Rules of Sociological Method
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Normative behaviors and perceptions are large influences on adolescents for decision making situations. This is also an issue as adolescents are in an ever changing environment that is less structured than children, therefore their decisions are based on what they perceive their peers normative behaviors to be, which can and often change day to day. Autonomy is also an issue as adolescents attempt to create their own identity, however this becomes difficult (as previously stated) as they base their decisions on their peers and the perceived normative behaviors. This article does mention that cultural differences play a role in decision making as some cultures make decisions for an individual as a group. The motivators for this are how the outcome will affect the group. For this topic, I believe additional information on the culture is necessary to make these assumptions, as many American adolescents are taught to seek autonomy, therefore molding their decision making process, whereas someone who grew up in a culture where the goal is always to survive and thrive as a group, their decision making skills will be much different.
“This article points out specific problems in caring for dying children, including the amount of concerns that must be given to age and develop mental levels as well as to family and school issues.” pp. 299 Cognitive ability of children and adolescents are reviewed as they are growing through particular stages (piagetian and ericksonian). Children aged 6 to 12 develop the understanding of death as the have moved into concrete operational thought processes. Age 12 begins formal thought which allows for the cognitive processes that allow for the “why” questions to be asked. 12 year olds + can visualize the future and have similarities to adults with cancer in this regard. According to Erikson, children ages 6-12 are beginning to depend on their peers for normal and healthy development. This can become difficult when the patient is ill from treatment, such as lack of energy, hair loss, etc. These issues may cause the inability to participate in regular activities with peers and friends, which only excludes them even more. 12 year olds + are dealing with the intimacy phase, causing reluctance toward (intimate) relationships. Development phases, quality of life, daily routines and activities are encouraged to help maintain control and their prospective future. Stages of understanding diagnosis: 1. Realization of the seriousness of the illness and the lack of health they now have, 2. acquiring information on the drugs and medical treatment for their illness, have the feeling that their illness is temporary, 3. after relapse of illness, begin to understand it will always be there, become well informed and knowledgeable of their treatments, 4. Begin to understand the illness and treatment cycle of their disease, begin to understand the will not get better, 5. treatments will fail and their illness, treatment cycle will ultimately end in death. Acceptance and understanding of death is helpful with the treatment of cancer. Appropriate age language should be used to discuss illness, treatment and death with children as even young children understand the seriousness of illnesses. Although adolescents do not have the right to be involved in treatment decisions, inclusion during the process of discussion allows for better parental and child relationships, trust and a feeling of autonomy for the patient (Stillon & Papadatou, 2002). This is a good article used for my research and deliverable for HDEV 365 (adolescence). The focus of this project is adolescent cancer aimed toward an informative, pamphlet style project. Barr, R.D. (2001). The adolescent with cancer. European Journal of Cancer, 37, 1523-1530. “This article will explore the issues of incidence and mortality, the spectrum of disease, elements of cancer control, the impact on the adolescent patient, and challenges for the health care system” pp. 1523 This is a good short article on adolescents and cancer. This article actually provided a definition for cancer patients and their ages, defining which ages indicate a child and which are considered adolescents (childhood 0-14, adolescence 15-19). Research for this article included age groups and diseases throughout multiple years for incidence rates and mortality rates. This article also does a quick discussion and review of the prevention of disease (which indicates more research is necessary for appropriate data), screening processes, treatment, palliative care and long term care and follow up. The main goal when pulling this article was to gather data on how the adolescent is affected by cancer, however the portion of the article discussing that topic is very minimal. This article was not approved as a suitable reference for my HDEV 365 pamphlet project due to the age of it (professor requested articles within 7 years).
