ASSIGNEMNT DUE BY SOON
unit 2 notes (1).pptx
UNIT 2: INDIVIDUALS
Defining Adulthood
Adulthood is the period of life that follows childhood and adolescence and lasts until death. Therefore, adulthood begins when adolescence ends.
Emerging adulthood is a transition that begins in adolescence and continues into adulthood.
What makes someone an adult?
Wealth?
Education?
Relationship?
Status?
Age?
Wisdom?
Experience?
Achievement?
Parenthood?
Part 1
THEORETICAL PERSPECTIVES ON DEVELOPMENT
Learning goals
B1.1 explain individual development throughout the lifespan, according to a variety of theoretical perspectives on development
B1.2 assess research on sex-based similarities and differences as well as gender-based similarities and differences
B1.3 compare theories used to explain adult development in later life
Lesson 1
Individual development throughout the lifespan, according to a variety of theoretical perspectives on development
Who are you and who will you be in the future?
1. Erik Erikson’s Eight Stages of Life
Erik Erikson was the first psychologist to describe predictable stages of human development from childhood through adulthood.
Erikson suggested that each stage presents a dilemma, in which the person in challenged to develop by new situations in life.
By resolving each dilemma, the individual acquires (gets) the basic strength needed to meet the challenges of the next stage.
Failure to solve the dilemma causes problems later in life.
*Page 100 in textbook
2. KLAUS RIEGEL’S DIMENSIONS OF DEVELOPMENT
Development in adulthood occurs not in predictable stages but as individuals adjust in response to the interaction of both internal and external changes.
Theory is reflective to systems theory.
Takes into account an internal biological clock and forever changing social clock.
He identified four interrelated internal and external dimensions of development.
Klaus’ theory explains that the pace an adult develops reflects the changing social clock. In other words, if an individual is emotionally ready for marriage, than they will get married, if they are old enough according to their culture.
He suggests that development does not happen in predictable stages.
This means that everyone matures at different times in ones life. Some people could mature faster in some areas than others.
Dimensions of Development
Individual Psychological Dimensions
Individual Biological Dimensions
Cultural-Sociological Dimensions
Environmental Dimensions
Life Course Theory Poster Activity
Create a poster that explains one of the life course theories pp. 99-112.
Success Criteria:
Poster: Explain the main points of the theory
Poster: Define key terminology
Poster: Make sure it is easy for students to understand
Presentation: explain the developmental tasks of emerging adults according to your theory
Lesson 2
Assess research on sex-based similarities and differences as well as gender-based similarities and differences
“One is not born a woman - one becomes one.”
- Simone de Beauvoir (1908-1986), Philosopher and literary feminist
SEX
Definition:
The biological makeup of an individual's reproductive anatomy
Ex: breastfeeding an infant
Ex: reproductive roles
Gender
Definition:
The social roles that society defines as appropriate for men and for women, including traits (character), attitudes, and behaviours.
Ex: covering the breast for modesty whilst breastfeeding
Activity
Construct a T-Chart that identifies the differences between the male and female sexes
Construct a T-Chart that identifies the differences between male and female gender in your home society.
Functionalism
Functionalist explain that the differences in interests and attitudes are formed through socialization so that men and women can perform appropriate gender roles in their society
Task: use your textbook to define the highlighted terms
Symbolic Interactionists
Symbolic interactionists explain that children are influenced by the role models they observe in the media and in daily experience more than by the guidance they receive from their parents.
Seat Work
Read the chart on page 140 and answer questions
Read the abstract on page 141 and answer questions
Read the chart on page 143 and answer questions
Read the article on page 144 and answer questions
Lesson 3
Theories used to explain adult development in later life
“We grow neither better nor worse as we get older, but more like ourselves.”
- Mary Lamberton Becker (1873-1958), journalist and literary critic
Theories of Aging
Read p. 434 in your textbook and define the following 3 models for aging:
The stability model
The orderly change model
The theory of random change
Discussion
Pretend you are 85 years old: What would you have liked to achieve before you die? How will you leave your mark on the world?
Generativity
A stage in middle adulthood when people want to be productive by reaching out to other people and doing something that leaves their mark on the world.
Erikson’s seventh stage of life: generativity versus stagnation
This stage begins at about 40 years of age.
Generativity: meaning productivity, describes how people make their mark on the world.
Stagnation: If you are self-indulgent, and care only for yourself, individuals can cease to develop.
Daniel Levinson’s Seasons of Life
Corresponds to the midlife transition
At this time, individuals assess their lives and ask:
What have I done with my life?
What do I get and give to self and others?
What do I want from myself?
Individuals build a new life structure based on their answers to these questions.
Individuals continue to pursue their Dreams, but look for greater meaning by giving back to others.
Discussion
Have you ever experiences a time where someone in middle adulthood reached out to you and guided or mentored you?
Forms of Generativity
According to John Kotre, there are 4 different forms of generativity:
Biological, or parenthood
Parental, or the raising of children
Technical, or the passing of knowledge
Cultural, or the sharing of culture and tradition
READINGS: pp. 439-441
Part 2
THE IMPACT OF NORMS, ROLES, AND INSTITUTIONS
Learning goals
C1.1 assess ways in which norms, values, and expectations influence individual decisions throughout the lifespan
C1.3 analyse the impact of social institutions on the socialization of individuals throughout the lifespan
Lesson 1
How norms, values, and expectations influence individual decisions throughout the lifespan
Lesson 1 Learning goals
C1.1 assess ways in which norms, values, and expectations influence individual decisions throughout the lifespan
Key Terms
1. Norms: the most common role behaviours in a group or society.
2. Values: a strongly held belief about what is valuable, important, or acceptable.
3. Expectations: a belief that something will happen or is likely to happen.
4. Influence: the power to change or affect someone or something; the power to cause changes without directly forcing them to happen.
5. Decisions: a choice that you make about something after thinking about it.
Opposing worldviews
Individualism is a dominant social belief in many Western cultures. It emphasizes independent and self-reliance and that favours free action for individuals. Individualism is a prime motivation for competition in a free-market economy.
Collectivism is a dominant social belief in many Eastern cultures. It emphasizes the interdependence of individuals. In collectivist societies, family and societal needs take priority over the individual’s needs.
A duty-based moral code encourages individuals to consider expectations of family and society, more than personal considerations, when making important decisions.
Readings
Read: If You’re a New Canadian, You Go to University”, p. 149
Answer Questions: 1-4
Task: create a list of the major decisions EVERY PERSON will need to make in THEIR life.
Continued: what do you predict your choices will be?
CONTINUED: IDENTIFY THE NORMS, VALUES AND EXPECTATIONS OF YOUR CULTURE AND FAMILY. USE A GRAPHIC ORGANIZER! HOW HAVE THESE NORMS, VALUES AND EXPECTATIONS INFLUENCED EACH OF YOUR CHOICES?
Application of Exchange theory
Using exchange theory, analyze each of your choice.
CASE Study
Read: Senjay’s quest for independence, p. 150
Answer Questions: 2 and 5
Lesson 2
Agents of Socalization
discussion
HOW DO INDIVIDUALS FORM AN IDENTY?
SCAVANGER HUNT – define the following terms
Socialization
Resocialization
Anticipatory socialization
Identity (defined by Erikson)
Identity (defined by Arnett)
Identity (as explained by the theory symbolic interactionism)
Self-regulation
The social clock
READINGS: PP. 114-117
Family
* First emotional tie
* Greatest impact on socialization process
* First place to learn language, norms, and values of the culture
* May be problematic
* Parents/Guardians may reproduce negative modeling that they experienced as a child
School
* Opens the door to a new social world
* Provides importance that society places on gender and race
* Provides information to individuals understand themselves and others
* Provides skills to function as a citizen and a worker
* Exposure to inequality
* First experience of economics and social status
* Reduces opportunities for control and makes children feel less competent
peers
* Influential from late childhood through adolescence and early adulthood
* Learn how to form relationships without adult supervision
* May encourage good and bad interests
* May guide short term choices
* Change behaviour and personality to be accepted by peers
Mass media
* Represents impersonal communication directed at a certain audience
* Major type of secondary socialization
* Influences people’s behaviour through modeling and imitation
* The mass media can create and influence/control perceptions of what is important in
society selecting and stressing particular topics, views, interpretations, and themes.
* Advertising secretly manipulates the audience
Readings: pp. 117-119 – the influence of family and school on identity formation Readings: pp. 121-123 – the influence of family and school on forming an occupation
Demonstration task
TASK: Explore how your parents, school, peers, and media have acted as agents of socialization in your life.
You may work alone or in groups; complete one of the following:
Dramatic performance
Written response
Art
Part 3
TRENDS, ISSUES, AND CHALLENGES
Learning goals
D1.1 analyse the significance of recent demographic trends relating to the lives of individuals
D1.2 assess the impact of current social trends, issues, and challenges on individual development
Lesson 1
Issues for Emerging Adults
Issue 1: The High Cost of Education
- The cost of attending university includes tuition, housing, and transportation.
- There is a concern that students from families with low to middle incomes may have fewer resources for post-secondary education.
- The cost of tuition fees at Canadian universities doubled between 1990 and 2005.
- Nearly half of post-secondary students will borrow money to pay for their education
Task
- Read figures 5-13 and 5-14
- Answer all questions
Key Term: Consumer Price Index
An inflationary indicator that measures the change in the cost of a fixed basket of products and services, including housing, electricity, food, and transportation. The CPI is published monthly. also called cost-of-living index.
Issue 2: Homelessness and Youth
- Youth homelessness is defined as youth having no fixed place to sleep at night.
- This includes staying at a motel until your money runs out, staying with friends, or living in unsafe conditions.
- The number of homeless youth has increase in Toronto by %80 between 1992 and 1998.
- In 2009, there were approximately 65 000 homeless youth in Canada.
VIDEO: https://www.youtube.com/watch?v=ibYk7bu5eRs
Discussion
Should the government support homeless youth?
What are the causes of youth homelessness?
What are the effects of youth homelessness?
Causes of Youth Homelessness
Disruptive family conditions: living on the street appears to be a better alternative. These conditions may range from psychical, psychological, or sexual abuse to neglect and abandonment. These conditions account for 42% of homeless youth in Canada (2009).
Residential inability: coming from a family that cant afford housing, or the parents are not allowed or do not want to provide housing. This category accounts for 63% of homeless youth (2009).
Consequences of Youth Homelessness
Education is disrupted.
Limited knowledge and skills leads to low self-esteem
According to Erikson’s theory, this leads to role confusion, as they have not developed an identity.
The may earn money through criminal activities: selling drugs or sex.
Their health is compromised.
Lesson 2
Issues in Middle and Later Life
Discussion (p.464)
According to Sigmund Freud, what two tasks are the most significant challenges of middle age?
What impact does unemployment have on the individual?
What id dependency?
Issue # 1: Remarriage
In total, 10% of Canadians are remarried for a second time.
People will often marry for romance and sexual expression.
They are also more aware of the costs and benefits of marriage.
Many remarriages end in divorce in the first ten years.
System theory argues three reasons: 1) problems from the first marriage might continue into the second; 2) people are more deeply immersed in their work life at this stage in their life; 3) they may try to use strategies developed in their first marriage to deal with issues.
Systems Theory: why do second marriages fail?
An individuals problems from the first marriage might continue into the second
People are more deeply immersed in their work life at this stage in their life
They may try to use strategies developed in their first marriage to deal with issues in the second marriage.
Stepchildren
40% of remarriages with children end within 4 years.
Causes:
Changes in birth order status.
Loyalties to other parents.
New sibling rivalries.
Stepchildren may be sexual attracted to each other.
Stepparents act as healers.
ISSUE # 2: Unemployment
Losing a job can be a major psychological and social crisis for man because it affects his identify in so many ways. Today, as women have equal employment, it has become a similar crisis for women.
Unemployment can result from a poor economy or personal incompetence.
-Unemployment affects older workers more than younger workers because of the greater difficulty in finding work at a comparable salary as the one they had.
The Impact of Unemployment on Life Structure
Work provides the framework for an individual’s life structure (the patter of a life; a meshing of self-in-world).
Unemployment or retirement can cause a deep sense of loss.
Individuals respond to their loss in three predictable stages: (see next slide)
How Individuals Respond to Forced Retirement or Losing their Job
Stage 1: They deny the severity of the problem. They may not even apply for Employment Insurance.
Stage 2: Increase distress leads to greater anxiety.
Stage 3: If the individual does not find work, depression sets in. The individual experiences a loss of identity and they become alienated form society.
Cooping With Unemployment
A transition to unemployment or forced retirement is easier when there are opportunities for anticipatory socialization for the role change.
ISSUE 3: Elder Abuse
Elder Abuse: is defined as “conscious or unconscious acts involving physical, psychological, medical, financial, and legal harm”.
