Psychology 30:
Developmental Psychology
Unit Two
Becoming a Parent
Copyright © Saskatchewan Ministry of Education
May be reproduced for educational purposes.
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Unit 2
Psychology 30
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Unit 2
Unit Two: Becoming a Parent
Concept Map
The following concept map illustrates the major topics presented in this unit.
Introduction
Unit Two focuses on the issues, concerns, and decisions that prospective parents
usually consider before and after conception of a child.
Pre-conception is that period of time
before fertilization takes place.
Conception is when fertilization takes place or, in other
words, when sperm meets ovum.
Deciding to become a parent is a major decision involving many factors, such as
parenting skills, financial readiness, societal values, career concerns, and emotional
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skills. Becoming aware of family dynamics and the sources of support during
pregnancy, after the birth, and in raising the child are very important as well. The
genetic and biological makeup of one’s family may also be a factor in the decision to
have a child. Prospective parents might ask themselves, “What are the
environmental factors that may affect my child before and after its birth?”
In this unit, you will learn more about the survey method, its advantages and
disadvantages, and how to conduct research using this method. The research topic,
related to topics presented in the unit, is one that you will select based upon your
interests and access to resources.
After working through the activities presented in Unit Two, you are asked to respond
to the questions in the assignment.
Reflecting on the Topic
Have you ever thought about becoming a parent? Perhaps, you are a parent and
you have had time to reflect on your experiences. Not only is deciding to become a
parent a tough decision to make, but knowing how to parent is also something to
consider. As you look around at parents in your community consider how you might
parent a child in a similar situation.
What do you want to encourage and inspire in your child? What do you think is fair
to expect and what do you most want your child to learn? What type of disciplinary
action would you take in cases where the child is having difficulty? Parenting is one
of the most important responsibilities in life.
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Decisions
What do parents need to know before deciding to have a child?
Becoming a parent is a life-long commitment. We all have different ideas about
parenting. There is no formal training for becoming a parent and often, we learn
about parenting from our parents. There are many ways to measure success in
parenting.
Why do some people choose to become parents? What are the qualities of being a
good parent? Why do some people choose not to become parents? These
questions may be answered by reflecting on the issues related to nature and
nurture.
Genetics and biological makeup or nature is a consideration when
deciding whether or not to become a parent. Biological factors, such
as the physical makeup of the prospective parents, as well as the
health of each of the families are important. A medical condition that
runs in a family may alone be the deciding factor against becoming a
parent. A history of twins in a family, on the other hand, may readily
prepare prospective parents to welcome the possibility of also raising
twins. There are many biological factors to consider when choosing to
have or not to have children.
Nurture relates to environmental issues. People may decide to have children
because they themselves have grown up with the belief that children carry on the
family. On the other hand, someone may decide not to have children because
career is very important or he/she is concerned with pollution and the deterioration
of our environment. Whether or not a person belongs to a system of supports to
assist during pregnancy and in raising a child may also be a deciding factor.
Urie Bronfenbrenner, a psychologist, devised a model for the systems of supports
that surround each one of us and influence our behaviour. The graphic
representation of his model on the next page shows how an individual belongs to a
number of supportive groups or communities.
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What are Saskatchewan’s statistics related to parenting decisions?
Research was conducted in January of 2001 by Dr.
Harley Dickinson of the Department of Sociology at the
University of Saskatchewan in partnership with the
Saskatoon’s Star Phoenix. Together they designed
and conducted a province-wide survey on a variety of
topics, such as health care, gambling, and lifestyles.
They found that family was very important to
Saskatchewan residents. In fact, 73.5% of the people
of Saskatchewan are parents while 26.5 % were not.
These figures are represented in the pie graph shown
at the right.
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In the bar graph, below, note the percentages of respondents that indicated the age
at which they had their first child.
A most interesting finding about family life was that well over half of
the survey respondents indicated that family life made them very
happy. In the one percent range were those who indicated that
family life was not very happy at all.
Could the physical and social environment of Saskatchewan be a
contributing factor in developing a positive attitude towards family
life? Do the systems of support experienced by people in
Saskatchewan reassure people that they will be supported in
becoming parents?
To help you reflect on the topic of parenting, complete Activity A
which asks you to journal your thoughts about parenting.
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Activity A
Answer the following questions by reflecting on your experiences, your thoughts,
and your self-knowledge. Write your answers in complete and detailed sentences.
These questions are intended to direct you toward a better understanding of the
demands of parenting and the skills needed to be successful. Exploring these
questions in depth may help you in the following ways.
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uncover surprising information about yourself
provide a reality check about the stage you are at today
