- There are characteristics of concrete operational thought. Children begin to use logical thinking about concrete and specific things. They also gain a better understanding of mental operations. Children also use inductive reasoning which involves going from specific experience to a general principle (Piaget, 1983). Another key characteristic is that children understand that just because the shape of an object changes in appearance, it still contains that same amount as before.
- The lack of capacity for reversibility can affect social behavior in children. Reversibility is the ability to recognize that objects can be changed and return to its original condition. An example of this is being able to reverse the order of relationships between mental categories (Piaget, 1983). Children who lack the capacity of reversibility are slower to develop mentally. They are behind in their ability to comprehend information and grow maturely.
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1. Middle childhood ages is between 6-12-years-old. Erikson described middle childhood as industry vs. inferiority. During this stage, children become capable of performing more difficult and complex tasks. Children strive to master new skills and are encouraged by their parents, teachers, and peer to develop a sense of pride in their skills. This stage is critical in the development of self-confidence. Successful adaptation to friendship and peer groups is a major development task for this age groups too (Ashford & LeCroy, 2013).
2. There are different ways in which children’s intelligence can be assessed. The Stanford-Binet test the most often used test with younger children. This test is considered the verbal test of intelligence because a majority of the tasks rely on verbal abilities. The Stanford-Binet comprises 4 areas: verbal reasoning, quantitative reasoning, abstract/visual reasoning, and short-term memory (Ashford & LeCroy, 2013). The results of this test show that people’s IQ scores form a normal distribution. Another way to assess children’s intelligence is the Wechsler Intelligence Scale for Children. This test groups the test items into subsets that make up 4 separate scales. The subscales focus on both verbal and performance abilities. This produces 5 values: verbal comprehension, working memory, perceptual reasoning, processing speed, and a full-scale IQ. The Kaufman Assessment Battery for Children comprises a number of subtests which are related to various abilities. A few of the subtests are Simultaneous Processing, Sequential Processing, Planning Ability and the Visual Processing, Short-Term Memory, and Fluid Reasoning. Certain tests focus on specific functions to provide information to help plan teaching and remediation (Ashford & LeCroy, 2013). 3. There are linguistic changes that occur in middle childhood. Middle childhood is the period for linguistic refinement (Ashford & LeCroy, 2013). Children’s language becomes increasingly grammatically correct and more complex as they grow. As children develop, they become cognizant that words can have various meanings. Metalinguistic awareness refers to being able to go beyond the information. As this develops in children, they begin to understand jokes and riddles. By age 10, they can also comprehend metaphors too. 4. Social cognition refers on how people process, store, and apply information about other people and social interactions. It focuses on the role that cognitive processes impact our social interactions. How individuals perceive others plays a significant role in how we think, feel, and interact in the world. Social role-taking refers to children’s inability to decenter the focus of their conceptual efforts (Ashford & LeCroy, 2013). Without this ability, children cannot view things from another’s perspective. Having this ability assists the development of social skills. Interpersonal awareness refers to how the child understands their own interpersonal relationships with friends and peer groups. Children who have a more consistent and dependable group of friends and peers develop positive interpersonal relationships. They are able to expand their ways of thinking and social reasoning. 5. The Child Behavior Checklist can be used for conducting assessments of internalizing and externalizing problems. This examines behaviors across various domains and syndromes, such depressed, socially withdrawn, and aggressive children. The Child Behavior Checklist also assesses attention deficit/hyperactivity disorders among school-age children. By using scales, practitioners can assess whether a child is withdrawal/depressed or has thought problems based on the scores. Also, having the child’s parents and teachers fill out the checklist can help assess internal and external problems. Children who are diagnosed with ADHD often have many psychosocial difficulties such as interpersonal difficulties with peers, friends, and family. 