Elder Neglect means “failure to provide care”.
In Canada, 4-10 percent of older adults experience some for of neglect or abuse.
Theoretical Perspectives Jigsaw: Elder Abuse
Readings: pp. 479
Theories of Development.pptx
Theories of
Child Development
Jean Piaget • Lev Vygotsky Abraham Maslow • B.F. Skinner • Erik Erickson • Howard Gardner
Why Study Child & Parenting Development Theories?
Theories help people:
Organize their ideas about raising children.
Understand influences on parenting.
Discover more than one way to interact with children.
Analyze the benefits and consequences of using more than one theory.
Why Study the Selected Theories?
The selected theories:
Have been popular and influential.
Represent different approaches to parent-child interaction.
Offer help in the “real world” of daily child-rearing.
Make good common sense.
Child Development
Definition:
Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and enhances survival.
Periods of development:
Prenatal period: from conception to birth
Infancy and toddlerhood: birth to 2 years
Early childhood: 2-6 years old
Middle childhood: 6-12 years old
Adolescence: 12-19 years old
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Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
Physical Domain:
body size, body proportions, appearance, brain development, motor development, perception capacities, physical health.
Cognitive Domain:
thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language.
Social/Emotional Domain:
self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of emotions, self-regulation, temperament, understanding others, interpersonal skills, and friendships.
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6th - 15th centuries Medieval period
Preformationism: children seen as little adults.
Childhood is not a unique phase.
Children were cared for until they could begin caring for themselves, around 7 years old.
Children treated as adults (e.g. their clothing,
worked at adult jobs, could be
married, were made into
kings, were imprisoned or
hanged as adults.)
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16th Century Reformation period
Puritan religion influenced how children were viewed.
Children were born evil, and must be civilized.
A goal emerged to raise children effectively.
Special books were designed for children.
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17th Century Age of Enlightenment
John Locke believed in tabula rasa
Children develop in response to nurturing.
Forerunner of behaviorism
www.cooperativeindividualism.org/ locke-john.jpg
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18th Century Age of Reason
Jean-Jacques Rousseau
children were noble savages, born with an innate sense of morality; the timing of growth should not be interfered with.
Rousseau used the idea of stages of development.
Forerunner of maturationist beliefs
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19th Century Industrial Revolution
Charles Darwin
theories of natural selection and survival of the fittest
Darwin made parallels between human prenatal growth and other animals.
Forerunner of ethology
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20th Century
Theories about children's development expanded around the world.
Childhood was seen as worthy of special attention.
Laws were passed to protect children,
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Psychoanalytical Theories
Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.
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Sigmund Freud
Psychosexual Theory
Was based on his therapy with troubled adults.
He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.
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Psychoanalytic Theories:
Freud’s Psychosexual Theory
Personality has 3 parts
There are 5 stages of psychosexual development
Oedipus complex allows child to identify with same-sex parent
Fixation is an unresolved
conflict during a stage of
development
Phallic
Stage
Child’s
pleasure
focuses on
genitals
Figure 2.1
Latency
Stage
Child
represses
sexual
interest
and develops
social and
intellectual
skills
Anal Stage
Child’s
pleasure
focuses on
anus
Genital
Stage
A time of
sexual
reawakening;
source of
sexual
pleasure
becomes
someone
outside of the
family
Oral Stage
Infant’s
pleasure
centers on
mouth
Freudian Stages
6 yrs to puberty
Birth to 1½ yrs
1½ to 3 yrs
Puberty onward
3 to 6 years
Erik Erikson
Psychosocial Theory
Expanded on Freud's theories.
Believed that development is life-long.
Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.
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Life is a series of stages. Each individual must pass through each stage. The way in which a person handles each of these stages affects the person’s identity and self-concept. These psychosocial stages are:
Trust vs. mistrust (birth to 1 year)
Autonomy vs. shame & doubt (2 to 3 years)
Initiative vs. guilt (4 to 5 years)
Industry vs. inferiority (6 to 11 years)
Identity vs. role confusion (12 to 18 years)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle adulthood)
Integrity vs. despair (older adulthood)
Psychosocial Theory of Human Development – Erik Erikson
Erikson’s Psychosocial Theory of Human Development
Autonomy vs. Shame/Doubt
Trust vs. Mistrust
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Ego Integrity vs. Despair
Generativity vs. Stagnation
Critique of Erik Erikson
Supporters of this Eriksonian theory, suggest that those best equipped to resolve the crisis of early adulthood are those who have most successfully resolved the crisis of adolescence.
On the other hand, Erikson's theory may be questioned as to whether his stages must be regarded as sequential, and only occurring within the age ranges he suggests. There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be completed.
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Most empirical research into Erikson has stemmed around his views on adolescence and attempts to establish identity. His theoretical approach was studied and supported, particularly regarding adolescence, by James E. Marcia.[1] Marcia's work has distinguished different forms of identity, and there is some empirical evidence that those people who form the most coherent self-concept in adolescence are those who are most able to make intimate attachments in early adulthood. This supports Eriksonian theory, in that it suggests that those best equipped to resolve the crisis of early adulthood are those who have most successfully resolved the crisis of adolescence.
On the other hand, Erikson's theory may be questioned as to whether his stages must be regarded as sequential, and only occurring within the age ranges he suggests. There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be completed.
Cognitive Theories
Beliefs that describe how children learn
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The behavior of children and the development of their thinking can only be explained by the interaction of nature (intrinsic development) and nurture (extrinsic environmental factors).
Jean Piaget - 1896-1980
Goal of cognitive development
– Biological survival
Cognitive development as biological adaptation
– Adaptation of mental constructs from experiences
– Learner as ‘the little scientist’
Knowledge originates from the environment
– Assimilation + accommodation lead to equilibrium
– Cognitive development involves active selection, interpretation, and construction of knowledge
Jean Piaget (1896-1980)
Cognitive Development Theory
Two processes are essential for development:
Assimilation
Learning to understand events or objects, based on existing structure.
Accommodation
Expanding understanding,
based on new information.
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Piaget
Children pass through specific stages as they develop their Cognitive Development skills:
Sensorimotor – birth - 2 years – infants develop their intellect
Preoperational – 2-7 years – children begin to think symbolically and imaginatively
Concrete operational – 7-12 years – children learn to think logically
Formal operational – 12 years – adulthood – adults develop critical thinking skills
Lev Vygotsky - 1896-1934
Main points
Development is primarily driven by language, social context and adult guidance.
The cultures in which children are raised and the ways in which they interact with people influence their intellectual development. From their cultural environments, children learn values, beliefs, skills, and traditions that they will eventually pass on to their own children. Through cooperative play, children learn to behave according to the rules of their cultures. Learning is an active process. Learning is constructed.
What is Zone of Proximal Development?
It is a range of tasks that a child cannot yet do alone but can accomplish when assisted by a more skilled partner.
There is a zone of proximal development for each task. When learners are in the zone, they can benefit from the teacher’s assistance.
Learners develop at different rates so they may differ in their ability to benefit from instructions.
What is: Scaffolding
Assistance that allows students to complete tasks that they are not able to complete independently.
Effective scaffolding is responsive to students’ needs. In classroom, teachers’ provide scaffolding by:
Breaking content into manageable pieces
Modeling skills
Provide practice and examples with prompts
Letting go when students are ready
Biological Theories
Belief that heredity and innate biological processes govern growth
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Maturationists: G. Stanley Hall and Arnold Gesell
Believed there is a predetermined biological timetable.
Hall and Gesell were proponents of the normative approach to child study: using age-related averages of children's growth and behaviors to define what is normal.
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Ethology
Examines how behavior is determined by a species' need for survival.
Has its roots in Charles Darwin's research.
Describes a "critical period" or "sensitive period,” for learning
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Konrad Lorenz
Ethologist, known for his research on imprinting.
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Attachment Theory
John Bowlby applied ethological principles to his theory of attachment.
Attachment between an infant and her caregiver can insure the infant’s survival.
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Behavioral and Social Learning Theories
Beliefs that describe the importance of the environment and nurturing in the growth of a child
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John Watson
Early 20th century, "Father of American Behaviorist theory.”
Based his work on Pavlov's experiments on the digestive system of dogs.
Researched classical conditioning
Children are passive beings who can be molded by controlling the stimulus-response associations.
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B. F. Skinner
Proposed that children "operate" on their environment, operational conditioning.
Believed that learning could be broken down into smaller tasks, and that offering immediate rewards for accomplishments would stimulate further learning.
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Theory of Behaviorism- B.F Skinner & others
Based on Locke’s tabula rasa (“clean slate”) idea, Skinner theorized that a child is an “empty organism” --- that is, an empty vessel --- waiting to be filled through learning experiences.
Any behavior can be changed through the use of positive and negative reinforcement. Behaviorism is based on cause-and-effect relationships.
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Classical Conditioning
Pavlov's Dogs
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In a now classic experiment, Pavlov first performed a minor operation on a dog to relocate its salivary duct to the outside of its cheek, so that drops of saliva could be more easily measured. The dog, which was food deprived, was then harnessed in an apparatus to keep it steady in order to collect saliva. Periodically, a bell was rang, followed shortly thereafter by meat being placed in the hungry dog's mouth. Meat causes a hungry dog to salivate, whereas rings have little effect. The dog's salivation to meat is an unconditioned reflex - it is in-born, in that dogs do not have to learn to salivate when food is placed in their mouths. Initially, the dog shows little responsiveness to the bell rings. Over time, however, the dog comes to salivate at the sounding of the bell rings alone. When this occurs, Pavlovian conditioning or classical conditioning has occurred, in that a new, or conditioned, reflex has developed. This confirmed Pavlov theory that the dog had associated the bell ringing with the food.
Major elements of behaviorism include:
Positive and negative reinforcement
Use of stimulus and response
Modeling
Conditioning.
Ivan Pavlov
B.F. Skinner
Albert Bandura
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In psychology, reinforcement refers to the procedure of presenting or removing a stimulus to maintain or increase the likelihood of a behavioral response. (A stimulus is something that causes a response.) Reinforcement is usually divided into two types: positive and negative.
If a stimulus is presented immediately after a behavior and that stimulus increases the probability that the behavior will occur again, the stimulus is called a positive reinforcer. Giving a child candy for cleaning his or her room is an example of a positive reinforcer. The child will learn to clean his or her room (behavior) more often in the future, believing he or she will receive something positive—the candy (stimulus)—in return.
Like positive reinforcement, negative reinforcement increases the likelihood that a behavior associated with it will be continued. However, a negative reinforcer is an unpleasant stimulus that is removed after a behavioral response. Negative reinforcers can range from uncomfortable physical sensations to actions causing severe physical distress. Taking aspirin for a headache is an example of negative reinforcement. If a person's headache (stimulus) goes away after taking aspirin (behavior), then it is likely that the person will take aspirin for headaches in the future.
Classical conditioning
Reinforcement as a theoretical concept in psychology can be traced back to Russian scientist Ivan P. Pavlov (1849–1936), who studied conditioning and learning in animals in the early 1900s. Pavlov developed the general procedures and terminology for studying what is now called classical conditioning. While studying the salivary functions of dogs, Pavlov noticed that they began to salivate just before he began to feed them. He concluded that salivating in anticipation of the food was a learned response. To further prove this theory, Pavlov conducted an experiment. Just before he gave a dog food, Pavlov rang a bell. After pairing the bell and food several times, Pavlov just rang the bell. He discovered that the sound of the bell alone was enough to make the dogs salivate.
Pavlov labeled the food an unconditional stimulus because it reliably (unconditionally) led to salivation. He called the salivation an unconditional response. The bell tone was a conditioned stimulus because the dog did not salivate in response to the bell until he had been conditioned to do so through repeated pairings with the food. The salivation in response to the bell became a conditioned response.
Classical conditioning thus occurs when a person or animal forms an association between two events. One event need not immediately follow the other. What is important is that one event predicts or brings about the other. An example of classical conditioning in humans can be seen in a trip to the dentist's office. On a person's first visit, the sound of the drill signifies nothing to that person until the dentist begins to use the drill. The pain and discomfort of having a tooth drilled is then remembered by that person on the subsequent visit. The sound of the drill is enough to produce a feeling of anxiety, tensed muscles, and sweaty palms in that person even before the dentist has begun to use the drill.
Words to Know
Classical conditioning: A type of conditioning or learning in which a stimulus that brings about a behavioral response is paired with a neutral stimulus until that neutral stimulus brings about the response by itself.
Operant conditioning: A type of conditioning or learning in which a person or animal learns to perform or not perform a particular behavior based on its positive or negative consequences.
Primary reinforcers: Stimuli such as food, water, and shelter that satisfy basic needs.
Secondary reinforcers: Stimuli that have come to provide reinforcement through their association with primary reinforcers.
Stimulus: Something that causes a behavioral response.
