Theoretical Approach To Lana's Case Summary

Kohlberg’s Theoretical Approach to Lana’s Case

There are times when a child’s safety and needs may not be met with the care of the family, despite help or assessing the extent to which parents or caregivers are not able to care for the child. In such a situation, placing the child in an alternative permanent placement via legal guardianship, adoption, or long-term foster care would best serve the interest of the child. To arrive at a decision of permanent placement assessments are carried out before to assess the child’s physical, emotional, and developmental needs and the parents’ or caretakers’ ability to meet the child’s needs. Lastly, to identify areas where child’s needs and parents’ or caretakers’ capabilities are fit or can cause harm.

An accurate assessment can provide an understanding of children’s developmental needs, developmental stage, physical and psychological responses to stress and trauma, and the kind of interventions the client can benefit and/ or will need. Utilizing a theoretical approach after gathering substantial information about the complex lives of families and reason for referral provides a way of thinking of and organizing the situation at hand. This paper will introduce a client case, the theoretical approach, examining the case from Kohlberg’s Moral Development, ethical dilemmas, and strengths and limitations.
Client Case
Leah is currently 19 years old, Filipina, single, has 2 young children, and currently residing at a Transitional Housing Unit. Leah is in the process of Reunification with her children and had recently completed a drug treatment program. Leah entered the foster care system at the age 16 as a result of physical abuse. Despite being informed of the father’s physical assault on Leah, the mother refused to allow Leah to return back home. Reasonable efforts were made to prevent or eliminate the need for the client’s removal from the home. Preventative services were provided but were not effective in preventing or eliminating the need for removal of the client from the home. Preventative services incorporated Case Management, Emergency Shelter Care, Transportation, Safety Planning, Safety and Risk Assessment, and Other Services. The mother and father stated that they were unable and/or unwilling to care for Leah at the time. The client was detained at a Receiving Home in San Mateo County for a month and transferred to a Level 10 group home in Santa Clara County.
Leah continued living at the group home and attended her remaining school years in Santa Clara. During her stay at the group home Leah met and became involved in a relationship with a male partner. Leah had 2 children with her male partner; however, she began using illegal substances and the relationship became abusive. Due to her substance use and the abusive relationship, her children were detained by Family and Children’s Services at Santa Clara County. Recently, Leah had completed her drug treatment program and stated she has been visiting with her children and is trying to reunify with them. Leah started her new job and is living at a Transitional Housing Unit.
Theoretical Approach
In this paper I will use Kohlberg’s Moral Development theory to conceptualize Leah’s case. Kohlberg’s stages of moral development were influenced by Jean Piaget, who viewed development from a cognitive perspective. Piaget’s interest “. . . was learning how the child comes to know what he knows, how intelligence develops” (Samantrai, 2004, p.59) and when the child knows it (Samantrai, 2004, p.59). This writer chose Kohlberg’s moral development theory to understand the moral framework of Leah and how the developed circumstances and her family may have influenced her behavior change, moral reasoning, and her children’s involvement with Child Protective Services (CPS). Leah’s moral-decision making and thought process can be viewed as conforming to social expectations and a desire to gain approval from others.
Kohlberg’s model will be helpful in conceptualizing Leah’s case with incorporating external factors such as, CPS involvement, AB12 requirements, and reunification with her children at Santa Clara County.

Specifically, Leah’s moral-decision making and thought process can be understood with Kohlberg’s level 2 stage with disregard of Kohlberg’s age limit. Considering the circumstances of Leah’s family, her parent’s unwillingness to engage in preventative services and being a foster youth in out-of-home placement Kohlberg’s model is used to conceptualize her case. Kohlberg’s model can be utilized to understand Leah’s developed moral reasoning due to the opinion of others, pleasing others and self-interest as it will be discussed in this paper.

Kohlberg’s Moral Development Theory

Lawrence Kohlberg proposed people develop their moral framework in a series of three levels and six stages in the order listed. Kohlberg was interested in the reasons given for the moral decision. As we grow older moral reasoning changes through the series of stages from external behavior control to moral decision are internally controlled.

