Barriers on Abused Children Assignment

Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
Question Description
I’m stuck on a Sociology question and need an explanation.
Assessment of Community-Level Barriers
For the second written assignment of the course, you will continue in the design of your proposed model program by demonstrating your understanding of your selected population’s challenges, which negatively impact this group’s health and well-being. Based on this week’s research, conduct an assessment of the barriers, limitations, and other distinguishing features, as they exist within your community. Your paper, at a minimum, must contain the following elements:
a. A description of at least three critical barriers that impact the health and well-being of a chosen group; one must be a micro-level (individual) barrier that is financial, one must be a macro-level (community/state) barrier that relates to access and funding for care, and the third barrier may be one of your choosing.
b. An analysis of the regulatory, legal, ethical, and accreditation requirements/issues that relate to these barriers (you are required to use outside sources, such as those found in the Ashford University Library, to address this section in sufficient detail).
c. Identify and describe at least one proposed solution for each barrier. Your solution for the micro barrier must include an analysis of various potential funding options (both independent and integrated). Your solution for the macro barrier must include an analysis of financing resources for health care.
Your assignment should be a minimum of three- to- four pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines as outlined in the Ashford Writing Center. Please note: All assignments in this course are progressive; therefore you should use the same population selected in your Week Two assignment
Here is Last Week’s Assignment to build off of:
In my vulnerable population summary and proposed program paper, I will focus on abused individuals. I will cover the statistics and facts of this group, along with the social, economical, and political factors that affect this group. Furthermore, I will wrap up with a proposed program for my community of Rapides Parish to aid in the prevention of sexual abuse on children.
The largest impact on abused individuals directly correlates with age and gender; being children (the youngest), elders (the oldest), and women. Starting with the children statistics in accordance with the 2006 report from the Abuse Victim Hotline: boys and girls are equally abused, 80% of abuse is by a parent or guardian, children under the age of four account for 75% of all child abuse deaths, neglect occurs more frequently than abuse and is equally damaging and deadly, 30% of child fatalities are due to neglect, 1,500 abused children receive intensive mental health services annually. In 2005, 30,000 children were reported abused just in Colorado; and out of that number 9,000 cases for proven guilty: 21% suffered physical abuse, 46.6% neglect, 1.4% medical neglect, 11.5% sexual abuse, 5% psychological maltreatment, and 18% of unknown abuse (Abused Victim Hotline, 2007). Our next vulnerably abused group is the elderly. According to a 2004 study, self neglect accounts for approximately 38% of elder abuse; 20% is caregiver neglect and 15% due to financial exploitation (Abuse Victim Hotline, 2007). What I truly found sad about this group was that 33% of abusers were actually the victim’s adult children and 22% of cases were other family members of the elderly victim (Abuse Victim Hotline, 2007). And the last breakdown of the highly abused group is women. Annually approximately 1,200 women are killed and 503,485 are stalked by an intimate partner; and of the women between 15-19 murdered each year, 30% are their husband or boyfriend (Abuse Victim Hotline, 2007). While conducting my research I came across this fact that really hit me hard: “One in three women across the globe has been beaten, coerced into sex, or otherwise abused during her lifetime” (Abuse Victim Hotline, 2007). That fact is jaw dropping to me, but then on the other hand the whole reason this group really interest me is because I was abused at the age of 22. So this fact proves to me that one, I am not alone; and two, that this group needs to be supported due to this pandemic.
After revealing the statistics of the three most highly abused individuals, I want to turn my focus on the children. Children are our future; they are our leaders of tomorrow. It is up to us to prevent the abuse, also known as maltreatment, of these innocent beings. The impact that abuse has on children is forever lasting. So for starters, let me define child abuse and all that it entails; so that we are all on the same page. Child abuse includes any type of maltreatment or harm inflicted upon children and young people in interactions between adults, which include neglect; physical abuse and non-accidental injury; emotional abuse; sexual abuse; bullying and domestic violence (Lazenbatt, 2010). Evidence states that the experience of maltreatment can have major long-term effects on all aspects of a child’s health, growth, intellectual development, mental well-being, and that it can impair their functioning as adults. A wide range of many complex social and economic problems, with an increased likelihood of mental disorders, health problems, education failure and unemployment, substance addiction, crime and delinquency, homelessness and an intergenerational cycle of abuse and neglect (Lazenbatt, 2010). All of this being said; let me explain in more detail the affects of the social, economic, and political factors for and against maltreated children.