Skinner Box
Operant Conditioning
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In classical conditioning, the learned responses are reflexes, such as salivating or sweating. The stimuli (food or a dentist's drill) bring about these responses automatically. In operant conditioning, the learned behavioral responses are voluntary. A person or animal learns to perform or not perform a particular behavior based on its positive or negative consequences.
American behavioral psychologist B. F. Skinner (1904–1990) conducted experiments during the 1930s and 1940s to prove that human and animal behavior is based not on independent motivation but on response to reward and punishment. Skinner designed an enclosed, soundproof box equipped with tools, levers, and other devices. In this box, which came to be called the Skinner box, he taught rats to push buttons, pull strings, and press levers to receive a food or water reward.
This type of procedure and the resultant conditioning have become known as operant conditioning. The term "operant" refers to behaviors that respond to, or operate on, the surrounding environment. From his experiments, Skinner developed the theory that humans are controlled (stimulated) solely by forces in their environment. Rewarded behavior (positive reinforcement) is encouraged, and unrewarded behavior (negative reinforcement) is terminated.
Social Learning Theory
Albert Bandura
Stressed how
children learn
by observation
and imitation.
Believed that
children gradually become more selective in what they imitate.
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Bandura’s Modeling/Imitation
Child
observes someone
admired
Child imitates behavior
that seems rewarded
Systems Theory
The belief that development can't be explained by a single concept, but rather by a complex system.
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Urie Bronfenbrenner
Ecological Systems Theory
The varied systems of the environment and the interrelationships among the systems shape a child's development.
Both the environment and biology influence the child's development.
The environment affects the child and the child influences the environment.
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Bronfenbrenner’s Ecological Model
The microsystem - activities and interactions in the child's immediate surroundings: parents, school, friends, etc.
The mesosystem - relationships among the entities involved in the child's microsystem: parents' interactions with teachers, a school's interactions with the daycare provider
The exosystem - social institutions which affect children indirectly: the parents' work settings and policies, extended family networks, mass media, community resources
The macrosystem - broader cultural values, laws and governmental resources
The chronosystem - changes which occur during a child's life, both personally, like the birth of a sibling and culturally, like the Iraqi war.
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Theory of Multiple Intelligence Howard Gardner
Howard Gardner’s theory
Howard Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view that usually recognizes only two intelligences, verbal and mathematical.
Who is Howard Gardner?
Howard Gardner is a psychologist and Professor at Harvard University's Graduate School of Education.
Based on his study of many people, Gardner developed the theory of multiple intelligences.
Gardner defines intelligence as “ability to solve problems or to create products which are valued in one or more cultural settings.”
According to Gardner, 8 different types of intelligence are displayed by humans.
Gardner’s Intelligences:
Logical-Mathematical Intelligence
consists of the ability to:
detect patterns
reason deductively
think logically
This intelligence is most often associated with scientific and mathematical thinking.
Famous examples: Albert Einstein, John Dewey.
Linguistic Intelligence
involves having a mastery of language
This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically.
It also allows one to use language as a means to remember information.
Famous examples: Charles Dickens, Abraham Lincoln, T.S. Eliot, Sir Winston Churchill.
Spatial Intelligence
gives one the ability to manipulate and create mental images in order to solve problems.
This intelligence is not limited to visual domains--Gardner notes that spatial intelligence is also formed in blind children.
Famous examples: Picasso, Frank Lloyd Wright
Musical Intelligence
encompasses the capability to recognize and compose musical pitches, tones, and rhythms.
(Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but these functions would not be needed for the knowledge of rhythm.)
Famous examples: Mozart, Leonard Bernstein, Ray Charles.
Bodily-Kinesthetic Intelligence
is the ability to use one's mental abilities to coordinate one's own bodily movements.
This intelligence challenges the popular belief that mental and physical activity are unrelated.
The ability to use your body skillfully to solve problems, create products or present ideas and emotions.
An ability obviously displayed for athletic pursuits, dancing, acting, artistically, or in building and construction.
You can include surgeons in this category but many people who are physically talented–"good with their hands"–don't recognize that this form of intelligence is of equal value to the other intelligences.
Famous examples: Charlie Chaplin, Michael Jordan.
Interpersonal Intelligence
The ability to work effectively with others
to relate to other people
display empathy and understanding
notice their motivations and goals.
This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people.
Famous examples: Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey.
Intrapersonal Intelligence
The ability for self-analysis and reflection–to be able to:
quietly contemplate and assess one's accomplishments
review one's behavior and innermost feelings
make plans and set goals
know oneself
Philosophers, counselors, and many peak performers in all fields of endeavor have this form of intelligence.
Famous examples: Freud, Eleanor Roosevelt, Plato.
Naturalist intelligence
designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).
to make distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science.
Farmers, botanists, conservationists, biologists, environmentalists would all display aspects of the intelligence.
Famous examples: Charles Darwin, Rachel Carson.
Can we be more than one?
Yes!
Although the intelligences are anatomically separated from each other, Gardner claims that the eight intelligences very rarely operate independently.
Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems.
For example, a dancer can excel in his art only if he/she has
strong musical intelligence to understand the rhythm and variations of the music
bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully
interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements
Maslow’s Theory
Maslow’s theory maintains that a person does not feel a higher need until the needs of the current level have been satisfied. Maslow's basic needs are as follows:
Physiological Needs
Food
Air
Water
Clothing
Sex
Basic Human Needs
Safety Needs
Protection
Stability
Pain Avoidance
Routine/Order
Safety and Security
Social Needs
Affection
Acceptance
Inclusion
Love and Belonging
Esteem Needs
Self-Respect
Self-Esteem
Respected by Others
Esteem
Self-Actualization
Achieve full potential
Fulfillment
Supersiton Essay.docx
HHS4U: Individuals and Families in a Diverse Society
Traditions and Superstitions
Traditions are an essential part of family life and reflect the beliefs and personality of a family. They are often passed down from parents to children through the socialization process.
Superstitions are also often passed from parents to children, but their role in family beliefs and identity are more controversial
Compose a personal reflection essay discussing the roles of traditions and superstitions within a family. Consider the following points
· What is the difference between tradition and superstition?
· How are each passed down through a family?
· What role do traditions and superstitions play in the family?
· Discuss a tradition and a superstition that exists in your family. Do you think they have affected the person you have become? How? Do you think you will pass these traditions and superstitions on to your children?
Remember that your essay should include:
· An introductory paragraph
· At least 3 body paragraphs (addressing the points listed above)
· A concluding paragraph
· References (if you consult any sources on definitions, research, etc.)
Due Date:
Profile of Family Caregivers.pdf
A Profile of Family Caregivers in Ontario
2 THE CHANGE FOUNDATION
ABOUT THE CHANGE FOUNDATION
The Change Foundation (TCF) is an independent health policy think-tank that works to inform positive change in Ontario’s health care system. With a firm commitment to engaging the voices of patients, family caregivers and health and community care providers, TCF explores contemporary health care issues through different projects and partnerships to evolve our health care system in Ontario and beyond. Created in 1995 through an endowment from the Ontario Hospital Association, TCF is dedicated to enhancing patient and caregiver experiences and Ontario’s quality of health care.
Following five years of work on patient engagement, The Change Foundation shifted its focus in March 2015 with the release of Out of the Shadows and Into the Circle—a new strategic plan designed to explore the critical, but often unrecognized contributions and experiences of family caregivers. The plan builds on our patient engagement work, and was developed from multiple in-depth consultations and guided by the advice of our Board of Directors. Given TCF’s mandate to promote, support and improve health and the delivery of health care in Ontario, the plan focuses on the experience of caregivers within the health care system and explores ways to strengthen the ability of health care providers and the system to work more effectively with caregivers.
ACKNOWLEDGEMENTS
The Change Foundation gratefully acknowledges Stephanie Hylmar, Research Associate, for her leadership in the development, analysis and writing of Family Caregivers in Ontario.
TERMINOLOGY
The term “family caregiver” is used interchangeably with the term “caregiver” in this report. Both terms refer to the people—family, friends, neighbours—who provide critical and often ongoing personal, social, psychological and physical support, assistance and care, without pay, for loved ones in need of support due to frailty, illness, degenerative disease, physical/ cognitive/mental disability, or end of life circumstances.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 3
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FOREWARD
CATHY FOOKS CEO, THE CHANGE FOUNDATION MAY 2016
Our health care system is dependent on unpaid caregivers. And the reality is that these caregivers are often not recognized or respected for the role they play. At best, there is an inconsistent approach to family caregivers. In many cases, they are not even considered as key members of the care team.
“ ” THE CHANGE FOUNDATION, STRATEGIC PLAN, 2015-2020
OVER THE LAST DECADE, HEALTH CARE IN ONTARIO HAS INCREASINGLY BECOME MORE COMMUNITY- AND HOME-BASED. WITH SHORTER HOSPITAL STAYS AND AN INCREASED FOCUS ON HOME CARE SERVICES, PEOPLE NOW HAVE THE ABILITY TO INDIVIDUALLY MANAGE THEIR HEALTH CONDITIONS AT HOME. HOWEVER EVEN THOUGH THESE OPTIONS EXIST, IN MOST CASES A FAMILY MEMBER OR FRIEND IS ALSO LIKELY PROVIDING SOME KIND OF CARE AND SUPPORT AT DIFFERENT STAGES IN THE HEALTH CARE JOURNEY.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 5
In recent years, a tremendous amount of work has been done to examine the patient perspective and improve their experiences as they transition in and out, as well as across, the health care system.
But what about the family caregivers who accompany these patients throughout their experience?
As part of the first year of our Out of the Shadows and Into the Circle strategic plan, The Change Foundation spent the winter of 2016 hearing directly from family caregivers through a project called The Caring Experience. Through a partnership with the Ontario Caregiver Coalition, we hosted a variety of in-person workshops with family caregivers to hear their stories and understand their experiences and interactions with Ontario’s health and community care system. We were particularly focused on how Ontario’s health care system does, or does not, recognize and support family caregivers as part of a patient’s care team. Some of what we heard was inspirational. Some of it was heartbreaking.
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We also organized sessions with health care providers and staff to understand their perspective on what makes it hard or easy to work directly with family members to support a patient.
In just a short time, we were able to hear from hundreds of caregivers, but as this report highlights, there are over 3 million people in Ontario providing support and care to a family member, friend or neighbour.
We did a comprehensive review of the Ontario data from Statistics Canada’s 2012 General Social Survey to get a picture of who those 3 million people are and to understand the kind of supports they provide - which range from emotional support, transportation and housekeeping to performing medical tasks such as tube feeding, wound care and giving injections.
Survey respondents reported major impacts on their own lives as a result of being a family caregiver including financial hardship, an inability to concentrate at work and in some cases having to leave their jobs—either voluntarily or not.
Caregivers in the survey and those we heard from directly all reported increased levels of stress as the demands of family caregiving started to weigh on them.
Caregivers in the survey and those we heard from directly all reported increased levels of stress as the demands of family caregiving started to weigh on them.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 7
These findings and our deeper review of the Ontario GSS data underscore the importance of the role of family caregivers, and more importantly, the need to create awareness, understanding and recognition for their work and how it contributes to the day-to-day functioning of Ontario’s health care system. We can’t underestimate just how much they do to keep the health care system moving, and for us, it makes the focus of our work more urgent than ever. This report, and all of the work we have done in our first year, serves as a call to action. We need to recognize the role of family caregivers in the system, support them in it, and ensure the systems are in place to facilitate their ability to provide the care in between physician and health care visits.
The Change Foundation wants to change the environment for family caregivers. The next phase in our Strategic Plan work, will be working with organizations that are interested in working differently with family members in support of a patient’s care. By putting our money where our mouth is, we hope to inspire change across the system, and improve the experience for patients and caregivers.
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EXECUTIVE SUMMARY
FAMILY CAREGIVERS ARE PEOPLE—FAMILY, FRIENDS, NEIGHBOURS—WHO PROVIDE CRITICAL AND OFTEN ONGOING PERSONAL, SOCIAL, PSYCHOLOGICAL AND PHYSICAL SUPPORT, ASSISTANCE AND CARE, WITHOUT PAY, FOR FAMILY MEMBERS AND FRIENDS IN NEED OF SUPPORT DUE TO FRAILTY, ILLNESS, DEGENERATIVE DISEASE, PHYSICAL/ COGNITIVE/MENTAL DISABILITY, OR END OF LIFE CIRCUMSTANCES.
