The Early Years Foundation Stage Children And Young People Essay

The Early Years Foundation Stage Children And Young People Essay Introduction The portfolio is a planning file which contains three detailed assessments of childrens learning. The assessments will be conducted on three different children; each assessment will cover all seven areas of learning. Firstly, the writer will describe the setting, and then the Early Years Foundation Stage (EYFS) 2012, that requires schools to work in partnership with parents. This will be a part of the on-going observation and assessment process. By observation, assessment and planning the system will be effective particularly when these elements come together as a cycle. According to Macleod and Kay (2008) all planning starts with observing children in order to understand and consider their current interests, development and learning. By observing children, teachers understand their needs, what they are interested in and what they can do. Secondly, there will be an analysis of the role of observation and assessment in planning that will highlight the three childrens achievements or their need for further support. This will start with Child A, followed by Child B and lastly Child C who are aged 4-5 years. Observation, assessment and planning will flow into one another. Finally, the writer of this profile will discuss developmental assessment, what it is and how it is used in the setting for each of the children. This all will result in summarising how the planning/observation cycle has enabled progress in the learning of Children A, B and C. The Setting The primary school itself is a four storey Victorian building. The rooms are spacious and very well resourced. They have a dedicated early years centre, music and performing arts suite and a computer suite as well as computers in every classroom. There are three outdoor play areas for the children including a wildlife garden, two quiet gardens and games areas. The school is in Central London, surrounded by world class learning institutions and opportunities, which act daily as extended classrooms. It works in close partnership with parents and carers to encourage them to be involved in their childrens education. As well as valuing their parents and carers, they are always welcome in school. The primary school is a multi-cultural environment but the majority of children are Bengali. The school runs from Nursery to Year Six with the capacity for over 400 children aged between three to twelve years. There are 39 children in reception aged between 4-5 years and this is where the three children are observed. It is formed by having two groups: one called Lady Birds and the other Grasshoppers, the teachers both work in tandem with one another to plan the childrens curriculum. Both of the groups have one main teacher with a teaching assistant. The Lady Birds has 19 children, 10 boys and 9 girls. The Grasshoppers has 11 girls and 9 boys. As this is a primary school all children are expected to attend as childrens attainment and achievement is directly linked to high school attendance (Ref?).   School starts at 9 oclock. Children are expected to attain a minimum of 95% attendance. All classes compete for an attendance award each week and a cup each term. The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that the setting cannot discriminate against pupils or treat them less favourably because of their gender, race, disability, religion or belief. (The Act also covers discrimination relating to gender reassignment, sexual orientation or pregnancy or maternity which perhaps has less relevance for young children). Early Years Foundation Stage EYFS 2012 is a legal framework that sets the standards for all the providers for early years to certify that children learn and develop as well as maintained in a healthy and secure manor. It encourages teaching and learning and ensures that they are well equipped with a range of knowledge and skills. In addition this will help them build the basis of their learning and aid them to progress through education and life. The school wants the children to develop independence and to co-operate with others and to talk and communicate in a range of situations. The opportunities for learning are provided through a planned and balanced adult-led and child-initiated curriculum. To enable children to develop positive self-esteem and attitude, learning takes place both indoors and outdoors. It is expected that suitable clothing and footwear are worn to school so that children can benefit from the experiences provided in all weathers. All early years providers follow the EYFS (2012) ensuring that every child is encouraged to learn through play. History In September 2008 the EYFS framework becomes statutory for all early years care and education providers in Ofsted registered settings attended by children from birth to five years of age. It created a framework that replaces the three previous early years documents Curriculum Guidance for the Foundation Stage, Birth to Three Matters and National Standards for Under 8s Day-care and Child-minding. However On the 27th March 2012 a revised version of the EYFS framework was established which then followed the execution from the 1 September 2012. This covers a vital part of the Governments wider vision for families in the foundation years. It shows the emphasis of supporting children by removing professionals from bureaucracy. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this was the birth of EYFS 2012. In addition the Early Education (2012) is also pleased to launch Development Matters in the Early Years Foundation Stage, new non-statutory guidance produced by Early Education with support from the Department for Education that supports all those working in early childhood education.    