FEM 3001
(INTRODUCTION TO HUMAN DEVELOPMENT)
INSTRUCTOR
DR SITI NOR BINTI YAACOB
JPMPK, FEM
CONTACT NO
PHONE: 03-89467088
E-MAIL: sitinor@putra.upm.edu.my
F2F – 2, 31 MARCH 2012
OUTLINE
UNIT 6 – INDIVIDUAL ECOSYSTEM
 UNIT 7 – INTERACTIONS AND TRANSACTIONS
WITHIN THE FAMILY ENVIRONMENT
 UNIT 8 – INTERACTIONS AND TRANSACTION S
WITHIN THE FAMILY ENVIRONMENT
 UNIT 9 – INTERACTIONS AND TRANSACTION S
WITHIN THE FAMILY ENVIRONMENT

UNIT 6
INDIVIDUAL’S ECOSYSTEM & THE
DEVELOPMENT OF RESILIENT HUMAN BEINGS
INDIVIDUAL ECOSYSTEM
3 aspects of focus:
 Physical system
 Individual internal system - personality
 Interpersonal environment - communication
 These aspects interact with family environment
to produce a healthy & productive environment
or otherwise.

Individual
who are positive, well
nourished, physically healthy, can
function effectively, using resources
accordingly & can adapt to changes,
stress & transitions
These
individuals may grow to become
effective members of family, society and
nation
INPUTS & OUTPUTS OF THE INDIVIDUAL
SYSTEM
INPUTS
THE
INDIVIDUAL
Oxygen
Self-worth
Nutrients
Values,
beliefs
Water
Perceptions
Decision
making
OUTPUTS
Work
Exercises
Reproduction
Wastes
INDIVIDUAL PHYSICAL SYSTEM

3 BASIC elements serve as inputs in individual
physical system:

Oxygen

Nutrients

Water
These elements are important for functioning &
generativity.



We need oxygen for breathing, our body
contains water, we need food – carbohydrate,
fat, proteins, vitamins & mineral  to survive
These elements exist in the natural
environment
Other environments may influence the
availability / quality or continuous supply of
them (i.e. – pollution (man built & socio
cultural environments … lead to low air
quality)
Who Is A Healthy / Fully Functioning
Person?
 Refers
to physical well-being = a balanced
person is a healthy person
 Aristotle: concept of “The GOLDEN MEAN”;
referring to moderation (mean); avoiding the
extremes (too much or too little of anything food, drinks & exercise or self control, courage
& other virtues) can be harmful
 Homeostasis? Stability; centered
 TOO GOOD TO BE TRUE? Esp. in a family
system
INDIVIDUAL INTERNAL SYSTEM




Comprises self concept & personality
The development of self concept occur throughout
individual’s socialization process; does not exist at
birth
Self concept = An organized set of perceptions of
oneself, governing thoughts & feelings about one
self as a person
Self esteem is a sub of self concept; it refers to the
emotional aspect (a feeling of) of self worth &
dignity




An individual may have various perceptions about
him/herself & his or her abilities; which will influence
his/ her behaviour & personality
Positive self concept leads to well/positive life
functioning
Individual personalities comprises a blend of
characteristics that develop through out life
Temperament, birth order, personality styles etc..
Temperament (Natural Characteristics)
9 Basic Component Of Behaviour Based On
Temperaments
1.
2.
3.
4.
Activity Level = frequency of spontaneous
motor activities (“slow” vs. “very active”;
constantly moving vs not moving much at
all)
Rhythmicity = routines, organized,
scheduled
Approach & withdrawal (ability to
approach others or withdraw from social
contact)
Adaptability
5. Response threshold – responsiveness;
ability to respond based on senses =
fast/slow; i.e some people can tolerate loud
noise; some are quick to react
6. Intensity of reaction : how does one react
to stress (adapt, withdraw or explode)
7. Quality of mood / mood swing
8. Distractibility = level of self control
(impulse control) – to concentrate even with
distraction
9. Attention span/ Persistency: ability to
continuosly / seriously focussing/
concentrating on any specific task
Temperamental Response Pattern
High
LEVEL OF ACTIVITY
RHYTHMICITY
APPROACH /WITHDRAWAL
ADAPTABILITY
RESPONSE THRESHOLD
INTENSITY OF REACTION
MOOD
DISTRACTIBILITY
ATTENTION SPAN
Low
MOTOR ACTIVITY
TIME SCHEDULE
DISTANCE REGULATION
FLEXIBILITY
RESPONSIVENESS
IMPULSE CONTROL
HAPPY/SAD
CONCENTRATION
PERSISTENCE
Goodness of Fit concept (Chess & Thomas; 1968)
= an interaction that results when properties of
the environment & its expectations &
demands are in accord with the organism’s
capabilities, motivations & styles of
behaviour

In harmony--- optimal development in a
progressive direction

Can be influenced by: the organism, its
attributes, the relationships of the system
elements & the environment



Babies develop personality characteristics
based upon impulse & emotions 
hunger, sad, fear, discomfort
Personality develops across life stages based
on experiences & interactions esp. with the
socio-cultural environment
Different types of personality make people
unique
Styles of interactions with family, friends
& others are highly influenced by one’s
personality preference
 According to Jungian Theory, each
individual has 4 pairs of personality
preferences





Extrovert vs. introvert
Sensing vs. intuitive
Thinking vs. feeling
Judging vs. perceiving
Personality preference depicts
genetic influences as well as earlier
life experiences.
 It refers to the concept that ONE
personality style is more
prominent in a person.

EXTROVERTED (E)
INTROVERTED (I)
Talks first, think later
Thinks & rehearse before speaking
(“I’ll think about that”
Knows many people, counts
many as close friends
Likes varieties & action;
can tolerate noise, distraction
Dominates conversation
Apprachable & easily engaged
By friends / strangers
Anjoys a small number of
good friends
Likes quiet for concentration;
enjoys peace & quiet
A good listener, often feels
Taken advantage of
Appears quiet, reserved &
reflective
EXTROVERTED (E)
INTROVERTED (I)
Likes to talk a lot; at any time
Often gets suspicious if people
praise them; or repeating things
that have been said
An
individual may have both orientations; but
one is > prominent
EXTROVERTED (E)
INTROVERTED (I)
Likes parties, enjoy
talking to many people
Likes 2 share special occasions
with selected friends
Prefers generating ideas
with a group
Thinks of ideas, reflects on them &
wishes to get them out > forcefully
Listening is > difficult than talking
Likes to be “THE FOCUS”
Likes to state ideas without
interruptions
Talks way through things;
“I lost my books, has
anyone seen them?”
Thinks through where misplaced
items & looks 4 them on own
Needs affirmation; enjoys
feedbacks about accomplishment
“Recharges alone”
SENSOR (S)
INTUITIVE (N)
Prefers specific answers; details
Thinks about several things at
once; “absent minded”
Concentrate on “the doings”;
prefers doing than thinking
Perceives the future as intriguing;
Excited about his/her future than
other’s
Finds satisfying jobs that
yield tangible results.
Details are perceived as boring
& redundant
If s’thing is not broken, it does
not have to be fixed
Enjoys figuring out how things
work






