#cycw

Provide a brief developmental assessment of this family: according to psycho-social theory (Erikson) and your knowledge of Family Life Cycle issues, where is it likely that this family/its members could be stuck (making some assumptions)? (/5)

Dan and Debbie (the mother and father) are both in the Generativity VS Stagnation stage of Erikson’s model of Psychosocial Development. This means that they are at a place in their life where they are trying to find ways to contribute more to the world and aiming to create/accomplish things that make the world a better place. They may reflect more on what they have already accomplished, such as creating a home together and raising their daughter Tracy and their eldest son Caleb. Debbie and Dan’s 24 year old son Caleb has moved out and is in university studying power engineering -- he is in the “Independence” stage of the Family Life Cycle. In the Generativity VS Stagnation stage of Erikson’s Psychosocial model, there is an emphasis placed on caring for others. If success is not found during this stage, the result is a sense of Stagnation, which is what it sounds like: a feeling of regret or helplessness to change their circumstances, and/or feeling unable to move forward. It should be noted that by having their daughter and their grandchild stay with them -- they may be experiencing a sense of generativity and fulfillment from being able to take care of them in this way. Now, according to the Family Life Cycle Model, Dan and Debbie are caught in between several stages. The first being the “parents of adolescents” stage, and then they are also nearing the “launching adult children” and the “retirement” stages of this cycle. 

Tracy (the 16 year old daughter) is in the Identity VS Role Confusion stage of Erikson’s Model of Psychosocial Development. Tracy is at this stage in her life where she is trying to figure out who she is; developing her sense of self. According to the Family Life Cycle Model, Tracy is in the “new parent” or “parent of an infant” stage of development. One might point out that by having a baby so young, she has skipped a few steps in the Family Life Cycle Model, such as “Independence” and “Coupling/Marriage.” It’s important to consider how this new title of ‘mother’ will affect Tracy’s identity formation and development as she moves closer to young adulthood. What can be done to help Tracy establish her sense of Self? What are some important considerations we must keep in mind, as she is in the “parent of an infant” stage? What kind of parent does Tracy want to be? ( Authoritarian, Passive/Indulgent, or Authoritative? How was Tracy raised?)

Tracy’s baby is named Skylar, and he is 3 weeks old. Baby Skylar’s father is also 16, and he is somewhat involved. He comes to visit at least once a week.

Using the same theories, create a developmental plan for the team who is working with this family that is focused on (1) what staff will do and (2) what specific experiences they will arrange in order to help this family to function as healthily as possible, with examples. Make sure to explain clearly how the actions the staff will take/experiences they will arrange will developmentally support the family/individuals in the family. (/15)

What the staff will do: 

For Debbie (45) and Dan (50): 

These parents are in the stage of Generativity VS Stagnation, which means staff should focus on talking with them on what they envision for the future. What are some tangible goals the family can work towards together? How do Debbie and Dan feel about their place in life right now?

Being in the “parents of adolescents” stage of the Family Life Cycle, I believe that it is important that staff focus on ways in which they can support Tracy in forming her identity by encouraging her to explore her interests and hobbies. Also, finding ways for Debbie and Dan to connect with Tracy through shared activities such as listening to her favourite bands (The Arctic Monkeys, and Lorde), watching animal rescue shows, and drawing. Having a candid discussion with Debbie and Dan about Tracy’s stage in development could help them connect with her more, and reduce potential conflict from arising. 

Since Debbie and Dan are new grandparents, it would be beneficial for staff to ask them about their own thoughts on parenting and how they wish to support Tracy in this experience. What are some traditions they want to carry forward? Do they have cultural practices that are important to them? What beliefs or values do they want to pass down to the younger generations? 

For Tracy (16): 

Since Tracy is in the Identity VS Role Confusion stage of her development, staff should focus on engaging in activities conversations with Tracy that will support her emerging identity/individuality. What is she passionate about? How would she describe herself to others? What is most important to her? What are her dreams? (https://paradigmtreatment.com/self-exploration-teen-questionaire/)  (https://parentandteen.com/who-am-i/) 

Tracy has expressed interest in becoming a veterinarian when she is older, so staff can support this interest by looking at vet schools with her, and offer guidance on which high school classes she needs to achieve this.

Tracy is in the “new parent” stage of the Family Life Cycle, staff should therefore focus on assisting her in acquiring important parenting skills. Ensuring that she has the necessary supplies to take care of her baby is important. Attending classes and workshops on parenting with Tracy might be beneficial. 

It is also important that staff prepare Tracy for moving into the “Independence” stage of the Family Life Cycle. 

Experience Arranging: 

Generativity VS Stagnation (for Debbie and Dan): In addition to the care of their daughter, and their new grandchild, Debbie and Dan seem to show great care and interest in making the world a better place for future generations. Looking into organizations to volunteer with such as a local Pregnant and Parenting Teens program would be beneficial. The couple is also passionate about protecting the environment, so looking into volunteer opportunities such as the Reuse Centre, Root for Trees and Partners in Parks may also be helpful for them. 

