no plagiarism and make sure you are able to access all resource on your own before you bid. . I need this completed by 12/28/17

no plagiarism and make sure you are able to access all resource on your own before you bid. . I need this completed by 12/28/17 at 6pm and I will tell you what discussion I am assigned to when the instructor let me know. Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other ing professionals who work with adolescent children: Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013) Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most? For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor. an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific. an explanation of the roles that biology, culture, socialization, and age may play in influencing sexual orientation. Justify your response with references to this week’s Learning Resources and the current literature. Be specific. · Broderick, P. C., & Blewitt, P. (2015). (4th ed.). Upper Saddle River, NJ: Pearson Education. o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323) o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367) · Best, D. L. (2009). Another view of the gender-status relation. (5/6),341–351. Retrieved from the Walden Library databases. · Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. (2),77–97. Retrieved from the Walden Library databases. · Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. (1/2),90–102. Retrieved from the Walden Library databases. · Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. (3) 287–315. Retrieved from the Walden Library databases. · Lev, A. I. (2004). . Binghampton, NY: Routledge. o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109) Retrieved from the Walden Library databases. · McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. (3/4), 252–263. Retrieved from the Walden Library databases. · Laureate Education (Producer). (2013g). [Video file]. Retrieved from https://class.waldenu.edu The approximate length of this media piece is 3 minutes. This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards. Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

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