Gender Roles Of Women And Women - 892 Words

Gender roles are a set of behaviors that indicate that a person should fit in to a category of either being male or female. This is society’s concept of how men and women are expected to behave. These gender roles were commonly accepted before the twenty-first century. Society viewed males as being the main financial providers for their family whereas women were viewed as the maker of the home, raising and taking care their children. Men were expected to be strong, athletic,aggressive,and dominant. While, women were expected to be weak, passive,nurturing,and subordinate. Gender roles are assigned at birth, from then on children learn how it is socially acceptable to behave by observing friends, family members and the media. Not fitting in to these categories can be harmful. Most people have experienced sexism due to these gender stereotypes. Sexism can be thinking or treating someone different because of their gender. For example, men often get paid more than women for the sam e job and skill level. For some people it might be hard to accept a strong, dominant woman or a passive and friendly man simply because they are not fitting in to the category assigned to them. However, a lot has changed in the last few decades. More and more women are seeking higher education with the intention of starting a career. Men are finding it more acceptable and fulfilling to stay home with young children. The world is beginning to be more aware of other genders such as intersex andShow MoreRelatedGender Roles Of Women And Women1524 Words   |  7 PagesGender refers to the masculine and feminine attributes assigned to either sex. Culture and biology determine the moral, intellectual, and emotional differences between males and females. Biology partially determines gender constructions of men and women. A woman’s ability to conceive or a man’s natural strength are all examples of biological gender. However, I believe a larger proportion of personal gender i s formulated through cultural believes and values. Cultures create gender through social practicesRead MoreGender Roles Of Women And Women1535 Words   |  7 PagesEveryday you hear women and men being compared in life. A majority of the time it is in a form of men being more superior than women rather it s stereotypes, appearances, or money; Men usually end up more dominant. Society tends to assume that men are more capable than women in all aspects throughout life. These postulations have commenced before we were even born. Men are expected to constantly be working and providing the home for the women and children; Women are assumed to be cleaning, cookingRead MoreGender Roles Of Women And Women1630 Words   |  7 Pagesallow freedom for women, freedom for men, freedom from those sharply defined gender roles â€Å" (Fred Ward). I agree with this quote because in today’s society gender defines the roles of what a male and a female can do. What is gender? Gender, according to the Merriam Webster dictionary, is the state of being male or female (typically used with reference to social and cultural differences rather than biological ones). The term gender is only used when we describe how men and women are different in aRead MoreGender Roles Of Women And Women1677 Words   |  7 PagesGender is one of the greatest factors that can determine how we define ourselves and others. Although gender is determined at birth for many, it does not influence one s identity of self until a later age. How society views the roles of each gender influences how a person views themselves. As the views changes, so does one’s identity. In the past, the roles of men and women were defined and separated. Men were expected to provide income for the family, while women were expected to take care of theRead MoreGender Roles Of Women And Women1536 Words   |  7 PagesMen and women have very different expectations and roles in the work force. In the past almost all corp orations have discriminated against gender, especially women. Whether it is women not being allowed certain positions and/or promotions at a job, or women not being allowed into the field of work that they desire at all. Women have also been discriminated by being payed lower wage and made to work longer hours in unsafe and unhealthy work environments. Gender roles set expectations that are extremelyRead MoreGender Roles Of Women And Women1512 Words   |  7 Pages1.a Gender roles are how a society believes a man or women should act based on their gender. Each society has its own gender roles, where a man might be expected to do something in one society a woman might be expected to do it in another one. An example of gender roles affecting women is that women are expected to take care of the housework and