Prefers to work with
concrete facts, not
theories or concepts
Does not engage in
fantasies
Reads from front to
back
Takes things literally
See details easier
than overall picture
“Seeing is believing”;
evidence is important
Tries to connect &
interrelate things, do not
things at face value
 Reflect, think, imagine;
analyze “what does that
mean”
 Reads anywhere
interesting
 Sees the BIG PICTURE
 thinks about possibilities;
What could be
 Time is relative; it is not
late unless s’thing has
started without you








FEELER (F)
THINKER (T)
Do not show emotions;
 > aware of other’s feelings
uncomfortable dealing with
 A good decisions is one that
people’s feelings
takes other’s feelings into
Calm, cool, collected when
account
others are upset
 Over-extends self to others
Settles disputes based on
in considering
fairness, truth rather than
 Prefers harmony; avoid
what makes people happy
conflicts
Likes to proof a point;
 Can easily take back what
argues on both sides
has been said that offended
> firm minded; < gentle
s’one; indecisive
hearted
 Takes things personally
> objective; “cold hearted”
Makes difficult decisions


It is more important to
be right than liked; it
is unnecessary to like
people in order to work
with them & do a good
job
Impressed with
scientific/logic things;
remembers numbers &
figures better than
faces & names
 Wonders if people care;
although it is not easily
said
 Over extends self in
meeting other’s needs
 People & feelings are more
important
PERCEIVER (P)
 Is distracted easily & gets
Waits for others
“lost” between activities
 Loves to explore the
Puts everything in
unknown
place
 Does not plan tasks, waits
“knows” that if people
2C what the demands are;
often perceived as
would do what they are
disorganized; things are
supposed to when they
pending
are supposed to, things
 Very last minute
would be much better –
 Believes creativity,
Things are decided
spontaneity &
responsiveness are >
Does not like surprise,
important than order &
make this well known.
neatness
Structured
 Turns work into play FUN
Keeps list & uses
JUDGER (J)





them.
Thrives on order;
has a system to
keep everything in
place
 States opinion
emphatically; often
accused of being
angry when merely
stating opinion –
forcefully
 Completes things &
get them out of the
way - closure

Does not have a system;
changes conversation
frequently on any topic
 Keep options open Does
not like to be pinned
down about most things;
would rather keep
options open
 Make things less than
definite.. openness


Personality types constitute combinations
of preferences (ways of perceiving &
interacting with the environment)



ISTJ = introvert, sensing & thinking, judging
preference toward the outer world
ENFP = extrovert, intuition & feeling; perceiver
of the outer world
There are many areas in life when personality
types are considered important





Sensing = to establish facts
Intuition = to suggest all possible
solutions
Thinking = to determine all probable
consequences of actions
Feeling = to weigh desirability of each
outcome
Variability in personality types is an
advantage; learn to appreciate the
differences
APPLICATION – ON CHOICE OF
OCCUPATION OR PROFESSION
Preferences
Occupations/Profession
Thinking
jobs using inanimate objects
Feeling
dealing with people
Sensing + judging
more structured jobs with well defined
procedures
Intuitive + perceptive Less structured; less initiative
Sensing
Deals with facts
Intuitive
Look for possibilities; creativity=
architects; writers; mathematicians;
research scientist
Interpersonal Environment
Communication
Communication
is critical for family adaptability,
cohesion & functionality
There is a common communication pattern in each
culture;
each
family
develops
its
own
communication pattern
People develop communication skills within the
family system; learning both the cultural patterns &
the specific family styles & rules
A
symbolic transactional process
involving creating & sharing meaning
through consistent patterns.
 Assumptions:
COMMUNICATION is transactional (exchange of
information/thought / ideas)
 It is impossible to not communicate

The structural elements of communication
 The communicator
 The message
 The medium
 The recipient
 Technology is an adjunct to one or more of these
elements.
 More focus on the message & the medium; often
neglecting the communicator & the reaction of the
receiver.

The message
The Recipient
The Communicator
The medium
Figure: Parts of communication process system
THE MESSAGE




Is the heart of communication
Units of information transmitted between
sender & receiver.
May contain feelings, thoughts, ideas,
suggestions or commands
After preparing (encoding) the message, the
sender decides whether the message needs to
be:


Explained, disguised, censored, or made appropriate
to the receiver / situations.
Message is sent to the receiver who will decode
the info as an input for the individual system




Messages are thought of in terms of words
Words are actually signs or symbols
We are now in a more semiotic age ==
visual symbolic communication (image
symbols)
？ &
THE MEDIUM


Is the WAY a message is presented to the
receiver
Influences the “meaning”

TV ads. Are costly; messages are short; aiming for
quick impressions through sounds, colors,
movements, images, few words which are normally
“powerful”
THE RECIPIENT




The receiver of the message.
Communicator must understand the receiver & be
aware of the context of the message being received.
Different words or gestures can give different
meanings to recipients who have different
perceptions from those of the sender.
“Interpretations” lead to reactions.


Example: table manners; “specific jokes”, slangs etc
Responses to communication are either visible
physiological
appearances
or
through
technological devices (i.e. testing biofeedback body temperature, brain waves, stress levels etc)
Our cultural background influences our
perceptions; so do our socializations agents &
contexts (family, friends, teachers)
 Place & space add to contextual meanings &
influence our interpretations & understandings
of a message (whispering = scared or shy?)

COMMUNICATION PATTERNS INFLUENCE
FAMILY MEANINGS
Meanings
come
through
continuous
interpretations of and response to messages.
 The sensitivity of our basic senses serve as the
first filters in communication.
 Our perceptions are also filtered through our
family system & social system through:
 Language.
 Accepted
ways of seeing & interpreting
things.
 All socially-agreed upon conventions that
standardized our world.

 Through
the filtering process we assign
general meanings to verbal and
nonverbal symbols.
 General experiences are shared with
many people we encounter.
 Specific and unique experiences are
gained within one’s family.
 The
language that we use often limits the
shape and meanings we can ascertain.
 Individual
characteristics can uniquely
influence one’s interpretations.
 After functioning in a family system comfortable with ability to handle the
language symbols, can interpret them at all
levels for their systems  “pattern”

Communication pattern:
Is both verbal and nonverbal
Is specific to the relationship within the system
Is reciprocal & interactive
Is often predictable
Contain both content & feeling messages
Defines relationships
May be changed by forces within the systems
Mays stimulate changes in that system
 Factors
that influence the creation of
meanings in communication:
Family of origin influences.
Family communication rules.
Gender and communication.
Communication framework.
FAMILY OF ORIGIN



The family that we are “born into” – known as
“family of orientation”.
Family as our first socialization context - specific
experiences within the family reflect a unique
combination of personalities.
Will influence later experiences in life - one’s own
“family of procreation”
i.e. “family secret”, “in the honor of the family”
FAMILY COMMUNICATION RULES
Rules are relationship agreements that
prescribe and limit a family’s behavior over
time.
 Family system has its own “administrative”
system that forms a structure which serves
as guidance for the family.

