COMMUNITY & FAMILYSTUDIES

CORE ONE : RESEARCH METHODOLOGY

CORE TWO: GROUPS IN CONTEXT

CORE THREE: PARENTING & CARING

CORE FOUR: SOCIAL IMPACT OF TECHNOLOGY

Research Fundamentals: the purpose of research, eg advance knowledge, increase understanding, educate others, inform practice

Research is often conducted in order to advance knowledge, increase understanding, educate others and to inform practice within a society.The purpose of research can be centred on the intent to advance knowledge on a specific topic which helps to understand the world around us, for example research helps to understand how our bodies work and how to cure illnesses.Research is also important in order to increase understanding on a specific topic; which adds to our previous knowledge. For example, further research into the field of medicine can increase understanding on the reasons behind diseases, etc.Once research has been completed, it can be used to educate others and inform practice. For example, the latest research on the best dietary practices can in turn be employed by dietitians and nutritionists in order to teach people what they should be eating. Informing practice involves using the research collated as a guide on how to treat people based on those findings. For instance, in an area such as physiotherapy, research is used to educate student physio’s about best practice and the best proven ways to treat people.E.g. A research project may involve collecting data and reporting on the crime rates of different cities. Through identifying the variables/reasons why some cities have higher crime rates than others, there is the opportunity to advance knowledge and increase understanding about the incidence of crime; there is the opportunity to use the results in education programs and to inform practice by developing preventative policing strategies that may, in the long term, reduce crimeThe focus of research, eg question/hypothesis

The focus of research often begins with a question or hypothesis in which to focus the research on. A research question asks whether a relationship exists between variables in a particular situation, whereas a research hypothesis predicts that a relationship among or between at least two variables in a given population exists. Hypotheses are important as they put the question into a form which can be tested; where research findings can either contradict or support the hypothesis and may lead the researcher to revise the original hypothesis.Sampling

– methods– sample group– sample size

There are various sampling methods utilised in the context of research. A sample is defined as a group of participants selected from a larger population for the purpose of conducting a survey, case study or observation. There are five common sampling methodologies:

Random Sample: involves selecting people so everyone has an equal chance of being selected, e.g lotto draw

Systematic Random Sample: obtained by choosing one number at random and every nth unit after that, e.g choosing the number 7 and then delivering questionnaires to every 7th house

Stratified Random Sample: involves a process in which the population is divided into groups and then individuals are chosen at random within each group, e.g used to compare groups like year groups at school

Cluster Sample: When the population is divided into clusters and random selection is made within the clusters, e.g four roll call groups are chosen and five students are randomly selected from each roll group

Conveinance Sample: Involves individuals choosing people because they are easily accessible to the researcher, which may be heavily bias as not representative of the whole

population, e.g friends at school, family membersDue to limitations of time and money that may restrict an individual to a larger sample, the most important characteristic of the chosen sample is that it covers a cross-section of the population and is representative of the group being considered.The sample size is the number of people that will participate in the research, e.g 50 people. The sample group/s are the groups that have been targeted for the study to be undertaken, e.g adolescent females. When choosing a sampling method, group and size, it is necessary that they suit the purpose of the research project, the resources available, the questions being asked and any limitations that you may have.Types of data

- primary and secondary- quantitative and qualitative

Primary data refers to the information that researchers collect themselves, as a result of engaging in various methodologies such as interviews, questionnaires and observations. Secondary data is information the researcher utilises that has been conducted by other researchers, and can be obtained through literature reviews or books, newspapers and websites. The data collected may be either qualitative or quantitative. Quantitative data deals numerical or statistical data, and useful for when you want to show percentages, compare numbers or visually represent amounts or levels in graphs and tables. Questionnaires, methodologies, interviews. Qualitative data is language, regarding people’s opinions, ideas and beliefs, which are in turn useful to gain further insight into the research topic. This may mean being able to compare people’s opinions or feelings or attitudes, present arguments for and against, and support quantitative data. The most effective methodologies for gathering this data include literature reviews, interviews and case studies.

sources of data– individuals and groups– print and digital

describe the types of data that can be collected from individuals and groupsExplain the limitations and advantages of each of the sources of data

There are a variety of data sources that can be utilised for research purposes, such as primary and secondary data that can come from individuals, groups, print or digital sources. It is important to collect data from a variety of sources in order to provide a greater perspective on the research topic and to reflect the wide range of views and opinions that exist with the particular topic.