The role of observation and assessment in planning for childrens learning Children are observed to assess developmental progress. Observation takes place primarily through childrens normal daily activities, their use of language, social interactions with others and work samples that demonstrate learning. In a sense, observation can have different meanings and imply different degrees of involvement to many practitioners. But in this case, the term observation according to Wadsworth, (1983) is the act of looking at something, without influencing it and recording the scene or action for later analysis (Also see Appendix 3A). The four key ideas of observation involve regular intentional watching of children in a wide variety of circumstances that are representative of their behaviours and skills demonstrated over time. Secondly, a daily observation would be an on-going one involving classroom/home performances and typical activities of the child leading to the collection of a wealth of reliable information. The third key idea of observation relates to demonstrated performance during real activities, not actions that are contrived or unnatural. Finally, as a practitioner the writer would need a solid understating of the meaning and purpose of observation and should have practice recording childrens behaviours and skills every day. According to Bruce (2006), we observe in order to improve our teaching, construct theory, help parents, use an assessment tool, wonder why and solve a problem and communicate with children. The different types of observation include narrative where the observer makes records that keep track of everything that happens in a specified time period. The writer finds this most valuable, but also the most difficult because à ¢Ã¢â€š ¬Ã‚ ¦. Secondly, the observer can use time samples where the method used is to count the number of behaviours occurring at uniform timed intervals. There are also event samples where the observer records a specific behaviour only when it occurs. Finally, there are teacher-designed instruments, like checklists, rating scales and shadow studies. When assessing a plan, evaluation would be key, according to ________ (year), who goes on to say that in education practitioners evaluate for curriculum, materials and equipment, the environment, childrens behaviour and teachers effectiveness. As the writer is a practitioner he can reflect that when he evaluates, it provides information by which to rate performance, define areas of difficulty, and look for possible solutions, as well as goal setting, monitoring growth and progress, and planning. ___________ (year) suggests good evaluations include selecting what will be evaluated, having a clear purpose and stating goals clearly, and so forth. But ___________(year) expresses concern about evaluations making unfair comparison, placing overemphasis on norms and interpretations, and so forth. However, although both theorists might make a justified point, the current writer agrees that evaluation is a broad concept which can be an informal process but is often times confused with more formal testing and measurements. Through evaluation, teachers link specific goals to larger, more encompassing objectives that focus on the relationship between teaching in the classroom and the overriding educational objectives. The writer also understands that observation is a natural process in which all practitioners participate all the time. They look at and listen to children. However the disadvantage and a major problem with observation, according to Wadsworth, (1983) is the fact that an observer is also a learner. Observers, like their subjects, have feelings, aspirations, fears, biases, and prejudices. Any one of these can influence and distort that which is being observed. He goes on to say that, an observer watches a group of children at play. One child turns to another and strikes him on the arm. The observer jots down hostility. The event was one child strikes another. The observer interpreted the act to be one of hostility. Wadsworth (1983) explains that when an observer thus infers motive to observed action, he/she adds something of him/herself to the data. Such data may be distorted and therefore invalid and unreliable. In the early years setting there are seven areas of learning and development which are labelled into two. The first is the three prime areas which are Communication and Language (CL); Physical Development (PD); and Personal, Social and Emotional Development (PSED) Secondly, the four Specific Areas, through which the three Prime Areas are strengthened and applied, are Literacy (L); Mathematics (M); Understanding the World (UW); and Expressive Arts and Design (EAD). Macleod and Kay (2008), mention that all areas of learning and development are important and inter-connected. The Three Prime Areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. The writers school Developmental Assessment follows the EYFS (2012) review. They consider the assessment pyramid. The pyramid demonstrates that there is a large amount of information collected about each child and attempts to define some of these data sets. This pyramid also attempts to demonstrate that there is a link between formative assessment and planning. The pyramid shows that the end result of summative assessment of the data collected is the end product and that the progress of the child remains as the main focus of the process (EYFS 2012). The Statutory framework for the EYFS mentions the responsibility for assessment and day to day practice like the planning cycle. This lies with teachers who observe, assess, plan and do these again and again. Development Matters (2012) is also used as part of observation, assessment and planning. It is used at points during the EYFS (2012) as a guide to making best-fit summative judgements, with parents and colleagues across agencies, about whether a child is showing typical development, may be at risk of delay or is ahead for their age. Appendix 1A shows the Plan in the settings of EYFS Medium Term Planning for Children A, B and C; it displays the seven stages as mentioned before. The main focus and theme is traditional tales. (See Appendix 1A underlined in pink) It also gives objectivess and early learning goals; these are under the seven areas of development and the ones that are highlighted in yellow are the ones Child A, B and C had completed; at the bottom are the Characteristics of Effective Learning like