Benefits and risks of legislation

 

Analyze a policy or legislation, evaluate the benefits and risks, and consider how the policy could be improved in a 7-9 page paper.

Introduction
This assessment will tie all of the information that you have learned over the course, providing you an opportunity to analyze policy or legislation, reflect on your learning, and consider how you can apply your knowledge to future work.

Instructions
Imagine you are working as a consultant and are contracted by a non-profit agency to examine the policy or legislation you selected in Assessment 2. The non-profit agency wants you to evaluate the benefits and risks of the policy or legislation you selected and provide recommendations for improving it. The non-profit requests a brief 7–9 page paper using recent scholarly references that they can show their board, which will use your information to determine funding priorities for the upcoming year.

Using the policy or legislation you selected in Assessment 2, the paper should consider the direct or indirect influences of the policy or legislation on outcomes across various developmental domains such as social, emotional, physical, or cognitive. Additionally, the paper should consider ways the policy has positively or negatively impacted broader contexts such as families and society. Include your evaluation of the strengths and weaknesses of the policy and your suggested changes to the policy. Be sure to also consider issues of diversity in your recommendations.

The writing style should be direct and understandable for professionals who do not work in the field of psychology and include at least five recent peer-reviewed journal articles to support your ideas.

Overview (1 page).
Identify a policy and provide a descriptive overview of the policy.
Who is the policy intended to help?
Who developed the policy?
Was the policy developed under a specific developmental or theoretical framework?
What problem was the policy intended to solve?
Policy outcomes (4–5 pages).
What developmental domains could be impacted by the policy?
What are possible direct or indirect influences of the policy or legislation on each of the following areas:
Social development.
Emotional development.
Physical development.
Cognitive development.
What are the possible ways the policy or legislation has positively or negatively impacted broader contexts such as families and society as a whole?
Policy Evaluation (1 page).
What are the strengths of the policy?
What are the weaknesses of the policy?
Policy Recommendations (1 page).
Provide evidence-based recommendations for improving the policy.
Consider issues of diversity in your recommendations

Sample Solution

recent years, from 25 minutes of play each day in 1975 to 99 minutes in 2000. A principle purposes behind this is guardians dread to allow their youngsters to play unaided (Gill 2007: 13). Tovey (2007) concurs with Ball (2002) contending unsafe play offers kids chances to practice their entitlement to make moment decisions about their own wellbeing and do their own gamble appraisal on the risks nearby as abilities to survive for further down the road.

Assuming their gamble appraisal comes up short and they hurt themselves or tumble down, these mix-ups permit them to get moment criticism permitting them to attempt an alternate variety in their strategy and arranging. This takes into consideration solid person working as the kids’ brains are being created as far as possible without the security net of a grown-up instructing them not to accomplish something ‘for good measure’. How might they know what ‘in the event’ signifies except if they attempt it? Kids shock us with their flexibility. This concurs with what social scientist Frank Furedi (2001) calls the ‘way of life of dread’ we have made, a perilous nervousness about wellbeing that has shown our feelings of trepidation for youngsters despite the fact that as indicated by insights they are more secure than anytime in mankind’s set of experiences.

In the event that we don’t take care of kids’ hunger for encountering risk by eliminating every likely peril, while we are making it tentatively more secure we are additionally establishing a test free climate, which modifies their personality advancement. Youngsters have an intrinsic sense to encounter hazard to the degree that they will search it out themselves. This wish to get away from a prohibitive adolescence could be contended to be a contributing variable to an ascent in withdrawn youth recreation exercises like wrongdoing (Gill 2007).

Starting around 2007 the UK has seen an expansion in vicious violations including road groups and an ascent in survivors of rough posse fighting. This could be to some degree accused on the ramifications of making settings risk free. From the recently established challenge free conditions (Stephenson, 2003: 40) kids are bound to become exhausted which settles on startling ways of behaving and decisions become progressively interesting to make energy in their play. Walsh (1993: 24) investigates this view making sense of youngsters are ‘directed to involve hardware in startling and genuinely perilous routes with an end goal to make challenge for themselves’.

We are encircled by the most animating climate possible. Notwithstanding, we are si

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