 We
may not realize some of the rules
since many are not told but are learned
through repeated interactions (a range
of explicit  implicit rules).
 Family rules developed over time.
 It set predictable patterns that regulate
behavior.
 It involved expectations.
 Unknown rules may create conflict.
 Communication rules: what, how, to
whom
GENDER & COMMUNICATION
 GENDER
may influence:
the way people communicate
meaning of the messages perceived and received by people
involved.
 Socio-cultural
influences dictate which behavior
is gender appropriate.
- big boys don’t cry..
 Contextual influence:
- office setting vs. non-formal setting
- male-female in private vs. in public
FAMILY COMMUNICATION FRAMEWORKS
 Family
members communicate in order to form a
group that can share information.
 This is arranged through a communication
framework.
 Family members establish certain channels for
information flow, share the meanings through
interactions & by a prescribes path through the
family communication framework
 Vertical vs. horizontal communication
The family communication framework reflect
power structure in the family.
 Some structures promote dominance, others
encourage sharing.
 It helps to maintain the roles and rules
operating within the system.

COMMUNICATION PATTERN
Show flow of information and verbal exchanges
within one’s family.
 All patterns have their strengths and weaknesses.
may work well for one family at one specific
time
while for others it may not work at all
 Types
of communication pattern: horizontal
chain, vertical chain, Y pattern, wheel pattern,
gap pattern and all channel network.

COMMUNICATION PATTERN
Horizontal chain –
negotiable rules
Vertical chain – nonnegotiable rules
Y pattern
Wheel pattern
Gap pattern
All channel network




Chain pattern:
Show hierarchy of power.
There is an authority figure.
Members rely on one person for information.
The Y & Wheel patterns:
There is one pivotal person who monitors the
information flow
Wheel allows more exchange of information.
A gap pattern depicts lack of info exchange.
All channel network pattern:
Describes a 2-way communication channels between
members.
Communication flows in every direction.
Members have equal chance to discuss issues.
UNIT 7
INTERACTIONS AND TRANSACTION
WITHIN THE FAMILY ENVIRONMENT
HUMAN DEVELOPMENT
Family is the most critical system for human development
(other systems are also important)
Human development occurs through-out life cycle
Can be influenced by & may influence the environment /
other systems
FAMILY FORM & STRUCTURE
Family form
Refers to parts of the system that involves
memberships of individuals
Various forms
Each form may function differently and has unique
characteristics
Nuclear: parents & their children
Conjugal: the forming of a nuclear family throug
marriage
Extended family parents, children, other family members
(grandparents, uncles & aunts; may involve 3
generations or more)
Consanguines extended family that are based upon blood
realtions
Intact family = members are both parents & children.
Single parent family led by a parent (father / mother) with
children due to divorce, death, separation, never married
Remarried families formed when one or both partners have
been previously married
Step family one or both married partners have
children from previous marriage; Blended family (both
have children??)
Family of orientation: the family that we were born
into
Family of procreation: the family that we form upon
marriage
STRUCTURE
The system perspectve defines family structure
as the interrealtionships between the elements in
the family
It refers to the interactional patterns
It involves positions as Husband, wife, children,
sibling, parents
Each of these positions govern specific roles that
are expected to be fulfilled
FAMILY ECOLOGICAL FUNCTIONS
5 basic family functions that are common across
cultural contexts:
Reproductive
Legalized sexual activities between married partners
Socialization of children
Establishing reciprocal economics activities with the
community/society
Provision of (unconditional) emotional support to members
Family functions for the development of individual
family members:
1. Protection
2. Economic
3. Nurturance
4. Mediation
5. Education
6. Adaptation
7. Continuity
Family is known as an ecological system which
governs individuals who are living organisms that
interact with and within the environment.
Individuals interact within the family --sharing
values, resources, goals, responsibilities and
commitments
Family and individuals must interact to obtain
resources, materials, energy and information to
survive
1. Family ecosystem as a social system
Every part of the family interacts with each other
and with the environment forming an ecosystem
Interrelated / interdependent
Family fulfills physical and biological maintenance
activities and reproductive activities
Family tasks includes socializations of the offsprings
Family well-beings may be influenced by the “world”
well-being, vice versa
Family is a semi-open system, has its own
goals, dynamic & adaptive
Families respond, change, develop, grow,
act , react and adjust in the environment
Adaptation is a continuous process in any
family system
All parts of the environment are
interrelated & influential of each other
Family as a system, use materials and
transform energy to:
sustain and generate life
function
2 sets of rules influence family –
environment interactions:
Natural physical and biological laws
- such as thermodynamic rules of
matter-energy transformation
Values and rules that are
constructed by the human beings
Factors that need to be considered in studying
families:
Components (size, age, gender, life cycle)
Structure (intact, single-headed (divorce/ death/ never married)
Environment (other living / non-living organism)
Processes that take place between family & the environment
 studied as a system

The environment does not DETERMINE human behaviour:


but it does provide boundaries or sanctions and
opportunities for family growth.
Families do have certain degree of controls & freedom over
some interactional aspects in life

