ help, support and info to families and friends of gay people
Sense of identity→ many GLBTI individuals struggle with their gender or sexual identity and coming out to their friends/family
Organisation helps families work together to accept one another→ provides info, support
Helps families be more understanding, accepting of diversity→ improves emotional, social wellbeing, sense of belonging and strong self esteem

Twenty10
Counselling, support agencies, accommodation to GLBTI community and their families
Adequate standard of living, safety and security→ if GLBTI individual is unable to live at home accomodation provide shelter, protects the individual
Counselling, support services→ sense of identity; families can be educated to be inclusive of gender diversity, maintaining relationship with GLBTI family member

Beyond Blue (GLBTI)
Online/phone support services, and info helping GLBTI people struggling with their identity or ‘coming out’
Sense of identity→ recognise gender diversity should be celebrated. Acceptance and support services help individuals cope and be proud of who they are
Education→ how to cope with issues faced regarding coming out or transitioning→ helps individuals learn what they need to do in order to live in positive environment
Health→ Mental health issues are addressed, how to seek help for mental illness

Question 51

Investigate a current inequity issues faced by each group and propose strategies to address the issue

Answer 51

YOUTH
Age discrimination: In the workforce, your age determines your pay. Younger youth receive less pay for completing the same tasks as older youth.
STRATEGIES: Universal base pay. Specific amounts for everyone regardless of age. E.g. Everyone receives $15 an hour

GLBTI
No same sex marriage→ lobby to govt etc

Question 52

Positive influences on community attitudes

Contributions the group makes within the community

Answer 52

YOUTH
Youth volunteer around the community. E.g. Referring sporting matches, feeding homeless, reading at nursing homes.
Can be loving family members→ help around the house, babysit younger siblings etc
Go to school→ be educated, succeed in world→ make positive contributions to community
May be role models, volunteers. E.g. Youth group leaders, scouts
Youth are technologically advanced→ willing to share knowledge in new advances (internet, phones)
May be involved in community organisations. E.g. SES, St John Ambulance

GLBTI
Promote human rights and greater acceptance of individual differences (E.g. Wear It Purple Day in response to suicides brought about by bullying)
Willingness to challenge conservative opinions, attitudes towards sexuality
Advocating for safe sex practices
Contribution to arts community→ art as device for social change,expressing feelings, building resilience and understandings (graphics, drama, dance)
Proactive organisation and support of community based support services→ members generate greater understandings of issues
Financial contributions to economy→ Higher income sometimes provides significant funds to local, state, economies. E.g. Sydney Mardi Gras provides huge tourist income

Question 53

Explore ONE example of what each group has done to try to improve community attitudes and assess the impact this has had on the wellbeing of the group

Answer 53

YOUTH
Volunteering:
Challenges negative stigma surrounding youth and allows community to see youth interacting and helping others.
Shows initiative, independence and youth as role models.
Youth making difference in the community, helping others
E.g. Youth volunteering for the Vinnies van, delivering food and hot drinks to homeless people. Volunteering late at night to help others. Handing out blankets etc and improving the physical and emotional wellbeing of homeless people. Social wellbeing improves as volunteers listen to the homeless people’s stories.
Community attitudes positively improved as can see youth helping others.

GLBTI
Mardi- Gras:
Influences economic wellbeing of community→ opportunities for local businesses and shopkeepers to gain income from increased pop staying for festival
Popularity means more people in area→ increased expenditure,benefits local businesses and shops
Tourist attraction→ economic wellbeing of community and benefits GLBTI individuals→ community is grateful for increased income & so will continue to support the Mardi Gras

Question 54

Advocacy (Speaking up for the groups needs and concerns

Answer 54

Advocacy; Speaking up for human rights,drawing attention tos specific needs and concerns
Effective advocacy→ lobbying, public education, raising awareness, engaging media to publicise issues of concern
E.g. Advocating for same sex marriage→ lobbying politicians to promote marriage equality, ensuring media publicise issue and draw attention to current inequity

Question 55

Raising awareness within the community

Answer 55

YOUTH
Youth do great work that goes unrecognised→ society focuses on negative actions
Youth achievements need to be recognised→ wellbeing is positively influenced
Schools promote initiatives for and by youth
Organisations, organise community awareness programs, activities for youth and broader community. E.g. Headspace
E.g. 2014 Young Australian of the Year (Jacqueline Freney)
Paralympian swimmer→ raises awareness of spirit of youth
Shows with hard work and determination, anything is possible

GLBTI
Many who work to raise awareness, done to:
Raise GLBTI visibility and raise awareness of issues/injustices
Mobilise GLBTI population→ increases GLBTI community voice
Fight for human rights
Build support from general pop

Question 56

Educating the community

Answer 56

YOUTH
Often negative aspects of youth behaviour→ catches media attention
Profiling collective and individual achievements→ generates heightened understanding in community
Newspapers, promotion of activities, youth events→ educate community
Informal networks→ inform local and wider community of events in which youth are immersed
Local organisations that provide services, work with youth→ strong advocates of clients and educate community

GLBTI
Providing education→ beneficial to human rights, and is targeted at enhancing wellbeing of GLBTI individuals, family, friends and colleagues
Reducing homophobia (anti-gay prejudice) and aim of zero tolerance of GLBTI harassment, discrimination and physical violence→ enhances individual and community wellbeing
E.g. Sydney Mardi Gras
Community organisation→ raises awareness and visibility of GLBTI community
Variety of events, culminating in popular Mardi Gras parade
Aus police provide education→ support programs, trained gay and lesbian liaison officers. March every year in parade to show support and enhance relationship with police & GLBTI community

Question 57

Promoting the rights of the group

Answer 57

YOUTH
Rights protect against injustice, help reach individual’s potential and contribute to wellbeing
Rights involve legal and moral responsibilities and have become laws in society
E.g. Working with Children Checks
Assists organisations to develop policies, procedures to keep children and adolescents safe
Protects youth in out of home care environments (Fostering, adopting)
Required for teaching, coaching, employing youth→ allows for safety to be accounted for, so no one faces discrimination or abuse

GLBTI
Protect against injustice, enable to reach potential and contribute to wellbeing
Legal and moral responsibilities and have become laws in society
No special rights specific to GLBTI individuals
But United Nations Human Rights Charter→ ensures GLBTI individuals receive same protection against discrimination and right to equality as everyone else.