THIS IN-DEPTH REVIEW OF STATISTICS CANADA’S 2012 GENERAL SOCIAL SURVEY (GSS) DATA1
SPECIFIC TO ONTARIO IS A FIRST STEP IN BETTER UNDERSTANDING ONTARIO’S FAMILY CAREGIVERS. THE DATA HELP TO PAINT A MORE COMPLETE PICTURE OF FAMILY CAREGIVERS IN A NUMBER OF KEY DEMOGRAPHIC CATEGORIES, INCLUDING GENDER, HEALTH, AND SOCIO-ECONOMIC STATUS. MORE IMPORTANTLY, THE DATA ALSO SHED LIGHT ON SOME OF THE REASONS WHY FAMILY CAREGIVERS PROVIDE CARE, THE TYPES OF ACTIVITIES ASSOCIATED WITH THE CAREGIVING ROLE, AND THE IMPACTS THESE ACTIVITIES HAVE ON THE LIVES OF FAMILY CAREGIVERS IN ONTARIO.
THE CHANGE FOUNDATION (TCF) HOPES THAT BY SHOWCASING THE VARIETY OF CAREGIVING EXPERIENCES AS REPRESENTED IN THE GSS DATA, THIS REPORT CAN SERVE AS AN IMPORTANT STARTING POINT FOR ONTARIO POLICY AND DECISION MAKERS, AS WELL AS ORGANIZATIONS SIMILAR TO TCF, FOR FURTHER INVESTIGATION AND ACTION IN SUPPORTING CAREGIVERS IN THEIR ROLE.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 9
METHODOLOGY
The data in this report comes from the General Social Survey (GSS), conducted by Statistics Canada in February 2012. The survey was conducted over the phone with care receivers and caregivers. The survey asked questions about the amount of care family caregivers provide, the kinds and amounts of care received, and the unmet needs of both care recipients and caregivers. Questions about employment, housing and socio-demographic characteristics were also asked. The survey had a total of 23,093 participants from across Canada of whom 6,850 (29.7%) were from Ontario. Of the Ontario participants, 2,213 (32%) said that they provided help or care to a friend, family member or both in the past 12 months. This report focuses on the responses of the caregivers. We have extrapolated from these data, weighting numbers and percentages in order to reflect the entire population of Ontario. From this sample we can draw general conclusions about the characteristics and the state of caregivers in Ontario. Appendix A provides more detail about the survey and limitations of the survey data.
1 To learn more about the GSS and the data refer to Appendix A.
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An estimated 3.3 million Ontarians, 29% of the provincial population, are family caregivers.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 11
KEY FINDINGS
In reviewing the data, a number of key findings became evident, which are outlined below.
Who are family caregivers?
An estimated 3.3 million Ontarians, 29% of the provincial population, are family caregivers who provide care and support to a chronically ill, disabled, or aging family member or friend. A majority of these caregivers, 53% (1.8 million), are women while 47% (1.5 million) are men.
Family caregivers vary in age, with the largest proportion (23%) between 45 and 54 years of age. Of the balance, 11% are over the age of 65, 19% are 55 to 64, and 17% are 15 to 24. There are no data on caregivers under the age of 15 as they were not included in the GSS survey.
The majority of caregivers (65%) are married or living in common law relationships. More than one in four (27%) are single and have never been married. Almost three in 10 caregivers (29%) have one or more children under the age of 14.
In terms of proximity to the person being cared for, 30% of caregivers live in the same household as those they care for, 50% live in a community less than an hour away by car, and 20% live in a community that is one or more hours away by car.
Family caregivers have attained a wide range of education—from less than high school to post graduate education. Four percent of caregivers (almost 124,000 individuals) reported that they postponed enrolling in an education or training program because of their caregiving responsibilities, and 63% of these caregivers (over 78,000 people) said that their plans are postponed indefinitely because of their caregiving duties.
Ontario has the most culturally diverse population in Canada and more than one in four residents were born outside the country.2 This diversity is reflected in the Ontario caregiver population and 21% of caregivers reported that their primary language was other than English or French.
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2 http://www.ontarioimmigration.ca/en/about/OI_ABOUT_PEOPLE.html
Three out of four caregivers (76% or 2.5 million people) report that they try to balance caregiving with paid employment. Thirty-two percent of caregivers (802,000 people) have one or more children under the age of 14 at home and are also employed.
Three percent of caregivers (92,000 people) receive some form of income supplement such as social assistance/welfare, Employment Insurance, child tax benefit, or workers’ compensation.
When considering annual household income and hours of caregiving, those with higher household incomes report contributing more hours a week to caregiving activities. For example, 28% of caregivers who provide 10 or more hours per week earn $100,000 or more a year, compared to 10% of caregivers who earn $40,000 to $60,000. Similarly, 37% of caregivers who provide between two and nine hours a week earn $100,000 or more, compared to 11% of caregivers who earn $40,000 to $60,000. There may be barriers for lower income earners, restricting their options in providing care for their loved ones.
Who are caregivers caring for?
Eighty-four percent of caregivers are providing care to a family member: 47% of caregivers are looking after parents or in- laws; 24% are looking after a grandparent, sibling or extended family member; 7% are providing care to a spouse; and 6% are providing care to a child. Another 13% are caring for a friend, colleague or neighbour. Caregivers are caring for more female (57%) than male (43%) care recipients. This trend
could be explained by the longer life expectancy of females. In Ontario, the life expectancy for women is 84, while for men it is 79 (Statistics Canada, 2012).
Notably, one million people (31% of caregivers) said they felt they had no choice in taking on their caregiving responsibilities.
The characteristics and needs of those receiving care vary with age, diagnosis and disability. Age-related needs are the most common problem requiring caregiving as 28% of caregivers report that they provide care for people with problems associated with aging. However, this
84% of Ontario caregivers are providing care to a family member.
2.5 million caregivers report that they try to balance caregiving with paid employment.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 13
percentage may be an underestimate as caregivers also report providing care for “other health problems” that are often related to aging (e.g., osteoporosis, incontinence, eye or joint problems, liver or kidney disease). As Ontario’s population ages, the severity and frequency of these age-related health conditions could also increase. Ten percent of caregivers provide care for someone with cancer, 10% care for people with cardiovascular disease and 7% provide care to someone with mental illness.
What are caregivers doing?
Family caregivers spend an average of 11 hours a week providing care. Many caregivers (48% or 1.5 million people) spend anywhere from two to nine hours a week providing care. Twenty-three percent (771,000 people) spend between 10 and 99 hours per week providing care. Twenty-one percent (702,000 people) spend an hour or less per week providing care. Two percent or 77,000 caregivers are in a very intense caregiver situation, providing 100 or more hours per week of care. Six percent (196,000 people) do not know how many hours of care they provided in an average week.
Caregivers who spend two to nine hours a week are mostly caring for family or friends who are aging (51%), have Alzheimer’s disease or dementia (57%), back problems (54%), or respiratory problems (55%). Caregivers who spend over 10 hours a week, with an average of 24 hours a week, are mostly caring for people with developmental disorders (51%) or an accidental injury (48%). Caregivers who spend over 100 hours per week are caring for people with Alzheimer’s disease or dementia, mental illness, or cancer.
Nine in 10 caregivers (90%) reported that they help their loved ones with emotional support and companionship. Almost eight in 10 caregivers (79%) provide transportation assistance; 57% provide assistance with indoor domestic tasks, including meal preparation, housecleaning and laundry; and 53% help with outdoor tasks, including home and property maintenance. Almost three in 10 caregivers (29%) report that they perform medical treatments such as tube feedings, wound care and
Family caregivers spend an average of 11 hours a week providing care.
29% of caregivers report that they perform medical treatments such as tube feedings.
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injections and 25% of caregivers assist with personal care such as bathing, toileting, eating, assistance moving around and personal hygiene.
As well, almost four in 10 caregivers (37%) report that they take responsibility for scheduling and coordinating appointments, including medical appointments.
What are the impacts of caregiving?
The 2.5 million caregivers who juggle caregiving with paid employment report that caregiving had an impact on their work in the previous 12 months: 30% (741,000 people) were late for work or had to leave early; 29% (735,000 people) missed an average of six days of work because of caregiving duties; and 1% (33,000 caregivers) left their employment—they either quit or were fired—because of their caregiving responsibilities.
When asked about their work-life balance over the past 12 months, 45% of caregivers (1.5 million people) had some degree of difficulty fulfilling family responsibilities, including caregiving, because of work and 41% (1.3 million people) experienced some degree of difficulty concentrating on work responsibilities because of their combined family and caregiving responsibilities.
Almost one in 10 caregivers (9% or 297,000 individuals) report financial hardship because of their caregiving responsibilities. Of these caregivers 33% had to borrow money from a family member or friend; 34% had to take a loan from a financial institution; 20% had to sell assets; 77% had to use their savings to support their caregiving; and 90% have had to modify their spending and budgeting.
Almost half of all caregivers (47% or 1.6 million individuals) report having some level of stress (“somewhat” to “high”) that stems from their caregiving duties, and of these almost one in 10 (9% or 300,000 people) were in the high stress range.
Those who found caregiving stressful were asked about the triggers to their stress. Twenty- four percent (384,000 people) reported they were stressed with balancing caregiving with their other responsibilities (e.g. child rearing, employment, etc.); 23% (368,000 people)
1.6 millions caregivers report having some level of stress that stems from their caregiving duties.
Almost four in 10 caregivers (37%) report that they take responsibility for scheduling and coordinating appointments.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 15
were stressed over the declining health of those they cared for; 18% (288,000 people) were stressed with meeting the needs of those they cared for; 15% (240,000 people) were stressed over managing their own emotions; 14% (224,000 people) were stressed over their relationship with those they cared for (i.e. getting along with them, managing their mood); 8% (128,000 people) were stressed about the decisions they had to make; 7% (112,000 people) were stressed over managing family conflict about caregiving; and 7% (112,000 people) were stressed about finding services for those they cared for.
Caregivers were asked about their feelings over the previous 12 months of their caregiving duties. Of the 2.3 million caregivers who responded, a candid portrait of their emotions emerged: 55% (1,265,000 people) were worried and anxious; 52% (1,196,000 people) were tired; 38% (874,000) were short tempered and irritable; 36% (828,000) were overwhelmed; 33% (759,000) experienced disturbed sleep; 18% (414,000) felt depressed; 17% (391,000) felt lonely and isolated; and 13% (299,000) experienced loss of appetite.
Interestingly, despite the findings in the previous paragraph, almost half of caregivers (48% or 1.6 million people) report their experience of caregiving as “very rewarding” (26% or 859,000 people) or “rewarding” (22% or 713,000 people), and 16% (538,000 people) report the experience was “somewhat rewarding”. Five percent of caregivers (152,000 people) report that the experience was “not at all rewarding”. Thirty-one per cent of caregivers (one million people) did not answer the question.
Despite the multiple demands and tasks that caregivers take on, 85% of caregivers report that their physical health is “good” to “excellent”, and 82% (3 million people) report that their mental health is “good” to “excellent”. However, 3% of caregivers (104,000 people) rated their physical health as “poor”, and 11% (396,000 people) rate their mental health as “poor”. Regarding overall health, 13% of caregivers (412,000 individuals) report that their overall health during the previous 12 months suffered because of their caregiving responsibilities.
Almost half (48%) of caregivers report their experience of caregiving as “very rewarding” or “rewarding”, and 16% report the experience was “somewhat rewarding”.
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Notably, one million people (31% of caregivers) said they felt they had no choice in taking on their caregiving responsibilities.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 17
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TABLE OF CONTENTS
The Change Foundation Acknowledgements Terminology Forward Executive Summary Introduction I. Who are Ontario’s Family Caregivers?
Gender Age Marital Status Living Situation Time Spent Travelling Community Education Employment Caregiver Personal and Household Income Sources of Caregiver Income Language and Ethnic Background
II. Who are Caregivers Caring For? Relationship Gender Age Why are Caregivers Providing Care? What are Caregivers Doing?
III. What are the Impacts of Caregiving? Impact on Time Impact on Employment and Work-Life Balance Impact on Finances Impact on Physical and Psychological Health Impact on Coping and Health Behaviours Are They Receiving any Support?