Looking through memories made and shared. Scap-booking old photos can be a great opportunity for the couple to reflect and reminisce about all they have accomplished and been through together. 

Parents of Adolescents - Taking a look at Adolescent Development (For Debbie and Dan): 

Identity formation (for Tracy): To assist Tracy in through Erikson’s stage of Identity VS Role Confusion, staff should 

Group parenting/parenting classes (For Tracy): Connecting Tracy with a group of other pregnant and parenting teens, and/or a parenting support group could help her build and strengthen her parenting skills while also having the opportunity to make new friends. 

Preparation for Independence (for Tracy): Staff can help Tracy prepare for her future transition into independence by diving more into budgeting and career-planning. Assuming Tracy is still in High School, there should be an emphasis on making sure she is still working on completing school (whether that be at a regular school or an outreach school program for pregnant and parenting teens). Staff can assist Tracy with her assignments and encourage her to achieve her academic goals. 

Family Roles (Everyone): Staff should have a sit-down discussion with the family about what roles each of them are taking on, what expectations they have of each other, plans for the future; as well as needs and boundaries. The family will be encouraged to write out their answers if that is more comfortable for them. The intention behind this is to make sure that everyone in the family is on the same page and to reduce future conflict and tensions that could arise. (Eg: How often are Debbie and Dan watching their grandchild? Is Tracy going to school/work? What kind of financial barriers might they face? What areas do they need the most support? etc..) 

~Kelsey Taylor, 3rd Year CYC student at MacEwan University 

Give details about the person’s behavior, with clear and specific examples. (/5)

 Jackie* has a tendency to steal the belongings of staff and youth in the home if they have something that she wants. Jackie* does not see a problem with this behaviour unless she is caught and has to face consequences. One day, Jackie* was caught stealing a makeup bag from one of the staff in the home, and she is given the punishment of no allowance, no TV time and no recreation time for two weeks. After the two weeks is over, Jackie* is then seen wearing a unique shirt that belongs to one of the other youth in the home. When asked about it, Jackie* claims that it belongs to her and denies having stolen it. Since Jackie* was not caught stealing the shirt, and isn’t facing immediate punishment, she believes that it is okay that she stole the shirt. 

 Provide a brief developmental assessment of this youth: according to Kohlberg and/or Gilligan’s theories, where might they be stuck? What about their behavior (with specific examples) tells you this? (/5)

Jackie* is stuck in the level one pre-conventional moral reasoning stage. Jackie* does not think stealing is wrong unless she gets caught and punished for doing it. If she is not caught in the act, she does not see any moral issue with her actions. Jackie* has not yet made the connection with the negative impact stealing has on others to stealing being wrong. Stealing 

According to Kohlberg’s Theory on Moral Development, we can see that the next two stages for Jackie* would be a Self-Interest Orientation (Reward driven), and Interpersonal Accord/Conformity (The good girl attitude). 

When looking at Giligan’s Moral Development Theory, we can identify that the first transition for Jackie* would be Selfishness to Responsibility wherein she would begin to give more priority to selflessness and caring about others. 

Using the same two theories, create a developmental plan for the team who is working with this youth that is focused on (1) what professionals will do and (2) what specific experiences they will arrange in order to help this young person move forward out of this developmental stuckness, with examples. Make sure to explain clearly how the actions the staff will take/experiences they will arrange will help the young person move forward in their moral reasoning! (/10)

The CYC practitioners who work with Jackie* will need to help shift her reasoning, and perspective when it comes to the morality of stealing. With the help of Kohlberg and Gilligan’s theories, we can see the stages that follow pre-conventional moral reasoning to give us information on how to help guide her to the next stages. 

In Gilligan’s Theory on Moral Development, the first transition from stage one is Selfishness to Responsibility. In this transition, an individual moves from a survival and self-interest based focus to one of selflessness and caring about others. To emphasize the relevance this has on Jackie’s* life, we would need to encourage her to think about how stealing impacts how much others trust her and feel cared about by her. Reminders such as, “Others feel cared about when you respect their belongings and don’t take without asking first,” or “Being trustworthy means that others can rely on us to be honest” can help in-still this form of reasoning. 

In Kohlberg’s Theory on Moral Development, the next level of pre-conventional moral reasoning focuses on rewards. 

Experience Arranging: 

Creating an expectations + rewards chart for the youth in the home to follow. If they show that they have followed expectations that day, and each week certain rewards are given. Examples: extra TV time, going to the movies, pizza party night, a dollar or two extra of allowance for the week, etc. 

Have a house discussion with all the youth and staff in the home about the importance of trust. Talk about what earns trust, what breaks trust, and the characteristics of a trustworthy person. This will emphasize the importance of trust for everyone in the home, not make Jackie* feel singled out, and may make her strive for the social acceptance that can come with being a trustworthy person (good girl attitude). 