Question 58

BECOMING A PARENT OR CARER

Types of parents and carers

Answer 58

Parent
Has responsibility of raising and nurturing a child, promotes their development within the family
Biological parents; Contribute genetic material (sexual intercourse or Assisted Reproductive Technologies)

Carer
Looks after the needs and wellbeing of a dependent;provides services they may not be able to do themselves
Social parents; Parental responsibility for child they don’t share a genetic relationship with.

Question 59

Describe the different types of parents and carers

Answer 59

Adoptive (social)
All legal rights/responsibilities transferred from birth parents to adoptive parents
Permanent care for children unable to live with birth families

Foster (social)
Alternative living arrangements for those with parents temporarily unable to care for them
Caregivers paid fortnightly allowance to meet needs of child
Children placed in care if at risk from domestic violence, physical or emotional needs not being met

Step-parenting (social)
Man/Woman marries or forms de-facto relationship with parenter who has child
Not biological parent; but treats child as a member of the family

Surrogacy (social)
Arrangement between couple who can’t have baby and woman who becomes pregnant on their behalf
Surrogate can’t be paid, but adoptive parents generally cover all medical expenses
Adoptive parents must apply to adopt to be listed on birth certificate; then have same legal rights as biological parent

Question 60

Explore the impact of legal social and technological change on social parents by considering changes in:

• Legislation,
• Community beliefs and attitudes,
• Reproductive technologies

Answer 60

ADOPTION
Legislation
All legal rights/responsibilities transferred to adoptive parents; child receives amended birth certificate
If child is over 12→ must consent to adoption
Child name changes
Requires consent of both biological parents

Community beliefs and attitudes
More socially acceptable thanks to celebrities (E.g hugh Jackman, Angelina Jolie)
Social acceptance of gay/lesbians→ more adoptions
More older parents having children→ less adoptions
Aboriginal children not usually adopted into non-indigenous families; placed in kinship groups

Reproductive Technologies
Those undertaking fertility treatments; not eligible to adopt
Improvements in contraception; Less children to adopt
Health conditions of birth parents made available→ health conditions can be researched

FOSTERING
Legislation
Carer allowances
Minimum standards for accreditation
Cannot make medical decisions or undertake legal proceedings on behalf of child
Must consult with Family and Community services about schooling, faith practices

Community beliefs and attitudes
More socially accepted;families feel like giving back to the community
Misconception that people foster for the money
Issues may arise with contact of child’s birth parents; clashes

Reproductive Technologies
Advancements in reproductive tech; Decrease in number of children put up or adoption→ decrease in children placed with foster families

STEP-PARENTING
Legislation
No legal responsibility
Medical authorities may consult stepparent if neither biological parent is available
Childs name may be changed to step-parents; if approval from non-custodial parent

Community beliefs and attitudes
Common; Increased divorce/remarriage rates
Conflict if traditions clash; especially older children
Rules set by stepparent may cause stress or tension
Community perception; Intact original nuclear family is superior to any blended family

Reproductive Technology
Issues may arise for remarried couples trying to conceive a child; may need to turn to tech (especially older couples)

SURROGACY
Legislation
Commercial surrogacy illegal→ Jail time, High fines
WA and SA→ same sex or single people banned from surrogacy

Community beliefs and attitudes
Rights of each party aren’t clear; specific criteria needs to be established based on honour agreement (not legally binding)
Controversial→ many religions still against any form of intervention

Reproductive Technology
Some choose to freeze eggs in hope they will find suitable partner; if natural contraception not achieved; frozen eggs used instead

Question 61

Carers

Answer 61

Primary
ABS; Provides informal assistance to a person with one or more disability or is aged over 60+

Informal
Any person who gives regular ongoing assistance to another without payment
E.g. Grandparent who picks child up from school and looks after her until her parents come from work
Young carers; Young people who care and support family members with long term physical illness

Formal
Trained professionals; provide care through formal agencies paid for by receiver.
E.g. Nurse, Aged-care worker, High school teacher

Question 62

Examine current research data on primary carers to determine the:
Significance of age and gender

Answer 62

Women make up 70% of primary carers of people with a disability (ABS). Traditionally over-represented in caring, nurturing and caring role
Gap between male and female income→ If a choice between who stays in the workforce; more likely to be higher income earner
36-64 age group continues to provide most primary care for individuals across Australia→ due to Australia’s ageing pop and number of grandparent carers
Youth carers may be able to have more energy/ time than older people who are balancing work, family and caring

Question 63

Reasons for carers taking on the role. E.g. Emotional obligation, alternative care too costly

Answer 63

Most common reason; sense of family responsibility (63%)
Felt they could provide better care than anyone else (50%) and the feeling emotional obligation to take on the role (41%)
Most likely that no other friends or family able to take on the caring role
Annual value of informal care is 1.32 billion hours per year→ If paid care that would equal $40 billion dollars→ alternative care is very expensive

Question 64

The roles of parents and carers

Satisfying the specific needs of the dependent

Answer 64

Adequate standard of living
Provide children with food, clothing, shelter
Nutritious food, appropriate to development stage and energy output of child
Regularly laundered clothing and safe housing