weed out underlying assumptions that may not be useful
identify changes you can make that can help you if or when you decide
to become a parent
As stated in Unit One, your entries are evaluated according to the following rubric.
The writing in the journal is informal yet thoughtful. Develop your ideas fully and use
language that indicates a working knowledge of the topic. Twenty marks will be
allotted to the journal entries. Give detailed responses.
Marking Scale
No entries.
Points
0
Inadequate entries. Ideas are not clear;
some questions are missed or responses
are too short.
1-5
Ideas are limited and over generalized.
Understanding of the concepts/topics is
limited.
6 - 10
Ideas are straightforward and clearly
stated. Insight and self-reflection on the
concepts/topics are evident. Responses
are detailed and show some enthusiasm
for the learning.
11 - 15
Ideas are well constructed and explained
clearly giving additional information.
Responses show that learning is evident
and connections are made with other
concepts/topics. The vocabulary shows
that the definitions of the concepts/terms
are understood. Learning has also been
applied to experience.
16 - 20
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Highlights of Experience: What do you think?
1.
How much time, if any, do you currently spend with children? Briefly explain
what you enjoy the most about this time with children. Then explain what
you like the least?
2.
Parenthood is permanent for parent and child. With what ages of children
are you particularly comfortable? Suggest two ways you might strengthen
your skills and level of interest in the ages of children that you find being with
uncomfortable.
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3.
The demands of parenting include many responsibilities and commitments.
What might you least look forward to if you became a parent? How would
you obtain support in this area?
4.
Oftentimes, children learn to cope in stressful situations by observing their
parents. How do you cope with stress? What would you change in the way
that you manage stress if you became a parent?
5.
What are your hopes about becoming a parent? What are your fears?
Briefly explain each.
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6.
Identify and briefly explain two skills you appreciate about parenting that you
have experienced by observing your parents or other parents.
7.
What did you enjoy about being a child? What did you not enjoy? Explain.
8.
What goals or priorities will you have for your children? Briefly explain. How
will you support your child’s goals if he/she does not meet your expectations
for his/her future?
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9.
What are your thoughts about disciplining children? What type of discipline
might you use with your child?
10.
What support systems will most help you and your child? Briefly explain.
____
(20)
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Marking Scale
Points
Teacher’s Comments
No entries.
0
Inadequate entries. Ideas are not
clear; some questions are missed or
responses are too short.
1-5
Ideas are limited and over
generalized. Understanding of the
concepts/topics is limited.
6 - 10
Ideas are straightforward and clearly
stated. Insight and self-reflection on
the concepts/topics is evident.
Responses are detailed and show
some enthusiasm for the learning.
Ideas are well constructed and
explained clearly giving additional
information. Responses show that
learning is evident and connections
are made with other concepts/
topics. The vocabulary shows that
the definitions of the concepts/terms
are understood. Learning has also
been applied to experience.
11 - 15
16 - 20
___
(20)
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Systems of Support
How important are the systems of support in pre-conception?
Review the levels of support identified in Bronfenbrenner’s model. Each level
contains examples of people and/or agencies that support us and/or influence our
behaviour. His model supports the cultural theory of human behaviour.
The microsystem, the primary support system,
involves those people closest to us in our environment
and those to whom we are emotionally attached.
Often, the people in our microsystem are family, peers, friends, neighbours,
workmates or classmates, and perhaps, a religious community. An example of
someone in our microsystem would be a sibling or a best friend or a spouse. We
express our attachment to people through loyalty, nurturing, and empathy.
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The exosystem, a secondary support system, includes
many institutions or agencies whose mandate is to
provide support to people.
For example, physicians or local radio stations may provide very important health
information regarding parenting and pregnancy to the people in their community.
The macrosystem is a pervasive third layer of cultural
values, political philosophies, economic patterns, and
social conditions surrounding each of us.
Being able to rely on one’s cultural community and values provides support and
exerts influence. For example, in Canada, voting on a particular issue or candidate
supports us in having a voice in determining the environment in which we live,
reinforcing our belief in freedom and democracy.
Even before a child is conceived, prospective parents need to be aware of all the
influences, both positive and negative, related to their systems of support. People’s
thoughts, feelings, and behaviours are influenced by interactions among a number
of overlapping systems of support.
The first issue to consider before conception may be the physical health and
emotional well-being of the mother and the father as well as their family histories.
The type of living space and how the child will be nurtured are also major
considerations. Will the extended family and the community help to support the
child’s growth and maturity? Are schools and the availability of health services
concerns? Are finances and long-range plans for the family an issue?
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What influence does the microsystem have on prenatal
development?
Once conception has taken place, both parents play a very
important role in promoting healthy development in the unborn child.
Research suggests these proactive steps.


