CAFS: Resource management MODULE 1

GLOSSARY:

● Goals: The aims or ends that individuals or groups wish to achieve. They can be classified as short-term- medium or long-term. 

● illbeing: Experiences of negative emotions and a general sense of not feeling well

● Needs: The necessities of life that are required for survival, physical health and mental health 

● Organisation: The action or quality of being systematic and efficient, being orderly and logical 

● Planning: the process of making plans to achieve or do something 

● Resources:  What are available to individuals, families and groups to achieve goals. They can be classified in different ways 

● Social group: Are organised and their members share common goals. They have distinctive patterns of interaction that involve interpersonal communication.

● Standards: Are measures of goal achievement, with regard to either quantity, quality or method

● Structured interviews: a planned interview with a set of predetermined questions developed by the researcher 

● Unstructured interviews: A more discussion-like interview with the researcher planning areas for discussion without developing the actual questions

● Values: Ideals about which individuals or groups feel strongly; concepts of what is considered desirable. Values give meaning to life as they are what are considered important in life.

● Wants: Preferences or desires that individuals or groups would like to have but are not necessary for survival or to maintain good health

● Wellbeing: Defined as the degree of satisfaction that an individual or group experience when needs are met 

ACRONYMS: SPEECS

● S- Social; interaction with people

● P- Physical; physical health and safety

● E- Emotion; feelings 

● E- Economic; finance 

● C- Cultural; customs, beliefs,values and tradition

● S- Spiritual; morals/religious areaSHE SEAS

● S- Safety & security; desire to feel protected & safe from threat

● H- Health; related to a person’s perception of wellbeing 

● E- Education; the process of learning e.g. school 

● S- Sense of identity; an individual's idea of who they are 

● E - Employment; an activity exerting energy towards a goal for payment 

● AS- Adequate standard of living; primary needs e.g, food, clothes, shelter SMART: 

● S- Specific

● M- Measurable 

● A- Attainable 

● R - Relevant 

● T-  Time- bound 

GAS CD● G - Gender 

● A - Age 

● S - Socioeconomic status 

● C - Culture

● D -  Disability Fundamental concepts of resource management

WellbeingWellbeing: defined as the degree of satisfaction that an individual or group experience when needs are metIllbeing: Experiences of negative emotions and a general sense of not feeling well. SPEECS

● S- Social; interaction with people

● P- Physical; physical health and safety

● E- Emotion; feelings 

● E- Economic; finance 

● C- Cultural; customs, beliefs,values and tradition

● S- Spiritual; morals/religious areaIndividual and group wellbeing:

● There are different understandings of wellbeing in the community

● Perceptions of wellbeing are affected by factors of resilience and prior experience

● E.g. celebrities who are wealthy and loved by fans can suffer emotional/physical pain. - misinterpretation of one’s well being

● A person’s well being can affect the wellbeing of others in a group 

● Can either bring positive/negative outcomes 

● E.g. a sporting team loses its star player before a grand final. This would affect the rest of the team which may impact their confidence/successfulness.

Needs and wantsNeeds: necessities of life which are required for survival and physical/mental health Wants: preferences or desires not necessary for survival or the maintenance of good health 

SHE SEAS● S- Safety & security; desire to feel protected & safe from threat

● H- Health; related to a person’s perception of wellbeing 

● E- Education; the process of learning e.g. school 

● S- Sense of identity; an individual's idea of who they are 

● E - Employment; an activity exerting energy towards a goal for payment 

● AS- Adequate standard of living; primary needs e.g, food, clothes, shelter Maslow’s Hierarchy:Once the lower areas of the pyramid have been fulfilled, then the next section of the pyramid can be fulfilled and so on.

● From top(best) of the pyramid to the bottom(basic needs)

Expanded Maslow’s Hierarchy:

Satisfaction of needs and wants: 

● It is important that our basic needs are satisfied to survive

● Our needs are met in various ways and do not always have to be satisfied at the same time.

● Families offer needs such as, love,shelter and comfort

● Needs and wants will vary in importance depending on:

● Individual differences: an athlete's physical needs will be different from a truck driver

● Life span stages: an adults economic needs and wants will be different compared to a preschool child.

Goal setting/ Enhancing wellbeing:Goal Setting: A goal is a desired end- short-term, medium-term or long-term.

● The objectives that we aim for in life 

● Both individuals and group set goals to satisfy needs and wants 

● Goal setting may be easier if all the individuals in a group share the same values, needs and wants

Enhancing Wellbeing: individuals & families make progress on achieving goalsSMART: 

● S- Specific

● M- Measurable 

● A- Attainable 

● R - Relevant 

● T-  Time- bound Short term goals:

● Can be achieved quickly; a span of a week or a few weeks.

● Often relatively easy to achieveMedium- term goals:

● Usually achieved over many months.

● More complex that short-term goals, but short-term goals need to be achieved firstLong-term goals: 

● Reflect values held most important by an individual or family 

● May take many years to achieve 

● Short-term and medium-term goals need to be met before long-term goalsExample: A short-term goal of completing a resume may be part of a medium-term goal to obtain a part-time job, which may be part of a long term goal to save to travel overseas for an extended period of time.Enhancing wellbeing:

● When individuals and families make progress on achieving goals, there is an intrinsic reward and sense of satisfaction.

● Positive emotions have the potential to motivate further goal directed behaviours and actions which can increase wellbeing 

● Achieving short-term goals will motivate for medium-term goals and long-term goals to satisfy needs and wants

●

Resources:● Individuals make decisions about how, when and what resources they will consume or

conserve 

● provide/use resources in the community

● Effective management of resources include:

● Identifying and using resources available

● Making decisions about how to use resources effectively 

● Using resources efficiently to satisfy current and future needs and wantsDefining resources:

● The things people use to achieve goals

● A need to carefully manage resources available 

● Management of resources assists in the quality of life- enhancing wellbeingSpecific resources:

● Resources can be classified as human or non-human- they are interrelated

● E.g. human resource of knowledge is needed for non-human resource of money

Human resources- the skills, abilities or talents of people

Non-human resources -tangible or touchangle objects 

● Energy

● Knowledge

● Intelligence

● Sight

● Language

● Skills & abilities 

● Motivation

● Initiative 

● Cooperation 

● Creativity

● compassion

● Food

● Clothing

● Money

● Electricity

● Shelter

● Parks

● Cars

● Computers

● Musical instruments 

Interchangeability of resources:

● Resources have a variety of uses and individuals must decide how best to use them

● E.g. teacher uses their salary to hire a house cleaner. This is using money to buy someone else's time and skills. They then might use the money to meet basic needs to enhance their wellbeing.

● Skills can be exchanged.

● E.g. neighbour helps you painting a fence so you help them gardening. As a result, both jobs completed faster, money saved,  better relationship will develop, enhancing wellbeing 

● Interchangeability is also in operation when an adolescent completes chores at home and in exchange their parents will take them to a driving lesson.

Resource sustainability (to conserve a resource):  

● Individuals are resource consumers or users

● Non-renewable resources need to be managed carefully to ensure that they are used to their best potential and not wasted.