Have a movie night with the youth in the home, show a movie that shows the importance of caring about others and doing the right thing. Some examples: Pay It Forward, Dead Poets Society, Pinocchio, Yes Man!, UP, Moana, Wonder, Because of Winn-Dixie, The Sound of Music, Tallulah, Ella Enhanted, 17 Again, etc. 

Praise honesty when youth are honest with you - even when the honesty is uncomfortable. If Jackie* sees how honesty is regarded highly in the home, they may try to conform, and be honest as well so that she can be seen as “good” along with others who are honest. 

1. Provide a brief developmental assessment of this youth: According to at least two developmental theories, where might they be stuck? What about their behavior (provide specific examples) tells you this? (/8)

According to Erikson’s Theory on Psychosocial Development, this youth would likely be in the stage of Identity VS Role Confusion... but there are also clues that indicate she may be stuck in the Industry VS Inferiority stage. 

In terms of her potentially being in Identity VS Role Confusion, she at an age where she is figuring out who she is and how she fits into the world around her. It is likely she is experiencing a great deal of insecurity, confusion, and uncertainty about how to relate and connect with those around her -- more specifically the CYC staff who are working with her. She is figuring out who she is, who she wants to be, and how she wants others to view her. Her insecurities about who she is may contribute to her compulsion to put other youth down when she is in a bad mood. 

Signs that indicate she might be stuck in the stage of Industry VS Inferiority stage, are her demanding behaviour with staff and how quickly she gives up on tasks if she perceives them to be too difficult. She seems to lack confidence in her ability to complete tasks successfully. She might struggle with organizing the tasks she has to complete and becomes easily frustrated and overwhelmed.

In terms of Bowlby’s Theory of Attachment, there is a limited amount of information provided on her interactions with others to come to any conclusive idea about her attachment style. For the purpose of this assessment though, I am able to form some theories about what kind of attachment style she has. 

It is mentioned that she is struggling with separation and loss issues, this along with her behaviour towards the other youth and CYC staff suggest to me that she may have an Anxious-Avoidant attachment style. She seems to be pushing others away to prevent them from getting close enough to hurt her. Through rudeness, demanding behaviour, and put-downs, she has created a makeshift shield to protect her from having to deal with the potential loss and disappointment that may come from forming close connections with anyone. She might hold a “you can’t abandon me if I abandon you first” mentality when it comes to relationships. 

2. Using the same two theories, create a developmental plan for the residential team who is working with this youth that is focused on (1) what staff will do and (2) what specific experiences they will arrange in order to help this young person move forward out of this developmental stuckness, with examples. Make sure to explain clearly how the actions the staff will take/experiences they will arrange will help the young person move forward! (/12)

In addition to Attachment Theory and Erikson’s Psychosocial Theory, I think that Vgotsky’s Sociocultural Theory would be helpful in creating a development plan for this youth.  

Developmental Plan Points: 

She (the youth) seems to be stuck in the psychosocial crisis of Industry VS Inferiority. We need to focus on confidence/self-esteem building with her. Allow her to make decisions and take initiative on what recreational activity we will do for a weekend, or have her initiate and plan what we’ll have for supper, or have her help pick out the houseplants that she will be responsible for tending to. 

To support her transition into the stage of Identity VS Inferiority. We should focus on helping her figure out who she is by getting to know her better, ask her more questions about herself, what she likes/dislikes, what music, books, and movies she enjoys. Encourage her when she spends time on her hobbies and interests. 

She has exhibited a pattern of anxious-avoidant attachment. We need to focus on building trust and rapport. Consistency and reliability are very important here. 

We need to identify her zone of proximal development in order to support her learning in a way that allows her to flourish and doesn’t stifle her growth. How much help is too much? 

Experience Arranging: 

Going through the steps of an activity like baking cookies (or bracelet making, building a birdhouse, making face masks or tie-dying pillow cases) with her can help us as CYC staff identify the youth’s zone of proximal development. How much can she do on her own and where can we assist her? How much support should we offer in these tasks to aid her in developing self-confidence? Activity example: (https://imgur.com/a/rFNeiDz)

Trust building activities.  She is anxious-avoidant. Her difficulty with trust is understandable given what she has been through. Arranging activities to build trust and rapport between CYC staff and youth would be an excellent step in helping make her more comfortable with others. This is also a great way to build or strengthen the foundations of a therapeutic relationship. Let us help her come out of her shell in a way that she is comfortable with. 

Scaffolding. When she is working on a challenging school assignment, be there with her so that you can assist her when she gets stuck on a question. Sometimes all it takes is having a supportive adult reframe the question, or explain the problem-solving process in a different way for it to “click.”

Expressive art activities to help her in identity formation (Identity VS Role Confusion). Plan out a time to work on creative journalling with her. Preferably activities that help her reflect on who she is, special interests, where she comes from, what she likes/dislikes. Examples: (https://imgur.com/a/KEwZLvN) (https://imgur.com/a/jQKIlUB) (https://imgur.com/a/40NVr5F)