6. There are major significances of peer relationships in middle childhood. During middle childhood, children begin to increase their amount of time with their peers. Peer are important for a healthy psychological development among children. Studies show that children who have poor peer relationships lack a healthy development in social skills and social cognition. Children’s social competence by their peers is a more powerful predictor of later behavior problems (Ashford & LeCroy, 2013). Friendship during middle childhood is extremely vital because they provide opportunities for learning social skills and they begin to feel a sense of belonging. 7. 1.) Parent-Effectiveness Training (P.E.T): - Emphasizes the need for respect between parent and child - Encourages parents to give up the use of power over the child - Conceptualizes children’s behavior - Behavior aimed at getting needs met - Parents and children enlarge the no-problem aspect of their relationships - Use “I” messages not “You” - Parents help the child understand, accept, and deal with their feelings 2.) Behavior Modification: - Parents apply reinforcement, punishment, extinction, differential reinforcement of other behaviors, and stimulus control - Parents choose a behavior they want to change - Teach parents the skill value of using praise and reinforcement with their children - Parents are encouraged to increase praise - Parents rewrite rules using positive language 3.) Systematic Training for Effective Parenting (STEP): - A misbehaving = a discouraged child - 4 motivations for a child’s misbehavior: attention, power, revenge, and inadequacy - Parents are to use the 4 techniques to encourage and discipline the child - Emphasizes giving the child a lot of responsibility - Recommends giving children independence - Children make their own choices - Avoid overprotection
1. There are red flags and areas of concern concerning Maritza. The family’s move from Argentina to America has caused stress on each individual. Maritza is regressing in both her vocabulary and her bathroom behavior. Her new home environment could be reasons for her regression. Her parents are stressed about finances and how to manage the family business. Also, the death of Ramon has caused more stress on the family’s income as well as an emotional impact on Carmen. Maritza’s father, Lupe, is also experiencing health problems which are adding to the financial burden placed on the family. Maria has also found out that she is pregnant and is concerned about how this news will affect the family. Parents who are preoccupied with life stressors are often unable to properly care and support their children. Environment and family structure plays an important role on a developing child such as Maritza. Attitudes and emotions also impact social interaction too. The proper support in early development can help children learn effective ways to manage complex emotions (Ashford & LeCroy, 2013). Maritza is not receiving the essential support by her family during this stressful time in the family’s life which is causing her to regress. Maritza is experiencing an acquired expressive language disorder because her vocabulary is regressing since the family’s move to America. This disorder is normally evident around age 3 in a child. The acquired type of this disorder generally follows some known neurological insult (Ashford & LeCroy, 2013).
2. There are areas of concern that may hinder social skills and language development. Due to Maritza’s regression, this may delay development in other areas. The main tasks of children ages 2-5 years old include developing better-coordinated gross motor skills, acquiring social skills to enhance relationships, and achieving growth in cognitive abilities such as expressive language skills. With the proper attention and support, the child should develop these necessary skills. At age 3, a child is beginning to learn basis motor skills. Since Marita is regressing, she might experience delays in developing these skills. Her new home environment is causing problems with her development. Her mother Maria is stressed about her pregnancy, income, and her husband’s health. Since Maritza is always with her mother, she is experiencing the stress and anxiety from her mother and is learning from experience. Many disorders such as depression and anxiety of childhood affects behaviors. Developmental psychopathology results when a child’s healthy adaptation is decreased by an inability to cope with stressors. A child who is unable to cope may experience delays in developmental growth.