so they do chores around the house even if they have a job. Men are expected to be the breadwinner and support his family financially. Men are not expectedRead MoreGender Roles Of Women And Women2066 Words   |  9 PagesThroughout history, gender roles were portrayed based on their physical appearance and the ability to do things. Men were always considered the caretakers and protectors of their homes and never had to worry about what kind of outfit they had to wear the next day. Men were free to roam around in whatever clothing that appealed to them and no one seemed to care. However, in the case of women, they were the ones who did the house work all day and if she wanted to get an education that was somethingRead MoreGender Roles Of Women And Women2359 Words   |  10 PagesMen and women are consistently sexualized and misrepresented in the media. These misrepresentations have serious implications on society and both sexes are constrained by these ideals. These ideal depictions of masculine and feminine are threatening to the already distorted gender roles. The media standards for beauty are outrageous and simply unattainable, putting immense pressu re on women today. Moreover media targeting men present a constant theme of hyper masculinity that is normalized inRead MoreGender Roles Of Women And Women1662 Words   |  7 Pages Gender Roles â€Å"Gender is the costume, a mask, a straightjacket in which men and women dance their unequal dance† (Kearl). Throughout history, women have been treated with unequal and unjust standards in comparison to their male counterparts. This paper will discuss gender roles in society and the stereotypes placed on men and women. As well as gender role development and the different influences that lead to these roles and stereotypes. Also, it will outline the history and progress of women’sRead MoreGender Roles Of Women And Women876 Words   |  4 PagesA gender role is simply a behavior that may be learned by a person that is so called â€Å"accepted† into society or a cultural normality. For example, men are known for supporting the family the most such as keeping the food on the table and being most of the income that comes into the household. Women on the other hand are normally looked upon as house cleaners, childcare givers, and less responsible jobs inside the house. Gender stereotypes are a little bit different; this is a way of seeing someone

Characteristics Of A Good Leader - 905 Words

In the world today, there are leaders everywhere, such as parents, Pastors, The President, CEO’s of companies, supervisors, and World Leaders just to name a few. A Leader can be good, bad, for or against an individual. A leader is also a person that sees projects and life through in order to make changes either in the mental growing aspect of one’s life, the economics of the world, or spiritual belief. The characteristics of a good leader are the leaders’ ability to inspire others, willingness to lead and integrity. The utmost important attribute of people is to be able to inspire others to evolve out of their normality by making one feel needed, and wanted. Furthermore, using tactics such as incentives and rewards can be offered. For instance, when employees are needed to contribute to a project, sometimes an incentive needs to be presented in order for them to consider the offer. The tool available to do this is called a bonus payout (Thurman, 2015). The other entity that can inspire others is the end of the year bonus, this will allow others to work hard in hopes to reap the benefits of a large employee bonus, for all the hard work that was contributed to the company that year (Thurman, 2015). A good leader can inspire others with his or her words. This is a method used by Pastors, Preacher, Rabbi, Priest and other Spiritual leaders. There words are used to give a sense of fortitude, that everything will be passable, just trust in God and he will see everythingShow MoreRelatedCharacteristi cs Of A Good Leader916 Words   |  4 PagesTo Be a Leader In the world today, there are leaders everywhere, such as Parents, Pastors, The President, CEO of Companies, Supervisors, and World Leaders just to name a few. These Leaders can be good or bad, for you or against you. A leader is a person that sees things through in order to make changes either in the mental growing aspect of one’s life, the economics of the world, or spiritual belief. The characteristics of a good leader are the leaders’ ability to inspire others, willingness toRead MoreCharacteristics Of A Good Leader1727 Words   |  7 Pages Characteristics a Good Leader Should Possess BU430 Leadership Christine Troglen June 28, 2015 Miller-Motte College Characteristics a Good Leader Should Possess The traits or characteristics of a good leader