Print sources are effective for accessing secondary data by means of literature reviews. Examples include: newspaper articles, academic journals, books, magazines, reports and documents. Their advantages are print sources offer a wide range of resources on many different subjects and encompass many different styles. It is also easy for them to be authenticated, e.g seeing the author is an expert in field, thus deeming it reliable information. Their disadvantages are some may be outdated and there is a real potential for biased information.

Digital sources can be used to access secondary data in the form of electronic publications and case studies. They include: websites, TV and radio programs, videos and CDs. Their advantages are they are easily accessible and can provide up to date information; however the limitations include it can be difficult to validate the credibility of online sources and time and skills are often involved with these technologies.

Individuals are often employed as primary sources of data, which can be collected by questionnaires, case studies or observations. Examples involve: teachers, family members, experts in a particular field (scholars, doctors, dieticians). The advantages of using individuals are they are easily accessible in order to collect first hand data. The limitations include personal biases may

become evident and people’s responses may be misinterpreted by the researcher, culminating in unreliable data. It is also very time-consuming.

Groups such as organisations can be used to collect data in means of literature reviews. Examples include: local councils, workplaces, schools, health services, or staff or pamphlets from a particular organisation (e.g salvation army). The advantages of using groups are that a wide range of knowledge and skills can be accessed and therefore it is a useful way of collating first hand data. The disadvantages include that views may potentially be biased or political in nature, depending on the interests of the group. Additionally, group or organisation selected may not be a true reflection of the wider population, resulting in unreliable data.Explain how sampling contributes to reliable and valid research

Sampling is able to contribute positively to reliable and valid research as it provides an overview of the whole population. Sampling refers to selecting a group of participants from a larger population for the purpose of research and can include random, cluster, convenience, stratified and systematic sampling methods. To enhance accuracy in the measurement of data, researchers must adopt the principles of reliability and validity. Reliability is the consistency of measurement where if the research were to be repeated under the same conditions with the same subjects, the researcher would obtain similar results. Validity refers to accuracy of measurement, where the research is valid if it accurately reflects what it has intended to measure. The utilisation of these sampling methodologies is essential in order to provide a sample size of significant value, where the larger and more diverse the sample, the more accurate the results are likely to be. Essentially, an example of a sampling method that proves the research to be valid and reliable is simple random sampling. Participants are chosen in such a way that each person has an equal chance of being selected, therefore minimising the effect of bias and being more representative of the whole population. This means the reliability is increased as there is less personal judgements made and the data is more subjective. As well as this, using sampling methods that relate to the research proposal ensure research measures what it is intended to, therefore resulting in valid research. Thus, Sampling is vital in the collation of reliable and valid research through its provision of appropriate data which can be utilised to make conclusions regarding the focus of research.

ethical behaviour _ respect

– integrity– privacy– bias

It is imperative for a researcher to observe ethical behaviour when conducting research, as it is the most socially responsible way of proceeding. It ensures that the individual involved in research does

not unintentionally break the law or show disrespect for those involved in the research. These ethical issues that may arise during research include: respect, integrity, privacy and bias.To warrant respect for individuals involved in research three principles must be remembered:

- Voluntary Participation: No individuals should be pressured or forced into participating in the research

- Informed Consent: An individual must be made aware of the nature of the study and what is involved, and have given their verbal or written consent. However if you are using children under 18 as subjects, permission must be obtained from their parent/guardian

- Risk of harm: Cannot put participants in a situation where they might be at risk of harm, either physically or emotionally. Their wellbeing needs to be considered.