Safety and security
Shelter, show child understanding, love and support
Consistency and routines; assist child to develop security

Health
Food, clothing, hygiene practices
Administer basic first aid and engage services of medical personnel

Education
Encouraging play, language and literature acquisition

Sense of Identity
Consistent love, support given→ strong sense of belonging, self-esteem

Question 65

Building a positive relationship with the dependent

Answer 65

Occur from birth through love, bonding, affection, understanding and patience
Parents should prioritise time with their child and showing genuine interest in their activities
Children of any age need to feel valued and affirmed
Children should develop self-discipline and maturity through taking on age- appropriate responsibilities→ parents need to model appropriate behaviour (skills are ‘caught not taught’)
Carers best help by providing assistance when needed but still allows opportunities for independence
Person being cared for should be treated with care and respect (E.g. speaking to dependent at eye level and using appropriate care)
May be difficult if carer cares for spouse or partner; roles change and so do responsibilities and relationship

Question 66

Promoting the wellbeing of the dependent

Answer 66

Meeting the specific needs of the dependent or child will enhance overall wellbeing.
Ensuring that the dependent is treated with care and respect will positively influence emotional wellbeing and increase self esteem.
Appropriately caring for the dependent ensures that physical wellbeing is enhanced and maintaining a positive relationship with the dependent or child increases social and emotional wellbeing.
In meeting the specific needs and ensuring the individuals is well cared for, wellbeing will be positively increased.
For example, a carer may positively promote the social wellbeing of an aged relative by taking them to the theatre or the park, which allows them to interact with others.

Question 67

Preparations for becoming a parent or carer (COME ON)

Answer 67

CHANGING HEALTH BEHAVIOURS
Parents
Maintain healthy balanced diet, drink plenty of water
When pregnant; Increase folic acid intake, don’t drink alcohol, coffee or smoke
Regular exercise and 7-8 hours of sleep
Regular GP appointments
Attending prenatal classes; meet with others in same situation

Carers
Eat variety of fresh, nutritious foods→ make them available to dependent when appropriate
Engaging in variety of physical activities to assist in maintaining healthy lifestyle and carrying out activities such as playing, lifting, showering and bathing
Investigating local support groups, in order to interact with other carers in similar situation
Meeting with other carers to gain more exposure to the role

ORGANISING FINANCES
Includes budgeting, saving and setting up support payments
Parents need to be prepared for potential costs of hospitals, obstetricians, medical expenses, clothing nappies and equipment
Carers may need to put aside money for modifying the home, education and training or specialized equipment
Parents and carers may need to save up to help them when they are off work caring for the dependent→ may be used for mortgage, bills or buying food
High costs of caring mean that some support payments may be provided by the government, including parental leave pay, carer allowance, carer payment and family tax benefit.

MODIFYING THE PHYSICAL ENVIRONMENT
Assessment of current housing may need to occur to determine suitability for future dependents
E.g. A childless couple who live in a one bedroom flat and who are planning to adopt a child, may need to move to a house with two bedrooms.
Carers may need to consider the living arrangements of the family to care for the dependent.
E.g A family who are going to take care of their grandfather who uses a wheelchair, may need to ensure that hallways and paths are clutter free and items on the floor may need to be moved.
Play areas may be installed for babies and non slip mats, handrails and ramps installed for older dependents.

ENHANCING KNOWLEDGE AND SKILLS
Parents
Prenatal/postnatal classes, online courses, midwives
Info from reliable parenting books, magazines, websites
Aware of social media→ often provide inaccurate, unprofessional parenting advice

Carers
Informal carers may take part in online courses or workshops to help with caring for their dependent
Many carer support services have online or face to face workshops on variety of topics and issues
Universities have degrees in nursing, early childhood, education, medicine, and TAFE has courses in children’s services, enrolled nursing and aged care.
Govt organisations (E.g. Family and Community Services) offer education and training

Question 68

FACTORS AFFECTING THE ROLES OF PARENTS AND CARERS
Characteristics of the dependent (ASS)
Age, Skills/capabilities, Special needs, E.g. Illness, disability

Answer 68

Age
Age of dependent; will determine specific needs
No matter age; positive relationship should be worked towards
Promoting wellbeing through meeting needs; needs change through lifespan

Skills/capabilities
Skills/capabilities will influence parent/carer roles
Some cases; person with disability may need assistance with bathing, feeding → may never be independent

Special Needs
Dependents may require more physical and emotional support in everyday activities
Difficulties in communication may impact on ability to build positive relationships

Question 69

Influences on parents and carers
Personal (CROPMESS)
- Culture, customs, tradition, 
- Religion/spirituality,  
- Own upbringing, 
- Previous experiences, 
- Multiple commitments. E.g. Work, study, sport, family, 
- Education,
- Socioeconomic status,
- Special needs. E.g. Illness, disability

Answer 69

CULTURE, CUSTOMS AND TRADITION
Sharing cultural beliefs and customs can promote bonding (families celebrate rituals and participate in festivals together)
In multicultural society, conflict may occur in relationships when the cultural norms of the parents are different from those of the society in which they live
The culture, customs and traditions of both the carer and dependent need to be respected and valued

RELGION/SPIRITUALITY
Generally parents try to pass on their faith practices or delegate this to a school with a religious ethos; if young person chooses to follow an alternative path to the one modelled by his/her parents→ may be difficult for both
Carers need to respect the religion and values of their dependents→ includes being observant of their faith and not compromising their way of life
Spiritual practices taken on by the parent, carer and/or dependent may or may not be shared→ essential that all parties respect, and are open about, the practices that are expressed