play an integral part in how that leader decides, acts and leads. The actions of a good leader also play a role in how they affect the rest of those they lead. That leadership, for example, impacts the ultimate goals of the group or the company. A good leader must haveRead MoreCharacteristics Of A Good Leader1655 Words   |  7 PagesIndividuals are all defined by certain behaviors and characteristics. Specifically from a management standpoint, it is important to understand these behaviors and characteristics so that the manager can demonstrate a certain leadership style that will work best within their own organization. There is a common saying within most organizations, stating that all leaders should be managers, but not all managers should be leaders (Sun). Aspiring leaders need to identify the various types of leadership stylesRead MoreCharacteristics Of A Good Leader912 Words   |  4 Pageswhat traits a leader should contain. W ithin the development of surveys people are able to decided what characteristics they believe are those of a good leader. Surveys are not just used to see the good they are also used as a form of improvement where people can assess a person’s trait to help them better themselves. Having a standard for what a good leader is, is not necessarily used the same in each position or job field. Some places of employment look for particular characteristic that others mayRead MoreCharacteristics Of A Good Leader869 Words   |  4 Pagesworld today, there are leaders everywhere such as Parents, Pastors, The President, CEO of Companies, Supervisors and World leaders just to name a few, these individuals can be good or bad, for you or against you. A leader is a person that sees things through in order to make change either in the mental growing aspect of one’s life, the economics of the world, or spiritual belief. The characteristics of a good leader are the leaders’ abil ity to inspire others willingness to leader and integrity. TheRead MoreCharacteristics Of A Good Leader2712 Words   |  11 PagesThe description of a leader is a person that leads a group of people. A leader that has positive traits is a valuable asset in today’s society. A good leader will be honest and caring with a desire to make a positive outcome by encouraging followers and work toward a goal for the organization they are a part of. This paper will discuss the traits of a good leader as well as emphasize on past leadership experiences. Leadership theories can come from people closely involved with an individual, andRead MoreCharacteristics of a Good Leader2287 Words   |  9 Pagesinfluence, another definition by Peter Drucker in his foundation The Leader of the Future says the leader is someone who has followers. A good leader always tries to develop the working methods so as to achieve the set goals and keeps constantly tries to improve his functional skills in various fields, also the good leader challenge the process, have a vision and share it with others and encourage others to act. One of the leaders that I would like to write about is Mr.Arif Nasser Ali Bani-Uraba,Read MoreLeadership Characteristics Of A Good Leader859 Words   |  4 Pagesways. Characteristics of a good leader is questionable. Leadership styles and theories, such as servant leadership, collective leadership and dictatorship may vastly differ but still share similar attributes. While servant leadership and collective leadership similarly encompass specific attributes, the collective leadership theory lacks vision and empowerment. Leadership characteristics differ in leaders. There are characteristics that make the difference between a qualified leader and a good managerRead MoreTraits And Characteristics Of A Good Leader Essay2018 Words   |  9 PagesTraits and Characteristics of a Good Leader A trait is a distinguishing quality or characteristic (Trait, n.d.). Businesses spend around $1,228 per employee on learning and development. Forty-four percent of businesses believe they will be increasing the amount of money spent on leadership development (The 10 defining traits of an amazing leader, n.d.). Could they save money if research could determine what traits and characteristics are imperative for a good and effective leader? This paper willRead MoreEssay about Characteristics of a Good Leader526 Words   |  3 Pages A good leader needs to have many particular characteristics. Some of these are obvious, such as that they care about what you are doing and always puts you before themselves. Also another trait of a good leader is that they always keep promises they make. Some of the subtle attributes of a good leader are that they do not hide behind bad news. Moreover, they are easy people to talk to and they have a good if not excellent sense of humor. In my opinion, the best leader would be one that enjoys