Conclusion References APPENDIX A: The GSS Data
2 2 2
4 8 20 22 23 23 24 25 27
27 29 29 30 31 34 33 36 37 37 38 40 42 43 45 47 47 51 52 54 56 57
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 19
TABLE OF FIGURES
Figure 1 Gender of Caregivers Figure 2 Age Range of Caregivers Figure 3 Caregiver Marital Status Figure 4 Caregivers with children under 14 Figure 5 Caregivers with Children under 14 Years of Age as a Function of Gender Figure 6 Caregiver Living Arrangements Figure 7 Caregivers’ Community Figure 8 Time Spent Traveling by Size of Community Figure 9 Caregiver Education by Gender Figure 10 Caregiver Annual Personal Income Figure 11 Caregiver Annual Household Income Figure 12 Caregiver Main Source of Income Figure 13 Main Sources of Income as a Function of Caregiver Age Figure 14 Caregiver Household Income and Time Spent Caregiving Figure 15 Ethnicities of Ontario’s Caregivers Figure 16 Relationship to Care Receiver Figure 17 Age of People Caregivers are Caring for Figure 18 Reasons for Caregiver Support Figure 19 Hours of Caregiver Support per Week by Condition Figure 20 Types of Help Provided by Caregivers Figure 21 Physical Strenuousness of Caregiver Activities Figure 22 Caregivers’ Time Spent Caring as a Function of Gender Figure 23 Caregivers’ Time Spent Caring Related to Absenteeism Figure 24 Types of Help Provided by Caregivers versus Absences at Paid Employment Figure 25 Work-Life Balance Figure 26 Caregiver Stress Figure 27 Caregiver Rewarding Experiences Figure 28 Caregiver Stress Related to Type of Help Figure 29 Caregiver Self-Rated Physical Health Figure 30 Caregiver Self-Rated Mental Health Figure 31 Caregiver Degree of Coping Figure 32 Governmental Financial Support
23 24 24 25 26
27 28 28 29 30 31 31 32 33 34 36 37 38 39 41 41 44 44 45
46 48 48 49 50 51 51 53
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INTRODUCTION
FAMILY CAREGIVERS ARE PEOPLE—FAMILY, FRIENDS, NEIGHBOURS—WHO PROVIDE CRITICAL AND OFTEN ONGOING PERSONAL, SOCIAL, PSYCHO- LOGICAL AND PHYSICAL SUPPORT, ASSISTANCE AND CARE, WITHOUT PAY, FOR FAMILY MEMBERS AND FRIENDS IN NEED OF SUPPORT DUE TO FRAIL- TY, ILLNESS, DEGENERATIVE DISEASE, PHYSICAL/COGNITIVE/MENTAL DISABILITY, OR END OF LIFE CIRCUMSTANCES.
These dedicated individuals play important roles in the lives of the people they care for and, as a result, play a very important role in the Ontario health care system. Family caregivers provide all kinds of support—from picking up groceries and providing transportation to performing essential medical care. Understanding who family caregivers are, the people they support, and their levels of stress, is essential in developing policies and programs that work effectively.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 21
3 To learn more about the GSS and the data refer to Appendix A.
This in-depth review of Statistics Canada’s 2012 General Social Survey (GSS) data3 specific to Ontario is a first step in better understanding the province’s family caregivers. The data help to paint a more complete picture of family caregivers in a number of key demographic categories, including gender, health, and socio-economic status. More importantly, the data also shed light on some of the reasons why family caregivers provide care, the types of activities associated with the caregiving role, and the impacts these activities have on the lives of family caregivers in Ontario.
The Change Foundation (TCF) hopes that by showcasing the variety of caregiving experiences as represented in the GSS data, this report can serve as an important starting point for Ontario policy and decision makers, as well as organizations similar to TCF, for further investigation and action in supporting caregivers in their role.
Family Caregivers in Ontario lays important groundwork for the evolution of Ontario health care into a system that better serves, not just family caregivers, but also patients, providers, and health administrators.
METHODOLOGY
The data in this report comes from the General Social Survey (GSS), conducted by Statistics Canada in February 2012. The survey was conducted over the phone, with care receivers and caregivers. The survey asked questions about the amount of care family caregivers provide, the kinds and amounts of care received, and the unmet needs of both care recipients and caregivers. Questions about employment, housing and socio-demographic characteristics were also asked. The survey had a total of 23,093 participants from across Canada of whom 6,850 (29.7%) were from Ontario. Of the Ontario participants, 2,213 (32%) said that they provided help or care to a friend, family member or both in the past 12 months. This report focuses on the responses of the caregivers. We have extrapolated from these data, weighting numbers and percentages in order to reflect the entire population of Ontario. From this sample we can draw general conclusions about the characteristics and the state of caregivers in Ontario. Appendix A provides more detail about the survey and limitations of the survey data.
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PART
1 WHO ARE ONTARIO’S FAMILY CAREGIVERS?
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 23
In Ontario, 3.3 million people, 29% of the province’s population, provide some form of care or support to a chronically ill, disabled and/or aging family member or friend. They provide emotional support, assistance with transportation, and help with domestic tasks (inside and outside the home). They schedule appointments and provide medical treatments and personal care. The percentage of caregivers in Ontario is slightly, but not significantly, higher than the Canadian population’s national caregiving average of 28% or about 8.1 million Canadians.
GENDER
Of the 3.3 million caregivers, a slight majority are women.
AGE
Ontario’s family caregivers vary in age. However, many tend to be in the mid-part of their lives. Very little is known about caregivers under the age of 15 as they were not included in the GSS survey.
I. WHO ARE ONTARIO’S FAMILY CAREGIVERS?
53% women (N= 1.8 million)
3.3 million
47% men (N= 1.5 million)
Figure 1 Gender of Caregivers
24 THE CHANGE FOUNDATION
MARITAL STATUS
Caregivers have a variety of family types, and living situations. The majority (65%) of caregivers are married or living in common law relationships. More than one in four caregivers (27%) are single and have never been married.
“15 to 24” 17% (N= 543,000)
“25 to 34” 15% (N= 495,000)
“35 to 44” 15% (N= 477,000)
“45 to 54” 23% (N= 769,000)
“55 to 64” 19% (N= 623,000)
“65 to 74” 8% (N= 260,000)
“75 and up” 3% (N= 114,000)
Rounded to the nearest thousand
Figure 2 Age Range of Caregivers
Figure 3 Caregiver Marital Status
Married 59% (N= 1,922,000)
Common-law 6% (N= 202,000)
Widowed 3% (N= 94,000)
Separated 2% (N= 62,000)
Divorced 3% (N= 116,000)
Single, never married 27% (N= 883,000)
Not stated 0% (N= 3,000)
Rounded to the nearest thousand
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 25
Figure 4 Caregivers with children under 14
Three or more 3% (N= 105,000)
Two children 11% (N= 366,000)
One child 15% (N= 486,000)
None 71% (N=2,300,000)
Rounded to the nearest thousand
+
LIVING SITUATION
When a caregiver has multiple responsibilities these usually include, alongside caregiving, professional responsibilities and/or caring for children living in the home.
Family caregivers who have children in the home and also have caring responsibilities for their own parent(s) have been referred to as the “sandwich generation.”
Of Ontario’s 3.3 million family caregivers, 29% (N= 957,000) have one or more children who are under the age of 14.
There are slightly more females than males with children in the home 53% (N= 507,000) are women and 47% (N= 450,000) are men.
The proportion of males and females with children in the home is equal. However more women are family caregivers, so it is not surprising that there are more women who have one or more children, under the age of 14 years old, in the home.
26 THE CHANGE FOUNDATION
Figure 5 Caregivers with Children under 14 Years of Age as a Function of Gender
0
500,000
1,000,000
1,500,000
2,000,000
0 1 2 3+ children child children children
Caregivers, rounded to the nearest thousand
MEN WOMEN
3% 58,000 11% 190,000 15% 260,000
71% 1.3 million
3% 49,000 11% 180,000 15% 221,000
71% 1.1 million
1.5 million 1.8 million
Of the caregivers, almost half are in intact families (49%); more than a quarter are part of a couple (27%); 15% are part of step families or lone parent families; and almost one in 10 (9%) have no spouse/partner or children.4
Of the 9% (N= 309,000) of caregiver families that are lone parent families: • 63% (N= 196,000) are female led • 37% (N= 113,000) are male led
A higher percentage of female family caregivers are single parents, compared to male family caregivers who are single parents.
4 The terms used here to describe living arrangements are Statistics Canada terminology.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 27
Figure 6 Caregiver Living Arrangements
0 450,000 900,000 1,350,000 1,800,000
Couple only 27%
Intact family 49%
Step-family with common child 2%
Step-family without common child 4%
Lone parent family 9%
No spouse/partner or children 9%
890,000
1,606,000
57,000
120,000
309,000
299,000
Caregivers, rounded to the nearest thousand
TIME SPENT TRAVELING
The living situation of the caregiver in relation to the care receiver is important as it has a potential influence on how frequently they are able to provide care and how much time they spend traveling to and from the care receiver’s household:
• 30% of caregivers live in the same household or building • 50% of caregivers live in similar communities under an hour away by car • 20% of caregivers live one or more hours away, by car, from the loved one
they are caring for
COMMUNITY
The majority of caregivers in Ontario live in larger urban population centres while fewer than one in five caregivers live in Ontario’s rural areas and small population centres.5 The community they live in determines the types of services and supports that caregivers have access to.
5 As defined by Statistics Canada, large urban population centres have a population of 100,000 or more. Rural and small population centres have a population of between 1,000 and 99,999. “Population centre” includes all population living in the cores, secondary cores and fringes of metropolitan areas and agglomerations.
28 THE CHANGE FOUNDATION
Figure 7 Caregivers’ Community
Figure 8 Time Spent Traveling by Size of Community
6 Two-thirds of the caregivers who participated (N= 2 million) did not respond to the question about travel time. The GSS has no explanation as to why there was such a large non-response for caregiver time spent traveling.
68% (N= 110,000)
2% (N= 3,000)
9% (N= 14,000)
12% (N= 20,000)
3% (N= 4,000)
5% (N= 9,000)
1% (N= 2,000)
82% (N= 38,000)
0% (N= 0)
8% (N= 4,000)
0% (N= 0)
9% (N= 4,000)
0% (N= 0)
1% (N= 500)
Rounded to the nearest thousand
Same Household
Same Building
<10min by car
10 to <30min by car
30min to <1h by car
1h to <3h by car
3h or more by car
Large Urban Population Centres Rural Areas and Small Population Centres
Of those who responded to questions about both their living situation and their time spent traveling (N= 209,000), the majority of caregivers in rural areas live in the same household as the person they are caring for (82%) or less than one hour away by car (17%). Those who live in large urban centres also live in the same household the majority of the time (68%), however more caregivers in urban centres are traveling to see the person they are caring for by car, anywhere from 10 minutes to three hours or more.6
86% URBAN
(N= 2,828,000)
14% RURAL (N= 453,000)
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 29
EDUCATION
The levels of education for family caregivers vary widely from less than high school to post- graduate education.
Figure 9 Caregiver Education by Gender
0 200 400 600 800 1,000
University certificate or degree above a bachelor's
Bachelor's degree
University certificate below a bachelor's
College, or other non-university designation
Trade certificate or diploma
High school or equivalent
Less than high school
Not stated / unknown
4% 141 4% 126
9% 281 10% 334
1% 43 | 2% 76
12% 388 16% 498
.08% 49 | .07% 27
13% 440 16% 477
5% 179 6% 202
.2% 8 | .3% 12
Male Female *caregivers thousands
Four percent (N= 124,000) of caregivers postponed enrolling in an education or training program because of their caregiving responsibilities.
Of those caregivers reporting that they postponed their education, 63% (N= 78,000) said that their plans are postponed indefinitely because of their caregiving duties.
EMPLOYMENT
• 76% (N= 2.5 million) of caregivers juggle caregiving with paid employment.
• 32% (N= 802,000) of “sandwich generation” caregivers—who are caregiving and have one or more children under the age of 14 at home—were also employed.
30 THE CHANGE FOUNDATION
CAREGIVER PERSONAL AND HOUSEHOLD INCOME
Median personal income in Ontario is $31,820 a year (Statistics Canada, 2013).
Thirty-seven per cent (N= 1.2 million) of caregivers have a personal income below $40,000. Over half of caregivers (62%) have a personal income below $60,000 or no income at all. Thirteen per cent (N= 429,000) did not report their annual personal income.7
Figure 10 Caregiver Annual Personal Income
No income or loss 8% (N= 268,000)
Less than $40,000 37% (N= 1,231,000)
$40,000 - $59,999 17% (N= 549,000)
$60,000 - $79,000 10% (N= 329,000)
$80,000 - $99,999 8% (N= 228,000)
$100,000 and up 7% (N= 265,000)
Not Reported 13% (N= 429,000)
Rounded to the nearest thousand
No income or loss 8% (N= 268,000)
Less than $40,000 37% (N= 1,231,000)
$40,000 - $59,999 17% (N= 549,000)
$60,000 - $79,000 10% (N= 329,000)
$80,000 - $99,999 8% (N= 228,000)
$100,000 and up 7% (N= 265,000)
Not Reported 13% (N= 429,000)
Rounded to the nearest thousand
In Ontario, the median annual household income for families who are either couples, families with or without children, and lone-parent families is $76,510 (Statistics Canada, 2013).