1. Characteristics:
Rolando: Gay - suppresses this as he feels he will disappoint his family Pressured by family who wants him to carry on the name (have children) even though he is gay (does not let family know) Pressured by family for being the “man of the family” Pressured by family to stay in the family business when he wants to go to college Depression and anxiety -All of the issues are causing him to withdraw and stop eating as he feels the pressures of the family Fear and shame and guilt are constant feelings Lupe: Outgoing Makes friends easily Wants to leave home to go to college as the family is too strict Anna: Shy Hard time making friends Struggling at school Withdrawing from everything Feels tired and empty Wants to escape from “here” Wearing clothes not appropriate for weather Used to be close to Roselina but not now Roselina: Makes friends easily Honor student and athletic Does not feel the family ties Does not feel obligated to help with family chores Withdraws from closeness to Anna Gracelia: Works hard Makes some new friend Quiet Avid reader Called to read and school and now starts complaining of stomach issues and wants to stay home from school Yesnia: Excited about new house and teachers Wants puppy Gariella: Excited about new house and teachers Wants puppy Maritza: Stays at mother’s side Having accidents Regressing in words 2. Maritza is not experiencing a developmental delay. She has been developing fine and there are just now starting to be issues in her life. As the family experiences more and more stress and each family member deals with the stressors in their own way, Maritza seems to be impacted by this. She is having more and more bathroom accidents. She does not want to leave her mother. She had developed a vocabulary but has regressed. All of these activities resemble a type of regression. Maritza is experiencing separation anxiety, wetting her pants, and expressing a more infantile vocabulary demonstrating the she is regressing to a younger time (maybe prior to the stresses). She could be exhibiting these behaviors as a way to get attention too. 3. Many of the family members are experiencing issues with the move. Some are withdrawing and some are alienating themselves from the family. The family is financially stressed and this is causing even more issues for the children and the parents and grandparents. The adult women no longer have the Catholic support system they are used to and are experiencing stress over this. The loss of a Ramon and the newly diagnosed health issues of Luis are causing even more strain on the family and concern over the future and the family’s financial future. There does not seem to be a good family dynamic and the stressors in the household are red flags. 4. I think that red flags are definitely the reason for some of the observed behaviors. The children are feeling the stresses of the move, growing up, and losing loved ones. Roland is gay and cannot tell his family and the guilt and stress of this is causing him stress and depression. He is withdrawing and this is a red flag. Lupe wants to leave and this is a red flag that the home environment is unhappy for her. Anna exhibits red flag behaviors as she is withdrawing, feels empty, wants to escape and wears baggy clothes. Another red flag is Roselina’s behavior. She no longer wants to be around her family and is isolating herself from them by being out a lot and with her friends. Gracelia is demonstrating some red flag behaviors as she is experiencing stomach issues and does not want to go to school. The youngest, Maritza is showing some regression behaviors that are indicative of issues at home.
6. There are different types of failure to thrive. Failure to thrive occurs when a child’s weight falls below the fifth percentile for his or her age (Ashford & LeCroy, 2013). Some cases of failure to thrive is are organic. This means that there is an underlying medical condition such as congenital heart disease, cerebral palsy, and Down syndrome that causes growth for the child to decline. Nonorganic failure to thrive occurs when delayed growth is not due to an illness. The causes are not medical but often environmental or emotional deprivation. Some causes may include poor nutrition, neglect, or abuse. 7. The role of social referencing in the development of capacity for regulation of behavior and emotions is important. Social referencing is looking to others for emotional information. Studies show that 12-month-old babies respond positively to a stranger if that individual smiled as opposed to a stranger that expressed attitudes of fear. Regulation often begins an infant has sufficient language skills, a sense of self, more complex emotions of guilt and shame, and a sense of autonomy (Ashford & LeCroy, 2013). Babies adopt certain standards of what is expected of them and become upset when they do not met these set of standards. Babies look to adults for guidance on how to respond to different and unfamiliar situations. They learn and develop through experiences as well. . 8. There are strengths and limitations of Margaret Mahler’s theory of separation-individuation. Her theory states that infants grow from having no sense of self as separate from their caregiver to being an independent individual. There are limitations to her theory because she based it on clinical infants as adults recall the past in psychotherapy. When evaluating and observing an infant, studies have shown that babies do have a sense of self at birth – they can tell if they are sucking their own hand or someone else’s fingers. They can also tell when they or someone else is causing an action (Ashford & LeCroy, 2013). The strengths are that as infants grow they do become more autonomous and therefore develop their own sense of self, much different and much complex than at birth. Therefore, they become more separate and individualized as they grow. 9. The loss of a caregiver affects a child after he or she has developed an attachment to that caregiver. Babies show immediate effects and response when they are separated from their primary care giver (Ashford & LeCroy, 2013). Babies enter phases of separation after attachment. The first phase is the protest phase which is when babies cry and complain loudly. The next phase is the detachment phase. When the caregiver does not return after a certain amount of time has passed, the babies becomes unconcerned and calm. Separation is normally a very stressful, but is it even more stressful and traumatic for younger children. 