● Effective resource management relies on people and governments to make carefully considered decisions at how and what rate resources are used to be sustained

● Affect the availability and quality of resources for future

● E.g. sending electronic statements instead of printing them will save paper and ink - environmentally sustainable practices.

Influences on resource managementFactors affecting resource management Personal values and past experiences:

● Values: qualities that an individual or family believes to be desirable and important in life. 

● Our values are the core drivers of our actions 

● They are intangible and influence the way we feel and act in environments 

● values:

● Determine the standards by which we judge the success of goals

● Influence the priority of our needs and wants 

● Influence the goals that we set and how they are achieved

● Motivate actions

● Influence behaviours 

● Personal values are developed in early life with interaction between parents, grandparents, teachers, friends ect.

● Values are often stable and remain constant throughout life e.g. honesty and respect

● Personal values can evolve with experiences and can change overtime e.g. independance 

● Values can also be derived from culture,religion or the experiences of your generation. Factors influencing availability of and access to resources:

● The availability and accessibility of resources differs between individuals and families

● Availability: refers to the opportunity for families or individuals to obtain or use support networks 

● Accessibility: refers to the opportunity for families or individuals to reach support networks.GAS CD

● G - Gender 

● A - Age 

● S - Socioeconomic status 

● C - Culture

● D -  Disability 

● Gender:

● stereotypes related to masculinity/feminism 

● E.g. females are more willing to use medical and counselling services to better their well being unlike men who are closed off to be more “masculine” 

● Age:

● resources available and accessible for specific age groups 

● E.g. the age required to apply for driver's licence, P’s, blacks

● Socioeconomic status:

● employment status and income levels

● Effect the range of resources available and ease of access to them.

● E.g. medical services, lack of transport 

● culture:

● resources aimed at cultural groups.

● E.g. health services, migrant learning centres, english speakers of other languages

● Cultural beliefs/factors affect individuals lifestyle 

● E.g. may choose not to send an elderly to a nursing home which is a resource available but instead choose to look after them as it is their duty/responsibility to look after and care for the elderly people 

● Disability:

●  Affect physical, social, intellectual, economic and emotional opportunities

● Ensures appropriate medical, welfare and educational services/equipment available to support wellbeing.

Access to support:

● Individuals, families and groups reply on themselves, each other, their local community and the society they live in to satisfy their needs and wants to promote wellbeing

● Most individuals and families will rely on informal and formal support networks

● informal:

● social supports provided by family members, relatives, neighbours and friends

● E.g. adults may care for their elderly parents in need of medical assistance while, their parents may look after their children in return

● Formal:

● - systems that exist outside of family group. 

● Provided by government, federal, state and local or community organisations including voluntary agencies 

Personal management skills ● Individuals ability to exercise control over one’s attitudes, behaviours and motivation

● Demonstrates positive attitudes and behaviours 

● Why we need to develop skills in personal management:

● Meet needs and wants 

● Achieve goals

● Communicate effectively 

● Solve problems and make decisions

● Improve our ability to cope with change Planning and organisation:

● Planning: the process of making plans to achieve or do something

● Organisation: the action or quality of being systematic and efficient, being orderly and logical

● strategies 

● Plan- makes it easier to begin

● Clear defined aim

● Linked steps or stages; actions and priorities

● Relevant and achievable time frames

● Priorities for tasks 

● Focusing on what you are going to accomplish for the day and review it at the end

● Determine tasks which are most urgent 

● Tasks “must do” , “should do” and “nice to do”

● Short-term, medium-term and long-term goals

● Plan strategies to achieve goals

● Evaluate progress

● Use organisational tools

● Use schedules 

● A diary/calendarPrioritising tasks 

Important not urgent PLAN to DO NEXT

Important and urgent DO NOW 

Not important, not urgent AVOID 

Not important, but urgent MANAGE 

Communication:

● Method by which people share their ideas, information, opinions and feelings 

● Maintain relationships between individuals and groups 

● Effective communication is an personal management skill

● Plays a role in decision-making and problem solving 

● Our ability to communicate affects our self-esteem, self-confidence and our wellbeingCommunication has 4 main components:

1. The sender - source of the message 2. The receiver - destination of the message 3. The message - symbols for sender/receiver 4. The medium - what is used to send the message (e.g. phone) 

verbal communication: communication through the use of sounds and words; oral or written language e.g. SMS,  emails Non-verbal communication: communication through physical actions and body language e.g. sign language, charades 

Communication styles 

● Assertive, aggressive, passive communication:

Styles  Characteristics  Outcomes 

Aggressive:A person's feelings are expressed in an intimidating manner

-makes decisions that may not consider the rights of others-do not listen to others -can be defensive

-may lose the respect of others -demonstrate power-cause conflict because others feel threatened 

Assertive: individuals express their feelings in an acceptable , non-aggressive, positive manner 

-recognise the rights of others -ready to listen to one another; mutual respect- recognise the feelings of others 

-achieve mutual respect-minimise hurting others -are honest with themselves and others 

Passive: individuals fail to express their feelings, needs and ideas 

-ignore their own rights and allow other to infringe on their rights -do not state their own needs, ideas or feelings - emotionally dishonest with themselves to be seen as polite 

-fear losing the approval of others -fear the reaction of others -avoid conflict

Characteristics of effective communication:

● Enhance relationships; share experiences and be understood

● Builds connections; conflicts are less likely to occur 

● Share feelings, values and attitudes in an atmosphere of trust Comparing effective and ineffective communication: 

Effective communication  Ineffective communication

● Clear and positive messages 

● Express thoughts and feelings 

● Showing a genuine interest in others 

● Expressing message in a hurry

● Mumbling

● Unclear about the message 

● Being assertive

● Using verbal and non-verbal language 

● Choosing words understood by others

● Asking questions

● Withholding information

● Interrupting 

● Not contributing to feedback

Decision making● Making choices or reaching conclusions based on considering the alternative available 

● E.g. choosing what to wear, what to eat for breakfast, what music to listen to 

● Helps solve problems

● Helps choose and manage resources

● Requires effective communication 

● Assists to set and achieve goals

● Influenced by values and standards

● Aims to satisfy needs and wants; positive wellbeingDecision making styles:A variety of decision-making styles can be used. They can depend on the nature of the decision, time available, a person's skill in this area and their knowledge of the issueImpulsive style: 

● A decision made spontaneously, without considering the alternatives or outcomes

● E.g. buying something at the shop that you liked but may not needIntuitive style:

● A decision based on instinct; the “inner feeling” that is the right decision to make at that time

● E.g. missing the first school bus and catching a later bus Hesitant style:

● A decision made with caution. May have trouble deciding due to lack of confidence/knowledge of outcomes.