Even before pregnancy, abstinence from alcohol, drugs, and tobacco
is very important.

After the first three months (first trimester) abstinence from toxins, such as drugs
and alcohol lessens teratogenic or poisonous effects of these substances.
Prenatal (before birth) care promotes healthy brain development in the fetus.
The last trimester (months 7, 8, 9) is especially critical for brain development of
the fetus.
A teratogen is an agent or substance, such as a virus or
drug, that causes malformations of an embryo or fetus.
Embryo is the term given to a human organism from
conception through to the eighth week of development.
The unborn child from its eighth week of conception to
the time of its birth is referred to as the fetus.
Pregnancy is divided into three terms or trimesters
consisting of three months each. Months 1, 2, and 3 are
in the first trimester; months 4, 5, 6, are
in the second trimester, and the last three months
are referred to as the third or last trimester.

Each day that is toxin free throughout the pregnancy represents a reduction in
the damage that can be caused.

Social support for the mother is important. Maternal stress, psychological
problems, poor nutrition, loneliness, and inadequate housing can have an effect
on the biological environment of the fetus.

Postnatal (after the birth) care involves nurturing both mother and child.
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What influence does the exosystem have on prenatal
development?
The community plays an important role in the healthy development of the fetus.
Consider how the following agencies and services may help to support a mother
during pregnancy and ensure a healthy baby.
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health agencies
supports given by neighbours and friends
community support
education programs in schools to educate students about health, pregnancy, and
parenting
access to education and courses for teenage parents
What services are available in your community? Who would you contact for
resources, programs, services, and support? Are there differences between urban
and rural health care systems?
What influence does the macrosystem have on prenatal
development?
Pregnant women who do not receive care in early pregnancy, who experience poor
nutrition, and live in inadequate or overcrowded conditions are more at risk to
become ill and/or stressed which, in turn, affects the growing fetus. Women who
have access to health care facilities, family planning services, and supportive
families are better equipped to make healthy decisions about parenting and
pregnancy.
Respond to the questions in Activity B to apply your understanding of
the systems of support involved in pre-conception and prenatal care.
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Activity B
1.
In this question you are asked to be creative in demonstrating your knowledge
of the systems of support surrounding parents in the pre-conception stage or
at the prenatal stage. Show how the parents are supported and helped in
each of the systems of support. Choose Option A or Option B.
Option A: Collage
Create a collage using magazine pictures, images from additional sources,
and/or hand-drawn pictures depicting the people, institutions, services, or
agencies that might give support or influence the decision of a young married
couple thinking of having a child. Follow the guidelines listed below.