Decision making process (DMP) is a basic
controlling mechanism

DMP guides human behaviour
towards achieving
individual and family goals
which in turn will influence the
other environments.
Some basic concepts:
Family:
is a basic unit of the society comprises interacting
organisms.
By definitions, a family covers memberships of
individuals who are blood related or related
through marriage; or adopted as members.
Members are:
interdependent, and independent to certain
extend
share common goals & resources
committed towards each other
Needs:
Conditions that need to be fulfilled in order to
survive and behave adaptively.
3 categories of individuals and family needs:
The need to own/obtain resources (materials
or information)
The need to interact (sense of belonging, love
& care, communicate)
The need to exist (growth & development; to
excel)
Family needs must be considered based upon
the socio-cultural contexts.
Values:
Individual and family values must be understood
May influence decision making process; actions &
interactions within the socio-cultural environment
Goals:
Individuals and the family share common goal(s)
goal orientation
Goals (and values) motivate family to function
Goals are influenced by time:
short term
long term
Families pursue goals; may be shifted depending
upon situations
Resources
Used by families to pursue goals, expectations &
demands
2 types: human & materials (tangible & non-tangible)
Human resources include personal characteristic
(knowledge, skills, emotions, health, energy, time)
Materials: natural or man-made (money, asset
Management:
A comprehensive process that involve achievement,
discovery, coordination & usage of resources to obtain
goals & for values realization
It covers interrelated processes of determining goals,
planning & implementation
It involves decision making process
DECISION MAKING
Serves as family controlling system
It reflects family interaction patterns; is based on
values, goals & standards
It helps family to adapt in the environment
A decision situation exist when conflict & alternatives
occur
COMMON CHARACTERISITICS
OF DECISION MAKING
Is considered to be universal
Involves information processing
Involves a choice among alternatives
Involves conflict management
Reflects family member’s perceptions, needs, values
Reflects family dynamics (interactions, communication,
power, authority)
Reflects a style
Past & future related
Reflects a commitment to a course of actions
Is basic to all family functions
Basic requirements in making a decision:
1.
Aware that a decision is needed
2.
Identifying & comparing alternatives
3.
Making a choice from the alternatives
Family decision making is a complex
process:
Families make numerous decisions in life: social,
technical, economics, legal, political.
Most of the times decisions are made when families
are faced with uncertainties / risks
Some of the decisions involved group / whole family
members
Outcomes of decision making:
3 kinds of decision making patterns:
1.
2.
3.
Consensus,
Accomodation
Defacto
Consensus
discuss the issue to be decided
until agreement is reached;
requires compromise, flexibility,
negotiation.
time consuming
1.
2.
Accomodation
one person consents to a decision
not because of total agreement,
but because of the belief that
further discussion will not resolve
the issue;
it
encourages
dominant
behaviour; may disturb family
connectedness
3.
Defacto
made without direct family agreement;
only made to keep family functioning;
may cause complaints by members;
dominant members are victorious, others are
suppressed.
FAMILY FORMATION - Choosing a life
partner
In Islam, marital partner is advised to be
chosen based on 4 elements: wealth,
beauty, family history/genetic factors, and
on top of all: RELIGION
Each individual may have different ideas
of his/her IDEAL partner
CHOOSING A LIFE PARTNER
4 basic processes:
1.
2.
3.
4.
Know oneself
Know one’s potential partner (self observation or
middle person)
Know his/her family background
Study the effect of the relationship supposed
there is going to be a marriage
THEORIES RELATED TO CHOOSING A LIFE PARTNER
Homogamy vs. heterogamy
People marry those of the same kind (similar
characteristics)
The concept of KAFAAH/ kufu (ethnic, SES,
religion, values)  Homogamy; more common
Those who marry “outside” the similar
territory or those of opposite characteristics
are known as heterogamy; may face greater
challenges
endogamy: marrying within one’s own social
group vs. exogamy – outside the group)
“Complementary” = characteristics that
complement each other
FILTERING THEORY
FILTERING PROCESS TO MINIMIZE THE SIZE OF
THE ‘POOL’ OF THE POTENTIAL CANDIDATES
(KERCKHOFF & DAVIS, 1962)
FILTER 1 = PROPINQUITY (DISTANCE, TIME
FACTOR, PHYSICAL SPACE; GEOGRAPHIC
CLOSENESS)
FILTER 2: SOCIAL BACKGROUND (ETHNICITY;
SES)
FILTER 3: ATTRACTIVENESS (SIMILAR OR MORE
OR LESS ABOUT THE SAME)
FILTER 4: MATCHED (PERSONALITY, INTEREST,
VALUES)
FILTER 5: “BALANCED SHEET FILTER” –
ANALYZING BENEFIT & LOSS ; IF BALANCE;
PROCEED TO COMMITMENT STAGE  MARRIAGE
ALL ELIGIBLE CANDIDATES
FILTER 1 – PROPINQUITY
ALL ELIGIBLE CANDIDATES THAT ONE KNOWS OF
FILTER 2 – SOCIAL BACKGROUND
CANDIDATES THAT HAVE SIMILAR BACKGROUND
CHARACTERISTIC
FILTER 3: ATTRACTIVENESS
PARTNERS GET ATTRACTED TO EACH OTHER
FILTER 4: MATCHING
PERSONALITY, INTEREST, VALUES
FILTER 5: BALANCE SHEET
COMMITMENT
MARITAL PREPARATION / READINESS
Spiritual
Faith, religion as way of life
Knowing the rights/wrong; rights &
responsibilities
A clean start
Physical
Healthy: physical, mental, emotions
Free from diseases
Fertile
Sexual
SOCIO-CULTURAL
The Wedding
Relationships with families of
orientations; in-laws; neighbours;
friends (yours, mine, ours)
Work & family
SOCIO-EMOTIONAL
The importance of being in-love; staying
in-love through-out; marital Q
Parenting
SOCIO-ECONOMY
Nafkah
Responsibilities towards family
of procreation
Responsibilities towards families
of orientation
FAMILY DEVELOPMENTAL TASKS
Basic family tasks; specific for each level of the
family life cycle
Involves responsibly, roles that are shaped and in
accord with biological needs, cultural influences,
values and family aspirations
Occur simultaneously and parallel with individual
development
Success in fulfilling the tasks:
satisfaction; happiness; recognition from society;
ease the accomplishment of the subsequent tasks

Failure???



May limit growth (various aspects)
May interfere with later stages
May create conflict
BASIC FAMILY TASKS:
Provision of basic needs: shelter, food, clothing,
safety etc
Fulfilment of living cost through distribution of
resources (time, space, energy); & facilities
Division of household tasks such as
“breadwinner”; “family manager”; maintenance of
home & family members
Ensuring the “success” of the socialization process
Provision of the “know how” of interactional
processes (communication, expression of feelings,
sexuality etc
GIVE BIRTH, NURTURE, BRING-UP THE CHILDREN,
LAUNCH THEM
ESTABLISHMENT OF GOOD RELATIONSHIPS WITH THE
OUTSIDE WORLD (NEIGHBOURS, FRIENDS, SCHOOL,
COMMUNITY, RELIGIOUS INSTITUTION
NURTURING VALUE SYSTEM; MORALE BEHAVIOUR,
MOTIVATIONS, POSITIVE CONFLICT MANAGEMENT;
STRATEGIZING LIFE GOALS AND HONESTY (“BASIC
LIFE SKILLS)
Every member holds specific tasks pertinent to
his/her position in the family (husband/father;
wife/mother; siblings; children)
FAMILY TASKS ACCORDING TO STAGES
ACROSS THE FAMILY LIFE CYCLE
Level I: Early stage
Newly wed, lasts for 1 – 3 years; high marital Q
Family life tasks:
Forming roles both in marriage and family; discuss
expectations; adapt to meet own, partner’s and
marital needs; planning for children; parenting
Provide emotional support for each other (love,
emotions, self identity & “married person” identity;
sexual responsibilities
Establish interaction patterns, communication,
expression of love & other emotions etc