• 35% (N= 1.2 million) of caregivers have a household annual income greater than $100,000. • 21% (N= 645,000) of caregivers have a household annual income of less than $60,000. • 23% (N= 661,000) of caregivers did not report their annual household income.8
7 The GSS has no explanation as to why there was such a large non-response for annual personal income. 8 The GSS has no explanation as to why there was such a large non-response for annual household income.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 31
Figure 11 Caregiver Annual Household Income
No income or loss 0% (N= 12,000)
Less than $40,000 11% (N= 331,000)
$40,000 - $59,999 10% (N= 314,000)
$60,000 - $79,000 10% (N= 306,000)
$80,000 - $99,999 11% (N= 340,000)
$100,000 and up 35% (N= 1,132,000)
Not Reported 23% (N= 661,000)
Rounded to the nearest thousand
No income or loss 0% (N= 12,000)
Less than $40,000 11% (N= 331,000)
$40,000 - $59,999 10% (N= 314,000)
$60,000 - $79,000 10% (N= 306,000)
$80,000 - $99,999 11% (N= 340,000)
$100,000 and up 35% (N= 1,132,000)
Not Reported 23% (N= 661,000)
Rounded to the nearest thousand
SOURCES OF CAREGIVER INCOME
Three per cent (N= 92,000) of all caregivers are on some form of income supplement such as social assistance/welfare, Employment Insurance, child benefits, or workers’ compensation.
Figure 12 Caregiver Main Source of Income
0 500 1000 1500 2000
Not Stated Other Income
Child Tax Benefit Social Assistance / Welfare
Old Age Security Pensions (Retirement/CPP)
Workers' Compensation Employment Insurance (EI)
Investments / RRSPs Self-Employment
Employment No Income
*caregivers (thousands)
86 81 18 35 43 371 3 36 55 305 1,979 266
32 THE CHANGE FOUNDATION
Employment by traditional means and self-employment are the most prevalent sources of income for caregivers between the ages of 15 and 64. Income for caregivers 65 and older mostly comes from pensions or investments and RRSPs. Social Assistance/welfare is used by all age groups relatively equally, whereas Employment Insurance (EI) is most frequently used by caregivers aged 25 to 34 and then sparingly by caregivers between the ages of 35 to 64. The largest group of caregivers (26%) with no income falls between the ages of 15 and 24.
Figure 13 Main Sources of Income as a Function of Caregiver Age
20%
40%
60%
80%
100%
532,000 480,000 463,000 742,000 607,000 256,000 112,000
Age 15-24 25-34 35-44 45-54 55-64 65-74 75+
Other Income 3% 3% 2% 1% 5% 1% Child Tax Benefit 1% 1% 1% 0.5% 0.3%
Welfare/Income Supplement 1% 2% 1% 1% 1% 1% 1% Old Age Security 0.2% 9% 16%
Pensions 1% 2% 18% 62% 68% Workers’ Compensation 0.5% 0.3%
E I 4% 1% 1% 0.3% Investments/RRSPs 1% 1% 1% 3% 5% 11%
Self-Employed 3% 8% 13% 14% 11% 8% 2% Employed 65% 78% 76% 73% 55% 13% 2%
No Income 26% 4% 4% 6% 6% 1%
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 33
When considered together, household income and hours of care show an interesting trend. Those in the highest household income bracket report contributing more hours per week to caregiving activities. This could be a function of various factors, but barriers may exist for lower-income earners, restricting their options in providing care to their loved ones.
Figure 14 Caregiver Household Income and Time Spent Caregiving
0 100 200 300 400 500 600
Not Reported
$100,000+
$80,000 - 99,000
$60,000 - 79,000
$40,000 - 59,000
Less than $40,000
27% 21% 16%
28% 37% 48% 12% 10% 11% 8% 11% 9%
10% 11% 9%
15% 10% 7%
227 320 114
235 561 336
102 158 80
70 170 66
84 165 65
128 162 41
*caregivers (thousands) 10+ hours 2-9 hours 1 hour (or less)
34 THE CHANGE FOUNDATION
When asked about their primary language:
• 72% of caregivers said their primary language was English • 21% of caregivers reported that they spoke a language other than English or French • 4% said their primary language was French • 3% did not state their primary language.
LANGUAGE AND ETHNIC BACKGROUND
Ontario has the most culturally diverse population in Canada and more than one in four residents were born outside the country. Each year, Ontario welcomes over 100,000 newcomers—nearly half of all of Canada’s immigrants (Ontario, 2015). This diversity is reflected in the profile of Ontario’s caregivers.
Figure 15 Ethnicities of Ontario’s Caregivers
0 500,000 1,000,000 1,500,000
Scottish, Irish, British, and the Isles
European (Central, East and West)
Canadian (English)
Other
Not Stated
South Asian (East Indian, Sri Lankan, Pakistani, Punjab)
Chinese
Canadian (French)
Aboriginal (North American Indian, Métis, Inuit)
34% | 1,154,000
22% | 735,000
16% | 533,000
9% | 319,000
7% | 246,000
5% | 182,000
3% | 90,000
3% | 85,000
1% | 24,000
Caregivers, rounded to the nearest thousand
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 35
PART
2 WHO ARE CAREGIVERS CARING FOR?
36 THE CHANGE FOUNDATION
II. WHO ARE CAREGIVERS CARING FOR?
Based on those surveyed and the weighted data from the GSS, approximately 854,000 people in Ontario are being cared for, by one or more family caregivers, because of a long-term health condition, a physical or mental disability, or problems related to aging.
One million people—31% of caregivers—said they felt they had no choice in taking on their caregiving responsibilities.
RELATIONSHIP
The relationships between caregivers and care receivers vary, but the majority of caregivers (84% or 2.7 million people) are providing care to family members, while fewer are providing care to a friend, colleague or neighbour (13% or 420,000 people). Overall:
• 47% of caregivers are looking after parents or in-laws • 24% are looking after a grandparent, sibling or extended family • 13% are caring for a close friend, neighbour or colleague9 • 7% are providing care to a spouse • 6% are providing care to a child
0 500,000 1,000,000 1,500,000 2,000,000
Parent or In-Law
Other Family Member
Close friend, neighbour, or colleague
Spouse
Child
Other Relationship
Not Stated
47% | 1,556,000
24% | 772,000
13% | 420,000
7% | 233,000
6% | 182,000
2% | 81,000
1% | 37,000
Caregivers, rounded to the nearest thousand
Figure 16 Relationship to Care Receiver
9 The high percentage of caregivers who said they were providing care to a close friend, colleague or neighbour were mostly providing care to a close friend 8.4% (N= 275,000) and neighbour 4.4% (N= 141,000). Not many were providing care to a colleague 0.2% (N= 4,000).
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 37
Figure 17 Age of People Caregivers are Caring for
10 The GSS has no explanation as to why there was such a large non-response for care receivers’ age.
GENDER
Caregivers are caring for more female than male care recipients. This finding could perhaps be explained by the longer life expectancy for females. In Ontario, life expectancy for the average female is 84 while for males it is 79 years of age (Statistics Canada, 2012).
AGE
Caregivers were asked the age of those they care for. Fifty-three per cent of caregivers did not state the age of the care receiver.10 The 30% who did answer the question said they were caring for older adults (over age 55) and the other 17% said they were caring for people under age 54.
25 to 34 3% (N= 26,000)
35 to 44 4% (N= 38,000)
45 to 54 10% (N= 82,000)
55 to 64 12% (N= 103,000)
65 to 74 9% (N= 79,000)
75+ 9% (N= 75,000)
Not Stated 53% (N= 452,000)
Rounded to the nearest thousand
57% women (N= 488,000)
43% men (N= 366,000)
38 THE CHANGE FOUNDATION
WHY ARE CAREGIVERS PROVIDING CARE?
The characteristics and needs of those receiving care vary with age, diagnosis and disability. In Ontario, caregivers reported that age-related needs were the most common problem requiring caregiving.
• 28% of caregivers provide care for people with problems associated with aging.
As Ontario’s overall population ages, the severity and frequency of these age-related health conditions could also increase.
While GSS data show that 28% of care provided by caregivers is to people with problems related to aging, this may be an underestimate. The category “Other Health Problems” accounts for 12% of the reasons for providing care and includes conditions that may be related to aging. These include osteoporosis, urinary or bowel incontinence, eye problems, joint problems, surgery, liver disease, kidney disease and digestive diseases. These conditions are not exclusively related to aging, but many of them can be associated with it.
Figure 18 Reasons for Caregiver Support
0 100 200 300 400 500 600 700 800 900 1000
Not Answered 2% Physical Disability 2%
Respiratory Problems 2% Developmental Disorder 2%
Back Problem 3% Diabetes 3% Arthritis 4%
Accident Injury 4% Neurological Disease 5%
Alzheimer's Disease or Dementia 6% Mental Illness 7%
CV Disease 10% Cancer 10%
Other Health Problems 12% Aging 28%
71 56 71 69 94 99 141 146 178 198 221 314 332 380 911
*caregivers (thousands)
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 39
Figure 19 Hours of Caregiver Support per Week by Condition
Caregivers who spend two to nine hours per week on average are mostly caring for family or friends who are aging (51%), have Alzheimer’s disease or dementia (57%), back problems (54%), or respiratory problems (55%).
Caregivers who spend over 10 hours of care a week are mostly caring for family or friends who have developmental disorders (51%) or who have been injured in an accident (48%).
Caregivers who spend on average 100 hours in a week caregiving are caring for people who have Alzheimer’s disease or dementia (5%), some form of mental illness (4%), cancer (4%) or other health problems (3%).
Note: The measure “10+h/week” (in Figure 19 below) has a range of one to 98 hours with an average of 24 hours of care per week.
1h/Week or less 2-9
h/Week 10+
h/Week 100+
h/Week Not Stated/ Applicable
Aging 23% 51% 14% 1% 11% Other Health Problems 17% 45% 24% 3% 11% Cancer 11% 46% 32% 4% 7% CV Disease 20% 44% 25% 2% 9% Mental Illness 17% 48% 20% 4% 11% Alzheimer's or Dementia 6% 57% 26% 5% 6% Neurological Disease 20% 41% 28% 2% 8% Accident Injury 10% 31% 48% 1% 11% Arthritis 17% 52% 18% 2% 11% Diabetes 15% 44% 31% - 9% Back Problem 10% 54% 33% - 5% Developmental Disorder - 28% 51% 13% 9% Respiratory Problems 7% 55% 26% 3% 10% Physical Disability 29% 38% 23% - 11% Not Answered 34% 32% 13% - 21%
40 THE CHANGE FOUNDATION
WHAT ARE CAREGIVERS DOING?
The assistance provided by caregivers is related to the needs of those they are caring for— needs that are unique and change over time. These needs are age-related, disease specific, mental-health related, specific to developmental disabilities or medical fragility, or related to palliative care.
Of the 3.3 million caregivers in Ontario, almost all (90%) said they help their loved ones with emotional support. Caregivers help to enrich the social and emotional experience of the loved one they are caring for. They arrange for social events (visits and outings) and provide emotional support and companionship.
Caregivers assist with various tasks that range from personal to technical: 79% of caregivers assist with transportation needs; 57% help with various indoor domestic tasks, such as meal preparation, shopping, housecleaning, laundry, chores, and home maintenance; and 53% help with outdoor tasks, including gardening, shoveling snow, raking leaves and walking pets. These sorts of activities are known as Instrumental Activities of Daily Living (IADLs).
One-quarter of caregivers also assist with more personal care provision, such as bathing, toileting, eating, personal hygiene and assistance moving around. These are known as Activities of Daily Living (ADLs).
Caregivers handle much of the coordination and management for the care receiver: 37% schedule and coordinate appointments and 31% manage finances.
It is worth noting that almost one-third of caregivers (29%) are performing medical treatments such as tube feedings, wound care, and injections.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 41
Figure 20 Types of Help Provided by Caregivers
Figure 21 Physical Strenuousness of Caregiver Activities
0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000
90% Emotional Support
79% Transportation Needs
57% Indoor Domestic Tasks
53% Outdoor Tasks
37% Scheduling Appointments
31% Manage Finances
29% Medical Treatments
25% Personal Care Provision
5% Other Tasks
2,948,000
2,577,000
1,883,000
1,729,000
1,219,000
1,016,000
940,000
811,000
168,000
Caregivers, rounded to the nearest thousand
When asked about the strenuous nature of the tasks they perform, 35% (N= 1,154,000) of caregivers said the tasks were somewhat to very strenuous, while almost an equal amount, 37% (N= 1,209,000), said these tasks were not strenuous at all. However, 28% (N= 919,000) did not state the physical strenuousness of their caregiving activities.11
Very Strenuous 3% (N= 106,000)
Strenuous 6% (N= 182,000)
Somewhat Strenuous 26% (N= 866,000)
Not Strenuous at All 37% (N= 1,209,000)
Not Stated 28% (N= 919,000)
Rounded to the nearest thousand
11 The GSS has no explanation as to why there was such a high non-response for physical strenuousness of caregiver activities.
42 THE CHANGE FOUNDATION
WHAT ARE THE IMPACTS OF CAREGIVING?