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

In a centre circle place the couple making the decision to become parents.
Draw and label a second circle around the couple.
Place images in the circle that show who the couple might consult and
gain support in making the decision to have a child.
Draw and label a third circle.
Place images in this circle that show where the couple may go to obtain
support or influence their decision whether or not to have a child.
Draw and label another circle around the others.
Place images in this circle that show who or what may provide support
and/or influence the couple’s decision to become parents.
Your collage will be evaluated according to the chart that follows.
Criteria
Mark
Images show an accurate
understanding of the systems of
support at each level.
__
7
Collage is neatly organized, glued
well, with thoughtfully placed
images and labels; visual appeal.
__
6
Overall understanding of the topic
is evident in a consistent,
connected arrangement from the
inner circle to the outer circle.
__
7
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OR
Option B: Story
Write a story or a profile of a young, pregnant, single adolescent and how she
would obtain support from each of the systems of support that surround her.
Tell the story according to the following guidelines listed below.




Write a vivid description of a pregnant, single adolescent and her living
environment, hopes, plans, and so on.
In the next paragraph, identify the system closest to her and how she
might obtain support and/or information during her pregnancy.
In the next paragraph, identify the next system and how the young woman
will obtain support and/or influence during her pregnancy.
In the last paragraph, identify the system with the broadest scope of
support and influence to the teen during her pregnancy.
Your story or profile will be evaluated according to the chart that follows.
Criteria
Mark
Descriptions show an accurate
understanding of the systems of
support at each level.
__
7
The story is neatly presented,
organized according to
paragraphs, with rich descriptions,
effective sentences, appropriate
word choice and grammar, as well
as consideration of story design.
__
6
Overall understanding of the topic
is evident in a consistent,
connected storyline from the
character through to the outer
circle of support.
__
7
Teacher Comments
___
(20)
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Environmental Influences
What are the major environmental influences that can have a
negative impact on healthy prenatal development?
Teratogens, or harmful substances, such as drugs or radiation that invade the
womb, often result in birth defects. The embryonic stage (from conception to the
eighth week of development) is the most critical period in prenatal development.
The formation of organs and limbs begins at this stage. The degree of harm
depends on three factors.

A crucial factor in the degree of harm relates to the time at which
the developing organism was exposed to a specific teratogen.
Each body structure has its own critical period. For example, the
heart develops in weeks 5 to 9.

The second important factor is the dose and/or the frequency of
exposure to a teratogen. Many teratogens interact intensifying
the effects.