PERSONAL ADAPTATIONS – GIVE & TAKE, TOLERANCE OF
PERSONAL HABITS / LIKES-DISLIKES / HOBBIES
TOLERANCE OF GENDER ROLE IN ACCORD WITH
PERSONALITIES, SKILLS, NEEDS, INTEREST, JUSTICE &
FAIRNESS
FAMILY FIRST – MANAGING WORK-FAMILY CONFLICT,
BALANCING WORK/FAMILY GOALS; RECOGNIZING UNPAID
LABOUR; SHARING OF HOUSEHOLD TASKS
IMPROVE COMMUNICATION SKILLS; SHARING OF PROBLEMS
FINANCIAL MANAGEMENT; SHORT VS. LONG TERM GOALS
ESTABLISH & STRENGTHEN FAMILY RELATIONSHIPS
INVOLVEMENT IN NEIGHBOURHOOD ACTIVITIES;
FRIENDS, OWN FRIENDS
MUTUAL
STRENGTHEN RELIGIOUS BELIEFS; NURTURING MORALE
VALUES
LEVEL II: CHILD BEARING / REARING STAGE
FORMING A FAMILY; EXPECTING BIRTH OF A CHILD;
FAMILY WITH 1-2 CHILDREN; DECREASED MARITAL Q
TASKS:
ADAPTATION OF PARENTAL ROLES
ESTABLISH FAMILY STABILITY – ALL MEMBERS ARE
LEARNING “THE NEW ROLES”
LEARN ABOUT CHILD DEVELOPMENT – PRACTICE SMART
REARING
FINANCIAL MANAGEMENT (CURRENT & FUTURE)
STRENGTHEN RELATIONSHIPS WITH EXTENDED FAMILY
MEMBERS – THE GRANDPARENTS
ADJUST TO NEW ROLES AS COUPLES WITH CHILDREN;
FAMILY ROUTINES & RITUALS, HOLIDAYS & FESTIVALS
SAFETY FIRST – FOR THE LITTLE ONES; ARRANGE
HOME FURNITURE ACCORDINGLY
FAMILY PLANNING
STRENGTHEN RELIGIOSITY; NURTURING MORALE
VALUES
LEVEL III: FAMILY WITH PRE-SCHOOLER
CHILD’S AGE – 2.5 – 6 YRS. OLD. NURTURING &
SUBSEQUENT BIRTH; TAKES ABOUT 3 – 4 YEARS
TASKS
PROVIDE ENOUGH & SUITABLE SPACE, FACILITIES,
OTHER THINGS TO FIT THE EXPANDED FAMILY
PREPARE FOR BOTH EXPECTED AND UNEXPECTED
COST
MORE MATURED ; REMAIN “WARM”; NURTURE &
RAISE CHILDREN WITH LOVE AND POSITIVE
STRENGTHEN GOOD RELATIONSHIPS WITH EXTENDED
FAMILIES
IDENTIFY ADDITIONAL RESOURCES FROM OUTSIDE
MOTIVATE FAMILY MEMBERS
STRENGTHEN RELIGIOSITY; NURTURING MORALE
VALUES
LEVEL IV: FAMILY WITH SCHOOLING CHILDREN
FIRST CHILD AGES 6-12; TAKES 6-7 YEARS TO COMPLETE
TASKS:
PROVIDE ENOUGH & SUITABLE SPACE, FACILITIES &
OTHER THINGS FOR SCHOOLING CHILDREN; MAINTAIN
COUPLE’S PRIVACY
FINANCIAL MANAGEMENT – TO MEET EXTRA DEMANDS
EXPANDING FAMILY SOCIALIZATION PROCESS
IMPROVING COMMUNICATION Q; STRENGTHEN
LEVEL V: FAMILY & ADOLESCENT
1ST. CHILD AGES 13-20; TAKES ABOUT 7 YEARS TO
COMPLETE
TASKS:
SPACE & FACILITIES
FINANCIAL MANAGEMENT
SHARING OF HOUSEHOLD RESPONSIBILITES
RE-FOCUS ON MARITAL RELATIONSHIP
IMPROVE INTERGENERATION COMMUNICATION Q
STRENGTHEN RELATIONSHIPS WITH EXTENDED
FAMILIES & OTHER SYSTEMS OUTSIDE THE FAMILY
INVOLVE IN THE ADOLESCENT’S ACTIVITIES
STRENGTHEN RELIGIOSITY; MORALE VALUES; ETHICS
LEVEL VI: “LAUNCHING” STAGE
1ST CHILD LEAVES HOME; ENDS WHEN THE YOUNGEST
CHILD LEAVES. TAKES ABOUT 8 YRS. MARITAL Q HAS
HIGH POTENTIAL TO IMPROVE OR OR… FAIL
TASKS
REARRANGE HOUSEHOLD ARRANGEMENT
PREPARING TO LAUNCH THE CHILDREN
TRANSFER SOME RESPONSIBILITIES TO ADULT
CHILDREN
ADAPT TO NEW ROLES AS PARENTS OF THE ADULT
CHILDREN
MAINTAIN OPEN COMMUNICATION; EXPAND
RELATIONSHIPS THROUGH CHILD’S MARRIAGE;
STRENGTHEN RELIGIOUSITY; MORALE VALUES; ETHICS
LEVEL VII: MIDDLE AGE FAMILY
BEGINS WHEN THE YOUNGEST CHILD LEAVES HOME,
ENDS WHEN COUPLES RETIRE – “EMPTY NEST STAGE”
OR THE BOOMERANG GENERATION STARTS
TASKS
PREPARE FACILITIES FOR WELL-BEING; COMFORT &
HEALTH NEEDS
DISTRIBUTE RESOURCES TAKING INTO ACCOUNT
RETIREMENT PLAN
ESTABLISH INTERACTION PATTERN OF “MUTUAL
FULFILMENT OF NEEDS”; IMPROVE MARITAL Q
INCREASE MEANINGFUL SOCIAL ROLES; FAMILY
RELATIONSHIP
RELIGIOSITY, VALUES, ETHICS
LEVEL VIII: FAMILY DURING THE GOLDEN YEARS
COUPLES ARE ECONOMICALLY INACTIVE; DEATH OF
ONE OR BOTH PARTNERS
TASKS:
ARRANGE FOR MEANINGFUL LIFE
ADAPT FINANCIAL NEEDS WITH LIMITED
RESOURCES
SET COMFORTING ROUTINES; HEALTHCARE,
STENGTHEN MARITAL RELATIONSHIP
INCREASE SOCIAL ROLE; FAMILY RELATIONSHIPS
RELIGIOSITY, VALUES, ETHICS; SEARCHING FOR
MEANING OF LIFE?
VARIATIONS IN FAMILY LIFE CYCLE