OWN UPBRINGING
The way in which people are raised will undoubtedly influence the way they parent
If a person is positive about family life/shared family experiences→ likely to try and repeat experience for own children
Negative experiences in family life may lead parent to adopt other goals/values to create a different experience→ so child can have better opportunity than parents did

PREVIOUS EXPERIENCES
Parenting/caring may be modified→ evolving practices or experiences
E.g after first child is raised, parents will have had learning experiences that impact on the parenting of future children
E.g. After caring for a parent with dementia, a person may be calmer and more aware in caring for another person with that problem

MULTIPLE COMMITMENTS
Many roles that have different obligations and responsibilities→ amount of energy and time these pursuits take can affect the quality of relationships with dependents
Parents and carers need to develop management skills so that they can meet the responsibilities expectations of multiple roles (E.g. Setting and prioritising goals, establishing routines, seeking support)
A carer with multiple roles may engage more formal support for the dependents(e.g. community transport, home care etc)

EDUCATION
Education enhances skills/knowledge of parents and carers to they understand or be better able to deal with daily interactions that are part of parenting and caring relationships→ educated parent/carer more likely to be aware of support services available and use them
Parents are children’s first teachers and early learning taking place in child’s first years can make a difference in development of literacy and numeracy skills
If a carer is formally qualified or has had experience in care→ dependent usually receives higher quality of care than if no experience or education

SOCIOECONOMIC STATUS
50% of primary carers are low income→ may find it hard to cover living expenses, save money or build up superannuation→ reduces capacity to access private nurses
Person from high income family may put their dependent in a nursing home→ may lead to resentment form dependent as there is less involvement by family members in their care
High Income families may send their child to boarding school which weakens the quality of the relationship or uses nannies to look after the children.
Activities that improve communication may be low cost such as bushwalking, bowling etc and may be more effective in building bond than lavishing children with gifts

SPECIAL NEEDS
Parenting or caring role may be enhanced due to close bond that develops when carers and their dependents spend quality time together
Relationship between parent/carer and dependent may be more difficult at times due to ineffective communication, demands on time due to frequent medical attention. Stress in the relationship can also occur due to the need for dependency
Often support networks supplement role of parents and carers so that optimum relationships are maintained (E.g. Provision of special schools, community support-home care)

Question 70

Social (CGM)

Community attitudes, Gender expectations, Media stereotypes

Answer 70

Community attitudes
Reflect prevailing norms of people within certain areas→ may include prescribed behaviours, dress standards, education methods, acceptable activities
Families who don’t conform or who are unaware may face opposition and questioning by others. E.g. Parents who choose to homeschool children→ may will question decision
E.g. Vaccination→ hostility between parents who hold different opinions. Or when appropriate to cease breastfeeding

Gender expectations
Socialisation→ people of different genders behave distinctively and reflected in ways parent and carer’s role carried out. Child’s concept of being male or female develops from observing and modelling parents behaviour
Expectations parents have of their children will influence interaction with them. Traditionally males are breadwinners and women are nurturing, caring, household
Carers many are female, growing number of male carers but women demanded more as associated with nurturing role
Today parents generally share roles and more flexibility for working mothers and “house husbands”

Media stereotypes
Individuals exposed to behaviours and opinions expressed on tv, radio, Internet, magazines, advertisement images. E.g. Tv still portrays women in roles of housewife and males as breadwinners
Often messages are subtle. Sometimes messages challenge acceptable individual values and may have negative impact. Sometimes have positive impact if compatible with individual values
Media enabled carers and dependent to find out more about financial support, advocacy, respite→ leads to carers performing roles more effectively and enhances relationship with dependants.

Question 71

Styles of parenting or caring (ADPIN)
Authoritarian, Democratic, Permissive/indulgent, Negligent

Explore each parenting or caring style and assess the impact it can have on the roles of parents and carers

Answer 71

Authoritarian
Demanding, inflexible parent or carer who usually has preconceived goals to achieve
Expects obedience, dependents have little input into decisions that may affect them
Can result in dependent becoming resentful and distant.
May not promote wellbeing of depend as dependent unable to become independent
E.g. Positive in some situations, for example if house is on fire

Democratic
Invites all members to have a say in decisions
Dependents feel appreciated, more likely to build respectful, positive relationship as time spent together is valued
Wellbeing of both parent/carer and dependent is enhanced when there is effective communication

Permissive/Indulgent
Excessive leniency→ dependent ask permission to be involved in an activity and parent/carer likely to agree
Dependent may get their way and lack respect for parent/carer due to opposition to setting rules for dependent to follow
With few limits set, may feel parents don’t care about them
May lead to poor wellbeing as dependent may engage in high risk behaviour → safety and security not met

Negligent
May be physical when insufficient food is available (may be due to gambling, substance issues) May not have suitable clothing or hygiene needs met
Emotional may be lack of warmth, affirmation and physical affection
Negligence in supervision has resulted in tragedies from not keeping dependents under watchful eye
Parents/carers responsible for meeting needs and needs aren’t met with negligent parenting or caring
Dependents wellbeing not promoted, may be malnourished, unhealthy
Poor quality relationship as dependent doesn’t feel loved and protected

Question 72

Rights and responsibilities in parenting and caring
Legal rights of parents, carers and dependants
- A right is an entitlement

Answer 72

Parents
Family Law Act (1975) → parents have right to discipline child
Ensure access to education
Legal proceedings on child’s behalf

Carers
Have right to be recognised and acknowledged in their role and receive financial assistance
Be covered under the Anti-Discrimination Act

Children/dependents
Child has the right to make their own decisions and over the age of 14 can made their own legal decisions
Dependents have the right to participate in decisions affecting their life, be protected from neglect and abuse, adequate care, compassion and understanding