A third factor that determines whether a specific teratogen will be
harmful, and to what extent is the genetic makeup of the
developing embryo and fetus. Research has shown that in
some cases genetic vulernability is related to the gender of the
developing embryo and fetus.
Later, during the fetal stage, environmental factors can affect the size, behaviour,
intelligence, and overall health of the developing child. These factors fall under
several categories: Mother’s age, nutrition, poverty, emotional state, infections
and diseases, environmental, and drugs.
Environmental: Radiation, chemicals, and other hazards in the environment can
endanger the fetus. For example, abnormal chromosomes are higher among
offspring of fathers who have been exposed to high levels of radiation in their work.
Environmental pollutants and toxic wastes, such as carbon monoxide, mercury, and
lead are also sources of danger to an unborn child. Contaminated water and air
pollutants are also a concern.
Mother’s Age: Two time periods are a concern: adolescence and beyond the
thirties. Infants born to adolescents are often premature. Down Syndrome, a form
of retardation, is related to the mother’s age (40 and beyond).
Nutrition: Maternal malnutrition is a common reason for slow fetal growth and low
birth weight. Proper weight at the time of conception, healthy eating during
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pregnancy, and a consistent weight gain of at least 1.5 kilograms per month in the
second and third trimesters lowers the risk of low birth weight.
Infections and Diseases: The importance of the mother’s health to the health of
her children is significant. Maternal diseases and infections can produce defects by
crossing through the placenta (the membrane enveloping the fetus) and the
umbilical cord attached to the fetus. For example, the greatest damage to the fetus
from the mother contracting German measles occurs during the third and fourth
weeks of pregnancy. A mother infected with HIV may also pass this on to her
unborn child.
Drugs: Drugs include tobacco, alcohol, prescription, or illegal drugs. Fetal alcohol
syndrome, for example, is a cluster of abnormalities that appear in the children of
mothers who drink alcohol excessively during pregnancy. Research has shown that
even mothers who drink a moderate amount of alcohol during pregnancy had babies
who were less attentive and alert, lasting up to four years old. Fetal and neonatal
deaths are higher among smoking mothers. Respiratory problems and low birth
weight are also more common in babies of mothers who smoked during pregnancy.
Poverty: Poverty is related to malnourishment and stress. Research has shown
that of the more than 25 million low birth weight infants born worldwide each year,
the overwhelming majority are in developing countries. Within the United States,
low birth weight rates in the poorest states are almost twice those in some richer
states.
Emotional State: When a pregnant woman experiences
intense fears, anxieties, and other emotions, physiological
changes occur in the fetus. These include changes in
respiration and glandular secretions. For example,
producing adrenaline in response to fear restricts blood
flow to the uterine area and may deprive the fetus of
adequate oxygen. On the other hand, reassuring the
mother of the well-being of the fetus has positive outcomes.
In Activity C, that follows, you are asked to find out more about how
teratogens and the environment affect the embryo or fetus and the
measures required to support healthy fetal development.
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Activity C
In this activity you are given an opportunity to conduct research into two of the
concerns related to environmental issues and prenatal development.
Imagine that you are a doctor for a couple who are experiencing their first two weeks
of pregnancy. They come to you with a concern. Explain the facts and advice that
you would present to the couple that may help them in the prenatal period. You
may refer to the information presented in the lesson; however, your responses must
also show some evidence of research and additional information on the topic. Show
how you address the two concerns you have chosen by completing the chart on the
next page.
Concerns
1.
“Doctor, my husband and I work in around radiation. Will this affect our
baby?”
2.
“Doctor, I have been waiting a long time to become pregnant. Now that I am
42 years old and pregnant, what should we be concerned about?”
3.
“Doctor, my husband and I are both vegetarians. What eating plan would you
advise for a healthy fetus?”
4.
“Doctor, my sister has asked us to come and visit her and her family. Should
we be concerned about my nephew who has German measles?”
5.
“Doctor, every member of my family is lactose intolerant. Is this a concern for
our unborn child?”
6.
“Doctor, we are trying to make ends meet, but we have many anxieties
related to finances. Will our stress affect our baby’s development?”
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Concern Number:
Environmental
factor
•
Possible effects
on fetus
•
•
•
Advice to the
couple
•
•
•
Concern Number:
Environmental
factor
•
Possible effects
on fetus
•
•
•
Advice to the
couple
•
•
•
___
(16)
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Heredity and Genetics
What role does heredity and genetics play in human development?
Have you ever been told that you have your grandmother’s eyes
or your uncle’s temperament or your mother’s athletic abilities?
The physical and, sometimes, emotional characteristics of a
person are determined at the time of conception when passed
from the mother’s and father’s genetic family heritage. The colour
of the hair,skin, and eyes; the gender; the likelihood that the
person will be tall or short, fat or lean; and perhaps basic
intellectual abilities and personality traits are hereditary and/or
related to genetics.
The construction of a human requires an estimated 50 000 genes. Genes alone,
however, do not directly determine human behaviour. Both heredity and
environment work cooperatively to produce a person’s intelligence, temperament,
height, weight, abilities, and so on. The flow of hormones can be affected by
environmental events, such as light, day length, nutrition, and relate to the growth of
the developing child.
Heredity is the genetic transmission of traits and
potentialities from parent to offspring.
Genes are hereditary units found in
a specific location on a chromosome containing
specific characteristics in an organism.
How are traits passed from one generation to the next?
Humans have 23 pairs of chromosomes. In each pair, one chromosome comes
from the mother and the other from the father.
Chromosomes are threadlike strands of
deoxyribonucleic acid (DNA) and protein that contain
genes and hereditary information.
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Twenty-two of the pairs are the same in both men and women, and these are called
autosomes. The twenty-third pair consists of the sex chromosomes, so called
because they are the primary factor in determining the gender of a child.
The sex chromosomes are known as the X and Y chromosomes. Females have two
X chromosomes and males have one X and one Y chromosome. The Y
chromosome is about one-third the size of the X chromosome. A sperm, the
reproductive cell produced by the male, carries either one X or one Y chromosome.
An egg, the reproductive cell produced by the female, carries only the X
chromosome. When a sperm with an X chromosome unites with an egg, the result
is a child with two X chromosomes – a female. When a sperm with a Y
chromosome unites with an egg, the result is a child with one X and one Y
chromosome – a male. So a person’s gender is actually determined by the X or Y
chromosome given by the father.
Mother and Father
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How do doctors test for genetic disorders?
Common genetic conditions may include club foot, cleft palate/lip, cystic fibrosis,
spina bifida, PKU, haemophilia, hydrocephalus, and muscular dystrophy. Scientists
have developed a number of tests to determine whether the fetus is developing
normally.