The first level, the preconventional, is characterized as moral decisions are based on external standards (Zastrow & Kirst-Ashman, 2013, p.322). The first stage of level 1 is focused on avoiding punishment for example; children do what they are told to avoid punishment. The second stage of level 1 is based on rewards as opposed to punishment for example; children do

the right thing to receive a reward.
The second level, the conventional, focuses on conforming to social expectations and roles. The individual desires to please and gain approval from others; although moral reasoning has started to be internalized, decisions continue to be based on others opinion rather it be personally decided. The third stage of level 2 focuses on “. . . gaining the approval of others” (Zastrow & Kirst-Ashman, 2013, p.324) and “good relationships become very important (Zastrow & Kirst-Ashman, 2013, p.324). Stage four of level 2 concentrate on social order being important and behavior adhere to law and/or higher authority. Law and order is believed necessary to maintain social order (Zastrow & Kirst-Ashman, 2013, p.324).
The third level, postconventional, people become independent thinkers and behavior is based on principles instead of laws (Zastrow & Kirst-Ashman, 2013, p.324). Moral reasoning is decided on what is right and what is wrong instead of expectations and laws. Laws are contemplated and the needs and well-being of others are important and go beyond self-interest. According to Zastrow & Kirst-Ashman (2013), “. . . true morality is achieved” (p.324). Stage five of level 3 focus on moral principles above law though laws are considered necessary for the general public welfare however; can be interpreted and changed. During stage six of level 3 moral reasoning is internalized and based on ethical principles. The individual is “. . . free of thoughts and opinions expressed by others” (Zastrow & Kirst-Ashman, 2013, p.324) and rise above law and order. According to Zastrow & Kirst-Ashman (2013), decisions are made to what is right than what is written into law (p.324).
Theory Application
Leah’s involvement with Child Protective Services resulted in physical abuse from her father. Events leading to the incident may provide context to the case whereas Kohlberg’s model may offer a multidimensional understanding of the case and demonstrate ethical and non-ethical perspectives from family members. A cognitive-behavioral approach, such as Kohlberg’s moral development model, could consider “. . . whether a lack of certain skills may be contributing to the situation” (Pecora, Whittaker, & Maluccio, 1992, p.138). Leah had a strenuous relationship with her mother and had a divided connection with her father. Leah’s mother stated it had been overwhelming with 5 children under her care and Leah was the only child who tended to misbehave. Despite being informed of the father’s physical assault, Leah’s mother refused to allow her to return back home. Leah’s mother informed the father of the physical assault; however only advice the father not to hit the child again. Because Leah was returned back to her father’s home and no actions were taken against the physical assault moral reasoning is questioned.
At the Preconventional level, Kohlberg described decision making regarding what is good or bad to avoid receiving punishment.

Leah’s decision to inform her mother of the physical assault was an act upon preventing further negative punishment. In spite of this, her return to her father’s home after the physical assault was a form of punishment and the moral to inform an adult for protection was doubted. The third stage of level 2 focuses on the opinions of others, behavior is governed by what pleases others and gaining the approval of others Zastrow & Kirst-Ashman, 2013, p.324). Leah was given hope to return back home with her mother if she were to improve her behavior and academics. Unfortunately, the possibility to return home seemed to be impossible in spite of her improvements in academics and dissociate of her previous peers. Leah focused on gaining approval from her mother to return home and her understanding of good behavior was considered what pleased her mom. Despite affirming her improvements, the opinions of her mother became mistrusting and the validity was

unfulfilling.

References
Pecora, P. J., Whittaker, J. K., & Maluccio, A. N. (1992). The child welfare challenge: Policy, practice, and research. Hawthorne, New York: Aldine de Gruyter.
Samantrai, K. (2004). Culturally competent public child welfare practice. Pacific Grove, CA: Brooks/Cole--Thomson Learning.
Zastrow, C., & Kirst-Ashman, K. (2013). Understanding human behavior and the social environment. Belmont, CA: Brooks/Cole, Cengage Learning.