Family Health Care Nursing Provide The Person And Family Centred

Question: Disccuss about the Demonstrate The Ability To Provide The Person And Family Centred. Answer: Introduction Family health care nursing is a science that has evolved 20 years ago. Family Health Nursing involves a philosophy and a way of interacting with the consumer that influences the collection of information by the nurses, patient intervention, advocacy, and the approach of spiritual care (Kaakinen et al. 2014). This philosophy and practice are based on the assumption that health and illness are family events and that health affects all family members. The practice assumes that family has the impact on the health care outcomes (Hockenberry and Wilson 2014). The paper deals with the case study of Emma who is having difficulty in coping up with the development of her 14-year-old son Josh and 4-year-old daughter Lucy. She is anxious about her pregnancy and new coming baby. As a registered nurse working at the early childhood clinic, I have been assigned to deal with this case. The aim of the paper is to demonstrate the ability to provide the person and family centred care in the given situa tion. The paper reports the support provided to the family from the perspective of the role of the registered nurse. The paper discusses the physical, cognitive, and psychosocial development of Lucy and Josh. The report describes the developmental milestones expected to be achieved by both the children. Further, the family assessment is presented in the paper including the factors influencing Emma and her family. The family centred nursing care required in this case is described including the communication, and interviewing strategies that will assist with relationship building with Emma and her family. Lucys physical, cognitive and psychosocial development As per initial health examination, Lucy has normal physical development with fine motor skills. According to Van der Fels et al. (2015), an average height for a four-year-old girl is 101.6 cm, and weight is 16 kg. Lucy was found to have the height of 105 cm and weight of 15.5 kg. In the present condition, she can be considered to have normal growth pattern with no abnormalities found. Genetics may be responsible for the fast growth of height. However, she is a fussy eater which is a risk for overweight or obesity if remain unaddressed. She is also at the risk of under nutrition (Berger et al. 2016). There are no physical activities mentioned by Emma in which Lucy seems to be engaged. However, she is energetic, hard to control and oppositional. It indicates of oppositional defiant disorder. She lacks engagement in the playful activity like other children of this age. Lucy is new to her locality and is away from father may not have friends and may lead to poor psychosocial development. Her mother being pregnant may spend less time with Lucy in fun activity. Lucys elder brother being student fail to spend enough time with her. Therefore, Lucy may not be receiving adequate psychological support, which may have led to defiant behaviour. However, once, starting with schools she would enjoy healthy psychosocial development as she may engage in play, receive peer support and strengthen cognitive development (Van der Fels et al. 2015). Johns physical, cognitive and psychosocial development At the age of 14, John is also having a normal physical and cognitive development. He has manageable behaviour. He is trying to accustom to his new residence and school. Since he is in middle of puberty, he would undergo frequent mood changes, which is normal at this age (Carr 2015). He will undergo the change in physical appearance and development of secondary sexual characteristics such as the growth of beards (Ivashchenko et al. 2016). Separation from old friends and father being distant he could be lacking a psychological support. It is increasing his anxiety to attend to new schools. Poor social connection in the new residence, lack of friends may add to negative emotional changes (Carr 2015). At this stage, he is eager about identity formation. However, it is less easy to see his cognitive changes at this age. After visiting his new school, he could enjoy healthy psychosocial development due to the gain of peer support and cognitive changes that will help him to learn complicat ed materials in school (Earl, Hargreaves, and Ryan 2013). Developmental milestones During the fourth year, a girl child is expected to gain weight at the rate of 6 grams per day.A girl at this age is expected to have 20/20 vision and have a sleep of 11-13 hours at night. They are expected to grow to the height that is double the birth height. Improved balance and coordination skills