Families & Communities Flashcards
examine definitions of family
Some may define family as only those who live together in a household.
○ others may view it to be across households and to include different generations.
Propose reasons for the variations of what constitutes a family
There is no set definition of family – rather it is a subjective term. The term
‘family’ has different meanings for different people, and therefore this definition
does not accurately reflect many people’s definition of family.
Compare and contrast different family structures
Adoptive Families:
The legal process in which a child ceases to be the child of their biological parents
Blended Families:
Biological (blood related) children and stepchildren living with parents and/or step-parents
Childless:
A family that does not include children
Communal:
Members of a group of families who join together and look after each family’s children
De facto:
People who are living
together as a couple and are not married
Extended:
Two or more adults from
different generations of the same family, living together
Foster:
Children are being raised by unrelated carers because no natural parents, adoptive parents or step-parents are able to look after them (temporary)
Nuclear:
A mother, a father and
their biological/adoptive children, AKA the ‘traditional’ family
Same-Sex Couple:
A couple in which the people are of the same sex
Sole Parent:
A family in which one parent is raising their
child/children in a household
Kinship:
A parent can’t/doesn’t care for their child/children and responsibility for care has been passed to someone the parent knows/other family
- outline the roles within families
Roles individuals adopt within families:
Satisfying specific needs:
As society encompasses a variety of family structures, the roles that family members adopt
might not be as traditional and can vary dramatically from one family to another.
E.g: Circumstances that cause change to family member roles may be temporary or permanent.
Building Relationships:
the parent/s should model the qualities of good relationships for their children.
■ these characteristics will carry on into future relationships and help to establish safe and
secure family structures
Promote wellbeing:
If the specific needs of a family are satisfied to a degree and positive relationships are built and
maintained, wellbeing among family members will be achieved
OR
○ For families that have come through loss, grief or have been in a crisis, achieving wellbeing will be
What are reasons for community formation?
eg common interest/purpose
Communities emerge when people have identified a common reason for being together.
They are common ground on which people join to meet their needs and
satisfy their wants through interaction and activities with other people.
Geographic Reasons:
be an area in which it is easy to walk or travel and provide access to local services and facilities
it can: provide a sense of place and belonging – most people prefer to live in a community that
feels special and has strong networks
Interest-based reasons:
may be formed on the basis of culture, religion, politics, business etc.
linked by social and emotional bonds through a shared senses of belonging and obligation between members of the group.
purpose-built communities:
○ emerge as a result of purposeful intervention of industry, business or political decision-making
- advantages and disadvantages of questionnaires as a primary research method
consist of a set of formally prepared questions that seek information on a person’s knowledge, beliefs,
feelings, opinions, likes or dislikes.
advantages:
important to include questions that:
■ are easy to understand,
■ use clear, simple language,
■ ask only one question at a time, and
■ are listed in a logical order
disdvantages:
closed questions
■ provide a limited range of responses
analyse ways that groups within communities can meet the specific needs of people from a local to a global level
a community can involve individuals and/or groups interacting with one another.
specific needs can be felt by an individual, a group or entire community
■ example
● the need for public transportation in a community where older adults have no
means of getting around town.
Building Relationships:
relationships are built across all levels of the
community; when there is full participation from community stakeholder
those involved who are most directly affected by adverse conditions,
■ health and human services providers,
■ government officials,
■ the local media,
■ influential people in the community, and
investigate how groups have assisted individuals to overcome adversity through the roles they have adopted within the community. Consider groups such as:
– charity groups
– religious groups
– health services groups
– emergency services groups
communtiy groups help with:
helping people be/feel safe/healthy– Neighbourhood Watch, children’s crossing guards, emergency services, Orange Sky
helping people feel connected– Mothers’ groups, playgroups, youth groups, youth-elderly reading groups
improving/giving education– Community colleges, language schools, migrant assistance groups
helping find jobs– Wesley Mission, WISE Employment
What do community groups help with?
Build relationships by-
informing people about community services and connecting people with services/clubs.
E.g: Publish articles in local newspapers/ message boards about local clubs, services, businesses, opportunities, etc
connecting businesses–
by Bringing clubs or groups and businesses together, e.g. sponsorship for local sports teams, businesses regularly involving their employees in charity initiatives
Promote wellbeing by.:
promoting healthy living/activities– Healthy Harold, Jump Rope for Heart, healthy school canteen, local fitness/sport groups
giving incentives and financial support– Bulk-billed (free) medical services, cheaper medicine for elderly/pensioners, reduced parking fees for long-term hospital visitors
promoting wellbeing by…
promoting healthy living/activities
giving incentives and financial support
creating resources that educate about and promote wellbeing
creating resources that educate about and promote wellbeing– Bulk-billed (free) medical services, cheaper medicine for elderly/pensioners, reduced parking fees for long-term hospital visitors
explain how each factor influences decisions within the community
Decision making at all community levels involves considering all alternatives before decisions are
made to satisfy the needs and wants of individuals as much as possible.