Question 73

Responsibilities of parents and carers

Duty of care, Setting limits, Discipline

Answer 73

A responsibility is a duty or obligation
Parents and carers have responsibility to develop skills, secure a safe environment. Establish and maintain communication patterns. Listen to and value the dependents contributions. Ensure medicine administered

Duty of care
Parents and carers must meet needs of the dependent
Parents of compulsory school-aged children have duty to cause the child to be enrolled at school, or be registered for home schooling
Duty of care can be transferred (parent placing child in childcare centre, or child going to school)

Setting limits
Dependents have right to firm guidelines and limits, allows them to
Know what is right and expected of them, Know how far they can go, Learn about fairness, Respect others, Foster their self esteem
Limits set by parents may conflict with opinions/views of dependent

Discipline
Important rules should be established and reasons for should be discussed with the dependent
Dependent should be aware of fair and reasonable consequences for breaking rules
Praised when rules are followed
Consistently, assertively and calmly follow through with consequences when rules are broken
Change rules and expectations as dependent grows older

Question 74

SUPPORT FOR PARENTS AND CARERS
Types of support
Informal
Relatives, friends, relationships

Answer 74

RELATIVES
Parenting role is increasingly shared between partners (due to extensive changes in society, such as growth in female workplace participation during childbearing years)
Fathers are spending more time with children
Constant support of immediate family members means a parent or carer can fulfil roles with ease. E.g. Parent may ask their sibling to spend a day with the dependent, so they can have some respite.
Adolescents frequently take on responsibility for younger siblings (babysitting, cooking, transport etc) → gives parents more time to manage additional roles
Grandparents and grandchildren that have affection and interest in each other→ emotional wellbeing improves and ability to give and receive affection improved
Grandparents→ assist in child care and pass on family cultures, traditions and help provide social, economic and emotional support

FRIENDS
Spending time with friends may provide respite for a parent or carer, which improves their wellbeing
May look after a dependent child if the parent needs to go to a doctor’s appointment.

NEIGHBOURS
May provide informal support by picking up the dependent child of their neighbour, if the parent is running late from work.

Question 75

Formal

Government agencies, Community organisations

Answer 75

Government agencies
Government funded and administered groups
E.g. Centrelink→ Financial support→ government payments to help support dependents needs etc

Community Organisations
Community organisations include welfare or charity groups. These may be funded by Governments but they are not considered government agencies.
E.g. St Vincent de Paul→ Help disadvantaged families and may provide carers or parents with financial support or counselling that will increase emotional or economic wellbeing

Question 76

Explain how different types of support can assist parents and carers to:
Prepare for their roles, Fulfil their responsibilities, Maintain their own wellbeing

Answer 76

PREPARE FOR THEIR ROLES
Promoting the wellbeing of the dependent refers to meeting the needs of the child and developing a positive relationship with them.
However, sometimes a parent may find it difficult to satisfy all factors affecting wellbeing.
For example, a first time parent may find it challenging to satisfy their child’s physical wellbeing, if the child has physical disabilities that means they can’t walk. Calling parent line allows the parent to gain support and advice from trained professionals, which may include tips on how to better satisfy the physical wellbeing of the child, such as engaging in a sports academy for children with a disability.

Additionally parents roles include building and maintaining a positive relationship with the dependent.
This may be difficult as, as children age, their relationship with their parents change as well.
Parentline provides parents with the tools to work out how to effectively maintain positive relationships with dependents, despite their changing needs
.
Parents also have to satisfy the specific needs of the dependent, especially in regards to adequate standard of living, health, safety and security and sense of identity.
Parents may sometimes find it difficult to satisfy the specific needs of the dependent at all times, and may find that in talking to a parentline counselor, they can gain expert opinion and advice on how to manage any conflicting information they have received, and their own personal views.

FULFIL THEIR RESPONSIBILITIES
Parents may find it difficult to know how to set limits with their child, and may question whether they are too lenient, or too unreasonable when enforcing this responsibility.
A parent may phone parentline for advice on whether their set limit for their child is too harsh.
Parentline assists parents in maintaining this responsibility by confirming whether practices already in place are effective, or if they should be changed to ensure the wellbeing of the child.
Similarly, parents may call parentline counsellors to discuss their discipline measures, if their child breaks the limits set by them. If a child repeatedly breaks the rules and does not heed warnings, parentline counsellors may be able to suggest resources to implement tougher discipline measures.
Parents also have the responsibility of duty of care for their children, involving maintaining the child’s overall wellbeing and ensuring their welfare is met. Parents also have a duty of care to ensure their dependent receives education.
Choosing the right school to go to, or deciding whether the dependent will be homeschooled can be difficult, → talk to counsellors for advice

MAINTAIN THEIR OWN WELLBEING
May sometimes feel overwhelmed in their role as a parent, neglect own wellbeing.
Parentline allows parents to talk to trained professionals about their worries or concerns, or ask questions in a format where they won’t be judged.
Parent receives advice or information about how to solve any challenging behaviour or situations arising from the dependent.
Speaking to trained professionals allows parents to gain comfort and influence their self esteem in making the best decisions regarding their child.
If parents become stressed, their own spiritual and emotional wellbeing is negatively impacted upon, and the parent may even experience physical illbeing.