● E.g. Calling in sick for work to go out with your friends Confident style:

● A decision made with certainty and trust. Outcomes evaluated to ensure best decision is made 

● E.g Deciding to eat a healthy meal Rational style:

● Logical and sensible. A commonsense approach 

● E.g. weighing the good and bad outcomes of going to a party

The relationship between effective decision making and good personal management:

● Assist satisfaction of needs and wants and achievement of goals

● Decision-making is the core of management

● Decisions need to be made to manage the available resources, to set rank and achieve goalsFactors influencing decision-making:

Access to resources:

● Accessibility to resources will limit the alternatives to consider

● E.g. considering time, energy, money available Complexity of the problem:

● Involves greater number of resources and individuals 

● More alternatives to consider; emotional/ economic consequences 

● E.g. purchasing a car Past experiences and personal values:

● Take in account the result of a prior decision 

● E.g. getting sunburnt and using sunscreen next time 

● Person's values; what they consider desirable and acceptable 

● E.g. value academic achievement over hobbies (instrument)Attitudes to change:

● Involve positive and negative consequences

● Considering advantages and disadvantages of each alternative 

● E.g. leaving home has loss of home comforts and parental support but gained independence and freedom 

Sociocultural factors:

● Gender, family position, education level, SES; influences the willingness, ability or confidence to express needs, wants and opinions in decision-making

● E.g. aboriginal elders have more power in regarding decision making. Problem solving

● A method for analysing a situation, generating possible solutions and evaluating the options 

● Requires choices 

● Decision making is VITAL in problem solving

● More skilled- you become greater- greater control

● Lead to improving wellbeing Steps in the problem-solving process   Step 1: identify

● Recognising the need to take control of issue 

● Who, what, when, where, whyStep 2: explore

● Solutions 

● What can be doneStep 3: selecting

● What will be done - most appropriate Step 4: implement

● Do take actionStep 5: evaluate 

● What worked?

● Didn’t work?

● Change?

● Effect on others Effective resource managementStrategies for effective resource managementUsing interchangeable resources:

● Decisions about the best use of resources 

● Individuals values determine how they will use and allocate resources 

● E.g. certain amount of money may go towards an item of clothingAdopting sustainable behaviours:

● Non human resources can be consumed through use making them non-renewable 

● Effective resource management relies on people, businesses and governments to make decisions on how, why and what rate resources can be used

● Effect availability and quality of resources for future uses. 

● E,g, emailing instead of printing to save paper and ink - non-human

● E.g. not working 8 hours straight to save energy - human Accessing support:

● Friends, family 

● Formal support- government agencies/ community organisations

● Impact positivity upon wellbeing

● Offering time to listen to problems, issues or concerns can provide coping mechanisms for people in need

Developing personal management skills:

● Planning organising, decision making, communication and problem solving 

● Occurs in everyday life experiences 

● Developing personal management skills should engage in personal evaluation, reflecting on and discussing how they plan and organise, communicate, make decisions and solve problems -e.g. Making decisions of what foods a family will spend money on this week- meals prepared 

Engaging in education or training  

● More to learn about any subject or topic 

● Building existing knowledge

● Engaging in education or training is recognised by a way of formal qualification; improving resources and receiving formal recognition. 

Interviews as a primary research methodconstructing , conducting, recording responses 

● Plan and prepare for interview; knowledge of  topic 

● Once interview questions are constructed, you then conduct the questions to persuade people to talk to you

● Using verbal and non-verbal communication skills 

● Record responses by taking notes 

● Recording the interview to help document reponses Interview questions should contain a mixture of questions:

● Introductory questions aim to put the interviewee at ease and are general in nature 

● Focus questions allow the interviewee to provide specific information and can account for further probing on a particular issue

● Open questions allow reasons, thoughts and opinions to be provided by the interviewee

● Closed questions often result in brief answers Structured and unstructured:

● Structured interviews: a planned interview with a set of predetermined questions developed by the researcher 

● Some similarities in the structure of respondents answers 

● Unstructured interviews: A more discussion-like interview with the researcher planning areas for discussion without developing the actual questions

● Allows diversity of answers and greater flexibility in responses 

Types of research 

Advantages  Disadvantages 

Structured interview  

-questions are predetermined and planned to focus on a research area -responses from multiple interviews are consistent due to the format and therefore easier to collate -The length of time required for an interview can be specified and limited 

-the formal structure may affect the responses from the interviewee-there is less flexibility 

Unstructured interview  

-there is a more relaxed atmosphere, possibly due to the discussion format-There is greater flexibility, as questions can cover issues/points that are identified as important during the interview

-the interviewer needs to be in control and knowledgeable to ensure success of research-questions may become irrelevant and unrelated to research-the length of time required for the interview can be unknown- a wide variety of responses may be difficult to collate 

Advantages and disadvantages  Advantages   Disadvantages  

● Respondents can have questions reworded for clarification or be prompted for more detail, providing some flexibility 

● An interviewer can judge if questions become too sensitive and adjust them accordingly 

● Respondents may enjoy the personal attention that an interview provides and

● It is time consuming to plan, conduct and collate data 

● Some subjects may find an interview threatening and feels less able to answer honestly because of face-to-face contact

● There is less anonymity for respondents due to the personal nature of the interview 

are more willing to be involved

● Verbal communication and prompting can account for variations in a respondents literacy level 

● A large amount of information may be generated due to the qualitative nature of method 

● Both qualitative and quantitative data can be generated depending on the questions asked  

● Information can be used to develop a more focused questionnaire 

● Communication difficulties might arise if there is a language barrier

● Too much information may be difficult to analyse and compare 

● Bias may occur due to personal or body language (from interviewer/ interviewee)

● Equipment for recording may be required 

Analysing research results ● Data analysis begins after interview after reading over notes and a summary of the ideas or

themes from the interview is made

● Highlight or list ideas, sketch diagrams, look for statements and quotes- themes

● E.g. using sticky notes to write key points on

● Each point per note

● Using trigger words

● Short quotes and summaries

● Writing down patterns CAFS: Individuals and groups MODULE 2

GLOSSARY:● Case Study: A primary research method in which the data collected are in a raw format and

have not been gathered or written by another party

● Conflict: A disagreement between individuals or groups based on a clash of ideas, principals, beliefs or people; incompatible desires, impulses or states of being result in a psychological state of turmoil

● Culture: The shared products of a human group; these products include physical objects and beliefs, values and shares behaviours.

● Goals: the aims or ends that individuals or groups wish to achieve. They can be classified as short term, intermediate or long term. 

● Group dynamics: the structure of social groups and the processes that happen in them. It includes a study of a group’s size, norms, purposes, focus, structure, relationships, patterns of interaction and use of power. 

