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Potential effects of transitions on children's development
Transitions for children affect their development
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Family: Cyanna is a 12 year old African American female who lives in Plainfield with her LTD Hannah (Father), Jennifer Hannah (Stepmother) and five siblings. Cyanna experience frequent transitions during the 28 month period residing with her mother resulting in four relocations and schools. Cyanna has a good a relationship with everyone in the house hold except her older brother who is 16 years old. At times there verbal augments turns into physical altercations. Cyanna has now been living with father and stepmother for a few weeks after living with mother for a year. Cyanna exhibits low self-esteem and self-confidence. Cyanna was unable to identify positive attributes about herself even when prompted. Mrs. Hannah and Cyanna reports that youth …show more content…
At this time youth is not on any medication. It was reported that Cyanna experience frequent physical and emotional abuse from biological mother towards youth and her siblings. Cyanna also experience frequent transitions during the 18 month period when she was in her mother’s care that resulted in four relocations and schools. Mrs. Hannah reports that Cyanna often present as sad and struggles with managing her anger and appropriately communicating her feelings. Youth express that her anger stems from her relationship with her mother. Cyanna does not speak to biological mother often and she reports that her mother does not understand her which causes conflict in their relationship. Cyanna has a good relationship with her father and stepmother. Mrs. Hannah is supportive of youth and wants her to be more self-confident. At this time Cyanna is open to participating in in-home services. Supportive Therapeutic Services will provide Cyanna with 2 hours of IIC services once a week. IIC services will assist Cyanna with building self-confidence, process past traumatic events, enhance coping skills and communication with her
Adults A Child and Youth Professional (CYC) supports adults in their lives in countless ways. They act as advocates, mentors and teachers to parents that are or have been in difficult situations. Some of these situations are, but not limited to, teaching parents to cook and clean, creating a safe environment for their children that may be involved, and facilitating crisis intervention. As a CYC helping parents and young adults, there are two approaches that are used. The term for the first approach is the surface approach.
The second stage she is struggling in is Stage 6 Intimacy vs Isolation in young adulthood (Rogers, 2013). She is 28 years old, and is isolated from her family and her son, Joey, who her parents now have custody due to her drug abuse. The other reason she is isolated from her family is due to her having an abortion, and her parents feel she has committed a mortal sin and they do not want her in their home. She has the lost the intimacy of being with her son and her
Angela should also seek out psychological services such as individual therapy, family therapy with Sarah, couples therapy with Wayne, and complete a psychological evaluation to determine further services that she should partake in. Angela should also find full time employment so that she can either contribute in Sarah’s home or move into a home of her own to help her relationship with her mother. Intervention in Sarah and Angela’s relationship is just as important as Angela and Adam’s relationship as Bornstein (2012) describes a mother and her baby as partners in the child’s socialization.
Erickson’s Theory has 8 stages (Schriver, 2011). The following text will give the developmental crisis of each stage and relate it to Shannon’s life personally. In Erikson’s Theory developmental crisis “did not mean an impending catastrophe as much as it meant “a turning point, a crucial period of increased vulnerability and heightened potential”” (Schriver, 2011). The first stage of Erikson’s Psychosocial Stages of Development is Trust vs. mistrust (0-1 year) and its crisis is “in establishing trust” (Schriver, 2011). Shannon had developed trust early on in her life due to the loving, caring, and nurturing home she grew up in. She had a sense of physical comfort which eliminated fear and allowed trust. The second stage is Autonomy vs. shame (1-3 years) and the crisis is “parental restrictions vs. autonomy” (Schriver, 2011). Growing up Shannon started learning to walk at 11 months which is a normal age for children to emerge into that. Due to her parents being supportive, it allowed Shannon to start exploring her curiosities and still be loved while doing so. The third stage is Initiative vs. guilt (3-6 years) and the crisis is “in taking initiative without experiencing guilt” (Schriver, 2011). This again correlates to the supportiveness of Shannon’s parents which allows her to be her own person and encourages her to experience her life in her own way. The fourth stage is Industry vs. inferiority (6-12 years) and the crisis is “in striving for competence” (Schriver, 2011). Shannon had a great group of friends growing up and that gave her the inclusion she needed to feel equal to her peers and not inferior to anyone. The fifth stage is Identity vs. role confusion and the crisis is “uncertainty about the future and the child’s role in it” (Schriver, 2011). At this time in Shannon’s life she had already strengthened her hope (trust), will, purpose, and
Stagman, Shannon, and Janice L. Cooper. "Children's Mental Health." WWW.nccp.org. Ed. Columbia University. Columbia University, n.d. Web. 14 Mar. 2014. .
Focus: Aaliyah will adjust to the home and community. Ms. Smalls (MHP) and Ms. Smith (MHS) discuss Aaliyah’s treatment goals and complete the Child Adolescent Needs and Strengths (CANS) assessment.
Background Information: Briana is a bright & energetic little girl who was referred to the Wylie Center’s ASIP program by her Inland Regional Center Case Service Coordinator Stacy Shearer-Rivas. Briana currently lives at home with her parents and younger sister Mackenzie (age 3). Briana currently receives 22 hours per month of one to one behavior modification therapy in the home setting. Briana has been receiving these services since January 2012.