assessment, environment/resources and stories. (See Appendix 1A) Appendix 2A shows the Assessment and Evaluation of the weekly planning for Child A, B and C. and gives the childrens interest, needs and schemas. It also gives the children seven areas as well as the next steps to be taken for Child A, B and C; finally it gives the childrens experiences. (See Appendix 2A) Appendix 3A shows the weekly Environment Plan for Reception giving time to include the activities with the theme set. (See Appendix 3A) Appendix 4A is the characteristics of effective learning process over outcome. This is to give practitioners and teachers ideas and encourage the keeping in mind of these thoughts when interacting with children. (See Appendix 4A) Observation of children A, B, and C Based on the three assessments above the writer observed each child engaged in activity/exp. The framework which the school uses is the Early Years Foundation Stage curriculum (2012). The activities they provide cover the seven areas of learning for Child A, B and C. It will help them to plan how best to support young childrens learning and development and share information and ideas with parents and carers. Assessment and Evaluation Observationsà ¢Ã¢â€š ¬Ã‚ ¦Aresa Prim and Specify à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Weekly Environment Plan for Reception Observationssà ¢Ã¢â€š ¬Ã‚ ¦ Areas working together Good assessment and planning show that all staff participate together as a team for the good of the children giving the children the best start in life with the parents at the heart of their childs planning and learning. In order to provide an appropriate curriculum, it is required that individuals working with young children learn about the individual childs needs, as well as the needs of the group (Peck et al, 1993). Assessment should be an on-going process, be made both formally and informally, and incorporate a variety of methods. Assessment should include the use of input (Peck et al, 1999) As a practitioner working with young children the writer should acknowledge the importance of consistently updating assessment information and using that information in planning and developing programmes and intervention strategies. The children who were observed are constantly growing, developing new skills, and sometimes developing new concerns and difficulties; it is recognised by the setting that the importance of collecting data on a childs progress is less important than determining how to address their needs. Conclusionà ¢Ã¢â€š ¬Ã‚ ¦ In conclusion, at the school attendee by Child A, B and C curriculum goals would seem to be realistic and attainable for most children and assessing of individual childrens development is appropriate for the curriculum. The literature relating to early learning suggests that assessment and curriculum should be integrated, with teachers continually engaging in observation for the purpose of improving teaching and learning. This seems to be the case at the school in question and the planning/observation cycle has enabled progress in Child A, B and Cs learning. Appendix One Permission slip The father to Child A gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali - I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task. Teacher ____________ Abdul Ali Appendix 1A Early Years Foundation Stage Medium Term Planning for Reception Appendix 2A Assessment and Evaluation Appendix 3A Weekly Environment Plan for Reception

Frank-n-Furter, Michel Dorsey/Dorothy Michels, and Dil: alternative mas

Frank-n-Furter, Michel Dorsey/Dorothy Michels, and Dil: alternative masculinities in film from the 70's to the 90's The Rocky Horror Picture Show (1975), Tootsie (1982), and The Crying Game (1993) are united by their overt concern with sexuality and gender; particularly non-dominant gender and sexual identities. Dr. Frank-N-Furter, of The Rocky Horror Picture Show, Michel Dorsey, of Tootsie, and Dil, of The Crying Game, challenge conventional masculinity, and, the latter two especially, expose gender roles as nothing more than performances or social constructs. In so doing, these protagonists propose alternative masculinities and male gender roles. The nature and the presentation of these alternative males has evolved from being alien, as in the early Rocky Horror Picture Show, to being an improvement on the masculine norm, as in Tootsie, to being a completely new form of masculinity within society, as in the recent Crying Game. This evolution demonstrates society’s gradual acceptance of the existence of alternative masculinities, from the seventies to the nineties. The Rocky Horror Picture Show is considered by many film scholars to be "the granddaddy" (Saunders 91) of cult films. As most cult movies appeal to our subversive instincts, our desire to see conventional morality trashed (Giannetti, Leach 252), the film provides an interesting point of departure for a study of the subversion of masculine norms. Throughout this film, Frank-n-Furter mercilessly assaults the straight world and its values, especially conventional masculinity, as represented by Brad, and finally seduces Brad into adopting his alternative masculinity. The opening scene foreshadows the fact that Brad’s conventional masculinity will be challenged late... ... The Crying Game, all challenge conventional male gender roles, and propose alternative ones. The latter two characters also expose gender as a social construct, and, in so doing, illustrate that gender roles are malleable, and not predetermined and fixed. While The Rocky Horror Picture Show presents an alternative form of masculinity in an alien being, and Tootsie’s alternative male turns out to be a reworking of the conventional male, in The Crying Game, the alternative male is just that, a real alternative to normative masculinity. Dil is not an alien, or a heterosexual actor, but is an actual transvestite, living among more or less conventional masculine types. This evolution in the presentation of alternative masculinities in film, from the seventies to the nineties, demonstrates society’s gradual acceptance of the existence of alternative forms of masculinity.