Amniocentesis is a medical procedure performed between weeks 12 and 16 of
pregnancy. A sample of aminotic fluid is withdrawn by syringe and tested for any
chromosomal or metabolic disorders. There are some risks associated.

Ultrasound sonography is a procedure in which high frequency sound waves are
directed into the pregnant woman’s abdomen. The echo from the sounds is
transformed into a visual representation of the fetus’ inner structures.

The chorionic villus test is a procedure in which a small sample of the placenta is
removed at some point between the 8th and 11th week of pregnancy.

The maternal blood test (alpha-fetaprotein test) is a diagnostic technique that is
used to assess neural tube defects. A blood sample is taken from the brain stem
of the fetus. This test is given to women 14 to 20 weeks into the pregnancy only
when they are at risk for bearing a child with defects in the formation of the brain
and spinal cord.
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Genetic Engineering
What is genetic engineering?
Genetic engineering involves inserting additional genes to alter
an organism’s genetic makeup. In humans, normal genes may
be added through blood transfusions or bone marrow transplants
to replace ailing cells with healthy ones. The technique is being
used experimentally for haemophilia, cystic fibrosis, rheumatoid
arthritis, several types of cancer, and dozens of rare diseases.
There are, however, ethical and moral issues involved in genetic screening and
genetic engineering. For example, would people want to know about their genetic
defects if these defects could not be corrected? When the issues are genetic
screening and abortion, ethical values often clash with practicality and parental
rights.
A positive outcome of genetic screening today is that people who are
concerned about the likelihood of developing certain diseases can find
this out and learn how to deal with it. On the other hand, what if
employers hired people on the basis of genetic screening? Or, would
some parents want to overcome the random nature of genetic
inheritance to create designer babies?
Ethical and moral dilemmas will no doubt increase in the next decade as scientists
on the Human Genome Project continue to make headway in mapping out human
genes. The Human Genome Project (HGP) is a 13-year project coordinated by the
U.S. Department of Energy and the National Institutes of Health. It was completed
in 2003 with contributions from the United Kingdom, Japan, France, Germany,
China, and others.
As identified in the HGP website, the goals of the project are to:






identify all the approximately 20,000-25,000 genes in human DNA,
determine the sequences of the 3 billion chemical base pairs that make up
human DNA,
store this information in databases,
improve tools for data analysis,
transfer related technologies to the private sector, and
address the ethical, legal, and social issues (ELSI) that may arise from the project.
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Survey Research
How is research conducted using a survey method?
In Activity D, that follows, you are given opportunity to prepare and design a
research study related to a topic presented in this unit. The research method you
will be using is the survey method.
Before you begin to consider your research question, your sample group of
participants, and the survey questions, it is also important to reflect on what you
know about the topic that you choose to research.
The research question focuses the topic
and the goal of the research.
Sampling refers to how people who
participate in a survey are selected.
Survey questions are designed to collect
information from a group of participants.
The researcher does not assist respondents in educating them about
the topic being researched, so it is important that survey questions not
present a bias. The questions should consider both sides of the issue.
A survey must also provide accurate definitions of the terms related to the
topic.
In this unit you will learn about the steps in designing a survey to research a topic
related to pre-conception, prenatal care, or parenting. The work done here, in Unit
Two, will prepare you to conduct, analyze, and summarize the research
data/information in Unit Three.
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Unit Two


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

select a topic
learn more about the topic
decide on an issue related to the topic
conduct an analysis of advantages and
disadvantages
form a research question
formulate a personal opinion
make a hypothesis or prediction
learn about survey research
select sample group
design questions for the survey
Unit Three




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
select a method to conduct my survey
conduct survey
analyze results
reject or support hypothesis
summarize the research results
report the findings
reflect on research experience
Look at the following example showing the process of preparing a survey to
research a particular issue.
Select a topic: The topic I have selected is genetic engineering.
The next step is to become familiar with the topic. I would read articles on
the Internet from reliable sources. Then, I would consult a variety of additional
and reliable resources found at the library. I would clarify definitions and
work towards an understanding of my own viewpoint so as not to present a
bias in my survey questions.
The third step is to decide on an issue related to the topic. I have decided
to examine the issue of whether or not genetic engineering with human
pregnancies should be made freely available to all rather than just those with
medical concerns.
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The next step is to perform an advantages and disadvantages analysis of
genetic engineering as related to my issue and summarize the information.
Advantages

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perfect diagnosis and cure many diseases
gene-therapy and gene-based drugs will
promote a longer healthy life
provides a greater chance in couples
having healthy children
Disadvantages
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private companies perform for profit rather
than for medical reasons
genetic discrimination in hiring
designer babies
What do I believe about genetic engineering? Do I wholeheartedly support it? Am I
100% against it? Am I for it only if it is regulated and used for medical purposes
where human life is involved? After conducting further research, I think I agree with
genetic engineering only if is regulated by health authorities and used for medical
purposes where human life benefits.
The next step is to decide on my research question. What do I
want to know?
Do people in my community support genetic engineering
in humans?
From the research question a hypothesis or prediction can help to focus
the survey questions, which is the next step.
Hypothesis is a prediction about behaviour or viewpoint
that is to be investigated in a research project.
My hypothesis: I predict that the majority of people in my community will not
support genetic engineering in humans.
The next step is to learn about survey-style research. Read the description
of survey research methods taken from the document Research
Methodologies in Social Psychology by Mark Burgess and Stephen Kemp.
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Survey or Questionnaire
Conducting research using a survey involves going out and asking, or sending out,
questions about the topic of interest. The survey method is especially useful in
collecting data from a large number of people and is often the only way of obtaining
data about thoughts, feelings, and private behaviour not open to direct observation.
Another strength is that a large amount of information can be collected in a short
period of time. Its weaknesses are that it is impersonal, it gathers only the
information asked by the questions, it limits the participants’ range of responses, it
cannot prevent some respondents leaving some questions unanswered or from
being truthful in their responses, and it does not provide a structure from which
cause-and-effect relationships can be inferred.
Once I understand survey research, it is time to select my sample
group or the people who will participate in the research. The
sample group of people must effectively represent the overall group.
Selecting the people is very important if the researcher wishes to
gain reliable data or information.
I intend to restrict my research to a sample of people found in the microsystem that
surrounds me. I will select ten people in the system. You, too, will use a sample of
this nature and size.
Here is my sample of participants from the microsystem:

