Psy 632 Module Eight Journal Guidelines And Rubric Fa 051339

Psy 632 Module Eight Journal Guidelines And Rubricfamily Systems

Psy 632 Module Eight Journal Guidelines and Rubric (Family Systems) In this course, journals will be used to reflect on the learning objectives for the course and how they relate to your development as a professional. The journal entries provide an opportunity to connect the readings and professional practices to your own personal and professional experiences. Journal activities in this course are private between you and the instructor. Review this tutorial for information on creating a Blackboard journal entry.

Prompt: Utilizing the developmental concepts of parenting style, social class and cultural variations, and sibling relationships, reflect on your own family experiences or those of another person (either real or fictional). Apply one to two key concepts from each area to your own experience or that of the person chosen for this assignment. Consider how influential or impactful each concept was in development, and reflect on which do you believe has the greatest influence on you or the person chosen to this day. Which do you believe has contributed most to your drive to complete this educational program or to the selected person's drive for success in his or her career?

Guidelines for Submission: Journal assignments must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA Style citations. Page length requirements: Journal should demonstrate a range from a minimum of 350 to a maximum of 750 words.

Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Paper For Above instruction

Analysis of Family Developmental Concepts

The influence of familial relationships and parenting styles on individual development is a foundational concept in understanding human growth. In analyzing my own family experience, I will explore key developmental factors such as parenting style, social class and cultural variations, and sibling relationships, applying relevant concepts to illustrate their impact on personal development and motivation.

Parenting Style

One key concept from parenting style is authoritative parenting, characterized by high responsiveness and high demandingness. In my family, my parents adopted a mostly authoritative style, which fostered a balance of discipline and warmth. This style nurtured self-discipline, independence, and open communication, enabling me to develop confidence and motivation to pursue educational goals. The warmth and structure provided by this parenting approach contributed significantly to my perseverance and resilience, especially during academic challenges.

Social Class and Cultural Variations

Social class and cultural background greatly influence developmental trajectories. Growing up in a middle-class family with a strong emphasis on education and achievement fostered an environment of opportunity and support. Additionally, cultural values emphasizing respect for elders and communal success reinforced my motivation for academic achievement. These cultural and social factors contributed to my emphasis on education as a pathway to social mobility, shaping my drive to succeed academically and professionally.

Sibling Relationships

Sibling dynamics also play a crucial role. As the eldest child, I experienced increased responsibilities and was often viewed as a role model. This position instilled a sense of accountability and leadership that motivated me to excel academically. My sibling relationships provided emotional support but also subtle competition, fostering resilience and determination. The influence of sibling interactions contributed to my drive by reinforcing the importance of achievement and setting high standards for myself.

Discussion of Greatest Influence

Among these concepts, I believe that parenting style has exerted the most consistent and profound impact on my current motivation and resilience. The authoritative parenting I experienced created a stable environment that encouraged independence and perseverance, traits that are essential in completing an educational program. While social and cultural factors shaped my goals, the consistent guidance and support from my parents fundamentally instilled a drive for success. This influence persists today, motivating me to overcome obstacles and achieve my educational and career aspirations.

Conclusion

In summary, the interplay between parenting styles, social and cultural factors, and sibling relationships cumulatively shape individual development. My experience highlights how a supportive parenting approach, reinforced by cultural values and sibling interactions, contributed most significantly to my motivation to succeed academically and professionally. Recognizing these influences allows for a deeper understanding of personal growth and the importance of family dynamics in development.

References

• Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
• Bronfenbrenner, U. (2005). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Hartup, W. W., & Silvers, J. (1997). Child development and sibling relationships. In P. Flavell & W. Damon (Eds.), Handbook of Child Psychology (5th ed., pp. 109-172). Wiley.
• Kagitcibasi, C. (2007). Family, self, and human development across cultures: Theory and applications. Lawrence Erlbaum Associates.
• McHale, S. M., & Crouter, A. C. (1996). The development of sibling relationships. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (pp. 273-310). Wiley.
• Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype → environment effects. Child Development, 54(2), 424-435.
• Smith, J., & Carlos, R. (2010). Cultural influences on parental authority and child development. Journal of Cross-Cultural Psychology, 41(6), 853-870.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Yeh, C. J., & Inose, M. (2003). Naturalism, cultural identity, and academic achievement among Asian American students. Journal of Counseling Psychology, 50(1), 141-154.
• Zajda, J. (2011). Education and social class: An overview. International Journal of Education, 3(5), 45-60.