Family life stages is experienced uniquely by each
family; in accord with formation; time; duration;
age of first child; subsequent children; family
types
Transitional from one to the next level produce
changes that can influence family relationship;
adaptation is need
Various social changes influence the trends / form
/ functions of the family
Examples:
Post-poned marriages; postponed child-bearing,
all other stages are being postponed
Career first?
Families without children? Adopted children?
Fewer children may shorten the span of life cycle
Birth of special children
DIVORCED FAMILIES? SINGLE PARENT FAMILIES;
STEP – FAMILIES? BLENDED FAMILIES?
Some singles -- adopted children (trendsetter =
artist?)
Pregnancy out of the wedlock; homosexual
couples?
The shoot off of the launching stage is debatable
Improved life expectancy – demands for children
to provide care for their elderly
THINK TWICE…
He who is unable to live in society or who
has no need because he is sufficient for
himself, must be either a beast or a god

Aristotle
UNIT 8
INTERACTIONS & TRANSACTIONS
WITHIN THE COMMUNITY
ENVIRONMENT
 Individuals & the family are basic units of the society
(community); influencing each other
Society/community – the concept
 Society = a social community
 Community = all the people living in a specific locality
(a Latin word = fellowship)
 More than 1 person interacting within one geographic
location & have social bonding / relationship


INVOLVES LOCAL FUNCTIONS: SOCIAL
CONTROL/ SOCIAL SANCTIONS; SOCIAL
INVOLVEMENT; SOCIALIZATION;
PRODUCTIONS; DISTRIBUTIONS &
ECONOMICS CONSUMPTIONS
THE CHARACTERISTICS OF A SOCIETY ARE
HIGHLY INFLUENCED BY:
• historical & geographical factors;
• local authorities;
• its members & other macro influences
(i.e., economic trends; weather; politics)
5 FUNCTIONS OF A COMMUNITY
1.
Production, distribution, consumption.

2.
Socialization

3.
Community provides means to make a living for its
members (agric, industry, services)
Through which norms & values are instilled (tradition,
modelling, formal education)
Social control

Means to enforce adherence to community values (group
pressure or formal law)
Social participation (involvement)
4.
Community fulfills the need for companionship
(neighbourhood, publlic place, religious institutions,
business etc)

5.
Mutual Support

enables cooperation among & between members
SOCIAL CHANGE
1. IS A PRODUCT OF TRANSITIONS OF THE ERA ==
FROM THE PRE INDUSTRIAL TO POST INDUSTRIAL
ERAS
2. TOFFLER
(1980) CATEGORIZED THE SOCIAL
CHANGE INTO 3 CLASSIFICATIONS:
1. 1st wave
2. 2nd wave
3. 3rd wave
Each wave has its own characteristics

•
DURING THE PRE INDUSTRIAL ERA:
FAMILY DEPENDED ON THE NATURAL
ENVIRONMENT FOR FOOD
Family ecosystem was highly adaptive doing
agricultural activities & hunting
 Extended family; big size == free labour for
the farms
 Family living pattern was based upon the
patrilocal or matrilocal trend (living with one
spouse’s family of origin)
 Arranged marriage; divorce was rare


DURING THE INDUSTRIAL ERA:
• THE NUCLEAR FAMILY SYSTEM
• LIVE IN ONE’S OWN HOME; OWN RULES &
RESPONSIBILITIES
•
•
•
Men
were
head
of
households,
breadwinners; women were the home
manageress
Reduced family size – usage of contraceptive
method by the women; women got involved
in out of home economic activities
Moderate divorce rate

POST INDUSTRIAL ERA
•
•
•
•
•
•
•
Family at the junction of industry & infotechno era
Existing of various family forms
Smaller nuclear families
Average number of children = 3 (vs 6 before)
Later age of marriage ; divorce rate is high
Many remain singles
Vague gender roles (shared roles between H
& W)
•
•
•
The role of childcare centers; maids = VERY
important; esp. with > 50% involvement of
women in the economic sector
Family faces the issues related to caring for
the elderly
Life is centered around communication –
information & technology (ICT)
COMMUNITY & HUMAN DEVELOPMENT

1.




RECIPROCAL RELATIONSHIPS BETWEEN INDIVIDUAL;
FAMILY & THE COMMUNITY
COMMUNITY ECONOMY
HIGHLY INFLUENTIAL
TYPES OF JOB; CONSUMERISM; HOUSING;
EMPLOYMENT (I.E DAMANSARA HEIGHTS;
COUNTRY HEIGHTS VS. SG BESAR; VS. KUALA
PILAH; VS BALING; GUA MUSANG??)
POVERTY, RECESSION; INFRA-STRUCTURE;
POLLUTIONS; MIGRATION
“SPECIFIC CULTURE”; CLASS & STATUS

2. Geographic Locations
URBAN/RURAL/SUB-URBAN; MARGINALIZED
SOCIETY
Q OF LIFE IS DETERMINED BY THE
ENVIRONMENTAL Q
 SEEN THROUGH THE NATURAL, HUMAN
CONSTRUCTED & SOCIO-CULTURAL

ENVIRONMENTS
.E URBAN = NATURAL ENVIRONMENT HAS
BEEN TRANSFORMED; RURAL? SUB-URBAN?
I

Rural:
1. Agric activities = small scale? Small
scale industries” Food processing;
improved facilities
2. Support system; family relationships;
kinships system is still upheld.
3. Idle land; old folks are left behind
3. SOCIAL DENSITY
Community contains diversed roles for
children to learn from & for parents to
draw upon
 Homogeneity vs heterogeneiry
(pluralism)
 Multi generations family provide >
social density roles (homemaker;
provider; organization officer) as
compared to families with one adult
generation

Parents in multi generations family
have better chances to receive social
support from the system
 Children who live within (smaller)
environment with adults of various age
groups are blessed with enriched
“social environment”
 Social intensity of a given community
determines the availability of support
that can be received by the family

ENVIRONMENTAL STABILITY


STABILITY OF A CONTEXT DETERMINES
THE RICHNESS OF A CHILD’S AND
PARENT’S SOCIAL EXPERIENCE
INSTABILITY:
 DIFFICULT TO RECREATE A SOCIAL

LANDSCAPE THAT HAS BEEN RUINED
BY WAR / DISASTER
TOUGH TO REBUILD SOCIAL
NETWORK
FAMILY-COMMUNITY INTERFACE
 Family-Local




government
Provision of enough & conducive
space & infrastructure/amenities
for human dev.
Protection/ reservation
Restoring, Licensing
Rules / regulations - Legal / policy
FAMILY-WORKPLACE

COMMUNITY MAY HELP TO SENSITIZE
THE NEEDS OF DUAL CAREER FAMILIES





CHILD-CARE FACILITIES AT THE
WORK PLACE
TRANSPORTATION
HOUSING
ECONOMICS EFFECT
UNEMPLOYMENT
FAMILY - SCHOOL






A STRONG HOME-SCHOOL MESOSYSTEM WILL BENEFIT
THE CHILD
( > ACADEMIC ACHIEVEMENT)
PTA
CLASS SIZE; TEACHING METHOD = CURRICULUM?
MATHS & SCIENCE IN ENGLISH (NO MORE …
CAN ENCOURAGE & DISCOURAGE CHILD’S SUCCESS
ISSUE OF DISSEGREGATION? STREAMING?
DEMOCRATIZATION OF EDUCATION? VOCATIONAL
TRAINING


