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CAFS Year 11 Summary Full course notes...

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CAFS SYLLABUS FUNDAMENTAL CONCEPTS OF RESOURCE MANAGEMENT WELLBEING

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Define Wellbeing

Degree of satisfaction that an induvial or group experience when needs are met. Wellbeing contributes to be being happy and healthy and can increase life expectancy ILLBEING - The state of being ill, unhealthy, or unhappy. Lack of prosperity, happiness or health.

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Factors Effecting wellbeing SPEECS

Social - Interactions with other people. Physical - Physical health and safety Emotional - Feelings and emotions Economical - Finances and money Cultural - Customs, beliefs, values and traditions Spiritual - Moral and religious areas NEEDS AND WANTS Needs - Necessities of life which are required for survival (water and shelter) Wants - Preferences or desires not necessary for survival (car and TV) 

Specific Needs SHE SEAS

Safety and security Health Education Sense of identity Employment Adequate Standard of living *Have to talk about Food clothing and shelter when referring to Adequate standard of Living*

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Maslow’s Hierarchy

 needs

Satisfaction of and wants

Goals - Objectives that we aim for in life. Targets that direct an individual’s activities and energies that often reflect values and needs of individuals and family. Groups also set goals Short term goal - Achieved quickly (week/few weeks) often relatively easy Medium term goal - months, more complex, achieved after short term goals Long term goal - Reflect those values half as most important by an individual or family. May take many years to achieve Specific Measurable Attainable Relevant Time bond Positive emotions  motivate further goals  increase wellbeing levels RESOURCES

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Define resources

Things people use to achieve goals 

Specific Resources

Resources can be classified as human or non-human

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Human resources - resources that human possesses with them (energy, knowledge, sight,) Non-human resources - outside humans, touchable/tangible objects (money, shelter, food) Interchangeability of resources

Interchangeability - Exchange of resources. Money, time, possessions and skills  goods and services. Example - Teacher used money on house cleaner (buying someone else’s time and skills) Cleaner could use the money to meet basic needs. 

Resource Sustainability

Sustainability - Effective and efficient use of resources so they are available for future use (Trees and gas) Finite - Resources that are limited - there is an end to them. Resources that are limited and can’t be reused (Petrol) Infinite - Resources that are never ending in nature. (Air) Renewable - Resources that need to be managed so they remain for future. These resources can be made new again or restores. (Knowledge may be enhanced or renewed by retraining) Non-Renewable - Seen in the environment. They are finished once they are used and will not be available for use again (Paper plates)

INFLUENCES ON RESOURCE MANAGEMENT FACTORS AFFECTING RESOURCE MANAGEMENT 

Personal values and pat experiences

Values - Qualities that an individual or family believe to be desirable and important in life e.g. honesty. Personal values developed early in life as a result of interaction with significant others. Values are often stable and remain constant throughout life Personal values evolve with experiences and change over time

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Factors influencing availability of and access to resources GAS CD

Gender - Female - Nurturing, child skills and patience (human resources) - Male - Greater access to resources. Masculine workplace roles e.g. managing sport team Age - Limiting factor to resource access e.g. 12-year-old can’t get license - Age can provide access to resources to address developing needs e.g. preschools for pre-schoolers - Children are reliant on parents for many non-human resources e.g. money Socioeconomic Status - SES - Degree of value society places on certain occupations, education levels, housing, location and standard of living - SES depends on mobility, income, location, and occupation MILO Culture - Increase an individual or family’s knowledge of available resources. E.g. Migrant learning centres - May decrease a person’s awareness of available resources e.g. Resource = nursing home for aged. Some families believe they have a duty to look after elderly family. Disability - Disability - restriction or lack of ability to perform a task considered normal for a human being. - Increased support networks, government protection, legal protection e.g. disability discrimination - Negative impact on persons self-esteem  don’t developing human and interpersonal resources. 