Discrimination story

The movie â€Å"The Great Debaters† shows how there were discrimination and corruption in the society 75 years ago. The movie somewhat relates to discrimination and corruption to this day. For example, back in 1935, white people thought black people were lower than them. In 2013, some Americans think they are above illegal immigrants from Mexico. The racial profiling of Arabic people can compare to the thinking that every black person in the movie was a share cropper.Those are Just a ewe examples of the movie's relation to discrimination in today's United States of America. Illegal immigration can be related to how white people thought they were higher in society than black people in the sass's. Some Americans now think they are higher than immigrants from Mexico, and that is wrong. No one is higher than someone socially. I believe that illegal immigration should be stopped, but I also believe that I am no better than any one of the illegal immigrants.Americans think that Mexi can immigrants are taking our Jobs, which may or may not be true. But either way, I believe, that as long as they have documentation, they have a right to make a living. There was recently an issue of racial profiling against Arabic people because of the 9/1 1 attacks and others. This would probably be because people think that all terrorists are Muslim and none of them deserve to be on airplanes because of what happened almost 12 years ago. There have been many incidents of hate crimes against Muslim people.It has somewhat of a relation to the movie. The sheriff was beating up the two black people because of the sharecropping, so he thought that all black people were to blame. Even discrimination against gay people is an issue. There are anti-gay crimes all over the place. You hear people call each other the f-word or Just straight up â€Å"gay'. It is really not cool to say those things. Just because someone is gay does not mean they are not human. Every human is human, no matter what race, gender, sexuality, religion, or background.

Alzheimers Disease What You Should Know About It - Free Essay Example

Sample details Pages: 7 Words: 2196 Downloads: 10 Date added: 2019/04/12 Category Medicine Essay Level High school Tags: Alzheimer's Disease Essay Did you like this example? Alzheimers is the most common form of dementia, a general term that is applied to memory loss and other cognitive abilities that interfere with daily life. The Alzheimers disease is in the same way a social and public health problem that affects not only the sick, and their family circle, but also affects the whole society (Henslin, 2018). It is necessary that administrations, economic and social agents and citizens in general are involved in the design of specific care plans for Alzheimers patients, and in the allocation of resources and in the realization of projects to alleviate the needs of the patients and their families (Goedert Spillantini, 2014).. Don’t waste time! Our writers will create an original "Alzheimers Disease: What You Should Know About It" essay for you Create order Alzheimers disease is responsible for an immense percent of cases of dementia; although, Alzheimers is not a normal feature of aging, it is a progressive disease with one of the most noticeable symptoms known as dementia progressively takes away from the individual personality and memories over the years (Henslin, 2018). It begins by striking with memory loss is slight, to the advancement to lose the ability to hold a conversation and respond to the environment. The memory loss disease if one of the top leading causes of death in the United States, not to exclude places in Europe such as Spain (Goedert et al, 2014). Must people with this disease live an average of eight years after symptoms become evident, but survival can range from four to 20 years, depending on age and other health conditions (Gehrman, Gooneratne, Brewster, Richards, Karlawish, 2018). With all the break troughs of science today; a cure for this devastating disease has not been found, treatments to aid the victims of this silence killer are in place for the symptoms as research continues (Cheng, Mak, Lau, Ng, Lam, 2016). Alzheimers treatments are not in place or capable stop the progression of the disease; they can slow down the symptoms for a while and improve the quality of life for people with Alzheimers and their caregivers. At the early stages one of the most common symptoms is the part of the brain that controls the learning, that is why individuals with of Alzheimers is the difficulty of remembering newly learned information because the changes caused by Alzheimers (Goedert et al, 2014). The progression of Alzheimers our brain deteriorates as the symptoms like disorientation; changes in mood and behavior; (Cheng et al, 2016) serious confusion increase in relation to events, hours, and places; unfounded suspicions about family members, friends and professional caregivers; loss of memory and changes in the most serious behavior; finally, difficulty speaking, swallowing and walking (Gehrman et al, 2018). Must of individuals with memory loss and other possible signs of Alzheimers experience difficulty recognizing of being affected by it (Henslin, 