● Incompatible: A situation in which individuals have basic differences, different goals and aspirations, and are unable to exist, cooperate, blend or get along with one another

● Leader: An individual who guides or directs others by showing them the way, or by telling them how to behave 

● Mediation: A method of conflict resolution that is carried out by an unbiased individual who works with the disputing parties to help them improve their communication and their analysis of the conflict situation

● Negotiation: The process of discussion between two or more individuals who seek to find a solution to a common problem 

● Norm: A standard or pattern of behavior that is considered normal in a particular society

● Power: An individuals or groups ability to do something or bring about change 

● Power base: The position, area, groups or individuals that provide the foundation of somebody's power or support

● Resolution: The process of resolving a dispute or a conflict by providing for the needs of the disputing parties, and adequately addressing their interests so that they are satisfied with the outcome

● Role: The part played by somebody in a given social context, with any characteristic or expected pattern of behaviour that it entails 

● Self-esteem: An individual's self-perception, self-value or self-worth

● Sociogram: A map that is used to track/record interactions between individuals within a group; directional arrows show the flow of interaction

ACRONYMS: F-CROSS 

● F - Family and friendship groups

● C - Cultural groups

● R - Religious groups

● O - Other specific groups within the community

● S -  Sporting and leisure groups

● S -  Study and work groupLG -CROSSSSS

● L -Locality/ geography

● G - Gender

● C - Culture

● R - Religion

● O - Other

● S - Shared interest/common goal

● S - Security

● S - Sexuality

● S - Specific need 

● S - Social interest P-CHESSS:

● P - Previous experience

● C - Culture

● H - Heredity

● E - Education

● S - Self-esteem 

● S - Self-confidence

● S -  Sense of belonging GRAM   

● G - Gender expectations 

● R - Relationship with group members 

● A - Attitudes of group members 

● M - Media Groups in the community 

Types of groupsGroups in the community

● Each of us is different our groups are shaped by different factors

● Genes 

● Environment 

● Beliefs 

● Values

● Groups allow us a sense of belonging Types of groups:  

● short-term and long-term. 

● Form for different reasons

● More than 2 people

● good/bad reasons 

● Share similar interests F-CROSS 

● F - Family and friendship groups

● C - Cultural groups

● R - Religious groups

● O - Other specific groups within the community

● S -  Sporting and leisure groups

● S -  Study and work groups

● Family and friendship groups: family groups are based on ancestry, marriage or adoption, they spend a lot of time together and know each other well. Friendship groups also spend a lot of time together but may separate after a while. 

● E.g. family=PRIMARY , friends=SECONDARY 

● Cultural groups: based on geographic location that the group originated or developed. Share social and cultural characteristics.

● E.g. italian, leb community, aboriginal 

● Religious groups: formed around common beliefs, traditions and values held by a specific doctrine or faith. All share primary mission to promote spiritual growth.

● E.g. christianity, hillsong, parish 

● Other specific groups within the community: formed by SES, age, education, gender. Minority groups. They are specific groups to enhance wellbeing. Support groups 

● E.g. a choir group, red cross, hills shire mums 

● Sporting and leisure groups: may be long term. Members rely on each other to get fit and healthy through regular scheduled meetings. 

● E.g. little athletics, surf lifesaving clubs, netball, gyms 

● Study and work groups: individuals included in academic or active work increases their wellbeing 

● E.g. study groups with school students, businesses, group chats, library Reasons for group formationLG -CROSSSSS

● L -Locality/ geography

● G - Gender

● C - Culture

● R - Religion

● O - Other

● S - Shared interest/common goal

● S - Security

● S - Sexuality

● S - Specific need 

● S - Social interest 

● Locality/ geography: groups form as a result of its members living in a specific region, area or geographical place.

● E.g. everyone in rouse hill plays for rouse hill soccer

● Gender: Most public amenities are segregated. Gender identification/stereotypes 

● E.g. boy/girl , pink for girls, blue for boys. Different bathrooms

● Culture: traditions practised 

● E.g. food festivals, cultural dances 

● Religion: same beliefs, values and morals in a spiritual being 

● E.g. christian church groups 

● Other: esteem and self confidence and transcendance 

● E.g. volunteer 

● Shared interest/common goal: similar values, interests and goals 

● E.g. everybody liking surfing and forming a surf group 

● Security: second level of maslow's hierarchy. Individuals need groups to feel safe and secure.

● E.g. cultural groups feeling safe with each other / retirement village 

● Sexuality: Gay, lesbian, bisexual, transgender and intersex. Shared values, beliefs and experience 

● E.g. mardi gras 

● Specific need: groups based on SPEECS needs 

● E.g. working with alcoholics to quit bad habits 

● Social interaction: friends meeting up. Cafes, lunch breaks, skate parks, local malls.

● E.g. going to skatepark to see friends. Roles individuals adopt within groups 

Specific roles of individuals ● Different people play different roles 

● Sometimes a role is given to someone

● People may take on roles to ensure tasks are achieved to maintain or build relationships or to influence the groups progress.

The specific roles adopted by individuals to groups:

● Task orientated: to ensure tasks are achieved. Members are largely concerned with completing the task within a specified time.

● E.g. brainstormer, judge, representative, initiator, expert

● Socioemotional: to maintain/build relationships. Members are concerned with the wellbeing of their group and its members 

● E.g. peace-maker, encourager, mediator, negotiator 

● Destructive: to influence the groups progress. Members work at diverting attention from the task so that goals are either achieved/ not achieved at substandard level

● E.g. victim. Distractor, delayer, clownNorms, conformity, and cohesiveness within and among groups:

● Individuals form groups through common values, belief systems and standards

● Norms may be established formally as rules or they may be implied or expected standard of behaviour observed by the group

● Individuals need to fit in with a group to avoid being rejected or isolated by others in a group

● A group that shares common values and established norms is likely to be effective and cohesive.

● Groups work towards common goals Factors that contribute to the role they adopt within groups Personal factors:   P-CHESSS:

● P - Previous experience

● C - Culture

● H - Heredity

● E - Education

● S - Self-esteem 

● S - Self-confidence

● S -  Sense of belonging 

● Previous experience: lessons learnt from life events, past encounters, workplace roles, and interactions with others. May be negative or positive 

● E.g. work experience

● Culture: understanding of the norms, values and social cues exercised by group members. This helps members to understand the influence of cultural differences.

● E.g. multiculturalism in australia  

● Heredity: the physical appearance of an individual (hair) passed down by genes. Intelligence and illnesses may also be passed down 

● E.g. certain groups made for certain illnesses/diseases 

● Education: levels of academic or work history.groups rely on individuals with more experience in work/education. 

● E.g. an individual in university may be more valued than a child in year 2

● Self-esteem: refers to how we feel about ourselves and self perception. An individual's contribution to a group. 

● E.g. High self esteem= more outgoing.

● Self-confidence: linked to self esteem. Self confidence is risen when success is achieved.

● E.g. Effective leaders are self confident. 

● Sense of belonging: when individuals belong to a group they feel valued. Individuals with a sense of belonging will have better decision making and contribute to groups.

● E.g. being in sporting team and the becoming a coach of that sport. Social factors:   GRAM   

● G - Gender expectations 

● R - Relationship with group members 

● A - Attitudes of group members 

● M - Media 

● Gender expectations: we employ strategies that reinforce our perceptions of masculinity or femininity. Certain roles such as parenting, fixing things or cooking are determined by gender expectations.

● Relationship with group members: Groups are connected by the relationships they have with each other “group cohesion”. Offers support and trust. 

● Attitudes of group members: our acceptance within a group is generally determined by the degree to which our peers accept us. Referred to maslow's hierarchy.

● Media: media influences thoughts and actions. My be used constructively to educate people or destructively to mislead the innocent. Social media is available to a great number of people. The media shapes our day to day life.