SCHOOL-RELATED ISSUES=== GANGSTERISM? TRUANCY?
WHAT IS EXCELLENCE???
CHILD CARE

AN INDICATOR OF THE QUALITY &
QUANTITY OF THE COMMUNITY SUPPORT


INFORMAL VS. FORMAL SETTINGS
MALAYSIANS? LIVE-IN MAIDS;
NEIGHBOURS; FAMILY MEMBERS; NURSERIES;
PRESCHOOL; AFTER-SCHOOL TRANSITS; ATWORK SETTINGS VS. HOME ALONE
THE NEIGHBOURHOOD & SUPPORT SYSTEM
40 houses surrounding us
 Rights of neighbours
 Functions: the helper in times of need
 Happy vs sad occasions
 Maintain social control & standards
 Good neighborhood = one that provides positive
learning context of life (strong & healthy)

COMMUNITY ECOLOGY & FAMILY SOCIAL
PATHOLOGY
•
•
•
•
•
•
SOCIAL PATHOLOGY = PROBLEMS &
DYSFUNCTIONS RELATED TO Q OF SOCIAL
ENVIRONMENT
AT RISK VERSUS PROTECTIVE
ENVIRONMENT
MORTALITY RATE OF INFANTS
JUVENILE DELINQUENCY
CHILD ABUSE / DOMESTIC VIOLENT
POVERTY? CRIME RELATED INCIDENTS
UNIT 9
INTERACTIONS & TRANSACTIONS
WITHIN THE GLOBAL ENVIRONMENT
 According to the ecological perspective; the global




environment is a macro system that serves as a
mold for human behaviour
Various family life style exist depending upon
different geographical locations in the world
Communication pattern, language, foods, custom,
values, ideology etc differ accordingly
Economic challenges, disaster, political climate etc
that took place in various parts of the world may
influence individuals & family all over the world
Globalism = human’s membership in the global
community where interactions between & among
the global environment exist; thus impacting
individuals & family
1.GLOBALISATION & HUMAN DEVELOPMENT

THE DIFFERENCES WILL ALWAYS EXIST; - THE
GEOGRAPHICAL BORDERS
 ISSUES & CHALLENGES FACED BY THE PEOPLE CUT
ACROSS THE NATIONS
 WE NEED TO BE AWARE OF THE PROCESS & IMPACT
OF GLOBALIZATION ON OUR LIVES
 IT INFLUENCES THE FUTURE OF THIS WORLD
 IT IS A CHALLENGE TO NURTURE GLOBAL
– THE NOTION THAT CONSIDERS THE
IMPACT OF INDIVIDUAL’S DECISIONS & ACTIONS
 ANY DECISIONS MADE WILL DETERMINE THE
AWARENESS
EXTEND IN WHICH RESOURCES WILL BE CONSUMED,
HOPEFULLY IN THE DIRECTION THAT PRESERVE &
SUPPORTIVE OF THE ENVIRONMENT ECOLOGICALLY
 IN THE ICT ERA, 2 L IMPORTANT GLOBAL RESOURCES ARE
& INFORMATION  WHICH PROVIDES POWER
 USING THEM PROPERLY / ACCORDINGLY WILL IMPROVE Q
KNOWLEDGE
OF LIFE
 VV  WILL CREATE DISASTER FOR SELF & OTHERS
2. POWER THAT PROMOTES CHANGE
 Exposure to knowledge & information produces
power to change