2018). Practically other signs like dementia may be more obvious to family members or friends, these symptoms noticeable to those of dementia should seek medical attention and guidance. Medical facilities with experienced staff of doctors can begin evaluating memory complications; prompt intervention methods, as well as diagnose can improve treatment options and sources of support can improve quality of life (Goedert, 2014). To support it follows obedience, and a pleasant reward of blessings I appeal to you, brothers and sisters, in the name of our Lord Jesus Christ, that all of you agree with one another in what you say and that there be no divisions among you, but that you be perfectly united in mind and thought (1 Corinthians 1:10, NIV). Impact to family The core of the family is formed by those people who constitute without electing them an important part of everyone in life, not being a choice that at a certain moment we detach ourselves from them (Henslin, 2018). The constant support among them in the family nucleus without taking into account how each one of the members that are part of them, help each other in good times as well as in bad times. In various successions we move in the direction of ignoring the considerable value that is found by supporting each other in the family environment especially in tormented situations, as they are in the presence of a disease (Park, Sung, Kim, Lee, 2015). Any illness such as that of a cold to the most unexpected such as cancer or the memory of one of the members of that family become factors that destabilize the entire family structure. All kinds of diseases that can be acquired or genetically presented, and often cause all kinds of ailments not only for the patient but for the whole fam ily; naturally, they need help to care for their needs and that need normally causes a great deal of suffering which results in a great emotional and physical exhaustion (Rabin, Smart, Amariglio, 2017). You can always find help for all kinds of diseases; in the other hand, when a disease is less common and if this disease possibly takes you by surprise since it was not hereditary (Gehrman et al, 2018), you may feel confused and just for the same reason (Henslin, 2018). It is helpful to investigate the disease and the different auxiliary means. All kinds of diseases that attack the family nucleus are difficult; per in the case of the care of a patient with Alzheimers carries a significant physical and emotional burden that affects the health of the caregiver (Rabin et al, 2017). The main caregiver of the family is an unqualified person with limitations, to which is added the fact that the needs of the patient with Alzheimers grow as the disease progresses. For this reason, the caregiver is subject to a constant psychic and physical stress that weakens him. The caregiver wants to help you in the best way possible, but as time passes he suffers the consequences not able to provide the assistance or service he would like, either due to lack of resources or strength, or because of the patients needs. When you first face the disease, you usually ask yourself why it happened to you or to that person you love so much (Henslin, 2018). Many times we feel so overwhelmed and perhaps disconsolate because of the seriousness of the situation but it is in these cases that our loved ones need our support and attention. Being strong is not an option but a necessity, keeping your feet firmly on the ground, being attentive to find solutions and listening to whoever gives us a helping hand, are some ways you can fight the disease. There are an immense number of people who, out of compassion or for their own experiences, decide to make foundations to help others, and that is where you find the answers to all those questions that you did for courage one day. Nowadays, it is common for celebrities to take the initiative to raise awareness either through social media or foundations. Impact to the church Alzheimers disease, as it is, involves a cognitive deterioration that affects the performance of daily life activities since mental functions such as memory, language, or reasoning are altered. This cognitive deterioration caused by Alzheimers exposing the person to be progressively affected, losing their ability to carry out daily activities autonomously; and to a greater extent, depending to a greater degree on other people. In the human environment we must try to facilitate communication, show empathy and understanding with their needs and their confusion (Henslin, 2018). In the physical environment we can simplify the contents of the cabinets, for example, leaving only appropriate clothes for the season of the year and without excess quantity. It is also useful to use signs or labels identifying what is behind each door. We can also ensure adequate lighting, or make small reforms or adaptations at home to increase safety and facilitate the implementation of some activities. Many people today, live with immense anguish because of the fear of this disease, since this fearsome disease seems capable of stealing our soul and annihilating our personality, as are the advanced activities that allow a person to fully develop autonomous in his day to day and in the work and social