PART
3
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 43
Time spent caregiving takes time away from a person’s other family responsibilities as well as from their professional duties. Time is also taken from social activities and personal relationships, which can cause emotional stress, a sense of isolation, or feelings of being overwhelmed (Lum et al., 2011).
IMPACT ON TIME
The average caregiver spends eleven hours a week on their family caregiving duties:
• 47% (N= 1.5 million) of caregivers spend anywhere from two hours a week to nine hours a week providing different types of care to the care receiver
• 24% (N= 771,000) spend anywhere between 10 to 99 hours of care per week • 21% (N= 702,000) spend one hour or less on caregiving per week • 6% (N= 196,000) of caregivers do not know the time they spend caregiving, and • 2% (N= 77,000) of caregivers are in a very intense caregiving situation. These
caregivers are providing 100 or more hours per week of care to their loved one. This is the equivalent of more than two full-time jobs.
When time spent caregiving is considered in relation to gender, women are spending more time providing care when compared to men.
• 29% of female caregivers spend 10 or more hours a week providing care • 22% of male caregivers spend 10 or more hours a week providing care • 17% of female caregivers spend less than one hour a week caregiving • 26% of male caregivers spend less than one hour a week caregiving
III. WHAT ARE THE IMPACTS OF CAREGIVING?
44 THE CHANGE FOUNDATION
Figure 22 Caregivers’ Time Spent Caring as a Function of Gender
Figure 23 Caregivers’ Time Spent Caring Related to Absenteeism
0 400 800 1,200 1,600 *caregivers (thousands)
Both Women Men
Don’t Know
10+ Hours
2-9 Hours
1 Hour (or less)
6% 6% 6%
26% 29% 22% 47% 48% 46% 21% 17% 26%
Caregivers who spend two to 10 or more hours a week caring for their family member(s) tend to have the highest rates of absenteeism from paid employment. Caring for one hour a week has no noticeable effect on absenteeism.
Note: The measure “10+ Absences” has a range of 10 to 95 times absent from work in the last 12 months, with an average of 20 absences.
0 100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000
75% 7% 6%
13%
34% 29%
8% 5%
25%
27% 45%
4% 3%
21%
100%
100+ Hours
10+ Hours
2-9 Hours
1 Hour (or less)
58,000 5,000 4,000
10,000 262,000 223,000 58,000 35,000 191,000 409,000 693,000 66,000 39,000 330,000
702,000
*persons (thousands)
{ { {
0 1-5 6-9 10+ Not Stated Absences Absences Absences Absences
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 45
IMPACT ON EMPLOYMENT AND WORK-LIFE BALANCE
The 2.5 million caregivers (76%) who are trying to balance caregiving and paid employment were asked about the impact caregiving has had on their work in the past 12 months:
• 30% (N= 741,000) came in to work late or left early because of caregiving duties • 29% (N= 735,000) missed six days per year (on average) of paid employment
because of caregiving duties • 1% (N= 33,000) quit their jobs voluntarily, or were fired, within the past year because
of their caregiving responsibilities
When asked about absenteeism from paid employment due to caregiving tasks, caregivers said the most absences from work are a result of assisting care receivers with transportation, indoor and outdoor tasks, and medical treatments.
• 26% of the caregivers providing transportation were absent from their paid employment one to 10 or more times within the last 12 months, but
• 28% of the caregivers providing transportation were not absent at all.
Note: The measure “10+ Absences” has a range of 10 to 95 times absent from work in the last 12 months, with an average of 19 absences. Also, almost half the respondents did not state their amount of absences in the last 12 months, but the GSS does not comment as to why.
Figure 24 Types of Help Provided by Caregivers versus Absences at Paid Employment
0 Absences 1-5
Absences 6-9
Absences 10+
Absences Not Stated
Transportation Needs 28% 18% 3% 5% 46% N= 2,577,000
Indoor Domestic Tasks 29% 20% 3% 6% 42% N= 1,883,000
Outdoor Tasks 30% 19% 19% 5% 43% N= 1,729,000
Scheduling Appointments 25% 21% 4% 8% 42% N= 1,219,000
Managing Finances 20% 22% 4% 8% 46% N= 1,016,000
Medical Treatments 23% 24% 5% 8% 40% N= 940,000
Personal Care 25% 22% 5% 8% 41% N= 811,000
Other Tasks 19% 22% - - 56% N= 168,000
46 THE CHANGE FOUNDATION
When asked about their work-life balance over the past 12 months of caregiving:
• 45% (N= 1.5 million) of caregivers had some degree of difficulty fulfilling family responsibilities, including caregiving, because of work
• 41% (N= 1.3 million) of caregivers experienced some degree of difficulty concentrating on work responsibilities because of their family and caregiving responsibilities
The majority of caregivers (53%) are either satisfied or very satisfied with their work- life balance. However 8% are dissatisfied, and 13% say they are neither satisfied nor dissatisfied about it.12
Figure 25 Work-Life Balance
Very Satisfied or Satisfied 53% (N= 1,700,000)
Dissatisfied 8% (N= 257,000)
Neither Satisfied nor Dissatisfied 13% (N= 425,000)
Not Stated 26% (N= 853,000)
Rounded to the nearest thousand
Very Satisfied or Satisfied 53% (N= 1,700,000)
Dissatisfied 8% (N= 257,000)
Neither Satisfied nor Dissatisfied 13% (N= 425,000)
Not Stated 26% (N= 853,000)
Rounded to the nearest thousand
12 The GSS has no explanation as to why there was such a large non-response for work-life balance.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 47
IMPACT ON FINANCES
When asked about their financial situation, 9% (N= 297,000) of caregivers said they experienced financial hardship because of their caregiving responsibilities. Of these caregivers:
• 33% had to borrow money from a family member or friend • 34% had to take a loan from a financial institution • 20% had to sell off their assets • 77% had to use or defer to their savings to support their caregiving • 90% have had to modify their spending and budgeting
IMPACT ON PHYSICAL AND PSYCHOLOGICAL HEALTH
Approximately half of Ontario’s caregivers acknowledge that providing care for aging family members is stressful, and stress is one of the main contributors to ill health and chronic disease (Roddenberry & Renk, 2010; Turcotte, 2013). Between 2009 and 2014, the percent of caregivers caring for long-stay home clients who reported being distressed doubled from 15.6% in 2009/10 to 33.3% in 2013/14 (HQO, 2016).
In the GSS data, caregivers experience both rewards and stresses from their caregiving duties:13
• 48% (N= 1.6 million) reported their experience as “very rewarding” or “rewarding” • 47% (N= 1.6 million) reported having some level of stress (high to somewhat) that stems
from their caregiving duties and of those almost 1 in 10 (9%) report that they are highly stressed
• 23% (N= 750,000) reported that their caregiving was “not at all stressful” • 30% (N= 1,000,000) and 31% (N= 1,018,000), respectively, did not report on their stress
or their rewarding experience
13 The question about stress and the question about rewarding experience were not answered by, respectively, 30% and 31% of caregivers (approximately 1 million participants). The GSS has no explanation as to why there was such a large non-response for these two questions.
48 THE CHANGE FOUNDATION
Figure 26 Caregiver Stress
Figure 27 Caregiver Rewarding Experiences
Highly Stressful 9% (N= 296,000)
Stressful 11% (N= 366,000)
Somewhat Stressful 27% (N= 892,000)
Not at all Stressful 23% (N= 750,000)
Not Answered 30% (N= 1,000,000)
Rounded to the nearest thousand
Highly Stressful 9% (N= 296,000)
Stressful 11% (N= 366,000)
Somewhat Stressful 27% (N= 892,000)
Not at all Stressful 23% (N= 750,000)
Not Answered 30% (N= 1,000,000)
Rounded to the nearest thousand
Very Rewarding 26% (N = 859,000)
Rewarding 22% (N= 713,000)
Somewhat Rewarding 16% (N= 538,000)
Not at all Rewarding 5% (N= 152,000)
Not Answered 31% (N= 1,018,000)
Rounded to the nearest thousand
Very Rewarding 26% (N = 859,000)
Rewarding 22% (N= 713,000)
Somewhat Rewarding 16% (N= 538,000)
Not at all Rewarding 5% (N= 152,000)
Not Answered 31% (N= 1,018,000)
Rounded to the nearest thousand
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 49
Caregivers were asked whether they felt tired, worried, anxious, overwhelmed, lonely, isolated, short tempered, irritable, resentful, or depressed over the last 12 months of their caregiving duties. Of the 2.3 million who answered, a candid portrait emerged:
• 55% (N= 1,265,000) were worried and anxious • 52% (N= 1,196,000) were tired • 38% (N= 874,000) said they were short tempered and irritable • 36% (N= 828,000) said they were overwhelmed • 33% (N= 759,000) experienced disturbed sleep • 18% (N= 414,000) were depressed • 17% (N= 391,000) said they felt lonely or isolated • 16% (N= 368,000) were resentful • 13% (N= 299,000) had experienced a loss of appetite
Figure 28 Caregiver Stress Related to Type of Help
0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000
Transportation Needs
Indoor Domestic Tasks
Outdoor Tasks
Scheduling Appointments
Managing Finances
Medical Treatments
Personal Care
Other Tasks
10% 13% 29% 21% 27%
13% 14% 31% 21% 21%
9% 11% 30% 24% 25%
17% 21% 31% 15% 16%
17% 17% 32% 14% 19%
18% 19% 35% 13% 15%
16% 21% 33% 16% 15%
12% | 13% | 23% | 18% | 34%
2,577,000
1,883,000
1,729,000
1,219,000
1,016,000
940,000
811,000
168,000
Rounded to the nearest thousand Very Stressful Somewhat Not at all Not Stated Stressful Stressful Stressful
50 THE CHANGE FOUNDATION
When the 47% (N= 1.6 million) of caregivers who found caregiving stressful were asked what specifically they felt were triggers to their stress:
• 24% (N= 384,000) said that the most stressful part of caregiving is balancing it with their other responsibilities (e.g. child rearing, employment, etc.)
• 23% (N= 368,000) said dealing with the care receiver’s declining health • 18% (N= 288,000) said meeting the needs of the care receiver was stressful • 15% (N= 240,000) said the most stressful was managing their own emotions • 14% (N= 224,000) said getting along with the care receiver/managing the care
receiver’s mood • 8% (N= 128,000) said making decisions for the care receiver was stressful • 7% (N= 112,000) said managing family conflict about caregiving • 7% (N= 112,000) said finding services for the care receiver was especially stressful
Despite the multiple demands and tasks caregivers are taking on, they rated their physical health and mental health as fairly high:
• 85% said their physical health is “good” to “excellent” • 82% of caregivers rate their mental health as “good” to “excellent” • 3% rate their physical health as poor • 11% rate their mental health as poor
Figure 29 Caregiver Self-Rated Physical Health
Excellent 22% (N= 722,000)
Very Good 35% (N= 1,154,000)
Good 28% (N= 926,000)
Fair 10% (N= 324,000)
Poor 3% (N= 104,000)
Not Stated 2% (N= 51,000)
Rounded to the nearest thousand
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 51
IMPACT ON COPING AND HEALTH BEHAVIOURS
When asked how they are coping with their caregiving role, 68% of caregivers report that they are coping “very well” or “generally well” with the responsibilities. However, more than a quarter of caregivers (28%, or 920,000 people) did not answer the question about degree of coping.14
Figure 30 Caregiver Self-Rated Mental Health
Figure 31 Caregiver Degree of Coping
Excellent 27% (N= 984,000)
Very Good 30% (N= 1,079,000)
Good 25% (N= 920,000)
Fair 6% (N= 216,000)
Poor 11% (N= 396,000)
Not Stated 1% (N= 43,000)
Rounded to the nearest thousand
Very Well 32% (N= 1,068,000)
Generally Well 36% (N= 1,185,000)
Not Very Well 3% (N= 86,000)
Not Well at All 1% (N= 23,000)
Not Stated 28% (N= 920,000)
Rounded to the nearest thousand
14 The GSS has no explanation as to why there was such a large non-response for degree of coping.
52 THE CHANGE FOUNDATION
Of the 109,000 caregivers who said they are coping “not very well” and “not well at all”:
• 14% (N= 15,000) said that during the past 12 months their caregiving responsibilities have affected the amount of alcohol they consume: ‧ 9% (N= 10,000) said their alcohol consumption increased ‧ 1% (N= 1,000) of caregivers said they started drinking
• 4% (N= 5,000) said that during the past 12 months their caregiving responsibilities have affected their smoking habits by increasing the number of cigarettes they smoke
When asked about their overall health 13% (N= 412,000) of all caregivers said that during the past 12 months of caregiving their overall health suffered because of their caregiving responsibilities.
ARE THEY RECEIVING ANY SUPPORT?