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
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
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my sister Sheila
my best friend Rory
my father Bill
my cousin Sandra
my friend and neighbour William
my Uncle Steven
my cousin Joseph
my close friend Jack
my brother’s best friend Manfred
my study partner Bruce
Designing the effective and appropriate questions is the next very
important step. There are many types of questions to use. Questions that
are simply worded and focused are best in a survey.
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Here are my questions with labels showing the various types. I have chosen to have
six questions in my survey.
1.
I support scientists who collect the genetic codes or biological characteristics
that makeup every type of human life form. Number Rating
1
2
3
(strongly
support )
2.
4
5
(strongly
opposed)
I believe that people who suffer from a genetic or inherited illness, such as
Alzeimer’s or Diabetes, should be given access to genetic engineering to
prevent their offspring from suffering from this disease. Yes/No
YES
NO
3.
A politician who supported/did not support funding for genetic engineering
would obtain my vote. Circle one choice. Choice
4.
List three concerns and/or three advantages that you have regarding genetic
engineering and pregnancy. Listing Information
5.
Imagine that you are talking with the Minister of Health. Write your comments
to him/her regarding genetic engineering or genetic screening being offered
in this province. Scenario
6.
In a sentence or two, explain whether or not you support genetic screening
(finding out what specific biological traits you have) and give one reason for
your choice. Anecdotal
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The survey would also ask for some information about the participant,
such as age, gender, occupation, but the name would not be required
as matter of confidentiality.
In Unit Three you will find out more about the process used in survey research, such
as telephone, mail out, one-on-one, and so on.
Respondents must also be made aware of why you
are doing the research and to whom you will be
reporting the information. Find out if they will give
their permission and reassure them that their
information will be kept private and anonymous in the
survey.
Now it is your turn, in Activity D, to select a topic, form an opinion,
create a hypothesis, select your sample group, and write your
questions.
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Activity D
(1)
1.
Check a topic from the list presented below.
 genetic engineering of human embryos
 maternity leave
 knowing gender of the fetus
 parenting courses
 parenting today
 substance abuse and pregnancy
 artificial methods of fertilization in humans
 ethics of genetic testing
 international adoption
 stay-at-home dads
 family size
 single parents
(6)
2.
Conduct research on your topic to understand your own opinion.
Consult three resources. In the chart below do an analysis of the
disadvantages and the advantages of the issue or two sides to the
issue, for and against.
Advantages
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Disadvantages






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Unit 2
(1)
3.
Decide on an issue related to your topic. Identify this issue.
(1)
4.
Become aware of your bias. Write your viewpoint on the issue.
(2)
5.
What do you want to know? Write your research question here.
(3)
6.
Form a hypothesis or make a prediction about the views of people in
your community. Write your hypothesis here.
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(3)
(12)
7.
8.
Next, indicate the ten people selected in your sample. You may use
initials for the names of people but also indicate how each person fits
into the systems of support.










Now, you are ready to design the questions for your survey. Write six
effective questions in the six styles explained in the unit. Be prepared
to include all six questions in your survey.
Keep a photocopy of Activity D for your report in Unit 3. You may wish to consult
your teacher if you are having difficulties understanding this research.
___
(30)
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Looking Back: What do you recall about the concepts presented in
the unit? Review the concept map.
As you work through the assignment that follows, you may need to re-read those
topics that require clarification or review. Combine the information in the unit with
your own experiences as you answer the assignment questions. This will make your
learning more relevant and useful.
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