Access to support

INFORMAL SUPPORT - Relatives, Friends, Neighbours - Relatives provide family support e.g. adult may take elderly parents to medical appointments. - Friends and neighbours provide support and assistance e.g. neighbours look after kids while mum does shop for the week

FORMAL SUPPORT - Government agencies, Community organisations - Childcare facilities and employment agencies - Formal support may vary throughout an individual’s life span.

PERSONAL MANAGEMENT SKILLS 

Planning and organisation

Planning - The process of making plans to achieve or do something Organisation - The action or quality of being systematic and efficient, it infers orderly and logical 

Communication

Verbal Communication - use of sound and words - language or written Non-Verbal Communication - physical actions and body language. Gestures, facial expressions, eye contact, posture, body movement. Assertive - Express feelings in an acceptable, positive manner and state their rights, opinions, knowledge, requests or desires without hurting others. Aggressive - Express feelings in an intimidating manner. Sometimes denying listen or participate in the discussion. Passive - Fail to express their feelings, needs and ideas in order to avoid conflict. 

Decision making

Process of making choices or reaching conclusion based on considered the alternatives available. RICHI Rational - Logical and Sensible. Impulsive - Hasty decision, made spontaneously. Confident - Made with certainty and trust. Hesitant - Made with caution. Intuitive - Based on instinct, inner feeling or knowledge. FACTORS INFLUENCING DECISION MAKING CAAPS Complexity of the problem More people involved the more complicated the problem, more difficult to make a decision

Example - Large group of friends deciding where to eat. Access to resources Inadequate skills or knowledge base will affect ability to make best decision. Lack of resources may limit options available. Example - Deciding holiday destination - consider time, money, energy.

Attitudes to change People find it easy to accept and embrace changes, others don’t which can impact decisions Past experiences and personal values Past experiences are valuable when decision making Positive and negative past experiences, less likely to repeat negative decisions and more likely to repeat positive decisions Sociocultural Factors Cultural aspects such as gender, family position, education level and socioeconomic status (SES) Example - In Aboriginal culture tribal elders hold positions of power regarding decision making.

 Problem Solving Method for analysing a situation generating possible solutions and evaluating the options STEPS IN PROBLEM SOLVING 1. Identify the problem 2. Explore alternative solutions and consequences 3. Select an option 4. Implement 5. Evaluate the solution EFFECTIVE RESOURCE MANAGEMENT STRATEGIES FOR EFFECTIVE RESOURCE MANAGEMENT IDEAA Interchangeable resources Resources have alternative uses; individuals must make decisions about the best use of resources. Example - Money may go towards, an item of clothing or a savings or debit account.

Developing personal management skills Planning and organising, decision making, communication and problem solving. Example - Family making choices about food (resource) And how they will spend their money (resource) on food for the week which would include planning, organising and deciding meals Engaging in education or training Education and training have the potential to make the world a better place and Lack of interest in education leads to greater risk of unemployment. Adopting sustainable behaviours Some non-human resources can be consumed through use and are considered non-renewable. Careful management of non-renewable resources is needed to ensure they are used to their best potential and not wasted. Example - Recycling paper or plastic Accessing support Being able to access support from family, friends or more formal government agencies or community organisations can be a valuable source and impact positively on well-being. Example - A friend or councillor listening to your problems INDIVIDUALS AND GROUPS GROUPS IN THE COMMUNITY Group - Collection of people who interact with and influence one another over a period time and share a common goal

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Types of groups CFROSS

Cultural groups - Share social and cultural characterisations. Classification is based on selfperceived group identification. Family and friendship groups - Family are the most common group types. Primary group type. - Friendship groups also spend a lot of time together. Secondary group type. Religious groups - Formed around the common beliefs, traditions and values held by a specific principle or faith.