Individuals should be treated with respect in regards to their feelings, health, culture and age. It is also important to consider the wording of questions to not offend individuals.The concept of integrity involves integrity of the data and integrity of the researcher. This means the researcher displays honest and demonstrates strong moral principles. To achieve integrity of the researcher, all data must be documented accurately and truthfully, and any conclusions made must be based on this data. The researcher must also maintain all documents utilised as failure to do so may be considered untruthful and will render in unreliable research. To achieve integrity of the data, the appendix must include any questionnaires, transcripts of interviews etc, the bibliography should be correctly formatted and include all resources used, in addition to this, clear records must be available of what research methods were utilised and how they were conducted.Privacy is obtained throughout research through the following principles:

- Participant confidentiality: Participants should be aware their personal information and their responses will not be made available to anyone not directly involved in the research project

- Anonymity: Participants should remain anonymous unless they have consented otherwise, and not have their responses linked to them in any way. This can be achieved through referring to them as Interviewee A, B, C etc throughout research findings

Bias in research is when the researcher uses their personal opinion or influence to distort the data collected. This may occur through using samples that do not reflect the entirety of the age, gender or culture of the population, e.g distributing questionnaires to 3 males and 15 females. It could also occur through recording data that supports the hypothesis rather than being objective, e.g if hypothesis stated vaccines were bad for children, the researcher could omit the results that contradict that, thus skewing the data to meet their position. It may also involve asking leading questions, choosing research subjects they personally know (convenience sampling) and altering the answers to primary data collected.assess the importance of ethical behaviour when conducting research by considering the following:– sensitive research topics– confidentiality– research bias– crediting sources of data

As research is guided by ethics, it is important to consider bias, respect, integrity and privacy in regards to sensitive topics, confidentiality, bias and crediting sources of data.Respect is highly important in regards to sensitive research topics. Participants should not be pressured into answering questions they do not feel comfortable answering and they should be given the right to withdraw at any time.Privacy is significantly important when considering the confidentiality of research responses. Participants must be ensured of their privacy with the knowledge that their responses will not be made available to anyone not directly involved in the research project and their identity will be anonymous. All responses should have their name changed or they should be referred to as “Person A” and they should seek permission to record responses and findings.

It is important for bias to be avoided in a study to ensure that research bias is not a result. Therefore, it is important for a researcher to choose samples that reflect the whole population being studied; to be objective in recording data collected and to not ask leading questions as failure to do so may result in research bias.Integrity is significantly important in regards to crediting sources of data. In order for a researcher to showcase honesty and strong moral principles, they must document all resources used in the research process in a correctly formatted bibliography and any questionnaires, interview transcripts etc should be made available to the appendix. All data must be recorded truthfully and accurately. Therefore, crediting all sources of data used is acknowledging other people’s contribution to the body of research and therefore showing integrity.

Research Methods: describe each research methodology (questionnaires, interviews, case studies, observations, literature reviews) and evaluate the suitability of each for different research topics

There are a number of different research methodologies researchers can utilise in order to collect data. These include:Questionnaires are a form of survey that consist of a series of questions used to gain information from subjects. They may consist of closed questions (which give respondents multiple choice or contain a scale) or open ended questions (allow respondents to write freely about ideas in a more detailed manner). Generally, the main purpose of questionnaires is to collect quantitative data (e.g 30% of people think this, etc) but can also be used to collect qualitative data as well in the form of open ended q’s.Questionnaires are significantly useful in research topics where there is a need to gain greater quantitative data. When there is a need to find out people’s opinions more (e.g the attitudes of people in relation to incoming refugees from other countries) questionnaires would significantly lack usefulness as respondents may not have time or care and thus give poor quality answers.

Interviews are a form of survey where the researcher asks one or more people a series of questions to gather information about their particular topic; either through face to face communication or technological means. Interviews can either be structured or unstructured, where structured interviews contain predetermined questions and the latter being characterised by informality which is more like a conversation and respondents are able to express themselves more openly through discussion.Interviews are highly useful in research topics that require more in-depth qualitative data to sufficiently answer the research proposal. For example, trying to find the attitudes of people in relation to same sex marriage. Interviews would be suitable as their layout enables the researcher to clarify responses from participant and allows the participants to go more in depth.

Case studies are written summaries of real life cases, based on data collected over weeks, months or years. It is a detailed investigation of one issue, such as a person, an event or community group.The purpose of case studies is to gather qualitative data, therefore it is suitable for research topics where qualitative data from a combination of primary and secondary is needed. However it is used in conjunction with other research methods as may be biased.