Compas, B.E., Desjardins, L., Rodriguez, E.M., Dunn, M., Bemis, H., Vanatta, K., Young- Saleme, T., Snyder, S., & Gerhardt, C.A. (2014). Children and adolescents coping with cancer: Self- and parents reports of coping and anxiety/depression. Health Psychology, 33, 853-861. doi: 10.1002/jts “The diagnosis and treatment of cancer present children and adolescents with significant stress. However, research on the ways that children and adolescents cope with cancer-related stress has not yielded clear findings on the efficacy of different coping strategies, and has been limited by reliance primarily on self-reports of both coping and distress. To address this gap, the current study used a control-based model of coping to examine self- and parent reports of child/adolescent coping and symptoms of anxiety and depression in a sample of children with cancer.” pp.853 Methods of this article included the recruitment of children early in their diagnosis or in their relapse of their illness. This included self reports (n=153), mothers reporting (n=297) and fathers reporting (n=161). Utilized SPSS program for data collection and analysis. They found that diagnosis type, age and relapse status were not related to the level of stress/depression. “…current findings suggest that the use of strategies including acceptance, cognitive reappraisal, and positive methods of cognitive and behavioral distraction are adaptive ways for children and adolescents to cope with stress associated with the diagnosis and treatment of cancer. In other words, secondary control coping allows children to accommodate or adapt to the stress associated with having cancer.” pp. 859 This article is a good study with a good starting point for additional research on secondary coping skills for adolescents and cancer treatment. Abrams, A.N., Hazen, E.P., & Penson, R.T. (2007). Psychosocial issues in adolescents with cancer. Cancer Treatment Reviews, 33, 622-630. doi: 10.1016/j.ctrv.2006.12.006
“…for the adolescent with cancer, the problem is often not survival in the future, but survival in the present” (Whyte & Smith, 1997 as cited in Abrams et al., 2007). “…it is difficult to develop a sense of autonomy when medical decision-making involves both the teenager and their parents” (Abrams, Hazen, & Penson, 2007, 623). Parental coping has been an important predictor for adolescents coping. Family is important for coping , especially mothers. Peers and ‘social shields’ when re-entering into normal social activities. pp. 625 Suggestions for increased social interactions are internet access in hospital rooms, visits from friends & family often, social networking, attendance at social events when energy allows. pp. 626 “Positive social relationships are associated with improved reports of quality of life and as a result, an increased ability to manage stresses such as cancer” (Abrams et al., 2007, 626). This article also discusses the sexuality issue and the possible fertility issues for these patients in the future. This article proved to be very helpful in my pamphlet project research for HDEV 365. This article covers a lot of the aspects I wanted to discuss in my project, I just wish it was a little more current. Summer 14’ Annotations Borre, K. (1991). Seal blood, inuit blood, and diet: A bicultural model of physiology and cultural identity. Medical Anthropology Quarterly, New Series, 5(1), pp.48-62. “In this article, I suggest a way that a cultural or folk model can be operationalized for studying dietary behavior and its effects on nutritional status.” pp. 48 I found this article very interesting. This article was presented to me in an intro to cultural anthropology as an option for a group project. Each group was assigned an article and had to dissect and present it to the class. This article was presented by another group and I found it interesting and decided to keep it to read on my own later. After learning what I have so far at CSUMB and re-reading this article, I understand that a lot of field work and research went into to determining this food model for the Inuit. This author lived with a family, endured difficult interviews with Inuit elders who did not want notes or recordings of their conversations which required extensive interpreter involvement. I actually believe that the more interesting and important points of this article are not necessarily the creation of a dietary model ,but the impact that the cultural identity of the Inuit has on their health. I think if this article cold have focused on that and submitted it to the state government, there could be programs and laws set in place to protect their cultural identity and their lives. Chagnon, N. (1992). Doing fieldwork among the yanomamo. Annual Editions, Anthropology 06/07, 28, pp. 2-13. “Hence, what I say about some of my experiences is probably equally true of the experiences many other fieldworkers. I describe some of them here for the benefit of future anthropologists- because I think I could have profited by reading about the pitfalls of my own teachers. At the very least I might have been able to avoid some of my more stupid errors . In this regard there is a browning body of excellent descriptive work on field research. Students who plan to make a career in anthropology should consult these works, which cover a wide range of field situations in the ethnographic present.” pp. 3 I have read this excerpt of information before out of Chagnon’s Yanomomo book for a cultural anthropology class. I really enjoyed Chagnon’s retelling of his emergence into the Yanomomo life. The difficulties he faced getting situated in the camp, building his mud hut, attempting to make his oatmeal and instead resorting to living off cafe con leche and telling the Yanomomo his peanut butter was cow feces all make fieldwork seem extremely difficult but in the end rewarding. I personally do not think I would be able to do it, but if you could stick with it, and suffer