are expected at this age (Earl et al. 2013). They are expected to strengthen their fine moor skills and gross motor skills. A child at this age should be able to dress up themselves cut out shapes, run, jump, and play with balls. At this age, children are more curious, develop vocabulary, expected to be aggressive, and lack moral concepts, and tend to rebel if too much is expected of them (McCoy et al. 2016). At this age, a child is expected to play and engage in sporting activities, learn to share of things and to read together. At the age of 14, a child attains early adolescence. A boy at this age begins growth spurt and is highly likely to be aware of the sexual orientation. It is expected of a boy at this age to coordinate theory with evidence (Grossman et al. 2014). The capability of formal operational reasoning is expected to increase at this age. Boys tend to be more self-focused in early adolescence as they tend to become more idealistic and critical. A continuous improvement in meta-cognition and cognitive self-regulation is expected at this age. At this age, boys learn to evaluate vocational options regarding interests (Pinquart 2014). A 14-year-old boy is expected to be able to make the subtle adjustment to speech style, and continue to improve grammatical constructions. Vocabulary continues to increase at this age (Shaffer and Kipp 2013). At this age boys are expected to have the conflict with parents, gender stereotyping of behaviour, high dependence on peer support and show conformity to peer pr essure (Grossman et al. 2014). Family assessment Assessment of Emmas family is necessary to identify the potential problems and the nursing needs. It is necessary to ensure the familys understanding and acceptance of the existing family. The family assessment will help to plan and provide the required service with the active participation of the family members. The objective of the assessment is to help the family develop an ability to independently handle their health problem (Dingwall et al. 2014). During interview the procedural and questioning model was used to identify the key concerns of Emma (Milner, Myers and O'Byrne 2015). In the procedural model Emma will be assessed to see what criteria of service she fits. In the questioning model Emma will be asked series of question using active listening skills of communication to understand the nature of the concerns. A non defensive attitude was maintained. Acceptance and empathetic understanding was practiced to avoid being judgmental to the clients concerns. To start with family structure and characteristics Kaakinen et al. (2014), Emma is a 34 years old woman who is six months pregnant with her third child. She has the 4-year-old daughter Lucy and 14-year-old son John. Her husband Michael stays away from her due to contractual work. Her family lives interstate. However, Michael's parents live locally and are supportive. Emma has the good relationship, interaction and communication with them. She lacks psychological support from her husband who is in WA; thereby she is accountable for all the decisions. It has only been six weeks in her new residence. She is unable to manage her four-year-old daughter Lucy due to her oppositional behaviour. John has good bonding with his mother but is keen to have his fathers support. Assessment of the socio-economic and the cultural characteristics Bastable (2016) of Emmas family showed that she is a homemaker and is financially dependent on her husband. Michael is the sole income earner with his parents being retired. In her new residence, she lacks communication with her neighbours due to lack of awareness of the cultural considerations of the new place. Therefore, she has the poor relationship with the larger community. John is attending school and is presently in 9 standards. Lucy is yet to join the school. Since the client has visited the early childhood clinic, it was not possible to assess her home environment. The health assessment Esposito (2013) showed that the Emma is anxious about her pregnancy and lacks the ability to cope with her young daughter's challenging behaviour. She is anxious as she is alone and taking care of her newborn would be difficult if the present condition continues. Due to poor relational network, lack of husbands and parental support, she could be finding it unmanageable to handle both children and home. She is also anxious about her son joining the new school and fitting in the new environment. John seems to have good health except for lacking psychological support from his father and peer support. Lucy has developed a habit of fuzzy eating and is exhibiting defiant behaviour. She has turned oppositional and hard to control for her mother. Overeating behaviour of Lucy may lead