The Approach Reflected in the Role-Play Scenario - Term Paper Example

Skill Demonstration – Appropriate Intervention Strategies Name Institution Skill Demonstration – Appropriate Intervention Strategies Role-Play Scenario 1 Show case In this scenario, a boy aged nine years is currently staying in a woman’s shelter with his mother and six years old sister. The family is said to have left the boy’s father because of the domestic violence. Apparently, the boy seems to have missed out the fatherly figure and this creates a critical condition of dissolving the psychological disturbance. It was quite fascinating interacting with the boy as the body language was expected to be quite suggestive especially in introducing the conversation and see the emotional touch between the boy’s perception and what happened in his family sometimes ago. In this approach, it should be noted that introducing oneself played a significant role. The interaction with the child took a primitive conversation that involved some few questions that called for the response from the boy as well as some few compliments that aimed at drawing the boy’s attention. Such compliments included “I don’t know much about the solar system, you can teach me. No wonder you are so good at drawing”. It is evident that the preliminary section of the conversation demanded permission such as revealing one’s identity. Secondly, relating to the child is also very important in learning his moods that may tell more about his emotional touch. Nevertheless, getting the child to talk should be natural and not under any identifiable forcible conditions that may further affect the child. Consideration of all the steps made the child speak about his school life among many other things that such a child may think of (ARACY 2011, p. 32). The child centered aspect Looking at the approach reflected in the scenario, it is evident that it ensures safety of the chart by avoiding any threatening aspect as well as respect regardless of the gender. The appropriateness of the words takes the most preferable dimension that seeks to maintain the conversing mood. The approach shows its readiness to accommodate the child in many ways that may not compromise the moods. Given the fact that the boy witnessed the domestic violence, it is highly expected that the approach takes the friendly dimension that supports the child care and protection. Simple compliments and preliminary introduction indicates one of the numerous ways through which children, who might have faced family-related challenges, can be handled and their trust won (Fraser 2009, p. 7). The child centered approaches There are several child centered approaches that can be seen applied in the above approach. Looking at the characteristics of the approach itself, the collaborative aspects pops up. The collaborative child centered approach significantly promotes the child’s choices, the child involvement in the assigned section of the decision making process as well as advocacy of the boy’s experience (Arney & Scott 2013, p. 12). Given the fact that the boy is nine years, the cognitive development is at a reasonable stage that can make him communicate sense as well as give a reflection of the past experiences thereby centering the decisional emotional aspect depicted in the process (Arney & Scott 2013, p. 14). The collaborative nature of the approach can be seen in the way the boy is approached as well as amicably drawing his attention towards the conversation. The boy is also given a big chance to give back the response or teach how to make the drawings. However, limitations should be created especially on the side of decision making as the alternatives introduced by the child may not be satisfying to implement the child protection and care plan. On the other hand, the child centered friendly approach is significantly embedded under the collaborative approach (Fraser 2009, p. 8). The approach differs from the normal child centered approach as it introduces no principles that should guide the interaction. This means that the interaction can only be fruitful if the child’s condition stands to comply with the interactive environment. The accompaniment of the boy’s actions is fully allowed and should therefore face less interruption. In this context, the boy is allowed to make decisions on whether to interact or not. He is not forced in any way or manipulated in any identifiable means possible (Arney & Scott 2013, p. 16). Another approach that the context may have referred to is the exclusive child centered approach. This approach takes one child at a time as opposed to the inclusive approach that involves a number of children. The client handled is a boy and he is the only one thereby provoking the exclusive approach. The response obtained from the approach is quite reliable and treated unique. The exclusive approach commonly weighs the client’s moods making it the most complicated approach that one would have thought of (Arnold, Maio-Taddeo, Scott & Zufferey 2008. P. 5). Demonstration of child development theories The approach accommodates the child development theories at an explicit extent that tolerates almost all the argumentative ideas. A brief recap of the child development theories settles on various theoretical platforms that significantly addresses the cognitive