Question 77

Types of support provided through formal support

• Health care,
• Education,
• Financial support,
• Child Care,
• Respite care,
• Counselling

PARENTS

Answer 77

• Health care,
  Child and Family Health Nursing Service.
  Government agency
  Clinic appointments or home visiting of children aged 0-5 and their families to assess and monitor physical development and health.
• Education,
  Tresillian.
  Community organisation
  Centre based support services assisting parents with skills and knowledge in the child’s early years.
• Financial support,
  Parenting Payment.
  Government agency
  Income support to assist with costs of raising children
• Child Care,
  Scribbles and Giggles Childcare Centre.
  Community organisation
  24 hour childcare services for babies to preschool age children
• Respite care,
  Flexible Respite for Children Service.
  Community organisation
  Respite for parents with children that have a disability. Children attend camps or are taken out to leisure or recreational activities (e.g. cinema, parks etc)
• Counselling
  Parent Line NSW.
  Community organisation
  Telephone counselling and support service for parents of children aged 0-18 in NSW

Question 78

Types of support provided through formal support

• Health care,
• Education,
• Financial support,
• Child Care,
• Respite care,
• Counselling

CARERS

Answer 78

• Health care,
  KinCare Nursing Care.
  Community organisation
  Carers can access this service so that their dependent’s health needs are met in their home.
  KinCare Nursing Care provides, medicine administration, monitoring, injections, assessment and disease management
• Education,
  Carers NSW Education Program.
  Community organisation
  Information, knowledge and skills to help carers in their role
• Financial support,
  Carer Allowance.
  Government agency
  Income supplements for carers of people with a disability, are aged or have a medical condition
• Child Care,
  SDN Children’s Services.
  Community organisation.
  Preschool and long day care for children with special needs, disabilities or autism. .
• Respite care,
  Commonwealth Home and Community Care Program.
  Government agency
  Respite services for carers of aged individuals
• Counselling
  National Carer Counselling Program.
  Community Organisation
  Online, telephone or group counselling sessions for carers to assist with coping skills and improving wellbeing

Question 79

Assess the impact assessing formal support services can have in the wellbeing of:

• Young carers
• Aged carers
• First time parents
• Working parents

Answer 79

YOUNG CARERS
Respite Care
Temporary care for dependent; carer can have time to themselves
Young; Balancing work or study and caring→ may not have time for social life
Respite; allows to meet up with friends→ improve social/emotional wellbeing
May not always be available and may be expensive

Financial Support
Young who look after family; typically no income and only work limited hours
Income for carers; allows young people to meet own needs
E.g. Person caring for mother, unable to work can access income→ contribute to adequate standard of living

AGED CARERS
Respite Care
May allow them to meet their multiple commitments, or allow them to rest and recuperate
If carers don’t access respite support, or take time for themselves, they may grow to resent the dependent, as their own wants and needs aren’t being satisfied.
E.g. Elderly woman caring for dementia husband; neglecting social activities→ able to rest, visit bridge club etc

Financial Support
Many are no longer working, only gaining a small income from superannuation or retirement funds that may not be enough to satisfy the needs of the dependent or themselves.
For example, an aged man who wishes to make modifications to his home in order for his disabled wife to comfortably live, may need financial assistance in order to purchase additional equipment or materials, such as a handrail in the shower.

FIRST-TIME PARENTS
Education
Accessing information that allows them to gain knowledge on how to best raise their dependent→ positively impact on emotional wellbeing.
Education that allows the parent to gain knowledge or skills in rearing a child will make the parent feel more involved and successful
Childcare
Use the time without the dependent to meet other commitments.
For example, a first time mother who had not seen her friends since giving birth, may access childcare in order to catch up with her friends→ social wellbeing
. However, a first time parent may also experience negative social wellbeing, if friends express conflicting views on which child care service to use
Childcare is also an expensive service→ economic illbeing

WORKING PARENTS
Education
Provide them with opportunities to learn how to best connect with their children and maintain a positive relationship whilst they are in childcare.
Education services that provide practical support to working parents on how to manage multiple commitments of work and caring for the child

Childcare
Transfer the duty of care of their dependent, to other trained professionals.
Allows parents to return to work, study or gain respite during the hours the dependent is away from them.
Allows the dependent to be cared for whilst the parent is away.
The parent may experience positive emotional and spiritual wellbeing, in knowing that their dependent is safe and looked after by trained professionals.
Working parents may feel guilt for leaving their child to be brought up by another.

Question 80

Defining Technology

Answer 80

TECHNOLOGY
Study, development and application of devices,machines and techniques to manufacturing and productive processes

TECH AS HARDWARE (E.g. Appliances, gadgets, toys)
Toys: Primitive: Glass marbles→ Complex: Lego robot
Appliances: Primitive: Stone axe→ Complex: Vacuum cleaner
Gadgets: Primitive: Spear→ Complex: iPhone

TECH AS SOFTWARE (E.g. Applications, databases, websites)
Applications: Primitive: Abacus→ Complex: Photoshop
Databases: Primitive: Filing cabinet→ Complex: iCloud
Websites: Primitive: Encyclopedia→ Complex: Google

TECH AS ORGANISATION OF KNOWLEDGE (E.g. Communications, media, Internet, home entertainment)
Media: Primitive: Blackboard→ Complex: Google Cloud
Internet: Primitive: Morse code→ Complex: Online services
Communications: Primitive: Morse code→ Complex: Satellite
Home entertainment: Primitive: Playing cards→ Complex: Smart TV

Question 81

Describe both primitive and complex technologies

Answer 81

PRIMITIVE
Simplistic application of devices and techniques
May be outdated in today’s society

COMPLEX
Sophisticated machinery or application of devices relevant to contemporary times
Without primitive; advancement to complex would be impossible

Question 82

Historical perspectives

• The Digital Revolution
• The Information Age

Answer 82

The Digital Revolution
Began in 1980’s (still ongoing)
Movement towards digital technology and away from mechanical and electronic (power cords, electrical circuits)
2000’s→ Internet, phones, digital TV common (previously expensive tech, large computers)