environment that surrounds him. This disease does not contain greater strength or authority than Gods, it only has the power to lock him up for a season, until the One who made us recover from his troubled sleep. The psyche does not die, but enters a place where neither the moth nor the rust can corrupt it, where the thieves cannot enter and steal. It is with our mind that we accept Christ, we thought, and by accepting Christ, we are saved, but if that is the case, salvation will not rob me of an illness that erases my memory of accepting Christ, or changes of the person who made that decision This line of reasoning has a certain appearance of logic, but it is based on two false premise s: First, and more importantly, our salvation is not based on something we do works, but something that Christ did by grace. Although we are called to receive and accept that grace, it is grace that saves us, not our acceptance of it; therefore, we can expect children who die in infancy before they are equipped mentally to accept the grace of God can be saved by that grace, as it is written They helped every one his neighbor; and every one said to his brother, Be of good courage. For I the Lord thy God will hold thy right hand, saying unto thee, Fear not; I will help thee (Isaiah 41: 6-13, NIV). Impact to the community Family groups have exist today, with a diverse orientation; therefore, the concepts of self-help, mutual help, support groups, therapeutic groups, not always well clarified, have given rise to a set of different practices (Lykens, Moayad, Biswas, Reyes-Ortiz, Singh, 2014). Dementia is a crisis that threatens the community but is not yet properly agreed (Henslin, 2018). The basic functions are support, information and emotional support. To identify the main elements in the different orientations, we could differentiate three kinds of groups: information groups, mutual help groups and support groups (McGee Mayers, 2014). Even though research to discover the impact of Alzheimers disease among Hispanics is just beginning, what is known so far suggests that Hispanics may have a higher risk of developing dementia than other racial or ethnic groups. In a brief description, each of these community bases assists the family and the sick as: Informative groups: In them, medical information an d / or nursing care is provided. The goal is to help families take better care of the sick (Lykens et al 2014). In every community there are mutual aid groups, in these groups, the fundamental thing is the support that is offered among its members. Large parts of the surrounding community, specifically the elderly, face a lack of domination and adaptation to the system that evolves in the community that surrounds them (Lykens et al 2014). Planning to search for services and continue to implement policies that perceive the importance of Alzheimers disease in the community, which affects without taking into account the race that one belongs to, as well as the individual and family needs of those who are affected, the diversity of this great ethnic group must be taken into account, with its great variations in origin, generational experience, language preference and assimilation to the culture by giving a name to the change of way of life (Henslin, 2018). Information about the disease or about social resources circulates spontaneously. Its members support each other by suggesting strategies regar ding the situation they serve (McGee et al, 2014). Emotional Support integrates the above aspects: information about the disease and social resources also supportive guidance from its members (McGee et al, 2014). The characteristic is the incorporation of an expert professional, so that stable they can work in situations of emotional stress in the group. The members of the family and the associations have been defining this professional demand towards the figure of the psychologist. As the years go by, as well as the number of inhabitants in all the communities increases, so does the need to take into account the promotion of organized programs to include the church as support for the family in every community (Lykens et al 2014). Conclusion For every situation, regardless of the level of difficulty, no challenges those individual experiences, should be experienced along, the church and the community can be exposed to a heavy burden unless this family helps each other, the church is part of this same support, and the community extends its help to not only provide financial help, but also education and information due to everyone who needs it. There are no limits to any kind of challenges that our society faces, as long as we support each other without limitations since there is power in unity, supporting each other through the ease of times should strengthen our abilities to be there and support one another in the difficult ones, adhered by a common practice of care and understanding (Stuckey, 2014). Allowing a disease such as Alzheimers and any other disease no one should feel as if their lives have come to a strain and separate their lives from the rest of us, we should accommodate our time to ensure that at the time o f sorrow support can be available for all (Werner, Mittelman, Goldstein, Heinik, 2015).