Various economic burdens are placed on caregivers, including out-of-pocket monetary and time costs:
• 2.8 million caregivers (85%) do not receive any financial support from their friends or family for their caregiving efforts
• 3.1 million caregivers (93%) did not receive any financial support or federal tax credits from the government
Yet, in 2009, it was estimated that if the care provided by unpaid family caregivers was, instead, provided by the paid workforce, the cost—taking into consideration the number of hours of care provided, current market rates and usual employee benefits—would be $25 to $26 billion annually (Hollander et al., 2009).
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 53
In the survey, 79% (2.6 million) of caregivers said they received 10 hours or more of help in an average week from a paid worker, government agency, or volunteer organization. The hours of in-home help received by caregivers for their loved ones is encouraging, however no question was asked about the usefulness or quality of this help.
Almost one-quarter (24% or N= 785,000) of family caregivers said they would like to receive other types of supports. When these caregivers were asked about what kind of supports:
• 46% (N= 360,000) want financial support, government assistance or tax credits • 30% (N= 235,000) want more home care and support provided to the care recipient • 16% (N= 125,000) want occasional relief or more opportunities for respite care • 13% (N= 103,000) want information or advice • 11% (N= 89,000) said they wanted more help from medical professionals • 10% (N= 80,000) would like more community services and volunteer support • 9% (N= 73,000) want emotional support or counselling
Figure 32 Governmental Financial Support
0 700,000 1,400,000 2,100,000 2,800,000 3,500,000
Did Not Receive Financial Support
Received Financial Support
93% N= 3,051,000
7% N= 233,000
Caregivers, rounded to the nearest thousand
54 THE CHANGE FOUNDATION
CONCLUSION
Family caregivers are a vital part of Ontario’s society. They are important to their loved one(s), for the healthcare system, and to the economy. They give up personal time and resources to care for someone else who is in need. The impact that the act of caregiving has on these individuals varies, but for some there may be a considerable toll in terms of physical or mental strain.
The GSS data contained within this report objectively show the different factors that may affect the extent to which caregivers provide support or care. These factors include:
• Age, gender and living situation of the caregiver • Location and proximity to the care receiver • The socio-economic status of the caregiver, including education, employment, and
financial status • The relationship between the caregiver and the care receiver (e.g. family, friend,
neighbour etc.) • The type of illness, disorder, or chronic health condition of the care receiver • The types of activities, tasks, or other forms of help performed by the caregiver and • Any specific demands on the caregiver including, but not limited to, various
workplace, parental, or other personal commitments.
Though this report refrains from making any direct commentary on these findings, the data help to highlight key areas for further investigation by Ontario researchers and policy makers.
The Change Foundation considers this report to be a foundation for supportive policy and program development that can help bring more value and recognition to the role of caregiving. It will be essential to involve family caregivers in this development process in order to ensure that their voices are heard with others across the health care sector.
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 55
There is work to be done, but if done together, we can continue to evolve Ontario’s health care system in a positive direction.
56 THE CHANGE FOUNDATION
Hollander, M. J., Liu, G., Chappell, N. L. (2009). “Who cares and how much? The imputed economic contribution to the Canadian healthcare system of middle aged and older unpaid caregivers providing care to the elderly.” Healthcare Quarterly, 12(2); 42-49.
Health Quality Ontario HQO. (2015). Measuring Up, A yearly report on how Ontario’s health system is performing. Toronto, Ontario. Retrieved from: http://www.hqontario.ca/portals/0/Documents/pr/measuring-up-2015-en.pdf
Lum, J., Hawkin, L., Liu, J., Ying, A., Sladek, J., Peckham, A., Williams, P. (July 2011). In Focus Backgrounder: Informal Caregivers. Canadian Research Network for Care in the Community (CRNCC).
Ontario. (2015). People and Culture. Queens Printer for Ontario, 2009. Retrieved from: http://www.ontarioimmigration.ca/en/about/OI_ABOUT_PEOPLE.html
Roddenberry, A. & Renk, K. (2010). “Locus of control and self-efficacy: potential mediators of stress, illness, and utilization of health services in college students.” Child Psychiatry Human Development; 35 (6): 353-370.
Statistics Canada. (2012). Life expectancy at birth, by sex, by province. Ottawa, Ontario. Retrieved from: http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/health26-eng.htm
Statistics Canada (2013). Median total income, by family type, by province and territory (All census families). Retrieved from: http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/famil108a-eng.htm
Statistics Canada (2013). Individuals by total income level, by province and territory (Ontario). Retrieved from: http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/famil105g-eng.htm
Turcotte, M. (2013). Family Caregiving: What are the Consequences? Ottawa: Statistics Canada. Retrieved from: http://www.statcan.gc.ca/pub/75-006-x/2013001/article/11858-eng.htm
REFERENCES
A PROFILE OF FAMILY CAREGIVERS IN ONTARIO 57
The data in this report, unless stated otherwise, comes from Cycle 26 of the General Social Survey (GSS), a Statistics Canada program made up of a series of independent, annual, cross-sectional surveys, each covering a specific topic in-depth.
The GSS survey was conducted in February 2012 covering the topics of caregiving and care receiving for a long-term health condition, disability or problem related to aging. The survey was conducted over the phone, with a care receiver and a caregiver. The survey asked questions about: the amount of care family caregivers provide, the kinds and amounts of care received, the unmet needs of those who need care but are not receiving it. There were also questions about employment, housing and socio-demographic characteristics. The survey had a total of 23,093 participants from across Canada. Of these participants, 6,850 (29.7%) were from Ontario. Of the Ontario participants 2,213 (32%) said that they provided help or care to a friend, family member or both. The data presented here are weighted numbers and percentages of those responses that have been extrapolated to represent Ontario’s population.
There are a number of limitations to using the data from the General Social Survey. These include: the methods used to collect the date by phone (i.e. random digit dialing); the day on which the caregiver was interviewed could affect their responses (i.e. high stress day versus a low stress day); the data was collected by a secondary source (Statistics Canada); the responses were weighted; garnering participation by multiple members of the same household can be challenging; the length of the survey may have discouraged completion (many questions and sections were not asked to all participants); and the lack of qualitative explanation (the high non-response for some questions is not explained or commented on).
Keeping the limitations of the data in mind, the GSS does serve as a representative sample of the population that is providing informal unpaid care. From this sample we can draw general conclusions as to the characteristics and state of caregivers in Ontario.
To find out more about the GSS, or to learn how to access the full data set, please contact Statistics Canada, or visit their website: http://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=4502.
APPENDIX A: THE GSS DATA
CONTACT US
The Change Foundation P.O. Box 42 200 Front Street West, Suite 2501 Toronto, ON M5V 3M1
www.changefoundation.ca
Copyright: The Change Foundation 2016
Reading Links 1.docx
Factors influencing education choices
http://www.kuyeb.com/pdf/en/729a9c30d1b319bbd1b27f88a4ad74b1ENTAM.pdf
https://www.ncbi.nlm.nih.gov/books/NBK206912/
Sandwich Generation
https://www.statcan.gc.ca/pub/75-001-x/10904/7033-eng.htm
https://www.investopedia.com/terms/s/sandwichgeneration.asp
Intimate Relationship affected by Family, Religion, Culture and Education
http://brewminate.com/social-institutions-family-religion-and-education/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2533156/
http://www1.lsbu.ac.uk/ahs/downloads/families/familieswp2.pdf
Care giving in different households
https://www.ncbi.nlm.nih.gov/books/NBK396398/
or
https://www.nap.edu/read/23606/chapter/5#98
Profile of family caregivers PDF
Parental Leaves
https://www.canada.ca/en/services/benefits/ei/ei-maternity-parental.html
https://www.canada.ca/en/services/benefits/ei/ei-maternity-parental/eligibility.html
https://www.canada.ca/en/services/benefits/ei/ei-maternity-parental/while-receiving.html
Nature vs Nurture
https://www.verywellmind.com/what-is-nature-versus-nurture-2795392
Assignment 2.1.docx
FAMILIES IN CANADA
HHS4U
UNIT 2: ASSIGNMENT 1
Write a short paragraph on the following topic:
How do norms, values, and expectations influence individual decisions throughout the lifespan? For example, what factor do you think has the greatest influence on an individual’s educational choices? Why?
How do conflicting roles contribute to the stress that people feel when they are both caregiver and son/daughter?
What is meant by the term sandwich generation? Why do people in the sandwich generation often experience personal conflict?
What effect do you think expectations from family, religious and cultural norms have on the establishment and maintenance of healthy intimate relationships? How does abstinence before marriage in some religions affect dating/courtship relationships in a secular society?
Select 2 religions or cultures and compare them on their ideas for the following factors: arranged and free-choice marriages, polygamy and monogamy, use of matchmakers, and marriage ceremonies
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Religion/Culture # 1: |
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arranged and free-choice marriages |
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polygamy and monogamy |
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use of matchmakers |
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marriage ceremonies |
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Religion/Culture # 2: |
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arranged and free-choice marriages |
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polygamy and monogamy |
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use of matchmakers |
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marriage ceremonies |
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Write a blog post as a woman who is in her 30s and has recently got married, in this post reflect your worries about how the roles of your relationship will be developed. For example, division of labour, authority, decision making to name a few.
Read the following article:
Angelina Chapin
Blogs Editor, Huffington Post
Dear America: Some Canadian Advice About Gay Marriage
Posted: 07/05/2015 11:54 pm EDT Updated: 07/06/2015 10:59 am EDT
The Supreme Court legalized same-sex marriage in America last week and the gay community is finally on a collective honeymoon. While many celebrated at Pride festivals and on social media, the critics have already emerged.
And no, I'm not just referring to Senator Ted Cruz, who called the ruling to create an equal society "the darkest 24 hours in our nation's history." Progressive columnists are questioning whether the landmark ruling drowns out more pressing areas of discrimination, such as housing and employment. "Was marriage even the right fight to pick?" they ask.
Canadians can offer some guidance. After all, 10 years ago this month, we became the fourth nation on Earth to legalize same-sex marriage nationwide. If the U.S. looks to our example, it could learn a lot from Canada's fight for gay rights.
America is going about this backwards. Though everyone now has the right to marry,only 21 states plus the District of Columbia have anti-discrimination laws. In more states than not, a woman can still be fired from a job or denied housing for being a lesbian. Basic rights before vows, people. Before Canada legalized gay marriage, sexual orientation was included in the Canadian Human Rights Act and protected in the equal rights section of the Charter by the mid-90s. That meant politicians and activists had a strong framework from which to secure same-sex couples the same social and tax benefits as those in straight, common-law relationships. When gay marriage was legalized, every province was required to include sexual orientation in its human rights legislation. While same-sex marriage is fabulous, U.S. policymakers still need to fill in many key stepping stones on the path to equal rights.
While we definitely have bragging rights, the U.S. can also learn from our mistakes. Bryn Hendricks, who's been an LGBT activist with organizations such as Egale Canada for the past decade, says Canada's same-sex marriage victory "brought a sense of complacency" to the LGBT movement. He remembers how the activists who fought for the ruling were exhausted after the win and says they have still yet to mobilize in the same way for other LGBT rights.
Yet there's still a lot to fight for. Take Bill C-279, which seeks to protect transgender people under the Canadian Human Rights Act and Criminal Code. It's been stalled in the Senate for two years - the most recent hang-up being the Conservative fear that biological men will act like creepers if they win the right to enter women's bathrooms. Because of the time lag, the bill will likely die before the next federal election.
It's harder to create public enthusiasm for issues that aren't as sexy as marriage. People are less likely to pop champagne over the fight to decrease high rates of LGBT homelessness or suicide. But there's a danger in that. In a recent New York Times column, Timothy Stewart-Winter asked: "Will even a fraction of the energy and money that have been poured into the marriage fight be available to transgender people, homeless teenagers, victims of job discrimination, lesbian and gay refugees and asylum seekers, isolated gay elderly or other vulnerable members of our community?"
The good news is that the right to marry will have a powerful effect on social attitudes. In the five years before same-sex legislation passed, about one-third of Canadians supported the union of Adam and Steve, according to the Environics Institute. In 2010, that number grew to include almost half of the population and in 2015, a Forum poll concluded that 70 per cent of Canadians support same-sex marriage. Canada is proof that over time, even the most staunch Adam and Evers can mellow out. Michael Taube, a former speechwriter for Harper, recently conceded that though he's still opposed to gay marriage, resistance is futile. His Sun column reads like an exhausted parent justifying his teenager's mohawk to fellow conservatives over brandy: "Times have changed. People have changed. Views on marriage have changed." Indeed-y.
America deserves to enjoy this moment in history. But once the bubbly runs dry it's time for activists and politicians to get back to work. They'd be wise to look North for some advice.
Why has same-sex marriage legislation in Canada been significant for same-sex couples, even if they choose not to get married?
What is the current law regarding same-sex marriage in Canada? In America?