development, behavior, psychoanalytic development and social development. However, the central focus of the approach narrows down to the behavioral nature. Theorists who outstandingly addressed the behavioral development include such people like Skinner, Watson and Pavlov. Such theories dealt much with the observational behaviors that may result from habit, punishment or as a result of reward. It is worth noting that the approach takes into consideration the activity or the actions performed by the child at the time when the interaction is to take place (Arney & Scott 2013, p. 20). It can be seen that the child is being asked to show how one can make drawings given the fact that he was making up something dealing with the solar system. From this scene, it can easily be deduced that the boy might have developed the behavior from observing what is happening and what might have been taught in class. The boy is allowed to continue with what he was doing as the conversation hits the ground. This is the demonstration of the applied behavioral child development theories (Winkworth & McArthur 2006, p. 36). Utilization of the social work skills, knowledge and values The aforementioned approach took into consideration various social work skills, knowledge and values. From the approach, it is evident that communication and empathy are the most outstanding skills that were applied. Making a friendly introduction, proceeding to making interactions and making the moods look cheerful and at the same time, getting the feedback from the boy is all due to the power of the communication skill (Winkworth & McArthur 2006, p. 34). Making the right choice of words was further much significant to maintain the conversation healthy thereby reaching the most expected feedback. Further understanding of the requirements of the collaborative child centered approach made it easier to introduce an amicable approach that satisfied the interactive environment (Fraser 2009, p. 7). Reasons for choosing the approaches Making all these happen seem to have been brought by the ultimate choice of the approaches identified earlier. The three approaches, that is, the collaborative child centered approach, the child centered friendly approach and the family-centered approach worked well in laying the platform for implementing the interview. The collaborative approach was applied due to achieving compliance with the boy’s moods thereby allowing him to interact freely. On the other hand, the friendly approach aimed at injecting a convenient atmosphere that generates an interactive environment that would allow the conversation to take place. Finally, the family-centered approach aimed at making use of as minimum period of time as possible in handling the case and getting the feedback from the same (Arney & Scott 2013, p. 15). It is worth noting that the approach came out successful, given the fact that the boy ended up reacting positively towards the conversation. This was witnessed in the few details he gave concerning the school life as well as brief details concerning the family situation (Winkworth 2006, p.30). With such a response, it is satisfying settling with the feedback as this went alongside the expectations stated before. It is evident that the role-play ended with the boy making a good drawing on paper and attached a picture believed to impress the father to their normal life they used to have before. This stands out as the boy’s action towards bring the parents back. Given the fact that everything was set in the right place, nothing else would have been done differently (Leff, Kuipers, Berkowitz & Sturgeon 1985, p. 602). Finally, it is preferable to briefly discuss Erikson’s stages of psychological development. Erikson discusses eight important stages through which human beings should pass from infancy to adulthood. This supports the idea of figuring out the stage any person belongs. The eight stages are attached to virtues such as hope, will, purpose, competence, fidelity, love, care and wisdom. Hope is the first stage that occurs between the periods when one is born up to the time when one is two years of age. The infant’s needs are to be met by the parents and the interaction is said to lead towards the aspect of trust and mistrust. Will forms the second stage and this is experienced between the ages of two to four years. At this stage, the child gains control over the eliminative functions and they begin to explore the surroundings. The third stage is purpose where the child learns how to master the world around him or her. At this stage, initiative is said to add to the quality of undertaking, attacking as well as planning. Competence comes in as the fourth stage and this happens between the ages of five to twelve years. The central aim revolves around bringing in the productive situation to the ultimate completion. This means that children become more aware of themselves. Fidelity is the fifth stage and occurs between the ages of thirteen and nineteen. At this stage, adolescence is concerned and makes the children to be involved in how they present themselves before others. Love is the sixth stage and occurs between the ages of 20 to 24 or 20 to 39. At this age, identity and the role confusion is witnessed at large. Care is the seventh stage and occurs between the ages of 25 