“social media gives you a sense of community” or “social media isolates you from others”

It is my stance that social media isolates you from others.  Turkle (2012) reports researching the impact of social media on society for years. She has decided over the years that social media use can lead to isolation.  I agree.  Agosto (2012) asserts that teens have an identified preference with regard to social media platform used depending on purpose of communication.  Teens clearly identified that some communication needs to be done personally, such as planning for celebrations, etc. 

I feel that there is some understanding in today’s special media savvy world that relationships must be maintained by face to face interaction.  Increasingly, teens and adults are on social media even when in the same room. The only engagement seen in houses across the country are on the internet, often times with each other while sitting in the same room.  People do take their internet use too far, at times to the detriment of personal relationships (Turtle, 2012; Agosto, 2012).  Instant internet connection leads to the validation others look for.  As such, teens learn that social media interaction is instantly rewarding.  This will lead to excessive social media interaction and a decrease in face to face interactions. The consistent lessened interactions in social settings can lead to social anxiety and questioning self-worth.

References

Agosto, D. E., Abbas, J., & Naughton, R. (2012). Relationships and social rules: Teens’ social network and other ICT selection

practices. Journal of the American Society for Information Science and Technology, 63(6), 1108–1124. DOI:

 10.1002/asi.22612

Turkle, S. (2012). Connected, but alone. TEDTalk.

Retrieved from http://www.ted.com/talks/sherry_turkle_alone_together

Vogel, E. A., Rose, J. P., Roberts, L. R., Eckles, K. (2014). Social comparison, social media, and

self-esteem. Psychology of Popular Media Culture. 3(4), 206-222. doi: 10.1037/ppm0000047

  

Implications of Early Attachment for Later Relationship Quality

Research in developmental psychology suggests that there is a vivid and conspicuous relationship between early attachment and later relationships. The majority agree that attachment massively affects the quality of future relationships. Nonetheless, there are some, which protests that attachment is not unanimously predictive of later relationship quality. 

Practically, infant-caregiver attachment affects later adult-sibling relationships both positively and negatively.  For a case in point, in “Early Attachment and Later Developments: Familiar Questions New Answers,” Thompson (2015) finds out that mothers of securely attached children are also more sensitive and helpful toward their offspring in the follow-up assessments. Their behavior is also found to support the positive behavior of their children. In the words of one researcher, “secure dyads ‘work’ better” together (Slade, 1987, p. 83), suggesting that the consistency between attachment security and later parent-child interaction is dyadic.

However, sometimes early attachment does not influence future relationships in any way. In one of his studies, Lewis (1997) established that insecurely attached infants did not necessarily show the same attachment classification at the age of 18. According to them, various intervention factors may arise and modify the attachment classification of an infant. Among these interventions are parental divorces and increases or other transformations in the responsiveness of caregivers in childhood. Infants—the victims of a divorce—are more likely to protect their children in the future from the same fate. On the other hand, suffering from the effects of reduced responsiveness of the caregivers, the victim infants may protect their children from the same fate by giving them their full attention afterward. 

ReferencesLewis, M. (1997). Altering fate: Why the past does not predict the future. New York: Guilford Press.

Thompson, R., A., (2015). Early Attachment and Later Development: Familiar Questions, New Answers. Retrieved from https://www.researchgate.net/publication/232522122_Early_Attachment_and_Later_Development_Familiar_Questions_New_Answers

 
 

RE: Week 4 Discussion 1 

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Top of Form

Hi Paula,In your post, you wrote: ” Practically, infant-caregiver attachment affects later adult-sibling relationships both positively and negatively.  For a case in point, in “Early Attachment and Later Developments: Familiar Questions New Answers,” Thompson (2015) finds out that mothers of securely attached children are also more sensitive and helpful toward their offspring in the follow-up assessments. Their behavior is also found to support the positive behavior of their children. In the words of one researcher, “secure dyads ‘work’ better” together (Slade, 1987, p. 83), suggesting that the consistency between attachment security and later parent-child interaction is dyadic. “

I’m hoping you can expand upon your argument here. How does the Thompson article have implications for relationship quality in adulthood?

