Training and Intervention Program - Case Study Example

Training and Intervention Program Training and Intervention Program Introduction The lives of children in today’s society arehighly influenced by the settings in which those children stay. In most cases, children have been found to exhibit psychological disorders, most of which emanate from environmental settings in which those children are based. It is also important to take into consideration the fact that ignorance has played a huge part in leading most of our society’s young generation astray (O Connor, 2006). If only we would be tirelessly capable of analyzing the lives that children live and factor in whatever need to be done to make those children the best beings, they could be, then today’s nations would definitely have a crime- free society with everybody minding the well- being both of themselves and that of the others. This paper critically analyzes a case study of a psychologically disturbed child, giving possible trainings and solutions to the condition. Case Study- Social Immaturity The case study herein will be based on the condition “social immaturity” manifested by most children today. With the advancement of technology, many parents have confined their children to certain aspects of life, thereby partially or fully avoiding the other aspects of life which can as well be as important. Everyone understands that today’s society needs more information than most other things in life. As a result, most parents have put their children to study more frequently lest those children are left behind when it comes into possession of information. Social immaturity is a psychological condition, mostly manifested by children and adults who are either experiencing or experienced minimal and interactions with others in the course of their growth. In most cases, socially immature children or adults tend to avoid their peers and show most characteristics of introverts. Furthermore, socially immature individuals enjoy independence in whatever they do. A good example in today’s society is most computer geeks who would rather spend the whole of their lives interacting with computers than with people (Meisels, & Shonkoff, 2000). Social immaturity is more severe when the individual is forced to act in a manner that does not fit them. In this case study, there is an example of a teenager named Jay who feels suppressed and oppressed by his single parent (father) to do college courses that he seems not to be interested in. All decisions in Jay’s life lie with the father- even those that are as simple as making friends. Jay’s father who happens to be a professional plays a huge role in the social development of Jay. In addition, it is evident from the case study that Jay is missing the mother figure in his life. As a result, Jay grows to be an individual who not only hates himself but also other people. The oppression and suppression experienced by Jay has also proven unhelpful to Jay’s course work as he thinks that the courses, some of which are mocking his own personal life. Jay’s performances deteriorate (Berns, 2013). It is however good to notice that jay has resources such as school around him. Jay is as well open to adventuring into other activities such as volunteering if only he had the support of his father. Determinates Focusing on the Family According to Meisels, & Shonkoff (2000), family set ups influence growth in children. It starts with the kind of a family one is brought up in and eventually how such a family has contributed to the development of the individual. Primarily, parents are the people who are looked out for when matters of child growth and development arise. The argument is logical because it is the parent who witnesses the growth of the child since birth. In the case study, the family contributed massively to the development of Jay immaturely. First, is the loss of the mother figure in Jay’s life. Jay has not felt the contribution of his mother in his own social life. Parents may sometimes make decisions that are self-centered in nature, if they get little or no objections in their decision-making. In most cases, having both parents lead to multi- dimensional decisions as many options are sorted out before arriving at the actual decision. The parent either objecting or complimenting the other’s decisions, which eventually lead to acceptable decisions by all parties involved, characterizes most families. Jay’s life was different (Berns, 2013). Jay was not having a mother in his development and the father made so all the decisions concerning Jay. Consequently, there were no objections to the decisions that were made by the father. The lack of objection automatically leads to half- baked decisions that could be of little help to the recipient. Lack of consultations is another family factor that contributed to Jay’s condition. It is understood that in children’s lives, they may at some points miss one or both of their parents. The development of the child should never stop at the loss of one parent as in the case of Jay. When a child misses one parent, the other parent tends to consult with other people with similar shortcomings and solutions on how best to treat the child can be arrived at easily. Consideration of Jay’s opinion is another determinate focusing on the family. However young an individual may seem to be, it is important to seek their opinion especially when it comes to make decisions about these individuals (Berns, 2013). Unless one is sure that their decisions are important to others, they should seek opinions from the people to whom those decisions are directed. Coercion works well with adults more than it does with children. This is because children tend to please their parents no matter the circumstance as opposed to adults who may seek to talk out their problems. Determinates of School Aside from the family setting, the school is one of the settings in which individuals spend a huge part of their life. Schools should therefore be at the center of development in children. Consultations are one determinate that puts full focus on the contribution of the school. The school ought to have acted as the mediator between Jay and the parent. All schools are called to study and understand the needs of their students (Berns, 2013). The school should as well communicate the needs of those children to the parents in cases where the parents are not aware of the problems. Schools are also a resource for the development of the children. Such schools are then called on to provide any kind of moral support that students or parents might be in need of. Role of Children Children play the role of the subordinates both in the family and at school. In most cases, children’s opinions are ignored in such settings as more mature opinions are given more weight. Children are then left to listen and act (Brooks-Gunn & Duncan, 2006). The inferior role given to children both in school and in families highly contributes to the behaviors of such children. The more a child gets despised, the more the child develops deviant behaviors into themselves. Resources and Solutions It calls for a combined effort from the parents, schools, and children to come up with systems that enhance effective development in children. All the resources required for full development of a child can be obtained from these three domains (family, children, and schools). Families may provide children with resources in the form of counseling personnel. Parents should take the lead in counseling their children. Parents are tasked with providing the children’s basic needs such as food and shelter all of which play an important role in the development of children. On the other hand, schools provide resources in the form of educators who may inflict knowledge into children. Therefore, schools should provide the best platforms for children to develop their social lives. Moreover, schools provide children with reading resources such as books that children may read to gain knowledge on how to deal with their psychological problems. Finally, children take the role of development. A combination of all the resources from schools to parents to children is the best solution to retarded development in children (Brooks-Gunn & Duncan, 2006). Designing and Intervention Parents and schools form the epicenter of development in children. The resources that are described in this discussion can only be of help to the children if those resources are identified, analyzed, and put into practice. The question then becomes how those parents and schools may identify the mentioned resources and put them into application (Brooks-Gunn & Duncan, 2006). The best way through which to get the resources is by education and knowledge sharing: The society may put in place measures on how to educate the parents and teachers, through focused group discussions, on how to ensure effective developments in their children. Also, with numerous reading materials available online and in print, parents always have a platform to access information that they might be lacking in developing children. Understanding the role of children: From the discussion, one can notice that children have not been provided with the desired opportunity to express their needs in their own developments. In most cases, parents and schools take the role of mentoring children with very little information about the children (Berns, 2013). The proper utility of resources is enhanced only if the parents and the schools listen to and understand the desires of the children before the resources are put into application. Conclusion The society is fast growing and societal changes are constantly experienced. Children are at the most risk of suffering poor development, as very few people today are concerned about the growth of children. The government, which is far away, has been tasked with the development in children. From the assertions of this paper, the society should dome back together and join hands in giving children the best environments they might desire for their development (O Connor, 2006). References Berns, R. (2013). Child, family, school, community: Socialization and support. Belmont, CA: Wadsworth/Cengage Learning. Brooks-Gunn, J., & Duncan, G. J. (2006). The effects of poverty on children. The future of children, 55-71. Meisels, S. J., &Shonkoff, J. P. (2000). Handbook of early childhood intervention. Cambridge[England] [u.a.: Cambridge University Press. O Connor, R. (2006). Depressed Parents and the Effects on Their Children. Psych Central.Retrieved on October 7, 2014, from http://psychcentral.com/lib/depressed-parents -and the-effects-on-their-children/000464. Read More