Observation as a primary research method● Watching behaviours

● Ethics and privacy must be adhered

● May be “participant” or “non-participant”

● Seeing and recording

● Qualitative is more effective Conducting and recording:

● Researchers need to read non-verbal communication

● Open to bias

● Watching interacting patterns 

● Body language 

● Recording sheetsAdvantages and disadvantages

Advantages  Disadvantages 

● Allows for detailed description

● Provides permanent record

● Direct access to the social aspect 

● Allows participation opportunity  

● Bias in recording 

● Gender may restrict information

● Lack of trust

● Time consuming

Presenting research findings:

● Date, time and location

● Tables, graphs or summarys 

● flowcharts , spreadsheets or articles Power within groups 

Power bases ● Seen in leadership 

● positive/negative

● Makes changes

● Strength, control, domination or influence Power base: the position, area, groups or individuals that provide the foundation of somebody's power or support. Legitimate:

● Designated position that's agreed or voted by community

● E.g. school prefects, mayor, governor general Reward:

● Leader is able to give merit/ an award

● E.g. teacher giving stickers, boss giving pay rise Coercive:

● Give or take away privileges or rights, influence groups behaviours

● May be positive/negative 

● E.g. parent threatening to ground children if they misbehave Referent:

● Comes from followers of an individual's looks or attributes 

● Encouragers followers to look or copy the leader

● E.g. social media- pop star and fans copying themExpert

● Knowledge or expertise of individual in a field

● May look up to leader for guidance 

● E.g. uni-professor over first year students Leadership 

● A leader will have both a direct and indirect effect on the group as a whole

● An effective leader will demonstrate common characteristics and carry out similar tasks. 

Characteristics of a leader  Common leadership tasks

● Creativity 

● Enthusiasm 

● High self-esteem 

● Flexibility

● Ability to work with others 

● Ability to learn from mistakes 

● Strong communication skills

● Goal setting/ planning

● Sense of humour 

● Honesty 

● A good role model

● Appreciate hard work of others 

● Monitor group processes

● Change leadership style according to situation

● Promote open discussion

● Deal with conflict 

● Facilitate communication and decision making 

● Share power and information

Self-leadership:

● Individuals who have developed a sense of who they are

● Know their capabilities

● Clear visions of their goals 

● Effectively use communication, emotions and behave accordingly 

● Final outcome is positive for all

● Determined by own personal values, standards and beliefs Leadership styles:

Style  Characteristics  Outcomes and impact on group wellbeing 

Autocratic (hierarchical)

-directive -does not involve members in decision-making -task focused -demanding/impatient 

-reduces individual creativity-punishes workers -conflict in workplace-fear of failure-low self-esteem and confidence

Democratic (collaborative/ shared)

-share leadership role-involves group members-considers people and tasks -listens to group members -changes role of group members 

-builds trust and mutual respect-encourages group decisions -considers feelings of group-cooperative workplace -teamwork-increased communication 

Laissez faire (autonomous)

-non-directive -allows members to decide -not task oriented-avoids making decisions -doesn't recognise worth 

-workers not motivated -lack of group cohesion -chaotic workplace-low productivity-group likely to break up 

Transformational -inspirational -communicates vision-encourages re-thinking -praises members for effort

-higher levels of group achievement-enhances levels of voluntary support-increased productivity-heightens members self-esteem

Leadership adaptability and flexibility:

● Level of experience will determine adaptability and flexibility

● Effective communication

● Be aware of the needs and emotions of the group members

● Motivating, inspiring, big-picture and long term goals Factors influencing leadershipFactor  Explanation  

Type of task  -task oriented leaders may adopt an autocratic style for giving instructions in an emergency -tasks range from high level/urgent to typical

Knowledge and skills within the group

-large teams may have members with different levels of skills. This will require a leader to adopt a directive style with clear communication to ensure goals are achieved 

Attitudes of individuals within the group

-a leaders personal values are from attitudes about themselves; self concept -self concept = self esteem -attitudes affect members, culture, environment and mood of a group 

Relationship between group members

-a democratic leader will create harmony within a group -a transformational leader means each member will be working for themselves as well as the group -allows leaders to share responsibilities

Conflict within groups ● Conflict occurs when individuals have different values, beliefs or standards 

● Conflict may strengthen group goals Case study as a secondary research method 

● Case study is a primary research method which data collected is in raw format Collecting and recording data:

● Researching allows to collect data that is relevant 

● Purpose of case study is to observe or gather data 

● Data cannot be bias Advantages:

● A lot of detail is collected 

● Behaviour is described as it occurs

● Researcher controls situation

● Predictions are possible Disadvantages;

● Data may be bias if only one person is collecting 

● May be time consuming 

● Data may not be valid

● Vital information may be missedCauses of conflictCause of conflict  Example 

Incompatible goals  -individual may be indecisive in prioritising short and long term goals

Individual differences/personality

-a loud person may cause a shy person to feel threatened 

Limited resources -a single-income family may have conflict when deciding what to buy 

Ineffective communication -a person who sits and watches tv instead of communicating with their partner may feel isolated 

Varying values -teeangers who value being with friends may experience conflict when they are grounded or have phone taken away

Multiple role expectations: -working parent may experience conflict juggling work and home 

Conflict resolution● Involves implementing strategies that allow individuals and groups to deal with the conflict

that benefits both parties The conflict resolution process:Negotiation:  

● Negotiation is the process of discussion between two or more individuals who seek to find a solution to a common problem 

● Can be mutually beneficial or confrontational Agreement:

● Agreement is the positive outcome of a meditation 

● A meditation is when an unbiased individual works with the two parties to help them improve their communication to resolve the conflict 

● Mutual agreementResolution:

● Resolution is the process of resolving conflict by providing needs of both parties to ensure they are satisfied with the outcome 

● The final results of discussion, writing and negotiation are resolutions Role of support people:

● Advocates and mediators help with conflict resolution 

● Primary aim is to represent and work with an individual or group who need support

● Discuss problems in order to resolve problems Outcomes of conflict resolution:

Win-win  Win-lose  Lose-lose 

-goals of both parties maximised-collaborative problem-solving-parties confront the problem-needs are considered-mutually agreed decisions-communication is open and direct resulting in trust  

-greed, dominance and aggression-decisions made through judges, votes and leaders -involves threats and bribes-May result in intergroup conflict

-Each party gets some of what they want -Divides limited resources -May not have skills to communicate what they need-Used to prevent a win-lose

CAFS: Families and communities MODULE 3GLOSSARY:

● Adoption: The legal process where all legal rights and responsibilities are transferred from birth parents to adoptive parents 

● Communicable diseases: Diseases passed to a person from another person (such as head lice and measles), insects/ animals 

● Community: A group of people within society, who have a common background or shared interests and who may live in a similar area

● Demographic: Examples of quantitative data that relate to a study of groups in a community

● Family: two or more people, one of whom is at least 15 years old, related by blood, marriage, adoption or fostering and usually residing in the same place

● Harm minimisation: Identifying harms to individuals and society and implementing strategies to minimise these harms 

● Lifespan development: A series of stages in an individual's life, each of which brings them closer to adulthood and independence 

● Lifestyle diseases: A group of diseases attributed to an individua;s way of life, including diet, exercise, weight-to-height ratio, cigarette use and alcohol intake e.g. cardiovascular disease, diabetes, lung cancer and bowel cancer

● Literature review: A secondary research method involving a search and evaluation of existing knowledge on a particular topic 