to obesity (Lobstein et al. 2015). However, there is no prominent mental or physical health concern. In her family, only Lucy is in urgent need of immunisation. Emma would need to reduce st ress and anxiety as well assistance to manage her home as well as children. The further assessment shows that the client is aware of her problem and is ready to address her concerns. It is indicating that she believes in preventive service as she is seeking help to be able to cope with her childrens development and home management. It means that the client is contemplating her health issues, which means it would be easy to implement the interventions (Dingwall et al. 2014). She seems to lack the problem solving capability although she can cope with her activities of daily living. She also seems to lack the problem solving skills that are adding to her anxiety and panic (Taylor 2014). Potential problems of Emma and her family Based on the assessment it appears that Emma has potential to develop fatigue due to increasing anxiety. If undressed it may lead to depression, which may be harmful during pregnancy. These depressive symptoms may further add to disruptive behaviour of Lucy. She may consequently fail to fulfil the psychological needs of Lucy and John. The emotional insecurities may hamper her self-care. It increases the potential of miscarriage, preterm delivery and giving birth to the baby that is low birth weight (Goodman et al. 2014). Emma is at risk of poor physical and mental health due to financial constraints and lacks broad social network. Other than these stressors, the strengths of Emma include support from Michaels further. Family centred care It can be concluded that deep emotional concerns and mental health are the immediate sources of concern. To enjoy physical and mental well being the client needs the broader social network. The client needs to learn the self-care activities and ways to cope up with anxiety and handle the defiant behaviour of Lucy. For this case, family centred care is the appropriate approach (Macy 2013.). Family centred care is the nursing practice directed to a family as a unit care with the goal of health improvement (Paul 2016). In this approach, the nurse focuses on childrens safety and needs within the contest of the family. The goal of this approach is to build on familys strength to obtain optimal outcomes. It is a collaborative practice, which includes day-to-day interactions among the patient, nurses, physicians and the health care professionals for planning, and delivery of health care (Psaila et al. 2014). This approach considers the developmental, social and emotional aspects of health care delivery (Carpenito-Moyet 2014). It is based on the principle of respecting each child and member of the family, respecting the cultural, ethnic and socio-economic factors affecting the familys experience. It includes the principle of providing formal and informal care. Further, this approach involves empowering each child to discover her strength and build confidence (Coyne 2015). It i s also grounded in the principle of the allowing the client to have choice and control on the care delivery. This approach is also guided by the principle of sharing honest and unbiased information with the client (Shields et al. 2014). Intervention Emma will be provided with the relaxation techniques to relieve her of anxiety and depression. It may include music therapy, exercises, yoga and meditation (Glover 2014). This method will keep her body and mind calm and is cost effective service. It will ensure her sufficient rest. Further, she will be provided with diet chart that will meet her nutritional requirements adequately. Further, she will be educated about the pregnancy care and adverse consequences of anxiety, panic and depression such as miscarriage (Tragea et al. 2014). To avoid isolation, Michel's parents will be involved in care services to incorporeal their values, beliefs and family cultural considerations (Glover 2014). Since John is an adolescent, he will be involved in Emma's care to increase support and assistance. This may include teaching him to be self-dependent that will decrease the burden on Emma. Pharmacological therapy includes administration of drugs that reduce anxiety or antidepressants. Emma will be provided support during pregnancy, childbirth, infancy, childhood and even in adulthood (Smith et al. 2014). The nurse will assess the home environment of Emma to ensure the safety of the family members. It may include removal of sharp pointed objects that may harm Lucy. Emma will be provided with the diet chart to be followed for Lucy to prevent overeating and obesity. The nurse will further assess John and Lucys cognitive development and a presence of any behavioural