Other specific groups within the community - Minority groups is a growing trend is society. Many people suffer because they are part of a minority group. E.g. Volunteer groups such as St Vincent and Australian Red cross Sporting and leisure groups - Provide fun and interactive way for members to get fit. Temporary. Groups can be specific e.g. Little athletics or Uni sport team. Study and work groups When individuals feel connected, engaged and included in academic or active work E.g. Pairs of students who help each other and problem solve while studying *If asked to explain two groups don’t do religious and cultural together*

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Reasons for group formation RCGLOSS5

Religion - Individuals and families seek spiritual fulfilment through worship within their specific deity. It is through common worship that groups are formed Culture - Opportunity to reflect on and celebrate cultural or traditions practised in an individual’s country. - Origin is a major reason for the formation of many groups. Gender - Events and venues may be attracted to more than one gender e.g. gym Locality - Form as a result of members living in a specific region, area or geographical place. Other reasons - Group members are generally associated with heightened esteem to enhance the self-confidence of individuals. - Individual may join a group in an effort to gain greater recognition and power Shared Interest/Common Goal - Individuals tend to seek with similar values, interest and goals Security

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Individuals often choose to form groups by living in close proximity to others to realise their need to feel safe and secure Ageing individuals may choose to live in a retirement village or enclosed compound to feel safe.

Sexuality - LGBTI individuals may form social groups in response to their values, beliefs . Social Interaction - Some dads regularly meet at son’s football - Such groups generally share common values, goals, beliefs and standards Specific needs - Individuals have specific needs based on their economic, physical, cultural, socio economic and intellectual situation. - Example - Reformed alcoholics, gamblers and drug addicts meet and work though their problems ROLES INDIVIDUAL ADOPT WITHIN GROUPS SPECIFIC ROLES OF INDIVIDUALS MIE - Maintain and build relationships, influence group progress and ensure tasks are achieved  Maintain/ build relationships - Social emotional People who provide support to group members and attempt to keep group interaction harmonious - Considers feelings of other group members and use of effective communications skills - Positive effect, overall wellbeing enhances - Contributes to effectiveness of group by interacting with people.  Influence groups progress - Destructive People who interfere with good group process. Personal gain might be the motivation for this type of behaviour, not interested in group wellbeing - Seek individual benefit - Negative effect of group  Ensure tasks are achieved - Task Orientated People who help coordinate the group to get something done. Individuals who adopt this role are goal focused. - Set direction of the group and make sure group stays on task - Contribute to group effectiveness

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Norms, conformity and cohesiveness within and among groups

Norms - Standards of behaviour expected of group members. Conformity - Modification of individuals behaviour resulting from group influences. Cohesiveness - Unity; state of sticking together or having consistency Informal norms - Group often party together. Shared ideas about what is acceptable and unacceptable behaviour at a party. Formal norms - More organised groups - such as a school class. Absences, lateness, completion of work and appropriate times to speak.

FACTORS THAT CONTRIBUTE TO THE ROLE THEY ADOPT WITHIN GROUPS 

Personal Factors CHEPS3

Culture - Group members gain an understanding of the norms, values and social cues exercised by group members - Helps group members to understand the influences of cultural differences or interaction Heredity - Illness by genetics have a negative impact of individuals development - Influence role of an individual in a group and ability to actively contribute - E.g. mental health may affect individual’s contribution Education - Level of education influences the role an individual play within a group. - E.g. School camp - some students have outside skills not taught in the class hence will contribute more than others who don’t know Previous Experience - Past experiences shape the way individuals interact - Impact of previous experiences may be positive or negative Self esteem - Individual’s self-perception, self-value or self-worth

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Low self-esteem individual’s - minimal group contribution may be withdrawn, hesitant and self-conscious High self-esteem individuals - outgoing and self-assured. Great ease when taking on challenges

Self confidence - Confident with their own abilities, more likely to take on a challenge - Low self-confidence  Minimal group contribution Sense of belonging - If an individual identifies with a group, they feel like they are ‘fitting in’. Sense of belonging and feeling valued - E.g. Individual who belongs in sports team actively tries to raise money for the club whereas an individual who feels they don’t belong may not actively contribute or make it a priority.