through people lying to you and giving false data, eventually it could be amazing what you accomplish. Connell, R. (2006). Northern theory: The political geography of general social theory. Theory and Society, 35, pp.237-264. (28) “ …General theory is important in enabling social science to be a cultural force. But the way theory is done may also be severely limiting. In this article I raise the question of what in the genre of theory (rather than what propositions in particular theories) we need to re-think, to allow social science to play a larger role in the world.” pp. 238 “In this article, to get the analysis going, I have operated with the simplest possible metropole/periphery model. Yet both terms in this dichotomy are complex.” pp. 263 This article reviews three theorists, Coleman, Bourdieu and Giddens for majority of the pages to demonstrate the northern style of theory in which the world has taken as the theories due to the minimal amount of theorists in other regions, however the author Connell states that we can in fact incorporate the other theories into our world, as solely using northern theory is not all encompassing as we once thought it was .This is a very dense article in regards to theory, and since I have not read nor understand the 3 reviewed theorists theories, “Foundations of Social Theory”, “Logic of Practice” and “Constitution of Society” it is difficult to follow and understand. This article is not at all helpful to me in anyway, nor do I ever see referencing it in the future, even though Connell mentions Parsons while reviewing Coleman ( my theorist for my capstone.). Counts, D.(1990). Too many bananas, not enough pineapples, and no watermelon at all: Three object lessons in living with reciprocity. Annual Editions 06/07, 28, pp. 74-77 “Lesson 1: In a society where food is shared or gifted as part of social life, you may not buy it with money… Lesson 2: Never refuse a gift, and never fail to return a gift. If you cannot use it, you can always give it away to someone else- there is no such thing as too much- there are never too many bananas…Lesson 3: Where reciprocity is the rule and gifts are the idiom, you cannot demand a gift, just as you cannot refuse a request.” pp.74,76,77. This is an interesting article about giving and taking. Similar to the article included in this section of the journal about Hopi gift giving and how the US didn't understand their gift as the Hopi meant it. You must take gifts even if you have no use for them, don't pay for food if your a guest, it’s ok to trade but in certain circumstances and with equal value items. Also, do not ask for someone to trade with you, as it will only prompt them to steal someone else’s food to give to you. You will not teach indigenous lessons on trading and food sharing as that is how their culture functions. This article just reminded me of how much I do NOT want drop into an unknown culture for an extended period of time, not know the language, not know any culture rules, be an outcast and secluded, attempt to gain trust and (almost in a sense) popularity. I don't want to move to angrier city let alone become an ethnographer in another country with an indigenous society. Gadsby, P.(August 2002). The inuit paradox. How people who gorge on fat and rarely see a vegetable be healthier than we are? Annual Editions 06/07, 28, pp. 66-69 “Today, when diet books top the best seller list and nobody seems sure of what to eat to stay healthy, its surprising to learn how well the Eskimo did on a high-protein, high fat diet. Shaped by glacial temperatures, stark landscapes, and protracted winters, the traditional Eskimo diet had little in the way of plant food, no agriculture or dairy products, and was unusually low in carbohydrates. Mostly people subsisted on what they hunted and fished. Inland dwellers took advantage of caribou feeding on tundra mosses, lichens, and plants too tough for humans to stomach (though predigested vegetation in animals paunches became dinner as well)…How could such a diet possibly be adequate? How did people get along on little else but fat and animal protein?” pp. 66 I found this article very interesting because I am a vegetarian trying to limit my animal product intake. This protein and fat ratio was interesting but it does make sense. As much as your body needs protein, it also needs some fat, so having a diet of lean meat would not be adequate. I know that your body can only utilize so much protein, but I have never heard the term ‘protein ceiling’. The interesting thing about this is that the article states there is evidence that suggests hunters would discard animals when they had too much protein. This is interesting to me because even in todays society I still do not know just how much protein I can eat and have it be utilized and not go to waste. Gmelch, G. (1999). Lessons from the field. Annual Editions 06/07, 28, pp. 14-19. “…it wasn't until serving on a committee that was evaluating my college’s international study programs, that I ever thought much about what my students learned about their own culture by living in another… My curiosity aroused, I decided to examine the experiences of our students in Barbados. Through a questionnaire, interviews, and analysis of their field notes and journals, I looked at their adjustment to Bajan village life and what they learned about themselves and their culture by living on a Caribbean island.” pp.14-15 I found this article interesting in comparison to the article by Napoleon Chagnon and his experiences with the Yanomomo. This is the professor discussing the students experiences based on their journals during the fieldwork. The interesting parts I guess are that the professor describes these particular instances that the students wrote down or talked about such as “cat calls” from men while the female students walked down the street, the small village lack of anonymity and culture shock that happens when you visit another