The Information Age
Ability to transfer info freely and to access knowledge instantly (previously impossible)
Allows rapid global communications and networks→ shapes modern society
From this age; Price of computer dropped,increase in internet, job losses

Question 83

Outline how the nature and use of information and communication technology has evolved

Answer 83

1980’s→ Mobile phones (today almost as many phone subscriptions as people in world)
Mobile internet, data→ becomes important; social media trends
Cyber criminality→ poses threat to individuals and society

Question 84

Examine data from the ABS to compare trends in household use of information and communication technology over time

Answer 84

94% of Australians use the internet at ;least once a week
18-24→ Highest internet usage
64% of population bought goods online
2009→ 6 million households in Aus had access to internet

Question 85

REASONS FOR THE DEVELOPMENT OF TECHNOLOGY (ST RICE)

• Social betterment
• The global community,
• Response to social problems
• Improve upon existing technology,
• Consumer demand and human needs,
• Economic benefit,

Answer 85

SOCIAL BETTERMENT
Communication
Phone status symbol→ heightened self esteem to those in possession of latest tech

Transport
Society strives to maintain quality of life through preserving environment
Hybrid cars help maintain healthier air→ reduce reliance on fossil fuels

Consumer Services
Consumer support popular→Continued focus; Improves support for consumers and businesses

THE GLOBAL COMMUNITY
Communication
Ability to contact family/friends/business clients by voice, text, video→ Makes geographically distant places seem close and accessible

Transport
Hybrid vehicles cut down carbon dioxide emissions by half and reduce polluting air by 90%

Consumer Services
Online support accessed anywhere, 24/7

RESPONSE TO SOCIAL PROBLEMS
Communication
Mobile phone is sometimes used in response to increased alarm→ users know support is just a call away

Transport
Hybrid cars operate silently; been cause of accidents involving pedestrians and cyclists→ social problem needs further development
Several makers developed electric vehicle warning sounds designed to alert pedestrians to presence

Consumer Services
Online counselling services address social problems that exist within communities. E,g, Kids helpline, emergency helpline designed in response to social problems

IMPROVE UPON EXISTING TECH
Communication
Push buttons mean that disabled people can more easily use phones
Cordless designs offer increased flexibility in terms of where calls can be taken

Transport
Low emission engines support a greener lifestyle
Rechargeable energy storage systems supplement fossil fuel

Consumer Services
Previously→ consumers read hard copy manuals and waited long time for face to face support
Improvements in tech allow for online help, voice/ key activation to select info needed.

CONSUMER DEMAND AND HUMAN NEED
Communication
Screen/key size, weight, battery life, plans available→ result of consumer demand and human need
Addressing these areas serves needs of aged (larger screens) those on a budget (pre-paid SIM cards) travellers (extended battery life)

Transport
Soaring oil prices and rising level of consumer awareness about environmental issues→ making many car companies develop hybrid cars

Consumer Services
Web-based connection is convenient and accessible from anywhere

ECONOMIC BENEFIT
Communication
Multiple functions in one (e.g. phone, internet and camera) → reduces cost in separate items,
App purchases provide ongoing source of income for developer

Transport
Hybrid cars are more expensive than traditional cars→ but long term economic benefits significant
Hybrid cars achieve 20-35% better fuel consumption→ equates to substantial economic benefit

Consumer Services
Online help is paperless→ Saves printing costs

Question 86

FACTORS AFFECTING ACCESS TO AND ACCEPTANCE OF TECHNOLOGY (EGG RACED)

• Education
• Gender,
• Geographical location,
• Religion
• Age,
• Culture,
• Economic status,
• Disability,

Answer 86

EDUCATION
Students in remote regions; access education instantly, communicate with teacher via internet
Global classroom→ regular contact with students overseas to share ideas
Those poorly educated and denied tech in education; may be resistant to adopting tech for own children
School with slow broadband→ may have negative global classroom experiences

GENDER
Gender stereotyping; people equate certain tech with gender→ limiting and don’t represent acceptance of tech
E.g. Females linked with home tech (dishwashers) and Men linked with engineering tech

GEOGRAPHICAL LOCATION
Mobile phones/internet→ made education, communication, business easier for people in remote locations
However some regions; limited access to technicians able to repair technology or lack of Internet

RELIGION
Religion sometimes restricts access; religion plays role in forming values and attitudes
E.g. Amish don’t use any mechanical devices, telephone, cars etc
Some religious groups use technology to spread gospel messages through TV, radio (Hillsong)

AGE
Many who didn’t grow up with technologies→ may reisst use
Some have access to new but prefer older ones that have served them in the past
Some older people likely to resist change, but some have embraced→ Aged use social media to keep in touch with family overseas etc

CULTURE
Some cultural groups may be isolated due to language barriers→ tech enabling own language or verbal prompts→ allows for increased increased
Some migrate from cultures where tech not widely been used; more likely to oppose it
Eg: The Amish are very traditional and oppose the use of modern forms of technology

ECONOMIC STATUS
Families from lower socioeconomic groups; may be accepting but reduced financial access
Adequate standard of living may have higher priority over expensive technology→ free public internet services attempt to address inequity
Conflict between children who want latest tech and ability of parents to provide it

DISABILITY
Benefits from improved equipment/access to online services and education to improve learning
Advancement of MRI’s, CT scans, prosthetic (hips, knees, limbs) → improved wellbeing

Question 87

THE IMPACT OF TECHNOLOGY ON LIFESTYLE
Technologies and the family (HIE)
- Household technology, 
- Information and communication technology, 
- Entertainment technology

Answer 87

HOUSEHOLD TECH
Time spent on food prep, housework, shopping→ large
Labour saving appliances, home shopping→ significant impact
E.g. Online shopping, dishwasher, microwave
Advantages
Labour and time saving→ frees time for families with multiple commitments