10. The AIMS principles can be applied for assessing and enhancing the emotional well-being of children from birth to 5 to an actual case. We can watch a child and caregiver and see how the baby shows admiration to a parent and rate this to determine the emotional tie between a primary caregiver and an infant (Attachment). We can assess a parent’s ability to “hear” a child’s cries and see how they respond and rate this to determine the communicative exchange of information between caregiver and child (Interaction). We can discuss the stages of the infant’s development to see if they are on target and rate this to determine if their development is on task and they are gaining more complex abilities (Mastery). We can then observe how the parents and extended family and friends react to a child doing well to rate the support the child receives from the network of people in his/her life (Social Support) (Ashford & LeCroy, 2013). 11. There is current research evidence on how adoptive families fare. Adoption is the action of fact of adopting or being adopted. Children who are adopted sometimes require clinical intervention for behavioral problems. They have issues with aggression and acting out starting at around ages 5-7 years old because they begin to understand that they do not have their birth mother. However, studies have shown that adoptive families and their adopted children do quite well (Ashford & LeCroy, 2013). Assistance-seeking style of coping can help adoptive families struggling with issues related to the experiences of adoption. Research also has shown that compared to non-adopted children whose parents are divorced, adopted children do not show more or less problems. Often, the older the adopted child is, the stronger the attachment that child has to their adopted father than their adopted mother. 12. Home Observation for Measurement of the Environment is designed to measure the quality and quantity of stimulation and support available to the child in the home (Ashford & LeCroy, 2013). There are six subscales contained in the HOME inventory. The first subscale is Emotional and Verbal Responsiveness of Parents. This occurs when a parent responds to the child’s vocalization with verbal response. The second subscale is Acceptance of Child in which a parent does not interfere with the child’s actions. Also, the parent does not shout at the child during the visit. The third subscale is Organization of the Physical and Temporal Environment. During this subscale, when the parent is gone, a caregiver is provided. The fourth subscale is Provision of Appropriate Play Materials. This is when a parent provides appropriate toys or activities to the child. The fifth subscale is Parental Involvement with Child. In this subscale, the parent encourages developmental growth during the child’s structured play time. Finally, the sixth subscale is Opportunities for Variety in Daily Stimulation. This occurs when the father visits and provides caretaking every day (Ashford & LeCroy, 2013). 13. A practitioner needs to look for various signs in determining between accidental versus inflicted injuries in child maltreatment cases. When looking for accidental injuries, the symptoms occur immediately after the accident. The caregiver seeks immediate treatment for the infant after the injury occurs. When looking for inflicted injuries, the symptoms occur up to days after the alleged injury. When asked about the injury, if no one knows how the injury happened or if the story changes, these can be tell-tail signs of inflicted injuries. 14. There are relevant principles that are applied for assessing the interaction of infants with their family. A social worker can assess the home environment. We can watch how the parent responds to the child’s cries and requests and observer if there is any caressing or kissing of the child. We can watch to see if the parent(s) shout at the child or interfere with the child’s actions. We can see the environment and determine if it is stimulating for the child. Does the parent keep the environment interesting for the child? We can determine if the caregiver encourages the child’s development and provides structured play for the child. All of these principles can help in assessing the interaction of family and infant.
4. There are various risk factors for pregnancy. A mother’s age can greatly affect the pregnancy. Older mothers have an increased risk for illness and abnormities and birth defects such as Down syndrome. On the other hand, teenage mothers can also have problems during pregnancy because of their age. Teenage mothers have a higher risk of infant death and infant mental retardation. A mother’s environment can also affect pregnancy. A mother who lives in poverty may not have the proper prenatal care to support a healthy baby. Low income can be add stress and anxiety on the mother which can impact the fetus’s birth weight, thus causing a premature birth. A mother’s cultural background can influence a pregnancy as well. In white infants, the leading cause of death is congenital anomalies. African American infants are at a higher risk for low birth weight. Hispanic infant mortality rate is lower than whites. Hispanics have lower education, societal status, and cultural barriers which make them less likely to obtain the proper prenatal care.