culture. I felt this growing up in Davenport, a small town of about 200 people, most my family. Before cell phones were readily available, even the internet, I grew up in a small community where everyone knew everyone’s business and you couldn't escape your family (my family and extended family lived on the same street, each house next to the other). I grew up thinking everyone was like us, everyone has 13 first cousins to play with, ask advice, be mad at, get in trouble with. It was until I had to move to the junior high school in Santa Cruz that I had a future shock of how things really were, even though I had gone in and out of Santa Cruz my entire life for all errands my family needed to run, moving from a school of 60 people to a school of a few hundred was nerve wracking, however it almost helped me because I am more aware of my own culture, my family, and how things work in the community and how this affect one another. Even more so, I believe my little davenport family would have been a very interesting longitudinal study. Golafshani, N. ( December 2003). Understanding Reliability and Validity in Qualitative Research. The Qualitive Report, 8(4), pp.597-607. “This article discusses the use of reliability and validity in the qualitative research paradigm. First, the meanings of qualitative research are discussed. Secondly, reliability and validity as used in quantitative research are discussed as a way of providing a springboard to examining what these two terms mean and how they can be tested in the qualitative research paradigm. This paper concludes by drawing upon the use of triangulation in the two paradigms (quantitative and qualitative) to show how the changes have influenced our understanding of reliability, validity and triangulation in qualitative studies.” pp.597. This is a great article if you are in the need for the definitions for reference on what qualitative research is as well as reliability and validity as it details them and explains them well. The article does states that “in qualitative paradigms the terms Credibility, Neutrality or Confirmability, Consistency or Dependability and Applicability or Transferability are to be the essential criteria for quality.” pp. 601 Golafshani concludes that these terms must be redefined for future concepts. Lee, R. B. (1969, December). Eating christmas in the kalahari. Annual Editions 06/07, 28, pp.
“As a social anthropologist working with !Kung Bushmen, I found that the Christmas ox custom suited my purposes. I had come to the Kalahari to study the hunting and gathering subsistence economy of the !Kung, and to accomplish this it was essential not to provide them with food, share my own food, or interfere in any way with their food gathering activities.” pp. 20 I thought this short article was interesting because this social anthropologist seems to be experienced, yet he allows the entire village to make him believe that the ox he has bought for christmas feast is not enough for the village and everyone else. I do not understand how he went to study the hunting and gathering economy of this village and he doesn't know the most basic function of the culture of hunting. I would like to think that he would have noticed this part of the hunt within the first few days, everyone always complaining about the kill not being big enough, meaty enough, tasting poorly, etc. This seems to be a common thing people, such as with friends putting each other down for clothes or men with athletic capabilities, it is present in every culture.
Unfortunately, at this point in my research, I don't believe that this article is relevant or helpful toward my capstone, however it was an interesting perspective of the topic. MacNeil, R. (2005, January). Do you speak American? USA Today Magazine,133(2716), pp. 18-22 “We address the controversies, issues, anxieties, and assumptions swirling around language today- some highly emotional and political. Why are black and white Americans speaking less and less like each other? We explain. Does Hispanic immigration threaten the English language? we do not think so. Is our exposure to national media wiping out regional differences and causing us all to speak the same? We think not. Is the language really in serious decline? Well, we have quite a debate about that.” pp. 36 This is an interesting article I first read in a cultural anthropology class. The only thing I remembered from the article was the comment on ‘hopefulness’. “To say, ‘Hopefully it wont daub tomorrow’-who, or what, is filled with hope? Nothing. So you have to say, ‘I hope it wont rain tomorrow.’ But you have to say, ‘I hope it wont rain tomorrow.’ But you can say, ‘I enter a room hopefully,’ because you are the vessel for that hopefulness.” pp. 37 There is also a section that I thought was interesting was about the “African-American Language”, which I have honestly never heard of. Nelson, R.(September/October 1993). Understanding eskimo science. Annual Editions 06/07, 28, pp. 63-65. “I believe its essential that we learn from traditional societies, especially those whose livelihood depends on the harvest of a wild environment-hunters, fishers, trappers, and gatherers. These people have accumulated bodies of knowledge much like our own sciences. And they can give us vital insights about responsible membership in the community of life, insights founded on a wisdom we’d long forgotten and now are beginning to rediscover” pp. 63 Directory: 2013 2013 -> Annual InStructional unit plan 2013 -> The Ministry of Education and Science of Ukraine 2013 -> #1 a lifesafer of virginia inc 2013 -> Name(s): your name here team or Group #(if applicable): Professor’s name 2013 -> Alcott Local School Council (lcs) Meeting Minutes 2013 -> Table Of Contents introduction 2 2013 -> Supplemental demographic information 2013 -> 【Education&Working Experience】 Download 0.63 Mb. Share with your friends:
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