Family and Disability Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Family and Disability Essay Assignment
COUN 2020
Major Components of Family Unit
Affect
How the family deals with feelings – moods, acknowledgement of feelings
Communication
How the family talks and communicates ideas and concepts – clearness, respectfulness, and patterns of interactions with others)
Structure/Organization
Hierarchy
Boundaries
Flexibility
2
Age of Onset Plays Critical Role
Infancy
Toddler
Youth
Young Adult
Adult
Old Age
3
Disability disrupts the homeostatic balance of the family unit
Changes in
Schedules
Duties
Plans
Roles
Subjective Burden
Powerful grieving process as well as intense emotions. The personal suffering experienced by family members in response to their relative’s illness.
4
With or without support, the family must progress through essentially the same stages of adjustment as the person who is disabled.
SHOCK, PAIN, ANXIETY, LIFE HAS ALTERED, MUST DEAL WITH PEOPLE’S PERCEPTION, THEIR REACTION, GUILT, RELATIONSHIPS CHANGE
5
The Whole Family
Vash and Crewe contend that “ although only one member of the family “owns” the disability, all family members are affected and, to some extent, handicapped by it”
Characteristics of Healthy Family
Commitment
Togetherness
Appreciation and admiration of an individual
Communication
Spiritual well-being
Coping with crisis/stress
What else?
7
Emotional stability is the prime requisite for coping with any catastrophic change, in order to neutralize adverse reactions and facilitate the adjustment process. A loving nature, the ability to accept “what is” and proceed from there, and belief in one’s own power to influence the future are crucial aspects of the emotional armamentarium needed
The ability to grasp the medical and other facts of the situation, to foresee and prepare for problems that may arise in the future, and to creatively devise and implement solutions to them, plus a working knowledge of the outer resources that exist in the community are exceedingly important intellectual resources to draw upon, both in times of crisis and later when the crisis stage has passed
Such as assertiveness, persuasiveness, diplomacy, and
emotional supportiveness
Enmeshment
Disengagement
Adaptaion
Family and Disability
Guilt
Coalition/subsystem
Boundaries
Resources
E
8
Marriage
Marriage’s established after disablement have a statistically higher high chances of non-divorce than marriages that occur before disabling event happens.
What could explain this?
9
Child Rearing
Should individuals with disabilities attempt to raise children?
How can discipline be maintained?
Can a disabled parent serve as an appropriate role model?
Parents with intellectual disabilities
There is a stigma against individuals with a disability raising a child. The stigma raises in part from the concept of parentification. Parentification is when a child takes on inappropriate care giving duties
Parentification may happen, but it’s usually the result of the lack of resources and support
“Have ’em, love ’em, and leave ’em alone!”
Buck and Hohmann’s findings (1983) that the children of reasonably well-adjusted disabled parents differ from children of nondisabled parents mainly in that they are more affectionate and appreciative toward their parents and more responsible or mature than the typical child of the same age
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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