concerns. The nurse may perform laboratory tests and other tests of integrity ad function for both John and Lucy. If the test results are positive, then it may relive Emma of her insecurities (Psaila et al. 2014). In the case of Lucy, there is a need for identifying the degree of opposition defiant disorder. Lucy will be immunised against polio, chicken pox, and vaccine for diphtheria, Pertussis and tetanus before starting her school (Shields et al. 2014). Emma will be educated about the strategies required to communicate efficiently with Lucy and deal with her defiant behaviour (Pears et al. 2015). She will be further informed about the various cost-effective interventions considering her financial constraints. Some of the strategies include avoiding being permissive with Lucy. Emma must be diligent to develop strong virtues in John and Lucy (Dittman et al. 2016). She will be advised on appropriate job opportunities for her husband in the local area to ensure happy marital life. Counselling is appropriate for John where he will be helped to explore new opportunities in new place and school. Counselling will give him the confidence to fit in the new environment and thrive academically, socially and personally (Murimi et al. 2015). Counselling will help him learn and accept the limitation of his parents and assist his mother in household management. He will be explained about taking responsibility such as caring for Lucy and addressing her needs of play and psychological support. Referral services In a case of complicated situation, multiple interventions are needed. Therefore, Emma will be referred to the social worker for addressing other crisis in the family. She will be referred to psychologists for intense counselling and anxiety therapy. She will be referred to the physician in community service centre who will offer treatment at lower cost. In a case of severe depression, a physician can treat her with pharmacological therapy. She will be referred to family advocate to allow Emma to speak in her voice. Lucy cab is referred to psychologists for treating her oppositional behaviour (Smith, Swallow and Coyne 2015). Conclusion In conclusion, the child and family health nursing is a generalised, well-balanced and integrated approach to enhance the optimal functioning of an individual and the family as a unit. The paper has discussed the family cantered care for Emmas family. The care strategies are based on evidence-based options and the intervention is based on collaborative practice. Therefore, it is expected that it will lead to optimal outcomes. Conclusively, family health nursing begins with nurse process. This process helps to practice with family perspectives which lead to effective intervention. References Bastable, S.B., 2016.Essentials of patient education. Jones Bartlett Publishers. Berger, P.K., Hohman, E.E., Marini, M.E., Savage, J.S. and Birch, L.L., 2016. Girls picky eating in childhood is associated with normal weight status from ages 5 to 15 y.The American Journal of Clinical Nutrition,104(6), pp.1577-1582. Carpenito-Moyet, L.J., 2014.Nursing Care Plans--Transitional Patient Family Centered Care. Lippincott Williams Wilkins. Carr, A., 2015.The handbook of child and adolescent clinical psychology: A contextual approach. Routledge. Coyne, I., 2015. Families and health?care professionals' perspectives and expectations of family?centred care: hidden expectations and unclear roles.Health Expectations,18(5), pp.796-808. Dingwall, R., Eekelaar, J. and Murray, T., 2014.The protection of children: State intervention and family life(Vol. 16). Quid Pro Books. Dittman, C.K., Farruggia, S.P., Keown, L.J. and Sanders, M.R., 2016. Dealing with Disobedience: An evaluation of a brief parenting intervention for young children showing noncompliant behaviour problems.Child Psychiatry Human Development,47(1), pp.102-112. Earl, L., Hargreaves, A. and Ryan, J., 2013.Schooling for change: Reinventing education for early adolescents. Routledge. Esposito, D.A., 2013. The Effect of an Educational Intervention on the Psychomotor Competence and Self-Efficacy of Family Nurse Practitioner Students Enrolled in Advanced Health Assessment. Glover, V., 2014. Maternal depression, anxiety and stress during pregnancy and child outcome; what needs to be done.Best practice research Clinical obstetrics gynaecology,28(1), pp.25-35. Goodman, J.H., Chenausky, K.L. and Freeman, M.P., 2014. Anxiety disorders during pregnancy: a systematic review.The Journal of clinical psychiatry,75(10), pp.e1153-84. Grossman, A.H., Foss, A.H. and D'Augelli, A.R., 2014. Puberty: Maturation, timing and adjustment, and sexual identity developmental milestones among lesbian, gay, and bisexual youth.Journal of LGBT Youth,11(2), pp.107-124. Hockenberry, M.J. and