Observations are used to record what is witnessed by the researcher, such as what is said or done by participants in a particular context. They can collect both qualitative data by results being recorded descriptively or the use of rating scales or checklists to obtain quantitative. The two types of observation are participant observation – where essentially the researcher is taking part of the group and observing within. Non participant observation is when the researcher observes the group without observing, more objective.Observations are suitable for research topics that involve the study of group dynamics and how

people interact in certain environments, e.g observing how preschool children play with each other. However, they may not be suitable in some cases as it is time consuming, subjective and bias.

Literature reviews are examinations of existing research that has been conducted prior on a particular topic or issue. It involves the researcher summarising the views, opinions and findings of the researchers. It is used to provide background information and enables the researcher to have an in-depth understanding of the topic prior to conducting their research.Literature reviews are significantly suitable for research topics where they may be already lot of existing information on it, e.g how the media affects adolescent’s girls body image. Additionally, they are useful when a topic needs secondary data to validate research findings by showing how a topic or issue affects the wider community.Research Process: planning for research

– formulating a research proposal– managing resources, eg time, materials

Planning is essential for success in research, and formulating a research proposal should include a question, hypothesis, sampling and research methods, as well as creating a timeline when all these things should be completed.For a research topic, researchers should consider topics of interest and resources that are accessible locally and available; and for the IRP specifically the chosen topic must interconnect to CAFS content, e.g families, communities, groups. A research question can then be formulated.Once this is established, a researcher must examine the research methods, sampling methods and sample size that best suits the research.As for managing resources, time management can be achieved through a calendar system and recoding all deadlines in a diary, making lists on what to do etc. A filing system can be implemented to keep data organised and all electronic data should be backed up via a hardrive to ensure no data is lost.conducting research

– accessing sources of data– collecting and recording data– documenting actions and issues

Accessing sources of dataSources of data can be accessed through print and digital sources, such as books, academic journal articles and websites. It is important for a researcher to search for secondary data on what has already been researched on the topic – that way a literature review, an examination of existing information – can be conducted.Collecting and recording data Collecting and recoding data involves using research methologies to gather data from a range of primary and secondary sources. Recording data involves documenting the specific data that is relevant to and necessary for the research topic. Collcting this primary data may be in the form of interview or questionnaire responses, as well as observation details. This information collected must be done so in a logical, thoughtful, systematic manner to be most effective .Documenting actions and issuesThis is achieved through a project diary, which is a record of the steps taken during the development of the research project. It details an outline of project progress, descriptions of sources of data, research methodologies. It also documents the positive anf negative experiences and essentially any problems encountered during each week.

interpreting research– presenting research findings– analysing research results– drawing conclusions from research

Presenting research findingsResearch findings can be presented either quantitatively or qualitatively.Quantitatively – is when the results are in numerical form therefore are presented through the use of bar, line or pie graphs, or tables with statistics and percentages.Qualitatively – in the form of interview data is descriptive and therefore cannot be reduced to nermical form. Presented in the form of quotations.Analysing research resultsPrior to be able to interpret research findings, they need to be analysed. This means the researcher must describe what they can see in the evidence presented in the graphs and tables, thus being able to discern a relationship between key data and the research hypothesis. This can be achieved:

Identifying key data that has relevance to the question Key data that is both for and against research question is discussed An argument is constructed using key data in order to draw conclusions about research

Drawing conclusions from researchFollowing the analysis of results, the researcher then compares key findings from primary and secondary data. Conclusions are drawn in relation to the intitial research question and hypothesis. The conclusion of the project should:

State what the data has revealed and how it relates to the question and hypothesis Address the validity of the findings Address the implications and recommendations from findings

People With Disabilities Exploring the four specific groups within the community: utilise reliable sources of data to examine the nature of each group by considering the following questions:

– what is the prevalence of the group within Australia?– what determines whether an individual is part of the group?– how might individuals vary within the group?

A person is considered disabled if they have a long-term physical, mental, intellectual or sensory impairment with various barriers that may hinder their ability to participate in society and be on an equal basis with others. (United Nations Convention on the Rights of Persons with Disabilities).

The disability prevalence rate in Australia has remained relatively stable over time, with roughly 18.3% Australians (or 4.3 million people) reporting a disability in 2015 (ABS). It is roughly an even split between males and females, with slightly more males (19%) than females (18%) reporting a disability. However, that figure is set to rise in coming years due to an ageing population, with already 43% of Australians over 55 years having one or more disabilities. Therefore it is a known fact that disability increases with age, with only 6.6% of 15-24 year olds claiming a disability.