Disadvantages
Economic costs and low self esteem if can’t afford
Decreased cooking skills

INFOMATION AND COMMUNICATON TECH
Families want immediate speed response→ wireless network, broadband etc improved communication mode
Satellite tracking, video calling; may enhance safety, but cause anxiety
Mobile phones, social networks→ altered social environment, way of maintaining contact with family
Webcams→ family contact tool or video conferencing (legal and business settings)
Interactive sites; communicate with others, buy inline items, seek info
“Help” files→ individuals becomes self-paced learners
Some may experience alienation with frustration over tech or inequity in tech distribution
Advantages
Keep families connected, share stories and store photos in iCloud

Disadvantages
Addiction to social media; rely on Internet for instant news

ENTERTAINMENT TECH
ET may be in form of online games, digital environment, theme parks, surround sound, entertainment robotics
Each technology→ ultimately impacts on individuals wellbeing
Often learn of negative effects when new tech fractures family relationships
Advantages
Relaxation from stressed life, improve connection between family members

Disadvantages
Development of auditory/visual problems
Anti social behaviour or obsession, addiction problems

Question 88

Technologies and the community

• Education and training,
• Transport and travel,
• Health and medicine,
• Food,
• Leisure and entertainment

Answer 88

EDUCATION AND TRAINING
Learning more accessible, immediate→ students develop skills, remain motivated
Acquisition of knowledge more accessible and equitable for all people
Students with disability→ voice recognition, learn at own pace programs
Store huge amounts of info from internet
Medical specialists collaborate overseas; virtually operate

TRANSPORT AND TRAVEL
9/11 → introduced issues with travel and transport; tech solved
Airport security; Body scanning, luggage checking, flights tracked
Tech and traffic monitoring for smoother traffic flow and reducing harmful emissions
Commuters alerted on mobiles of bus and train delays

HEALTH AND MEDICINE
Medical tech; Physical equipment, instruments, knowledge→ provide health care
Individuals seek professionals to perform breast augmentation, face lifts, plastic surgery→ increase self esteem
Tech allows surgeries to be performed, skin grafts, life saving procedures
Reproductive tech; reshape families→ infertile, same-sex couples to have family
Genetic engineering→ lab techniques to change DNA of organisms apt changing structure of genes→ could be used to treat genetic disease

FOOD
Technologies for modified atmosphere packaging→ packaging technique that extends shelf life
Agricultural biotechnology→ examines potential of GMO crops to assist developing countries
Freeze dried foods and impact of leisure industry (camping/hiking)
Changing demographics→ new perspectives on food packaging, cater to single and two person households
Technological development in tamper evident and resealable packaging
GMO foods for developed countries with increase in population size to cater for demand for food

LEISURE AND ENTERTAINMENT
Primary aim of leisure→ enhance socioemotional and physical wellbeing
For some may be picnic in the park, for others it may be playing online game with strangers
Technology has changed the face of leisure activities→ previously personal connection with others is now sometimes a technological connection, may be with strangers
Before emergence of internet, mobile phones, emails and pagers→ people could be ‘off duty’ from work when walked out office door→ Now employers expect employees to work longer hours be available via some form of communication device
Employers, colleagues and family members all expect instant responses to voicemail and email messages→ another responsibility that impacts personal leisure time
Leisure time may not involve real social interaction; may be spent instead accessing social media and meeting others in virtual chat rooms

Question 89

Technologies and the workplace

Safety technology

Answer 89

Safety tech; role in critical areas→ reduce incidence of death or injury, reduce exposure to hazards or improve infrastructure and workplace culture
Automatic shutdown systems (activate when sensors detect change in conditions, robotic bomb detonation units→ protect workers)

Question 90

Technologies and the workplace

Information and communication technology

Answer 90

Job losses will continue with technology expansion;businesses becoming more reliable and efficient in investing in tech→ fewer employees competing with local suppliers
Economic affected; both parents required to work and explore change
On other hand; tech may enhance working family wellbeing; provide communication links with those who work far away from home
Also physical workload of single parent is reduced
Specialised training often required to use tech; different levels of pay→ those with greater access to tech have better chance of higher income

Question 91

Structure of the workplace

• Health and safety
• Equipment
• Efficiency
• Flexibility
• Education and training

Answer 91

HEALTH AND SAFETY
Safe work Australia; launched national strategy to ensure safe working places→ research and evaluation, responsible and effective regulatory framework, healthy safe design

EQUIPMENT
All workplace electrical equipment must be tagged and tested
Tools designed with cut-off switches, emergency releases, sensors and physical guards

EFFICIENCY
Hardware to run systems and communication lines→ ensure full operation of local and international systems
Stock numbers, sales figures entered into system and analysed; graphs produced

FLEXIBILITY
Employers and employees needs to take different approach to traditional working
Tech helps in flexibility; employees now telecommunicate using tech systems allowing them to access files from home
Face time, Skype allow to communicate with clients in distant locations

EDUCATION AND TRAINING
Tech as training tool allows for collaborative and interactive learning
Can be personalised; activities done at a time and place suiting person
Lessons delivered on computer or TV or phone
Retraining is necessary; online training

Question 92

Introduction of technology into the workplace

Answer 92

Practices evolve over time; resistance to tech is great→ employers encouraged to offer training to upgrade staff skills, replace inefficient workplace equipment, acknowledge staff fears
Employees encouraged to go to training, develop flexibility in tech usage, be open minded
E commerce; trade cuts out middle man; more efficient
ATMS, online stores→ heightened purchase power for consumer; now bombarded with choice
Storehouses use barcode scanners; more immediate stock control; improves customer service