PSY FPX 7210 Assessment 2 Early and Middle Childhood Case Intervention Analysis

Student Name

Capella University

PSY FPX 7210 Lifespan Development

Prof. Name

Date

Abstract

In the examination of a client’s case, psychologists utilize observation and diverse assessment tools to ensure precise analysis. Essential skills such as critical thinking, problem-solving, and a comprehensive grasp of developmental theories are crucial. This paper presents a simulated case study, observation, and analysis of a 4-year-old male displaying social-emotional challenges impacting his development.

Case Summary: Middle Childhood

Juan, a five-year-old Hispanic male, resides with his mother, Anna, in New Jersey. Anna, a single parent, manages two jobs to maintain their modest lifestyle. Juan’s observation at the Hudson County Early Intervention Center stemmed from referrals by a crisis teacher due to emotional outbursts. During observation, Juan struggled to initiate play, exhibited difficulty with fine and gross motor skills, and displayed emotional distress, particularly when separated from his mother.

Developmental Considerations

Developmental delays encompass genetic and environmental factors. Genetic risks include chromosomal abnormalities, while environmental risks involve exposure to harmful agents and adverse conditions. Educational psychology, a specialized field, addresses developmental delays affecting learning. It focuses on social, emotional, and cognitive learning processes, aiming to assess a child’s abilities and formulate tailored development plans.

Theory & Research

Developmental milestones, rooted in theories such as Erikson’s Developmental Theory, elucidate Juan’s current stage of “Initiative vs. Guilt.” Attachment theory, particularly Bowlby’s, highlights Juan’s resistant attachment and its implications for socio-emotional development. Bronfenbrenner’s ecological theory underscores the influence of cultural, economic, and social factors on child development.

Interventions in Educational Psychology

Effective interventions for Juan include parent coaching to enhance parental involvement, ESL support, and occupational therapy to address his motor skill deficiencies. Culturally relevant group support and workforce development for Anna are crucial. These interventions aim to foster Juan’s socio-emotional, cognitive, and physical development.

Conclusion

Parents or caregivers play a pivotal role in facilitating therapeutic interventions for children with developmental delays. Individualized support for caregivers is essential for implementing effective interventions. By addressing Juan’s developmental needs holistically, tailored interventions can promote his overall well-being and development.

References

American Psychological Association. (2015). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Edeland, B. (2009). Attachment-Based Intervention and Prevention Programs for Young Children. Retrieved from: http://www.child-encyclopedia.com/attachment/accordingexperts/attachment-based-intervention-and-prevention-programs-young-children

Siskin Children’s institute. (2017). FACTS ABOUT DEVELOPMENTAL DELAY. Retrieved from: http://www.siskin.org/142.102/developmental-delays

PSY FPX 7210 Assessment 2 Early and Middle Childhood Case Intervention Analysis

Sokol, J. T. (2009). “Identity Development Throughout the Lifetime: An Examination of Eriksonian Theory,” Graduate Journal of Counseling Psychology: Vol. 1: Iss. 2, Article 14. Available at: http://epublications.marquette.edu/gjcp/vol1/iss2/14

Super, C., Harkenss, S. (1997). Cultural Structuring of Child Development. Retrieved from: https://books.google.com/books? hl=en&lr=&id=tLvAmyvsU8UC&oi=fnd&pg=PA1&dq=cultural+influence+on+child+deve lopment&ots=uZN2qiw­bP&sig=RqS_­UI1irPFidoxJnGr3HUChKg#v=onepage&q=cultural%20influence%20on%20child %20development&f=false

Appendix: Simulated Case Study

Introduction

Juan, a five-year-old Hispanic boy, resides with his mother, Anna, in New Jersey. Anna, who relocated from Puerto Rico two years ago, juggles two jobs to sustain their modest lifestyle. Referred by a crisis teacher at his elementary school, Juan is undergoing observation at the Hudson County Early Intervention Center following a series of emotional outbursts.

Behavioral Observations

In a play setting with peers, Juan struggles to initiate play, clinging to his mother’s leg until persuaded to join a game of catch. Despite his efforts, he grapples with gripping the ball and becomes visibly frustrated, ultimately bursting into tears when unable to catch it. His peers’ laughter exacerbates his distress, prompting him to seek solace in his mother’s embrace.

Transitioned to a classroom with tabletop activities, Juan exhibits a calmer demeanor and interacts with others, albeit with a vigilant eye on his mother across the room.

Identified Strengths

During observation, Juan displays typical physical development for his age. Notably, he exhibits enthusiasm for collaborative activities and responds positively to encouragement.

Identified Weaknesses

Juan demonstrates weaknesses in both fine and gross motor skills, coupled with frequent emotional outbursts. Additionally, he exhibits reluctance to engage with peers and displays signs of resistant attachment.

Emotional/Social Development

Observations suggest that Juan may suffer from low self-esteem due to peer rejection. His emotional distress manifests behaviorally, possibly influenced by cultural factors and his mother’s absence.

Physical Development

While Juan’s physical growth aligns with expectations, his hand-eye coordination remains underdeveloped

PSY FPX 7210 Assessment 2 Early and Middle Childhood Case Intervention Analysis

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Cognitive Development

Limited interaction has stunted Juan’s cognitive development, reflected in his reasoning, critical thinking, and problem-solving abilities, which lag behind those of his peers.