Wilson, D., 2014.Wong's nursing care of infants and children. Elsevier Health Sciences. Ivashchenko, O., Khudolii, O., Yermakova, T., Iermakov, S., Nosko, M. and Nosko, Y., 2016. Factorial and discriminant analysis as the methodological basis of pedagogic control over motor and functional fitness of 14-16-year-old girls.Journal of Physical Education and Sport,16(2), p.442. Kaakinen, J.R., Coehlo, D.P., Steele, R., Tabacco, A. and Hanson, S.M.H., 2014.Family health care nursing: Theory, practice, and research. FA Davis. Lobstein, T., Jackson-Leach, R., Moodie, M.L., Hall, K.D., Gortmaker, S.L., Swinburn, B.A., James, W.P.T., Wang, Y. and McPherson, K., 2015. Child and adolescent obesity: part of a bigger picture.The Lancet,385(9986), pp.2510-2520. Macy, K., 2013. Family-Centered Care. InEncyclopedia of Autism Spectrum Disorders(pp. 1252-1253). Springer New York. McCoy, D.C., Peet, E.D., Ezzati, M., Danaei, G., Black, M.M., Sudfeld, C.R., Fawzi, W. and Fink, G., 2016. Early childhood developmental status in low-and middle-income countries: national, regional, and global prevalence estimates using predictive modeling.PLoS Med,13(6), p.e1002034. Mendle, J., Harden, K.P., Brooks-Gunn, J. and Graber, J.A., 2010. Development's tortoise and hare: pubertal timing, pubertal tempo, and depressive symptoms in boys and girls.Developmental psychology,46(5), p.1341. Milner, J., Myers, S. and O'Byrne, P., 2015.Assessment in social work. Palgrave Macmillan. Murimi, M.W., Chrisman, M.S., Hughes, K., Taylor, C., Kim, Y. and McAllister, T.L., 2015. Effects of school-based point-of-testing counselling on health status variables among rural adolescents.Health Education Journal,74(5), pp.557-567. Paul, T., 2016. Nothing About Us Without Us: Toward Patient-and Family-Centered Care. Pears, K.C., Kim, H.K., Healey, C.V., Yoerger, K. and Fisher, P.A., 2015. Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties.Prevention Science,16(2), pp.222-232. Pinquart, M., 2014. Achievement of developmental milestones in emerging and young adults with and without pediatric chronic illnessa meta-analysis.Journal of pediatric psychology, p.jsu017. Psaila, K., Schmied, V., Fowler, C. and Kruske, S., 2014. Discontinuities between maternity and child and family health services: health professionals perceptions.BMC health services research,14(1), p.4. Shaffer, D.R. and Kipp, K., 2013.Developmental psychology: Childhood and adolescence. Cengage Learning. Shields, L., Mamun, A.A., Flood, K. and Combs, S., 2014. Measuring family-centred care: working with children and their parents in two second level hospitals in Australia.European Journal for Person Centered Healthcare,2(2), pp.206-211. Smith, J., Swallow, V. and Coyne, I., 2015. 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Motivation Essays (360 words) - , Term Papers

Motivation 1: Listen to: The night begins to shine We are the hearts Rude eternal Motivational things Playlist 2: Read quotes: Life begins at the end of you comfort zone If it's important you will find a way, if not you will find a excuse This will be challenging and it will hard, but it's sure dam worth it You will get tired, you will taste blood in your mouth but that means you working hard. If you don't work hard you aren't going to make the basketball team next year If you don't train you aren't going nowhere If you don't train you are never goanna loose weight Prove them wrong, Prove musa and them wrong, Prove them that you're a different creature and how great you are How bad do you want that nice slim body Why are you working out and trying to get fit Get fit so that you will be able to run on the basketball court with no fear. Be so good that they can't ignore you Deep down you know you weren't built for fighting, but that doesn't mean you're not prepared to try. Suffer the pain or suffer the regret It never gets easier, you just get stronger Be so good that they cant ignore you When my Body shouts no my mind says never If you cant handle the pain than why are you writing this Work hard so girls start liking you, instead you liking them Do it for Grace Do it because when you have that nice body they you wont go to them but they will go to you. Be that fit guy You are the key with your body You have the personality but you don't have the body, so get the body Work hard for all those who gave you disgust when the looked at you. The felling you will have after you knew you put in the work The satisfaction you will have once you know you put in your all The fulfilment when you know your trying to make a difference in your life compared to others That moment when they say dang you've lost weight' That moment they say to you dang you look good' That moment when you see girls start talking to you more than usual