7. The structural function theory of human behavior assumes that stability is critical in understanding behavior. It emphasizes that in order for a social system to survive, it must meet these four requisites: adaptation, goal attainment, integration, and latent pattern maintenance. We can learn a great deal of our social institutions by understanding functional principles. We can look at the function and dysfunction of social systems through this theory. This theory helps social workers understand the influences of social systems on behavior by helping to define the main unites that make up a social system (Ashford & LeCroy, 2013). Conflict theory on the other hand provides an alternative way of understanding social behavior that focuses on conflict. This theory studies the role of power in social relations. Stability is not a primary concern as it was in structural functionalism. The theory focuses on forms of conflict between groups that do not preserve the social system, but end up changing it (Ashford & LeCroy, 2013).
8. Treatment-oriented groups encourage members to openly communicate their feelings. The purpose of this group is to meet members’ needs both emotionally and socially. Task-oriented groups focus on discussion of a specific task. This groups is not strictly linked to the needs of the individual members. 9. There are key factors that account for group influences on human behavior. Groups are needed for individuals to function effectively in society. They helps us fulfill our need for affiliation and help enhance our self-esteem. Groups influence our behavior because they aid in achieving other goals. Groups help inforce norms that help guide our behavior. They also help define roles that members play in the group (Ashford & LeCroy, 2013). 10. The concept of community means different things to different people. Some believe that the idea of community is more dominant than in areas of modern public laws. Some also believe that community refers to a place, like a geographic location or area. Others believe that community refers to a sharing of religious beliefs and social relationships. 11. Formal organization is a social system organized around specific goals and it usually consists of several related groups. Formal organizations are directed by distinctly stated and enforced norms. This organization reflects the relationships of a variety of positions in the social systems without referencing an individual working in the organization. 12. The intersection of the concepts of ethnicity and social class can be applied when assessing Raul Salazar’s circumstances. Raul and his family come from a lower class Puerto Rican background. Both Raul’s parents are immigrants who left their homeland in search for a better life in America. Raul’s works as a painter in New York City and faces institutional discrimination. His boss gives Mr. Salazar the worst job assignments because he does not like Puerto Ricans. Due to being assigned the bad job assignments, this could be a cause for a lack for sufficient income, which could prevent Raul and his family from living in a better environment, community, and have access to a parochial school. 13. There are characteristics of aversive forms of racism. Aversive racism includes acts of indirect or unintentional discrimination resulting in unaffected feelings possessed by the racist. Aversive racism includes racism that is automatic and unconscious (Ashford & LeCroy, 2013). 14. There are various similarities and differences between sexism and homophobia. Sexism is unfair treatment of people, usually women, because of their sex. Behavior and attitudes foster stereotypes of social roles based on sex. Homophobia is a fear or hatred of sex with a same gender partner. It is placing a negative attitude and judgement on a group of individuals who are attracted to the same sex. People who are victims of sexism and homophobia experience discrimination and lack privilege in society. Individuals who are faced with sexism and homophobia are treated unfairly and are not provided equal access to essential resources. As social workers, it is our mission to fight for these types of injustices so that everyone is given a fair and equal opportunity. 15. Queer theory is an approach to literary and cultural study that rejects traditional groups of gender and sexuality. This theory studies and critiques anything that falls into normative and irregular categories, particularly sexual activities and identities. Queer theory emerged from gay and lesbian attention studies’ to the social structure of what today’s society considers normal sexual behavior. 16. There are at least two tools for conducting spiritual assessment with Native Americans. Social works must become knowledgeable about their clients spirituality. We must be competent in assessing social functioning concerns. One tool for conducting spiritual assessment with Native Americans are spiritual histories. Understanding a client’s spiritual history will help practitioners become familiar their background and where that individual comes from. Another tool is spiritual genograms, which is a diagram of the history of the behavior patterns over several generations. When dealing with Native American clients, practitioners must education themselves on the strengths and limitations of these clients. By doing so, we can then better assess and empower these clients to gain the resources they need to strive in society. |
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December 2015
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