● Multiple-role expectations: Expectations placed on a person as a result of the roles they assume, such as being a parent, an employee, a wife or husband, son or daughter

● Socialisation: The lifelong process by which individuals learn and recognise patterns of behaviour expected of them by society

● Surrogate: A woman who becomes pregnant on behalf of a couple who cannot have a child 

● Survey: A set of formally prepared questions that seek information on a person's knowledge, beliefs, feelings, opinions, likes or dislikes; it is filled in by the researcher after asking the respondent questions 

● Questionnaire: A set of formally prepared questions that seek information on a person's knowledge, beliefs, feelings, opinions, likes or dislikes; it is completed by the respondent 

FamiliesFamily

● Instant connection

● Each family has different values, standards and experiencesDefining family: census dictionary: two or more people, one of whom is at least 15 years old, who are related by blood, marriage, adoption, step or fostering; who are usually resident in the same household. Each separately identified couple relationship, lone parent-child relationship or other blood relationship forms the basis of a family.Family structures Adoptive families:

● One adoptive child and one adoptive parent

● All legal rights are transferred from birth parents to adoptive parents Blended families:

● Consists of both a natural parent and a step parent 

● Two or more children who is the stepchild of either parent Childless families:

● A couple with no children 

● Children may have moved out, may not be able to conceive or have medical reasonsCommunal families:

● A group of families, or individuals either related or unrelated, living and sharing resources together.

● Shares food, child-rearing, social life, decisions, political and religious ideologiesDe Facto families:

● A couple of the opposite or same sex living together in the same house but are not married to eachother

Extended families:

● Includes a core family plus at least  one more relative living in the same house

● This can mean grandparents, aunt, uncle Foster families:

● Non-biological children in need of care and support are placed with another individual or family for an unspecified length of time

● Foster people have no legal rights in regards to making decisions for the child Nuclear families:

● Consists of a heterosexual couple and their offspring

Same Sex couple families:

● Two people of the same sex in a sexual relationship, living together, with/without childrenSole Parent families:

● A parent with at least one dependent or non-dependent child living in a household

● Can be the outcome of a divorce, death of partner, adoption/ or fosteringKinship families:

● Relates to a system of living within indigenous australian families

● Care provided by a person who is a relative, considered to be family, a close friend or is a member of the child's community

Roles individuals adopt within families Satisfying specific needs:

● Important to understand the resources families have available to them

● Non-human resources such as money may be more likely to satisfy needs

● Resources for family provides an adequate standard of living and security and safety Building relationships:

● Family is the first place a child should feel a sense of belonging

● Showing respect for others 

● Having trust and confidence in each other

● Sharing a purpose , intention and aspiration

● Being open and honest in communication

● Everyone has different views and values in a relationshipPromoting wellbeing:

● If specific needs of a family are satisfied to a degree, and positive relationships are built and maintained, wellbeing will be enhanced

● Community support services are available for families experiencing illbeingCommunities

Communities Definitions of a community: A community is a group of people within society, who have a common background or shared interests and who may live in a similar area.Reasons for community formation: 

● Satisfy needs and wants / give a purpose

● People share a common interest or reason for being together 

● culture/ religion/ politics/ business/ sport/ leisure/ recreation/ music/ friendship

● Communities are linked by social and emotional bonds

● Individuals share a sense of belonging Questionnaires as a primary research method 

● Questionnaires and surveys consist of a set of formally prepared questions that seek information about a person's knowledge, beliefs, feelings, opinions, likes or dislikes

Developing reliable questions: 

● Begin with easy questions to put questions to put people at ease

● It is important to include questions that:

● Are easy to understand 

● Simple, clear language

● Only ask 1 question at a time

● Listed in logical order Collecting and recording data: 

● Quantitive and qualitive data

● Graphs provide a visual form of presentation; need to be clear and easy to read with labels and titles

● Types of graphs: Bar, column, line, pie, area, scatterAdvantages and disadvantages: 

advantages disadvantages

-quantitative and qualitative data-easily collected form large groups-avoids interviewer bias-closed questions are easy to tally-Each respondent is given an equal opportunity to respond to each question, providing greater reliability

-questions may be misinterpreted and cannot be explained to respondent-amount of information can be limited-time consuming to present questions-researcher has to wait for responses -possibility of low-response rate due to inability to complete questionnaire

Levels of community organisation● Different levels of organisation have been established to administer and complete tasks and

to coordinate within systemsLocal:

● Local governments are based in a particular part of a city, town or rural area. They have the power to manage and make laws applying to that area.

● Community nursing, dentists, childcare State:

● State governments are responsible for the state only and have the power to manage and make laws that apply only to that state

● public/private hospitals, police, public libraries National:

● The national government community involves all Australians; laws and decision-making have an impact on the whole of Australia

● Drug education programs, notes and coins, road laws Global:

● Global communities are not easily defined as boundaries are not clear and their areas responsibility may vary depending on the issue. 

● HIV/AIDS prevention, immunisationRoles groups adopt within communitiesSatisfying specific needs:

● Highly prioritised role for community groups is the provision of resources to achieve an adequate standard of living for both individuals and families (SHE SEAS)

● Communities offer a place to feel safe, secure, nurtured, welcome and supported, and the opportunity to develop a positive sense of self and identity. 

● Op shops (vinnies) providing clothing

● Breakfast offered at school for childrenBuilding relationships:

● Relationships within families, between friends, at school, at school, work or for leisure, or are short term or enduring, their effectiveness can define the quality of an individuals life

● Showing respect for others 

● Having trust and confidence in each other

● Sharing a purpose, intention and aspiration

● Being open and honest in communicationPromoting wellbeing:

● Community groups have a role in promoting a positive concept of wellbeing 

● Developing caring relationships, promoting a sense of connection and belonging and satisfying specific needs and wants

● Community groups can be focused on educational, social or recreational purposesDecision-making in communities 

● It is important to consider all alternatives when making decisions and when satisfying needs and wants 

● Ensure that sound, fair and consistent decision-making is evident in all areasInfluences on decision making:Legislation:

● Governments are responsible for the implementation of laws

● Legislation provides guidelines on what can and can't be done 

● Noise pollution, child protectionEnvironmental factors:

● Communities have resources available to help carry out tasks and reach goals

● Decisions about resources need to be made after considering their impact on the environment (positive or negative). 

● Education, compliance and regulation play an important part in improving the environment 

● Clean up australia dayLobbying and community petitions:

● Lobbying occurs when groups of people try to influence the decisions of local, state or federal policymakers.

● This can be achieved by sending letters, emails, text messages , creating banners. 

● Individuals sign their names in support of an issueProtesting: 

● A protest is a declaration of disapproval.