There is significantly great individual diversity within the group. The concept of diversity means understanding that each person is unique and recognising the individual difference. For example, people with disabilities could come from any race, gender, socioeconomic or educational status. They might suffer from multiple disabilities, be born with one or alternatively acquire one later in life, and they could vary in extent or severity. For instance, an individual with cerebal palsy who is not able to move or communicate properly as opposed to a child with a minor learning impediment would both be classified as having a disability, although there are great differences between them.

It is also important to acknowledge that the nature of disability varies. They may have either a physical, intellectual, psychological or sensory disability.A physical disability would limit a persons physical functioning and may result in decreased mobility, such as a stroke, cerebal palsy, arthritis, paraplegic, amputee, muscular dystrophy.An intellectual disability is characterized by significant limitations both in intellectual functioning as well as adaptive behaviour, such as everyday skills. This includes down syndrome, autism, Dyslexia.Psychological disabilities refer to mental disorders or conditions that can influence emotions, cognitions or hevaiors, including depression, bipolar, eating disorders, schizophrenia.A sensory disability is essentially when one of the five senses are not normal/ functioning properly, and encompasses people that are hearing or visually impaired, people with speech impediments.Therefore, there are a variety of disabilities and the nature of disabilities vary, culminating in individual diversity within the group.Recognise that the community uses positive and negative terminology to describe each group. Discuss the impact this might have on individuals within the group.

Language is an important tool that shapes society’s beliefs and perspectives on people with disabilities, and whether this language is positive or negative can have a significant impact on how disabled people are perceived within society.

It is evident that the use of positive terminology when referring to people with disabilities is integral to heighten the personal wellbeing of these individuals. It is imperative that the community adopts these more appropriate terms in regards to people with disabilities in order to break down social stigmas and ensure they feel accepted and valued within society. For example, saying “Person with a disability” instead of “Disabled person” is a positive way of describing them as it emphasises the person, not the disability. Referring to individuals using terms like “Person with autism” rather than “Autistic person” implies dignity and ensures that people are not categorised according to their impediment. Additionally, using words such as “accessible” when referring to disabled parking spaces and toilets or adopting language such as “person using a wheelchair” rather than the more condescending “wheelchair bound” all ensure that individuals possessing disabilities feel respected, equal and valued in the community. Using positive terminology such as these culminates in the individuals strengths and capabilities being recognised rather than their weaknesses and their social and emotional wellbeing is therefore heightened as they have a better sense of belonging within society and improved societal interactions. Therefore, the use of positive terminology is integral to improving the attitudes of disabled people and thus heightening their wellbeing.

In contrast, the employment of exclusively negative and pejorative terms in reference to people with disabilities has a detrimental impact on their wellbeing and how they are perceived in society. The use of outdated and extremely derogatory terms such as “retard” “spastic” and “crippled” isolates people with disabilities from the rest of society, enforces negative stereotypes and continues to perpetuate the social stigma surrounding handicapped people. For example, labelling a person with Down’s Syndrome the highly offensive “Mongol” would have a vastly negative impact on their socio-emotional wellbeing as it erodes their self-worth and self-confidence, making them feel like less of a person and that they do not belong in the community. This would then lead to them to not feel disrespected and that they cannot contribute to the community because of their disability. Therefore, the use of deeply offensive and derogatory language to refer to people with disabilities leads to poor social and emotional wellbeing within these individuals, who may not feel at ease with daily societal interactions and result in low self-esteem.

issues of concern for the four specific groups within the community: identify and prioritise the specific needs of each group

Health is undenaiab;y

Education:

Safety and security:

Adequate standard of living:

Sense of identity:

Employment:

justify the TWO most significant needs for each group and discuss the implications if these are not met

Health and education

explore the factors that can affect each group’s access to services by considering the following questions:

– what types of services does each group require access to?o eg financial support, transport, accommodation and housing, health care,

counselling, education, employment, legal aid– how do the characteristics of individuals within each group affect their access to

services?o eg age, gender, level of education, culture, type of disability, first language

spoken, socioeconomic status- what resources are necessary to support each group’s access to the service?

o Eg time, money, knowledge, energyo how available are the services within the community?

o eg opening hours, confidentiality, location, staffing

YouthExploring the four specific groups within the community: utilise reliable sources of data to examine the nature of each group by considering the following questions:

– what is the prevalence of the group within Australia?– what determines whether an individual is part of the group?– how might individuals vary within the group?