I’m not sure how the Slade piece ties in.

Can you go into more detail in your arguments?

I look forward to your response.

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

Colleague: Julie

 There is an old saying about many hands making light work. This can be seen demonstrated in the concept of teamwork. It is commonly accepted that more can be accomplished through a group, than with a single person. There are many that find working with others difficult and these individuals prefer to work alone. The ability to work well with others at home, school, and in society, can be understood as social and emotional intelligence. Adults obtain social and emotional intelligence through the social and emotional learning they received during their maturation process (Van Velsor, 2009). There have been findings that support positive outcomes in adults that have developed social and emotional intelligence (Van Velsor, 2009). This makes evident the need to help children to develop social skills and prosocial behaviors. Children can develop social and emotional learning through participation in a task group.

            The classroom is an ideal setting for a task group with the purpose of cultivating social and emotional intelligence. School children should not be limited to knowledge in academics alone. A well-rounded education should include social and emotional learning as a part of the curriculum. Social workers can work with teachers and develop the goal for the task groups (Van Velsor, 2009). The students in the task group can work together on an academic task while the social worker assists them with their collaboration. The social worker should help the task group with a balance between the content and the process of the group (Van Velsor, 2009). As the students work to complete the task, there will be many opportunities to develop socially. The social worker would model how to interact with others in the task group (Van Velsor, 2009). Team building exercises could be implemented to build cohesion in the task group (Van Velsor, 2009). This develops the process aspect of the group. Conflict is likely in a task group that includes children. The social worker can help mediate the conflict through providing problem solving strategies (Van Velsor, 2009). Conflict in a task group can provide another opportunity for the social worker to model skills in conflict resolution.

            The model for effective problem solving is an example of a tool that can be used to address challenges. The model consists of the identification of a problem, the development of goals, gathering data, developing, selecting, and then implementing, a plan (Toseland & Rivas, 2017). Goal development in treatment groups are developed after the worker conducts individual assessments and then continue to be ongoing as goals are reformulated (Toseland & Rivas, 2017). Tasks groups are linked to the goals of an organization (Toseland & Rivas, 2017). The purpose of treatment groups is meeting the socioemotional needs of the group members (Toseland & Rivas, 2017). Specific goals are decided upon during the initial assessment process in treatment groups (Toseland & Rivas, 2017). In task groups, the goals are formed by the worker who is given a specific task from a sponsoring organization (Toseland & Rivas, 2017). Tasks groups can have a group-centered goal, common group goals, and individual goals (Toseland & Rivas, 2017).

            Different types of data are gathered in treatment and task groups. In treatment groups, the worker should continually assess the intrapersonal, interpersonal, and environment, aspects of each of the group members (Toseland & Rivas, 2017). The workers in tasks groups will also assess these same aspects but not as comprehensively, and with a different focus (Toseland & Rivas, 2017). An example of the data a worker would gather could be related to the group member’s motivation for attending and expectation about achieving the group’s purpose (Toseland & Rivas, 2017).

            Task groups address and solve problems. The six-step problem solving model is ideal for usage in task groups. The simple, specific, and comprehensive steps make this model advantageous to implement. Growth can occur as a result from application of this model. An example of a disadvantage is when group members have hidden agendas (Toseland & Rivas, 2017). This model could be effective with adults in the mental health population that needs guidance with their thought processes. It could also be used in group work to assist people with the group work collaboration needed to address a problem. It presents a clear model with a structured approach that I could use with a variety of populations.

                                                                                     References

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for

                        Specialists in Group Work, 34(3), 276-292.

 

Discussion Board Forum 4

Thread Prompt: This module/week, watch for media presentations that use some kind of research as part of the presentation. This could be television, radio, internet, a live presentation, or some other kind of presentation. This part of the assignment is designed to help you realize how often research concepts are presented in everyday life. You may use something that you noticed earlier during this course as well; it does not need to be confined to this module/week necessarily. Do not use fictional sources.

