Addressing the Problem of Stress in the Poor Neighborhood Area of Buffalo – Social&Family Issues Example

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"Addressing the Problem of Stress in the Poor Neighborhood Area of Buffalo" is a worthy example of a paper on social and family issues. A windshield survey was carried out in the first ward of Buffalo, NY to assess the nursing healthcare needs of the poor neighborhood area 14204. It is an important method of observing the external environment and collecting and evaluating information about the community’ s health status. Community aggregate is located in the poor neighborhood area with a population of 1389 people within an area of 1886 square miles. With a population density of 786 people/ square mile, it is female-dominated.

The median age of men is 41.1 and that of women is 49.1 years. The survey further revealed that the percentage of family households is 45.2% while single mother household among the households is 40.7%. 85% of the population is born in the state which is dominated by whites and followed by the Hispanic population (city-data, 2011). It also revealed that 29.3% of the population was below the poverty line and 51.2% of families had working married couples.

It has low education attainment with more than 50% of the population being less than high school. Most of the people live in rented accommodation. The prevalent poverty and a high percentage of single mother households along with low education level were deemed to be important factors for high-stress levels observed in the population. The implication for future nursing research The community aggregate assessment of healthcare needs is a hugely pertinent factor within the research objectives that are focused on mental health, especially the stress level amongst working women and single mothers.

Stress is one of the major concerns in contemporary society that is recognized as perceived pressure which adversely impacts one’ s ability to cope with situations (Palmer, Cooper & Thomas, 2006).   The diversity of reasons could be contributed to the level of stress faced by individuals that has a negative impact on society at large. The research would help to rationalize the causes of mental stress and help government and community to seek remedial measures. It has huge implications for future nursing research as the study would highlight the perceived behavior of people in poor neighborhoods.

It can be used for assessing their healthcare compulsions and how those needs can be addressed by the authority. Most importantly, research would ensure that development programs in the healthcare area become part of social issues and address the causal factors that adversely impact the welfare of the community at large. Teaching challenges, strengths, and weaknesses The study gives crucial insight into the teaching challenges faced within the nursing paradigm working in poor neighborhood areas. The low education level and poverty are vital factors that contribute to stress and affect the overall welfare of the community.

Moreover, the aged population lacks the necessary motivation that challenges the nursing competencies. It is revealed that social support considerably reduces risk and improves physical and mental health (House, Landis & Umberson, 1988). Thus, the major strength of the aggregate teaching plan would be its focus on the single mothers who are deemed to be key decision-makers within the community and hold considerable influence on the women. The key weakness of the project is the lack of resources, especially financial resources, and lack of knowledge about the technology that can be used to exploit the teaching prowess of the teaching staff.  

References

First Ward neighborhood in Buffalo, NY, 14203, 14210, and 14204 detailed profile. (2011). Retrieved from: http://www.city-data.com/zips/14204.html

House, J., Landis, S. A., & Umberson, D. (1988) Your best interests at heart? The Psychologist, 19 (4), 216-219

Palmer, S, Cooper, C, & Thomas, K. (2006) Experiences of coaching and stress in the workplace: An Interpretive Phenomenological Analysis. International Coaching Psychology Review,1(1), 86-98.

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