The defining factor that determines whether an individual is apart of this group is their age. According to the United Nations General Assembly, youth is defined as those persons falling between the ages of 15 and 24 years. The Australia definition includes youth as all people from 12-24 years. The exact ages for the youth group can be fluid, but in essence it encompasses the years of maturing from a child to an adult.

According to AIHW 2015, the number of individuals aged between 12-24 years in Australia was nearly 4 million people, which accounted for 17% of the total Australia population. Males were slightly more prevalent with 51% compared to 49% for females. At least 28% of all households contain a young person. Although the number of young people has been increasing, the youth population as a proportion of the total population has been steadily decling due to lowered birth rates and an ageing population. According to McCrindle Research, the youth population declined from 23% in 1971 to 17% in 2014, and is predicted to fall to 15% in 2049.

There is profound individual diversity within the group due to the various ages and stages of development within the youth group. As youth is a stage of development, there may be diversity due to the speed of a person’s mental, cognitive and physical development. For example, a 12 year old who is financially and emotionally dependent on parents, still living at home and engaged in secondary school education, along with a 24 year old who is financially independent, moved out of home, completed tertiary education and is engaged in full time work, both fall under the umbrella term ‘youth’ although there are major variations within these two individuals. There could be individuals experiencing puberty, secondary schooling, age of consent, adulthood, moving/renting into a house, full time employment, and possibly even marriage or child rearing, all these various milestones all come under the youth group. In addition, Youths can vary by coming from different cultural backgrounds, socio-economic status, educational levels and ages. For instance, around 4% of youths are Aboriginal or Torres Strait Islander, around 1 in 5 speak a language other than English at home, and females are more llkely than males to be involved in tertiary education (92% compared to 64% of males). Therefore, there are many different ways in which indivduals youths can vary.

Recognise that the community uses positive and negative terminology to describe each group. Discuss the impact this might have on individuals within the group.

Whether language used is positive or negative can have an influence on how young people are perceived in society.

The adoption of pejorative and derogatory terms to refer to the youth will have a detrimental impact on youth’s wellbeing. When youth are perceived negatively in the community, it may lead to pessimistic labels. Young people could be deemed “lazy” “rebellious” “idiots” “delinquents” or “dropkicks” to refer to their inexperienced and general immaturity. For example, a media report terming a group of youth ‘grommets’ instead of a more appropriate term would culminate in youth not feeling as if their presence is appreciated or valued in society. In essence, the use of negative terminology in regards to youth would have a profoundly negative impact on their social and emotional wellbeing, as they may not feel at ease with societal interactions and have a lowered self-esteem. They may not want to contribute at all to the community and may rebel. Therefore, the use of derogatory language to refer to youth culminates in a detrimental impact on their socio-emotional wellbeing.

In contrast, the employment of positive and empowering terms to refer to youth enhances the achievement of optimal wellbeing. The terms ‘adolescent’ and ‘teenager’ are determined on the basis of age and therefore are deemed the most appropriate to refer to youth due to its neutrality. Other positive terminology includes words and phrases such as ‘fun loving’ ‘adventurous’ ‘carefree’ and ‘future generation.’ For example, referring to a group of school students as ‘future leaders’ is uplifting and empowering, and will heighten their wellbeing as they will feel accepted and valued in the community. As well as this, referring to a teenage girl as ‘young lady’ may make them feel like they have something to live up to and encourage them to behave well. In essence, the use of these positive terms will increase their emotional and social wellbeing, as they will feel a increased sense of belonging in the community and a possess a high self esteem as they are perceived positively in the community. This will then lead them to be at ease with societal interactions and they will feel encouraged to make a positive contribution to the community, e.g volunterring at an aged care home. Therefore, the use of positive and empowering terminology in reference to the youth group has a influential impact on their wellbeing.