Teen years are the most complicated and overwhelming years of a child's life. Every teen goes through different stages while they are in the transition in becoming into an adolescent. For the Virtual Teen program I had a teen daughter, she was very outgoing and social. She enjoyed trying new things and was very involved in school. She also did well academically, and was part of the gifted program at her school. She lives with both her biological parents and a younger sister. Her relationship with her sister was like any sister relationship, they had little arguments once in a while but where are able to easily resolve on their own. As she transitioned to her teen years, she went through many stages like puberty, school transition and experimentation on new things like alcohol. As she went through those stages, there was a lot of changes in her life like adjusting to her body as it changed though puberty and adjusting to a new enviroment while she transitioned to high school. Those changes became very familiar for me because as an adolescent I also went through those stages which made it easier for me to the choises that would help her to get through these difficult years.
From 0-1 years old, Peanut wasn’t responding well to others. Peanut was often suspicious of her environment because she was coddled too much by me. I always chose to comfort and cocoon Peanut whenever she was upset, crying, or being stubborn, and I never let anyone else take care of her. Because of my decisions, Peanut rarely trusted herself. This assumes that she did not resolve the trust vs. mistrust conflict successfully. However, I was not treated the same way. My mother did not shield me from the world, which resulted in me trusting my surroundings, and myself. From 1-3 years old, Peanut believed it was not okay to be herself. Peanut frequently had a sense of doubt. I put her in a daycare and if she did not receive a good report from her teachers, I would scold her and demand she behaves a certain way. She frequently had an external locus of control. This assumes that she did not resolve the autonomy vs. shame & doubt conflict successfully. My mother did not make the same decisions while raising me. I could exert control over the world because I knew it was okay to be myself. My mother often approved me exercising choice and self-restraint whenever the chance arose; I could choose how much ice cream and toppings I wanted after dinner. From 3-6 years old, Peanut thought it was not okay for her to do, move, and act. She could not initiate activities with other children and habitually became so
Through some research and pursuing to find answers Elizabeth was finally diagnosed with a bi-polar disorder, which ran in her family. Elizabeth’s mom and grandmother were also diagnosed with a bi-polar disorder. As her parents we were sad to hear the news because our little girl was suffering and misunderstood for so long. Thus, we made it our mission to help her in every way possible. Even though, the thought of medicating our child was frightful we decided to see Elizabeth's reaction to taking lithium. Elizabeth responded will to the medication and it made a difference in her daily life. We started going to a parent information center and we found the courage to fight for Elizabeth. Elizabeth’s social life was still deteriorating and we were constantly at the school asking for helpful resources to be provided. We were practically at the school everyday fighting and wanting assistance, our struggle continued for three years. Elizabeth at the age of fifteen was still being denied resources such as a counselor because the school did not see her deteriorating behavior as an
This makes this time of transition a very fragile and scary experience. The Dahlonega Rainbow Children’s Home is aware of this, so they make it their priority to make each and every resident, child, girl, truly happy and comfortable. They do this difficult task by setting goals. The goals of this organization are to provide children with the three basic elements needed to survive. These elements are food, clothing, and shelter. After meeting the necessities of survival, The Rainbow Children’s Home focuses on getting every girl to where she needs to be academically, emotionally, and mentally. They aim to accomplish these goals by teaching independent living skills, such as doing their own laundry, cooking meals, and personal hygiene. The Dahlonega Rainbow Children’s Home works on improving each resident’s mental health by supplying mental health counseling to every girl, and there are always two staff members in the home with the children to ensure their safety. The maximum occupancy of the home is eight girls at a time. This maximum occupancy gives the staff members the ability to watch over and work with each girl more easily than having many girls running about the house all at once. All the girls in the home are very different from one another, but yet somehow all get
One child, Tom, was a sixth-grade student who lacked control in most areas of his life. (Reader note. Names used in the article have been changed to protect the identity of students.) He was in a foster home that was not working well for him. Tom was going to be placed in a different home with a new school that would require many changes. Not having much human affection in his life, he had learned behaviors to keep others at a distance. But his whole demeanor ch...
It is essential for children to have healthy psychological development, and this can be affected by many situations. At home, children are affected by their family dynamics, various parenting styles, and sibling relationships. Their peer relationships, friendships, popularity, and even social networks also impact their psychological development. In order for them to have a strong psychological development they often need to have created healthy relationships with both members of their family and their peers (Siegler, DeLoache, & Eisenberg, 2011).
In the early stages of a child’s character development, the family is the first social group that the child has. The relationship that is fostered between the family and the child is important, because it is the role of the family that influences the child’s behavior. Although the child may be influenced by the father and siblings, these relationships are looked to second. The child realizes early that the family belongs to him. This leads to jealousy towards other siblings because he may strive to be significant, and establish a position of superiority. Once the child comes to trust the family, it no longer feels threatened. By fostering a good relationship with the family, the child develops trust which leads to the child developing self confidence and recognizes that it also has a place within the family.
To measure family environment data was taken from intake interviews and it included notes from reports of their home life and the interviews with parents in their homes. Coders gathered this data to rate the quality of his or her relationship with their father or mother. A scale that measures from 1 (distant, hostile, or overly punitive) to 5 (nurturing, encouraged positive autonomy, fostered self-esteem) was used to rate the quality of relationships between adolescents and parents. Coders also rated the quality of overall warmth and cohesiveness in family environment. They also used a scale ranging from 1 to 5, with 1 correlating to lack of warmth and cohesion and 5 correlating to warm and