Discuss the concepts of ‘second shift’ and of womens’?’psychological responsibility’ in regard to womens’ roles. Briefly explain these concepts and elaborate on their implications regarding

Question #1: 

Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.

• Gender and Emotion: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist. 
• Article Discussion: Anger: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought. https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
• Academic Article Discussion: Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas… and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
• Superwoman Syndrome/Second Shift: Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health. 
• Friendships: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
• Gender and Communication: Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life. 
• Gender and Nonverbal Language: Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences can impact your life in a significant way. Share with us. 
• Social media: Search your social media site of choice and compare your male friends posting to female friends postings. Elaborate on content, tone, communication style, and relatedness with other friends. Explain differences from a gendered/psychological perspective. Engage in some good critical thinking here. 
• Gender Phrasing: Identify three popular phrases that women say but men cannot say (socially taboo) and that men say but women can't say (socially taboo). Elaborate on why through a gender and psychological perspective. Engage in good critical thinking here. 

Sources you can use: 

Gender

• We’ve all had times when we’ve misunderstood another, or wondered how to communicate more clearly. This chapter from 21st Century Communication: A Reference Handbook explores gender-based communication styles. It focuses on how we develop gender-based ways of communicating, and what features are characteristic of male and female styles.

http://ezproxy.umgc.edu/login?url=http://knowledge.sagepub.com/view/communication/n41.xml?rskey=RNpivY&row=1

Women’s and Men’s Nonverbal Communication

• Nonverbal behaviors frame every verbal communication. Are there gender-based commonalities and differences? If so, what are they and how do we explain them?

http://ezproxy.umgc.edu/login?url=http://knowledge.sagepub.com/view/hdbk_nonverbalcomm/n11.xml

Friendships, Sex Differences, and Similarities

• Friendships have been shown to be a key element in individual happiness for both males and females. But what does friendship mean to each group? Author Barbara Winstead explores the dynamics of same-sex vs. cross-sex friendships for males and females of all ages.

http://ezproxy.umgc.edu/login?url=http://knowledge.sagepub.com/view/humanrelationships/n229.xml

Question #2: 

Gender-based violence is a persistent problem all over the world. 

The readings this week outline the wide variety of presentations of gender-based violence. We frequently focus on one type of violence at a time: domestic or intimate partner violence, sexual assault at colleges or in the military, honor killings, or rape as an instrument of war, for example. It is more instructive, however, to think of all of these types of violence as connected.

Recently, there has also been a greater focus on the rate of violence (and self-harm) among transgender people, particularly young people, and also on the extent of under-reported gendered violence against men, much of it also perpetrated by men.

Based on your reading for this week, respond to the following:

• First, define what we mean by "gender-based violence." Why not just "violence?"
• Why have we focused primarily on gender-based violence against women? Do you agree with adding violence against men and transgender people, or do you see these as separate phenomena? What (if anything) connects all of these types of violence?
• How do intersectional identities such as age, sexuality, gender non-conformity, or race affect experiences of gender-based violence?
• What purposes does gender-based violence serve in a society? Provide at least two examples.
• After everything you read for this week, define the one or two most important societal factors that you believe lead to gender-based violence. How can we address these factors? Are boys and men predisposed to commit gender-based violence? What needs to happen to make a significant dent in the rates of gender-based violence?

Sources you can use: 

• "Violence and Abuse" from Lumen Learning
• "Normative Cruelties and Gender Deviants: The Performative Effects of Bully Discourses for Girls and Boys in School,” by J. Ringrose and E. Renold
• "Who is Doing What to Whom? Determining the Core Aggressor in Relationships Where Domestic Violence Exists, fact sheet from the NCADV
• "Violence against women—it's a men's issue:" Jackson Katz at TEDxFiDiWomen
• The Facts on International Gender-Based Violence
• “Trailer, Excerpts of 'The Invisible War',” documentary film about sexual assault in the military
• "'Invisible War' Reveals Culture of Military Sexual Assault,” an interview with the filmmaker
• "Military Bases, Gender at,” by Keerty Nakray from The SAGE Encyclopedia of War: Social Science Perspectives
• "Sexual assault in the transgender community"
• "Intimate Partner Violence or Elder Abuse? Considering Age, Gender and Elder Justice"
• "Lesbian, Gay Male, Bisexual and Transgendered Elders: Elder Abuse and Neglect Issues,” by Loree Cook‐Daniels, Transgender Aging Network
• Power and Control Wheel [considered the signature model illustrating the power and control tactics used in intimate partner violence]
• Equality Wheel [illustrates a respectful relationship]

Question #3: (All documents attached is for this discussion) 

Reading and assignment for the discussion:

Reading: This assignment has a reading suggested:

1) Please read and select a "tool" from an eReserve reading titled The Process of Parenting, by J. Brooks, pages 157 to 164. The reading is located in Content/Course Resources/eReserves, and please click the little words "Week Five. Once you open this reading, right there in page 157 you will see the reading has a title: Tool Chest for Dealing With Problem Behaviors. (PLEASE SEEA ATTACHED)

Assignment: Please select one of those tools or more than one of the tools for dealing with problem behavior in your (or your future!) children. That is, choose any tool except those listed as "ineffective forms of discipline!" 

• Please explain why you prefer the tool you chose.
• Perhaps you already use one of these tools? Please explain that as well. 
• Please describe ways you offer praise to children.
• Consider the balance, which events do you give more attention to, discipline or praise at unexpected moments?
• Please consider and discuss (after you have read Dr. Barr's lecture notes) the balance between praise, discipline, and conversations.

Length of your discussion posting:  A few paragraphs.

One additional issue has been added to this assignment: Friends, after you have discussed the tool or tools you use for misbehavior:

1) (This was already requested) Please be sure to write a few sentences on the things you do to praise good behavior in your children. I become discouraged after reading so many postings about misbehavior! So I thought it might be a good idea to discuss things you do that involve praise for good behavior so you can think a bit about whether you are giving out as much praise as discipline. Praise, at random intervals, keeps motivation at its best. (Steady praise, like dollars for grades, actually drops motivation. Ask me if this idea seems odd!)

2) (This is new, as of November 15, 2022) Please respond in a few sentences to the new material I have added to Week Five in my lecture notes.  I would be interested in your use of conversations with your child and whether you feel those conversations occur as often as corrections for misbehavior or praise for good behavior.  Knowing what we now understand about the value of conversations, please provide some opportunities you can imagine using to have conversations with your children, especially children under the age of 5.  Thanks!