Legislation:
State parliament (government) passes Bills (proposed laws) to create legislation that affects people
Environmental:
change - long-term change in the average weather patterns (affects the environment, animals, people, bush fires, wild weather events, etc)
Carbon footprint - a measure of the impact your activities have on the amount of carbon dioxide (CO2) in the atmosphere
Sustainability - meeting our own needs without compromising the ability of future generations to meet their own needs
Lobbying & community petitions:
Used when an individual or group wants to influence council or government proposals and decisions (sometimes effective, sometimes ineffective)
– protesting
This often happens when a group of people feel ignored, and want to raise awareness that promotes change
Main idea of how each factor influences decisions in communities
Legislation, environmental concerns, lobbying/petitions, or protests are brought to the attention of community decision makers
Decision makers (e.g. councillors in government) listen to the influencing factor and investigate any community issues
Community organisations and decision makers might plan and do something about the community issues if it’s possible
What are the influences on decision making?
arbitration:
Using an official person or organisation (arbitrator) to settle a dispute/issue
– consensus:
A general agreement
(not the same as a census)
– election:
Organised choice/vote for a person
– voting:
Formal written requests for something, signed by lots of people
– referendum
Organised public vote about a decision that would change the constitution
explore examples of change within * families and communities and
determine:
– the nature of the change – the impact of the change
families experience change as a natural aspect of their growth and
maturity; however the nature of change will influence the type and intensity of modifications required for
the continued functioning of the family
● as family functions are often carried out by family members as part of their role allocation, it is often
necessary for these role allocations (or functions) to change as well
e.g:
A couple who is waiting for the birth of their first child and presently have two sources of
income may need to consider modifying their family spending to ensure financial
stability when the primary caregiver ceases work to care for the child
investigate how informal and formal support assists to manage change
individuals, families and groups rely on themselves, each other, their local community and the society in
which they live to satisfy their needs and wants and to promote wellbeing.
● it is impossible for individuals and families to undertake their functions.
e.g: Individuals who seek informal support from family members can receive support and assistance from family members who reside
either within the same household or in another household
● formal support networks:
○ organisations and institutions that exist specifically to cater for particular needs○ families will have a greater need for specific formal support networks at only certain points in time
analyse the specific needs that are of greatest significance to the individual at each stage of the life span
infancy
○ 0 years of age ⟶ 4 years of age
○ characterised by the infant’s intense growth amd a dependency on family to fulfil their needs
○ social needs
■ gender construction and socialisation
■ bonding and interaction
■ discipline that is age appropriate
■ child care (if necessary)
○ physical needs
■ adequate rest
■ nutritious diet, including breast milk if possible
■ immunisation
■ development of both gross and fine motor skills and activitie
emotional needs
■ bonding and attachment
■ love and security
■ self-control
○ cultural needs
■ beliefs of family culture, such as christenings and considerations of circumcision
○ spiritual needs
■ religious values of family, such as attendance at Sunday school
● childhood
social needs
■ opportunities and encouragement to learn about their environment
■ developing new friendships (i.e. at school)
■ interactions in a variety of settings
■ appropriate gender construction and roles
■ after-school activities
○ physical needs
■ adequate rest
■ nutritious diet
■ physical activity
■ enhancement of balance and coordination (though physical activity)
■ protection from communicable diseases through immunisation
○ emotional needs
■ self-concept, self-esteem and growing independence
■ coping strategies for problem-solving and fears
■ acceptance and belonging to a group outside the family
■ guidance and praise
○ cultural needs
■ cultural practices
■ connection to culture
○ spiritual needs
■ religion
■ attending mosque, synagogue, temple, church, etc.
■ learning right from wrong
● adolescence
social needs
■ interaction and development of long-term friendships
■ to fit in and be accepted
■ opposite and/or same-sex attraction
■ driver education
■ educational opportunities
■ employment, providing financial independence
○ physical needs
■ regular exercise
■ balanced diet, including increased iron intake for females
■ at least 8 hours of sleep per night
■ personal space
■ hygiene, associated with body odour, menstruation (girls) and skin maintenance
■ immunisation
■ harm minimisation and understanding risky behaviour (i.e. drugs and alcohol)
■ knowledge of sexual activity
○ emotional needs
■ opportunities to develop independence
■ security
■ resilience
○ cultural needs
■ coming-of-age cultural rituals, i.e. school formals
■ cultural and religious rituals, such as bar mitzvah and confirmation
■ school graduation
○ spiritual needs
■ learning about laws, rights and responsibilities
adulthood:
social needs
■ selecting personal interests and pursuits
■ interacting with old and new friends
■ maintaining a work-life balance
■ reestablishing relationship with partner
○ physical needs
■ balanced diets
■ adapting to physical changes that may occur, such as hair, skin and body shape
■ health care
■ adjusting to menopause (women)
○ emotional needs
■ adjusting to children leaving home
■ seeking support to cope with change
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■ dealing with stress
■ managing multiple role expectations
○ cultural needs
■ for those of non-English speaking backgrounds, English courses
■ developing a sense of family and cultural experiences for offspring
○ spiritual needs
■ spiritual guidance
■ reestablishing a sense of identity away from family
the aged:
social needs
■ interactions with others
■ support if friends/partner passes away
■ involvement with family and grandchildren
■ access to telephone communication with friends and family
○ physical needs
■ care for reduced mobility, hearing and eyesight
■ health care that is age appropriate
■ suitable and adequate housing
■ nutritious meals that reflect health needs
○ emotional needs
■ bonding and caring for grandchildren
■ safety and security
■ loss of identity
■ family dependence if suffering from an illness or terminal disease
○ cultural needs
■ passing on cultural traditions to grandchildren
○ spiritual needs
■ support and guidance
■ difficult decision making, such as acceptance of death and choice of cremation or burial
■ possible reliance on media for religious services, such as Christian televisio
