Discuss Being and Becoming Tweens.

This week in the lecture we will be looking at the pre-teen stage of childhood. Historically, in lifespan development this stage was referred to as ‘late childhood’, but in contemporary western society this group of children are often referred to as ‘tweens’ – not quite a child anymore, but not yet teenagers either. Over recent decades, the term tweens has come to represent much more than simply a stage of the lifespan, but also a culture; largely driven by increasing affluence in society. Tween-age children have therefore become seen as a consumer group characterised by an insatiable desire to want certain things; and with parents willing to ensure that they get them. Tween culture is also characterised by particular types of fashion and the ‘experimentation’ with appearance and behaviour more traditionally associated with teenagers. LectureA panopto recording of the lecture for this topic is provided below, along with selected slides. At a time convenient to you, please watch the lecture.ReadingPlease complete the reading ‘Perfect skin’, ‘pretty skinny’: girls’ embodied identities and post-feminist popular culture (Jackson & Vares, 2013). You should also read the article ‘Let’s get wasted’: A discourse analysis of teenagers’ talk about binge drinking (Chainey & Stephens, 2014). You will find direct links to both readings on the reading list for this paper under the headings ‘Being and Becoming Tweens’ and ‘Adolescence’ respectively. TutorialPlease complete the following activities:Tutorial Task 1: Tween girls and popular mediaIn the article which you were asked to read, Jackson and Vares (2013) discuss the way in which the self-perception and body image of tween girls is impacted by the highly sexualised images of celebrities and models that they are exposed to in the popular media. For this task, you are asked to contribute to the discussion board below titled Tutorial Task 1: Tween girls by responding to the following question:To what extent do you think that tween girls (i.e. girls aged 10-13) are impacted by sexualised – and other images – that they are exposed to through popular media?

Discuss the roles of Parents/Information Sharing.

Format: Exams are to be typed and be 2-4 pages typed, with headers addressing each of the areas of consideration. Include both an introduction and conclusion related to school group counseling. Address all areas of consideration and elaborate on goals and objectives of the groups based on the scenario provided.Areas of Consideration:1. Screening of Youth2. Roles of Parents/Information Sharing3. Confidentiality Issues4. Ethical Considerations5. Multicultural/Diversity Concerns6. Need for Assessment & Testing7. Establishing Group Norms8. Duty to Warn Considerations (if presented)9. Efficacy Issues Involving Students10. Voluntary vs. Mandated GroupsScenario: You are working as a School Counselor at the Glenville High School for about 2 years. You have been effective at providing primarily individual counseling sessions with the students of your school, grades 9-12. You have also co-facilitated groups with a senior counselor. The senior counselor just recently retired from their role as group instructor. You have been asked by a school administrator to step into this role. There have been increasing incidents of bullying, mainly targeted at the LGBTA student group that has recently formed. They are a majority of girls who have identified themselves as bi-sexual. They seem to be getting harassed daily by members of the male athletic teams, mainly the football team. The team has currently 35 active members and 9 of them have been directly implicated. 6 of them are African American and 2 are Caucasian. You want to begin a possible sensitivity awareness group to address some of these issues. The parents of the harassed students demand to know also who the bullies are in the school. Once implemented, the group will be mandatory weekly for the team members as a condition of them remaining on the football team. Include a tentative curriculum/objective template as you also consider the areas above. Include dynamics such as group size, norms/rules, incentives, consequences, objectives, etc. How will you gage the effectiveness of the groups over time?

Identify key issues in the case study.

Case Study Analysis 2Components of a Case Study Analysis (cases must be at least 2 pages long, without the cover and reference pages)a) Introduction: identify key issues in the case study; also, you must formulate and include a thesis statement, summarizing the outcome of your analysis in four or five sentences.b) Background: set the scene and give background information, relevant facts, and the most important issues; demonstrate that you have researched the issues revolving around this case study.c) Alternatives: provide at least 3 alternatives; explain why some of the alternatives might have been rejected; explain any constraints and reasons; explain why some of the alternatives might not be possible at this time. You should have most (or several) references under the alternatives, to support your argument.d) Proposed solution: provide one specific and realistic solution; explain why it was the chose one; support your solution with solid evidence, use concepts from class; use outside research, use anecdotes or personal experience.e) Recommendations: determine and discuss strategies for accomplishing the proposed solution; if applicable, make recommendations for further action to solve some of the issues; what should be done (and who’s responsible for doing it?).