issues of concern for the four specific groups within the community: identify and prioritise the specific needs of each group

Education is a highly prioritised need for the youth. Most of youth are engaging in some form of education, whether it be formal schooling, TAFE, university or through provate colleges. Schooling allows for the foundational knowledge and skills in literacy, numeracy, social sciences and technology. Many go on to complete the Higher School Certificate, which opens up their options for further education through TAFE, colleges and universities. Essentially, the completion of adequate education is vital in order to be able to obtain employment and a stable income throughout life. Additionally, if youth are also educated on health issues and driver safety it will also lead to a better quality of life. If educational needs are met, it results in higher paying jobs which leads to a better access to resources such as private health insurance and better housing and high SES areas. If not met, this would result in a low income and low socio-economic status and low education on health matters may increase the risk for, drugs, smoking and obesity.

A sense of identity is imperative for youths who are at a vulnerable stage of life and are figuring out who they are and what they stand for. Having a supportive family network, close friendships and a strong peer network will help achieve this need by offering guidance and direction. A sense of identity may also be developed through involvement in school activities, academics, dance, sport, drama, music and art. Essentially, the establishment of their own values, interests and abilities will

help young people in forming a soild sense of identity. If not met, they will not feel valued/ supported and it could lead to mental health disorders.

Safety and security is of high importance for the youth due to their new experiences and tendency for experimentation. This security may be physical, emotional or financial. Youth need to ensure they are engaging in safe behaviours in relationships, sport, school, and work. They also need to make informed decisions about drug and alcohol use, eating behaviours, sexual behaviours and technology habits, such as being careful about what they share online. If these needs are not prorities, youth may find them in dangerous situations or involved in high risk beahvoiorus, such as drink driving, unsafe sex, assault and drugs. If financial security is not attained, youth unemployment may result and quality of life lowered.

Health is undeniably of immense importance to youth’s overall wellbeing as they are at a vulnerable stage of life and are experiencing a stage of rapid growth and development. Due to this, they need healthy nutritional food sources, especially when they need lots of energy for participation in sport/recreation and education. They also need access to appropriate health care, which can be obtained through access to their own Medicare card when they’re 15, and at 14 they are permitted to visit a doctor without parental permission. Private health insurance could be taken out for procedures common at that age, such as braces, acne treatments or wisdom teeth removal. Mental health problems, which are on the rise with this group, need to be managed with counselling. If these health needs are not met, serious health issues such as eating disorders like anorexia and mental health disorders such as depression could emerge. This would have a detrimental impact on physical and emotional wellbeing and wellbeing as a whole, and could impede on the satisfaction of other needs such as education and employment.

An Adequate standard of living for youths usually means their shelter needs are provided by their parents well into their 20s due to the high cost of living, or may move out to live in share houses with partners or friends, or live on campus at university. Their clothing choices are usually linked to self-esteem, sense of identity and status. They need healthy nutritional food sources, especially when they need lots of energy for participation in sport/recreation and education. If these needs are not met, dire consequences could prevail such as youth homelessness or increasing the risk for future health problems.

For youth, the satsisfaction of employment usually involves being involved in part time or casual work, usually in conjunction with studying. They could also be involved in volunteer work, such as fundraising and sport coaching whoch could prepeare youth for future employment. They could also have aprenticeships or traineeships that have on the job training and prepare them for a future role in that industry. Whether these needs are met or not will determine whether their economic wellbeing is increased or decreased, and whether the individual will earn some independence as they are earning their own money and participating in adult responsibilities.

justify the TWO most significant needs for each group and discuss the implications if these are not metEducation and a sense of identity, at a time when forming a sense of self is imperative to ensuring that all other needs can be met and that they have a sense of purpose and directionexplore the factors that can affect each group’s access to services by considering the following questions:

– what types of services does each group require access to?o eg financial support, transport, accommodation and housing, health care,

counselling, education, employment, legal aid– how do the characteristics of individuals within each group affect their access to

services?o eg age, gender, level of education, culture, type of disability, first language

spoken, socioeconomic status- what resources are necessary to support each group’s access to the service?

o Eg time, money, knowledge, energyo how available are the services within the community?

o eg opening hours, confidentiality, location, staffing