● Communicate their opinions and ideasDecision-making Processes:Arbitration

● Process that seeks to resolve a dispute

● Discussion between both partiesConsensus

● Aims to include everyone in the decision-making process

● Opinions are discussed and any objections are resolved Election

● Give individuals an opportunity to express their views and be involved in the decision-making process 

● Choice may be public or private Voting

● A formal expression of an individual's choice in a decision making process Referendum

● Aims to include all adults in an electorate in the decision making for an important policy proposal or change in the constitution

● are available for families experiencing illbeingManaging change in families and communities 

Nature of change ● Change is a natural aspect of growth and maturity 

● The nature of change will influence the type and intensity of modifications required for the continued functioning of the family 

Types of change  In families

Internal change Change that happens within the group. This may be in size, structure or role allocation

● Marriage

● Divorce 

● Birth of a child

● Adoption

● Change of address

External change A change in the wider community that has influenced the functioning of a family 

● environmental: natural disasters

● technological: smartphone enhance communication 

● social: delayed marriage ages, gay marriage

Planned change A change that occurs with prior knowledge. Aspects of the decision-making process have occurred prior to the implementation of the change 

● Retirement 

● Marriage 

● Adult children moving in

● Child leaving home

● re-partnering

Unplanned change ● Death of family member

A change that is unexpected, so a response to the change cannot be prepared in advance  ● Illness or injury 

● Homelessness

● Unplanned pregnancy

● Unemployment

● Natural disasters

Temporary changeA change that lasts for an unspecified period of time. Members can see a possible return to routine. Such change can last for a couple of days to a number of years 

● Treatable illness; chickenpox

● Young adults moving back home to save money 

● Seasonal unemployment

● Road detours because of construction 

●

Permanent changeA change that lasts forever ● Divorce or death

● Parenthood

● A serious injury; paraplegia

● Drought

● New public swimming pool

Impact of change on families and communities Family and community wellbeing:

● positive/negative effect

● When dealing with change, planning should be a priority

● Data collected from the government can help in their planning and shows:

● Changes in birth, marriage and death 

● Age, gender, marital status, family structure, ethnicity, home location

● Levels of education

● Patterns of work, types of occupations, levels of income

● There are important for wellbeing of communities experiencing change 

● Advocate for additional services that will provide growing needs

● Clear communication in family to achieve wellbeing

● Implement strategic planning to meet long-term goals that will benefit the communityRoles individuals adopt

● Circumstances that cause change to family member roles may determine if the roles individuals adopt are temporary or permanent

● Responsibilities will be taken on according to individuals suitability rather than traditional stereotypes 

● Roles individuals adopt during times of change will focus on achieving the best outcome; satisfaction of needs, building relationships and promoting the wellbeing

Environmental:

● Communities experience some amount of environmental change; some occur over a short period and are expected changes

● Unexpected environmental events can cause trauma, emotional shock, distress and suffering for families and communities

● Death or serious injury may result in damage to facilities and housing

● This may be a turning point for entire communities due to impact on individuals, family and community wellbeing

Legislation:

● Laws and regulations form a framework for protecting public health, safety and morals

● Changes in these laws could contribute to the nature of change Technology:

● Connect individuals and communities

● Providing services

● Enabling procedures, systems or techniques to take place 

● Providing access to learning and educationTypes of supportInformal:

● Can come from relatives, friends and neighbours

● Provide support and assistance Formal:

● Comes mostly from the government agencies or community organisationsSocialisation of individuals within families and communities 

● Socialisation is the process by which individuals learn and recognise patterns of behaviour expected of them by society

● Acquire knowledge, skills, beliefs, values, goals, attitudes, norms, rolesStages of the life span 

● Throughout the lifespan our needs will change

● Life span development is a series of stages in an individual's life, each of which brings them closer to adulthood and independence

Life span stage 

Category of need  Specific needs 

Infancy  Safety & security

Health

- nurturing and feeding form parents and other significant family members - learning the safety of danger - to feel safe in their environment - to be safe when they are on playground equipment 

- adequate rest 

Education

Sense of identity

Employment

Adequate standard of living

- immunisation against diseases such as hepatitis, measles, chickenpox, polio-activities such as swimming lessons or gymnastics to develop muscle development 

- to develop gross and fine motor skills - learn through their experiences, communication and play- as they do not go to school yet they will learn these things from their parents, grandparents and if they have older siblings 

- manners, getting taught what is wrong and right- discipline that is age appropriate - child care- love and security- learning how to have self control - learning beliefs of family and religions 

- as an infant of course they will not be able to have a job- as a parent they may put their children in modeling or acting

- nutritious diet; including breast milk- clothing that is size specific and suitable for all weather - appropriate shoes that assist in the development of walking - safe housing, with safe bedding including a cot and air circulation to reduce the chances of SIDS 

Childhood  Safety & security

Health

Education

Sense of identity

Employment

Adequate standard of living

- housing to provide security- a perception of danger- understanding of safe relationships, lower risk of bullying- cyber safety and how to use technology safely

- adequate rest - nutritious diet, including a variety of foods - physical activity; enhance balance and coordination

- new friendships developed at school- interactions at school, sport, hobbies (music)- after school care - self-concept, self-esteem, growing independence- coping strategies for problem solving and fears- acceptance and belonging outside of the family- appropriate gender construction and roles

- flexible employment for parents because children are at school-access to carers leave for parents in case child gets sick

- healthy and nutritious meals- safe housing with access to sleep-clothing that fits and suitable for all climates; clean uniforms

Adolescence  Safety & security - harm minimisation- risk-taking behaviours in relation to drugs and alcohol- knowledge and education of safe sexual activity - The understanding of bullying and cyber-bullying

Health

Education

Sense of identity

Employment

Adequate standard of living

- regular exercise - having a balanced diet, females should have an iron intake - 8 hours of sleep a night- Hygiene health, associated with body odour, menstruation, skim maintenance

- moving from primary school to highschool- driver education- completion of schooling, HSC- learning new study skills, how to manage learning - learning about laws, rights and responsibilities

- interaction and development of true friendships- a feeling of fitting in and being liked- opposite and/or same sex attraction- develop independence - coping with change, conflict and breakup- cultural rituals, school formals- school graduation

- financial independence - knowledge of work health and safety- understanding of rights- work flexibility; to maintain a balanced life

- decide what to eat and pay for food- knowledge about lifestyle diseases, access food that is nutritious- clothing that projects an appropriate image - personal space; private bedroom, self-expression

Adulthood  Safety & security

Health

Education

Sense of identity

- safe housing in a safe location, close to infrastructure- family and friends to live close by for support - secure employment, superannuation in preparation for the future 

- sexual peak- body shape changes, increase in body fat- balanced diet- adequate exercise and leisure activities- health care

- further education for employment or interest- career opportunities and challenges- understanding of new learning techniques to support kids- english courses for those non-english speaking 

- new relationships- make choices regarding alcohol, drug use and contraception- increased cultural understanding gained through travel- emotional freedom- making personal choices - learning to love and live with a new partner; creating a family-support to cope with divorce

Employment

Adequate standard of living

- stress-management- spiritual guidance- interaction with new and old friends

- finishing studying and establishing a career- career change and changes of employment - promotion- balance between work, family and leisure

- nutritious foods- housing close to resources and infrastructure - clothing suitable for different roles

The aged Safety & security

Health

Education

Sense of identity

Employment

Adequate standard of living

- increased safety and security measure living alone; risk of falls as their five senses deteriorate- transport may become an issue- superannuation- education and support to make them less vulnerable 