1. Describe the presentation you saw or heard during the preparation phase of the assignment.
2. Critique the presentation from the perspective of research methodology. Identify at least 3 issues/features that relate to research. Use any of the research concepts from the textbook, presentations, or other course discussion.
3. Create your own appropriately worded heading (use proper levels of headings) to introduce the kinds of issues/features that you critique.
4. List the appropriately formatted citation and reference for your source.

Here are examples of the kinds of issues/features you might critique:

• What was the question being answered or addressed by this research report?
• What method or methods were used to address/answer the research question?
• How appropriate and effective the methods seem to be.
• Are there legal concerns?
• Are there ethical concerns?
• Is the research report intended to be generalized? If so, can these results be appropriately generalized to a broader population?
• Are there issues related to validity or reliability, and if so, how are these issues addressed?
• Any other issues that you would like to address.
• You do not need to write about all of the examples above; this list is to give you an idea as to how to begin. You may also write about other issues as well.

 

In an effort to disseminate information to a large, diverse population, I would consider the following options: (a) social media, and (b) print media. Bearing in mind that some individuals may not have internet access, alternate sources in information, such as print newspapers, must be considered. Given the distinct digital divide between gender, age, and cultural identity, certain groups of individuals are statistically more likely to use print media as a primary information source. For example, Eastin, Cicchirillo, and Mabry, (2015) found that Hispanic participants were more likely to use print media than other ethnic groups. Furthermore, with powder grid having failed, individuals may be more inclined to utilize public access internet. Dixon, et al. (2014) indicated a gender divide in the area of public access technology usage, stating that women were less likely to utilize public access technology due to a number of contributing factors, including anxiety and lack of technical knowledge. Therefore, even though some public access internet availability may exist, the ability to utilize this may be compromised across gender lines. Finally, older generations may benefit from print information more than younger generations do. Peral-Peral, Arenas-Gaitán, and Villarejo-Ramos, (2015) report that elderly individuals often feel a great deal of anxiety related to technology usage, and problems with power grids and internet access may intensify this anxiety, making it less likely that they will utilize internet information even if available. The use of print media can help to extend the reach of information to these groups who may not have or utilize internet access.

In addition, for those who do have and utilize internet access, using social media to convey information should have a broad reach. Research indicates that younger individuals, and to an extent, older individuals as well, prefer to use social media to gain access to information and talk to friends (Newitz, 2015; Reality Mine, 2015). Younger individuals are more likely to seek out information through internet access than print sources, and utilize social media to network on multiple levels, including social, recreational, educational, and professional (Fastin, et al., 2015; Newitz, 2015; Reality Mine, 2015). These individuals, being accustomed to extensive use of digital technology, may prefer to seek out digital information even when print information is more readily available. Thus, including social media representation in distribution of information could also extend the reach of said information across more gender, age, and cultural gaps.

References

Dixon, L. J., Correa, T., Straubhaar, J., Covarrubias, L., Graber, D., Spence, J., & Rojas, V. (2014). Gendered space: The digital divide between male and female users in Internet public access sites. Journal of Computer-Mediated Communication, 19(4), 991–1009. DOI: 10.1111/jcc4.12088

Eastin, M. S., Cicchirillo, V., & Mabry, A. (2015). Extending the digital divide conversation: Examining the knowledge gap through media expectancies. Journal of Broadcasting & Electronic Media, 59(3), 416–437. DOI: 10.1080/08838151.2015.1054994

Newitz, A. (2015). Email is the new generation gap. Gizmodo. Retrieved from http://gizmodo.com/email-is-the-new-generation-gap-1743697716

Peral-Peral, B., Arenas-Gaitán, J., & Villarejo-Ramos, Á. (2015). From digital divide to psycho-digital divide: Elders and online social networks. Comunicar, 23(45), 57–64.

Reality Mine (2015). How mobile device use varies across generations. Reality Mine. Retrieved from http://www.realitymine.com/mobile-de