3 types of powers that are interrelated in
shaping the world:
 The fragile environment
 The balance between power & Control of
weapon
 Population growth
THE FRAGILE ENVIRONMENT
 OVERALL HUMAN’S LIVING ENVIRONMENTS ARE FRAGILE
 MANY DESTRUCTIVE HUMAN’S BEHAVIOUR ARE UNCONTROLLED
 ENVIRONMENTAL POLLUTIONS; WASTE / TOXIC DISPOSAL; LOGGING,
NEGLECT  ALL WHICH ARE DESTRUCTIVE FOR THE NATURAL
HUMAN ENVIRONMENT
 THE ECOLOGICAL ETHICS DEMAND THAT HUMAN BEINGS ACT
WITHIN HIS GLOBAL ENVIRONMENT IN SUCH A WAY THAT
CONSIDERS THE SHORT / MEDIUM & LONG TERM EFFECTS
 EVERYONE HAS TO BE ACCOUNTABLE FOR HIS/HER OWN DEEDS
THE BALANCE BETWEEN POWER & WEAPON CONTROL
 NUCLEAR WEAPON USAGE / PRODUCTION SERVE AS A THREAT FOR
THE WORLD’S WELLBEING
 PLANNING FOR A PEACEFUL WORLD DEMANDS HIGH COMMITMENT
& RESPONSIBILITIES FROM THE BIG POWER
 Abolishing nuclear weapon
 Identify potentials new area for producing nuclear weapon
POPULATION GROWTH
OVERWHELMING / UNCONTROLLED GROWTH WILL
CREATE MANY PROBLEMS
> DEMANDS FOR RESOURCES  FOOD, PROTECTION,
CLOTHING, SPACE & SAFETY
CREATES COMPETITION / ABUSE OF POWER, A
THREAT FOR SAFETY
ALL 3 POWERS
ARE INTERRELATED, MUST BE
MANAGED PROPERLY
OTHER ISSUES THAT MAY PROMOTE CHANGES:
BIOTECHNOLOGY, HEALTH, COMMUNICATION,
CULTURAL BEHAVIOUR, JUSTICE, HUMAN RIGHTS,
BELIEF SYSTEMS, GROUP IDENTITY & COLLECTIVE
DECISION MAKING
3. BIOTECHNOLOGY
 USE OF HIGH TECHNOLOGY (DEVICES ETC) –
FIBER OPTIC, TELECOMMUNICATION, COMPUTER,
LASER TECHNOLOGY, NANO TECHNOLOGY ETC
 GEOGRAPHICALLY, NATURAL RESOURCES THAT
AIDS IN DEVELOPING TECHNO DEVELOPMENT
ARE AVAILABLE IN TROPICAL & SUBTROPICAL
COUNTRIES
 HOWEVER, THESE COUNTRIES ARE LEFT BEHIND
IN TERMS OF ADVANCEMENT IN INFO
KNOWLEDGE IN DEVELOPING THE
BIOTECHNOLOGY
&
4. HEALTH, NUTRITION & WELL-BEING
FOOD & NUTRITION AS BASES FOR HEALTHY LIFE / WELL-BEING
MAJOR PROBLEMS FOR MANY UNDER-DEVELOPED (POOR)
COUNTRIES: POOR FOOD DISTRIBUTION SYSTEM; NOT ENOUGH
DOMESTIC SUPPLY
FOR SOME HIGHLY DEVELOPED
COUNTRIES, THE ADVANCED
MEDICAL TECHNOLOGY ARE VERY COSTLY; MANY OF THE PEOPLE
CAN NOT AFFORD IT
HEALTH CARE MODEL FOR MANY COUNTRIES == STILL DEAL WITH
TREATMENT / CURE (AFTERMATH == SARS/ BIRD FLU?)
A MORE PRODUCTIVE HEALTH CARE SYSTEM IS THE ONE THAT
FOCUSES ON HEALTHY LIFE STYLE TO PREVENT DISEASES &
PROMOTE BALANCED & HEALTHY LIVING
ADEQUATE & QUALITY FOOD INTAKE, STRESS MANAGEMENT, &
PHYSICAL ACTIVITIES ARE NECESSARY TO PREVENT DISEASES.
GLOBALLY, SHARING OF INFORMATION & KNOWLEDGE THROUGH
RESEARCH, DISTRIBUTIONS OF SUPPLY, AVAILABILITY OF HEALTH
CARE MAY IMPROVE QUALITY OF LIFE
5. COMMUNICATION & CULTURAL BEHAVIOR
ELECTRONIC COMMUNICATION ENCOURAGES
EXCHANGE & SHARING OF INFO &
KNOWLEDGE; PROVIDES OPPORTUNITIES &
CHOICES FOR PEOPLE
THE PEOPLE CAN LEARN DIFFERENT
LANGUAGE, THUS COMMUNICATE VERBAL &
NON-VERBALLY ACROSS CULTURE
THE GOAL OF GLOBAL COMMUNICATION IS
TO ESTABLISH A COMMUNITY THAT CAN
COMMUNICATE WITH EACH OTHER WITH THE
AUTHORITY FOCUSES ON EDUCATION & WELLBEING OF HUMAN LIFE
6.
JUSTICE & HUMAN RIGHTS
JUSTICE IS A FUNCTION OF HUMAN RIGHTS &
DEVELOPMENT
THE BASIC GAP OF JUSTICE IS BETWEEN THOSE WHO
HAVE ACCESSIBILITIES TO MODERN KNOWLEDGE &
TECHNO AND THOSE WHO DON’T
7.
BELIEF SYSTEM / TRUST
JUSTICE DEMANDS BELIEFS; A DIFFICULT CONCEPT
TO NURTURE IN A GLOBAL COMMUNITY
THE INTERDEPENDENCE
OF TRADING SYSTEM
AMONG COUNTRIES DEMAND FOR THE BELIEF
ELEMENT FROM ALL PARTIES INVOLVED TO
GENERATE AN ECONOMIC STATUS THAT CAN BENEFIT
ALL
BELIEVING / TRUSTING IS NEEDED IN MANY ASPECTS
OF INTERDEPENDENCE SUCH AS POWER AND WEAPON
CONTROL
THE WAR BETWEEN THE BIG POWER MAY BE UNENDING DISPUTE WHICH IN TURN MAY BE HARMFUL
FOR THE REST OF THE WORLD
8. GROUP IDENTITY
HIGH NUMBER OF WORLD POPULATION MAY
CREATE THE FEELING OF “NO IDENTITY” UNLESS
THEY HAVE A GROUP IDENTITY
KNOWING ONE’S OWN ROOT AND CULTURAL
IDENTITY MAY NURTURE THE SENSE BELONGING
WITHIN ONE’S COMMUNITY
GLOBAL TECHNOLOGY ATTRACTS PEOPLE TO
REUNITE AS A HOMOGENEOUS GROUP, WHILE
ALLOWING FOR INDIVIDUAL CULTURAL GROWTH &
UNIQUENESS (PRACTICES, LANGUAGES ETC)

THE HOMOGENOUS & HETEROGENOUS CHARACTERISTICS
(VARIABILITY & PLURALISM) IF TAKEN POSITIVELY MAY SERVE
AS A SOURCE OF ENERGY TO CREATE A PRODUCTIVE POWER

LEADERSHIP THAT ARE BASED ON COLLECTIVE DECISIONS
(MUSYAWARAH) ARE MORE ACCEPTABLE AS COMPARED TO
AUTHORI TARIAN OR DICTATORSHIP LEADERSHIP STYLES.

NEW MERGING LEADERS WHO HAVE GLOBAL VISIONS, THINKING
ECOLOGICALLY & APPRECIATE DIFFERENCES OF THE COUNTRY
NEEDS VS. ITS PEOPLE; ABLE AT USING CREATIVE PROBLEM
SOLVING METHODS ARE HIGHLY SOUGHT AFTER
THESE LEADERS ENCOURAGE THE INVOLVEMENT OF PEOPLE IN
ALL LEVEL TO PARTICIPATE IN DECISION MAKING PROCESSES
(INDIVIDUALS, FAMILY, COMMUNITY)

9. THE INTERRELATIONSHIPS BETWEEN GLOBAL ISSUES &
PROBLEMS
MAY DETERMINE SAFETY & QUALITY OF LIFE IN GENERAL
SOME ISSUES CUT ACROSS NATIONS; WHICH MAY ATTRACT
OTHERS TO BE INVOLVED ESPECIALLY WHEN SAFETY &
MANKIND ARE THE MAIN AGENDA
- ISSUES PERTINENT TO CIVIL WAR, MAY ATTRACT MANY
OUTSIDERS TO BE INVOLVED IN ENSURING HUMAN RIGHTS
ARE TO BE PRESERVED; HEALTH RELATED SERVICES ETC
MEMBERSHIPS IN NUMEROUS BODIES SUCH AS THE UNITED
NATIONS, COMMONWEALTH, ASEAN, NAM, OIC ETC WILL
CREATE CONCERNS OF MANY OTHER MEMBERS OF THOSE BODIES
ON EVENTS & ISSUES HAPPENING IN THE MEMBER COUNTRIES.
MAJOR WORLD
PROBLEMS MAY DISSOLVE A NATION, MAY IMPACT
OTHER COUNTRIES, FAMILIES & INDIVIDUALS
ECOLOGICALLY, USING PREVENTIVE APPROACH IS HIGHLY
APPLAUD, MORE ECONOMICAL IN ORDER TO MANAGE ANY
PROBLEMS
Prevention of diseases through immunisation & health
care at reasonable cost
Encouraging / promoting healthy lifestyle through
information & facilities
– Poverty eradication / improve quality of life
– Encourage students to obtain actual potential by
providing resources for the needy
Providing housing facilities - especially the needy
Prevent children from getting infections/
malnourishment; provide rehabilitation programs; food
& nutrition
Maintaining healthy environment; clean from
pollutions
Managing any conflict strategically, for the benefit of
the world