- care for reduced mobility, hearing and eyesight- fall prevention; poorer bone density - health care that is age appropriate- lifestyle choices; cancer- understanding of medication- retirement villages -understanding of new cultures- education of new technology- understanding their own partners, medication and medical care

- contact with others; bingo, bowls and golf- support off a friend- involvement with family and grandchildren- access to telephone communication with family and friends- pass cultural traditions to grandchildren

- retirement; flexible working pattern- offer skills, education and mentorship to young workers

- financial stability - suitable housing; home care, nursing home- nutritious meals; increased calcium for bone strength- clothing; the ages feel the cold more due to poor circulation

Literature review as a secondary research method ● Method involving a search and evaluation of existing knowledge on a particular topic

● Study of published research on a particular subject area

● Found at the beginning of essays, research reports

● Steps involved:

● Searching and collecting information in your given area

● Making a summary of the information

● Critically analysing the information and looking at areas of controversy

● Presenting the information in a logical and organised style 

Accessing sources of data:

● Carefully read information from the internet, videos, databases, reference and textbooks, magazines, pamphlets, reports and research projects

● Important to take notesAdvantages and disadvantages:

Advantages:  Disadvantages:

- can be conducted for any topic and provide information at an in-depth level- researcher has carried out background reading - provide historical context and identify authors - save time as others have carried out the research- inexpensive and efficient; large amounts of data can be collected - data can be quantitive and qualitive 

- requires high level literacy reviews to identify resources, analyse sources to write a meaningful summary - can be demanding reading other people's research and making sense of it - limited to collecting information from past- students may not have access to information- data isn’t about current actual behaviours 

Influences on socialisation● What and who shapes us into the people we are?

● How do we understand what the social norms are?

● How do we learn to fit in society?

● Becoming a productive member of society and making the relationships we have and the roles we adopt in life meaningful. 

Relatives:

● Blood relations

● Extended family; grandparents, cousins, aunts, uncles 

● Share the same values as the immediate family 

● Same culture

● Similar upbringing 

● May live in the same house

● Usually the first people parents rely on for childcarePeers:

● Same age, same interests, close proximity

● Feel acceptance and belonging 

● Learn independance and decision-making

● Communication skills

● Problem solve and resolve conflict through situations; peer pressure

● Gender roles

● Learn empathy and sympathy through othersPaid carers:

● Paid to care through employment to care for young people

● Nannies, babysitters, day-care, preschools

● Setting clear/appropriate rules; establishing boundaries for behaviour

● Fostering learning 

● Encouraging communication

● Providing opportunities for positive risk-taking 

● Leadership and independence opportunities

● Tolerating differences

● Teaching gender rolesHealth professionals:

● Studied to care for the community

● Doctors, nurses, dentists, physiotherapists, psychologists

● Checking the development of infants making sure they reach milestones; extra support of socialisation

● Offering confidentiality and accurate information regarding sexuality, sexual relationships 

● Counselling a clear and practical advice 

● Use of online networks and telephone hotlines Online networks:

● Cyberspace 

● Social networks, facebook, snapchat, twitter, instagram

● Socialisation process enabling people with similar interests to connect regardless of physical proximity

● Sense of belonging achieved through online groups 

● Understanding other people; learning new cultures

● Instant gratification; positive or negative 

● Helps people to open up and mindless judgement 

● Lack of supervision can lead to misuse Media:

● Allows communication to large amount of people in a short amount of time; television, newspapers and radio

● Creating and reinforcing; breaking down stereotypes 

● Creating awareness of global issues and campaigns; recycling 

● Providing role models; certain behaviour/image 

● Understanding of others by showing different cultures

● Establishing or breaking down gender roles Print and digital information:

● Newspapers, magazines, pamphlets

● Current and accurate data

● Moulding and shaping young people's behaviours

CAFS LITERATURE REVIEW:Socialisation and the lifespan  

The topic that has been chosen for this literature review is “socialisation and the lifespan”. Lifespan is a series of stages in an individual's life which brings them closer to adulthood and independence (nelson CAFS textbook). Socialisation occurs throughout the lifespan by interacting with other individuals throughout their lives (Alison Beattle, 2013) it's how people learn to how to behave on what society thinks is acceptable behaviour. In the CAFS (Community and family studies) syllabus the focus on the lifespan are infancy (0-4), childhood (5-12), adolescence (12-18), adulthood (18-65), and the aged (65+). Socialisation and the lifespan are linked as it teaches individuals norms, beliefs, values and behaviours to carry throughout their life. 

Infancy:Infancy is the first period of an individual's life, it begins from the day of birth to the age of four. It is a time period that infants depend on their family to fulfil their needs. Individuals need biological, emotional and psychological connections with others, which is why socialisation is important. During infancy, socialisation is essential as “its a social world that we join when were born, and so from birth, we’re learning to be social” (Linda Harrison). It is wise to introduce infants to other little people; they start to explore and test limits and feel people pushing back against them (Prof Harrison). During this stage of the lifespan it is essential for infants to spend time bonding and socialising with parents, grandparents, siblings and other family members with adequate love and security. Love and security develops a sense of identity for infants and creates a safe and nurturing environment where they can develop and learn as an individual. Infants develop essential life skills for socialisation through symbols, eye contact, speaking and affection, their language matures,memory develops and imagination begins ( Boundless, 2015). Being read to by parents enables infants to develop socialisation and life skills. In the infancy stage, children are able to identify their gender and other indivduals genders, infants are also able to ha e a small intake of socialisation such as the identification of colours, toys and even clothing that are portrayed for each sex.(Gender roles, Interview with kids, 2011). Throughout the lifespan, the child learns to adopt the cultural norms, norms are known as the conceptions of expected behaviour that are used by individuals in society. (Oneil). Infants learn these concepts from teachers, carers and parents. This helps them to learn but also establish an emotional bond with their parents or carers ( Sociology; understanding and changing the social world).

Childhood:Childhood is the second stage of an individual's lifespan from the age of two years old to twelve years old. This is the stage when the child begins schooling, pre-school and primary school. This period is a major time in learning new things and developing social skills as they are sent to school, to socialise, learn knowledge and values. Socialising is passed through indirect social relationships with the family or friends and through a child's participation in the culture around them (Kids matter primary). During this stage friendships are developed within groups such as school, sports, music, and while also competing and trying a range of different activities and sports (Adolescent, 2015). In this period of time children begin to make sense of their surroundings such as touch, smell, taste, movement, language and

connections (Sociology: understanding and changing the social world). The stage of childhood is a very important time in the development of socialisation, growing independence, self-concept, and self-esteem. Growing independence and self-esteem allow children to be comfortable socialising within a group. Children begin to widen their knowledge from educational and also learn new things about themselves and their self of self (Sociology: Understanding and changing the social world). Socialisation teaches children to grow up and become full members within a social group and within their community, while also developing values, beliefs and behaviour (socialisation, 2015). Socialisation teaches control and helps children during this lifespan stage to develop a conscience, prepares them to perform certain social roles and gives them a sense of meaning and value (socialisation, 2015)

References:infancy:https://www.playgroupnsw.org.au/PlayBaby/BabyDevelopment/The-Importance-of-Socialisation-for-Babies

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