The factors of social and economic go hand-in-hand, in my opinion, when reviewing the affects of abused children. Childhood abuse impacts several long-term socioeconomic outcomes that affect their well-being as an adult. Maltreated children are more likely to complete less schooling, experience victimization again in adulthood, and have physical and/or mental health problems that interfere with their job (Zielinski, 2005). Later problems resulting from earlier victimization include impaired physical and mental health, substance abuse, criminality and incarceration, and teen pregnancy (Zielinski, 2005). These problems could severely limit your ability to work and contribute to society and the economy. Not to mention, in their adult lives they would be a burden on society. The maltreatment victims’ increased likelihood for being unemployed would result in greater reliance on state unemployment insurance and lost economic productivity; and with their higher risk for falling below the poverty line would further indicate lost income and sales tax revenue, as well as increased reliance on Temporary Assistance for Needy Families (TANF) and other welfare programs such as Food Stamps and WIC (Zielinski, 2005).
Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
On the political factor affecting maltreated children, simply put, we need more compassionate and truly dedicated support from high status leadership. Children and youth issues are much more likely to gain political attention when office seekers believe that they can gain public approval by supporting pro-children policies. According to Tennyson Center for Children in Colorado, since 2004 one of Tennyson’s strategic partners in making kids a nonpartisan, national political priority has been Every Child Matters Education Fund, a non-partisan 501(c)(3) organization focused on making the needs of children and youth a national political priority and promoting the adoption of smart policies for children, youth and families (Tennyson Center for Children, 2014). Our political leaders have to truly recognize the trauma, the special needs, and the barriers that maltreated children must overcome to avoid homelessness, criminal behavior, and the continued cycle of abuse; thus making an all around better political, social, and economical world.
Moving into a proposed plan for my community, I did some research to see what resources were in my community. After reviewing all of the child abuse programs locally, I noticed there were not any programs offered for parents or adults to help prevent sexual abuse against children. So, I want to propose a prevention plan for the adults in my community to aid them in diminishing our community’s childhood sexual abuse. I want to focus on prevention through education and communication. These type programs acknowledge that educating children or potential victims alone cannot prevent the perpetration of child sexual abuse; but true primary prevention of child sexual abuse calls for the prevention of perpetration and a societal investment (NSVRC, 2011).
Justification for this type program could come from a few pieces of research and evaluations. For example, the Adverse Childhood Experiences (ACE) Study is a decade-long and ongoing study created to explore the childhood origins of our society’s health and social problems; the ACE Study calls for a multidisciplinary and integrated approach to prevention and intervention of childhood abuse and neglect (NSVRC, 2011). A great example is an evaluation done by Child Assault Prevention Project after a parent educational workshop in 2002 that used lecture techniques linking community resources and communication exercises between children and parents; the main topics were child sexual abuse myths, signs of abuse, and how to react appropriately to abuse with a duration of two hours. The evaluation found that for parents it increased prevention knowledge, more able to suggest appropriate interventions, more able to suggest appropriate interventions, ore likely to encourage children to use prevention strategies, more likely to seek out agencies for help, increased knowledge about how to emotionally support children; and for the children with involved parents it showed an increase in prevention skills (NSVRC, 2011).
A program I would like to offer would be like a school-based program that the children receive from school, but it would include the parent’s and/or guardian’s of the children. This would include education, orientation, role playing, and family games that would encourage closeness, openness, and good communication. Also, I would like to offer stand-alone parent education programs that involve the community on prevention, along with integrating home-visitation programs for those families who are high-risk for abuse. This will conclude my vulnerable population summary and proposed program paper.
References
Abuse Victim Hotline (2007). Abuse Statistics. 2006. Abuse Victim Hotline. Retrieved from http://www.avhotline.org/abuse/statistics/#national
Lazenbatt, Ann (2010). The impact of abuse and neglect on the health and mental health of children and young people. National Society for the Prevention of Cruelty to Children.February 2010. Retrieved from http://www.nspcc.org.uk/Inform/research/briefings/impact_of_abuse_on_health_pdf_wdf73369.pdf
Zielinski, David PhD. (2005). Long-term Socioeconomic Impact of Child Abuse and Neglect: Implications for Policy. Cornell University. Retrieved from http://familyimpactseminars.org/s_nmfis02c03.pdf
Tennyson Center for Children (2014). Educate and Advocate, We Make Children a Priority. Colorado Christian Home. Retrieved from http://www.childabuse.org/educateadvocate
National Sexual Violence Resource Center, NSVRC (2011). Programs for Adults. Child Sexual Abuse Prevention.Retrieved from http://www.nsvrc.org/sites/default/files/Publications_NSVRC_Guide_Child-Sexual-Abuse-Prevention-programs-for-adults.pdf
Barriers on Abused Children Assignment
Barriers on Abused Children Assignment
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.