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Social Factors GRAM

Gender expectations - Changing stereotypes may cause conflicts and disharmony - important we acknowledge traditional roles Relationship with group members - Group members are connected by the relationship they have with one another. Group cohesion - If group members have strong ties - heighted solitary, trust and support - Fractured relationships - strained group. Attitudes of group members e.g. peer acceptance - Our acceptance within a group is generally determined by the degree to which people of similar age (peers) accept us - Rejection impacts self-esteem and self confidence Media - Media motivated and influence our thoughts and actions - Through media (particularly social media) - information is filtered quickly and available to a great number of people - In groups, all members may hold an opinion coloured by media reports POWER WITHIN GROUPS

 Power Bases Power - Individuals or groups ability to do something or bring about change CLERR Coercive - A position where you are able to do things through threat, fear or loss of privilege - E.g. parent denying child dessert until all the veggies are gone Legitimate - Power from being in a high position, Power associated is usually written or acknowledge - E.g. Elected captain of sports team Expert - Power from possessing knowledge and skills, training or experience that puts the individual higher position than others - A student skilling in a computer application who assists others in class Reward - Individual have the ability to give rewards, perhaps in the form of improved work conditions or money - E.g. Employer offering pay rise for increased productivity Referent - Power that come from the persons natural being. May be how they look, act, personality that motivates others to want to be like them. - E.g. Popstar 

Leadership

Self-leadership - Individuals who have developed a strong sense of who they are, possesses knowledge and a range of capabilities - have a clear vision of their goals (own or group).

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Leadership styles DALT

Democratic - Respects uniqueness of each member and what they bring to the group - NEGATIVE - Time restrictions, group members may not want to share opinion - POSITIVE - Group cohesiveness increased, motivates members, members feel valued Autocratic

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High level of power over the group - task orientated Do not require group input or opinion NEGATIVE - Group members dislike being treatment, may experience frustration POSITIVE - Decisions are made quickly

Laissez-Faire - People orientated - leader focuses on group maintenance - Group given set of instructions with no guidance on how to complete - NEGATIVE - Can leave inexperience, low skilled members without any direction or motivation - POSITIVE - Leader monitors group process and communication, implants trust in the group, allows members to feel empowered Transformational - Inspires groups with a vison for the task ahead. Instilling faith in each group. - Honest and open communication, motivated and people orientated - NEGATIVE - Lack of attention, short term goals, quick changes and decisions - POSITIVE - Leader leads by example, committed to group outcomes, empowers group. Adaptability - Ability of a person to change actions, course of approach to doing things in order to suit a new situation. Flexibility - A willingness to change or compromise, the ability to be easily modified 

Factors influencing leadership KART

Knowledge and Skills - Different group members have varying skills - Require leaders to adopt more directive style - providing clear communication and guidelines - Individuals who are highly skilled in team the leadership style might change to democratic Attitudes of individuals - Huge impact on the culture, environment and mood of the group - Attitudes of group leaders and the members spreads and effects other in the group. Could affect group positivity or negativity depending on attitude Relationship between group members - Relationship between leader and the group is significant - A leader show believes strong in teamwork may adopt democratic style

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Transformational leader each member will be working towards their own gaol (themselves and group) If not managed it may create competitive environment between group members

Type of task - Kind of work or duty that needs to be completed influences leadership style - Tasks that are highly structured with clear guidelines give leaders influence to control - High level or urgent tasks effect leadership style - Unstructured and vague task may have a democratic approach. CONFLICT WITHIN GROUPS  Causes of conflict Conflict - Disagreement between individuals or groups based on a clash of ideas, beliefs, principals or people; result in psychological state of turmoil MILIVI Multiple role expectations - Individual may have many roles at one time. - Lead to role conflict as i...