to 64. This is majorly concerned with guiding the next generation. Wisdom forms the final stage and happens between the ages of 65 to death. At this age, individuals slow down on productivity as they grow old. Role-Play Scenario 2 Show case The second case involves an eight years old boy whose parents have separated and this has made to him to have no contact with his father. Considering the mode of approach, there is a big match between this approach and the previous approach. The open body language significantly forms part of the introduction, which went alongside an appreciation for the time as well as opening the toy discussion. A one on one interaction with the young boy covered mostly open ended questions that never restricted the kind of the answers given by the young boy (Bromfield 2014, p. 12). Lots of discussion on emotions followed thereby engaging him in the conversation that revealed his feelings concerning the separation. Simple questions like “if you could get anything for Christmas, what could you get?” further enhanced interest development. After a long conversation, the resolution entailed drawing and the same time, writing to dad having a strong believe that the father was going to like the picture. In the process, it was evident that the young boy could actively listen to lunch discos as well as developed key interest in technology and playground (ARACY 2011, p. 22). The child centered aspect The approach above is child centered in that the beginning makes an amicable approach that applies etiquette to the latter, which means that the child is allowed to make his choices as well as establish his ideas aimed at promoting competent communication and full self-expression. The open ended questions concentrate on determining the condition or the emotional state the child is going through before initiating the interview. The consistence in in engaging the boy in an emotional conversation indicates the great concern in handling and taking care of emotional needs of the child. Further involvement in drawing and writing a letter shows that the boy still wants to involve the father in his life (ARACY 2011, p. 26). The referred child centered approaches The show case makes reference to some of the child centered approaches that can be conceptually identified in a number of materials. Primarily, it is strongly felt like this is an interactive child centered approach (Leff, Kuipers, Berkowitz & Sturgeon 1985, p. 601). The introduction takes a unique form of making simple use of body language, such as nodding and putting on a promising facial expression, and shortly thereafter, the boy is engaged in an in-depth conversation. This further implies that the boy can withstand the emotional part of the conversation making the interaction more effective. On the other hand, the approach is collaborative. His choice on drawing and writing to dad is strongly supported making the whole undertaking quite collaborative. Finally, the approach takes the exclusive property in that on child is handled at a time. This makes an almost boundless limit in listening to what is being placed forth by the boy and further exchanging simple ideas on what can be done to solve the situation at hand (Leff, Kuipers, Berkowitz & Sturgeon 1985, p. 606). Demonstration of child development theories The approach takes into consideration the explicit knowledge on the child development theories. Child development theories cover such aspects like cognitive development, behavior, the child psychology and the social development. In this context, the ultimate demonstration narrows down to the psychological aspect that is brought into light by the attachment theory. Attachment theory is said to have been developed by Mary Ainsworth and worked on by John Bowlby (Bretherton 1992, p. 763). The theory brings in the understanding of the interpersonal relationships among human beings. Based on observations, Bowlby saw that close attachments led to emotional bonds between the primary caregiver and the infant. This indicates the close attachment between the boy and his father indicated by the emotional attachment by the boy to his father (Cherry 2012, p. 13). Utilization of the social work skills, knowledge and values The essential approach to the boy’s situation called for application of the communication skills. Making introduction by the body language indicates high level of creativity involved as far as social intervention is greatly involved. Handling the emotional discussion should highly be associated with best understanding of the attachment theory and the closely related concepts covering the psychological aspect of the child under the growing process that is covered under stages such as the doing stage, the thinking stage and the self-awareness and imagination. The aspect of understanding is depicted when the boy is allowed to make decisions that sound significant in drawing the attention of his father and bring back the love that was lost, implying the close contact lost between the boy and his father closely associated with the affection between the two (Lareau 2000, p. 19). Reasons for choosing the approaches The interactive and collaborative approach seems functional in terms of handling the situation (Lareau 2000, p. 17). Given the fact that the boy was interactive, it made it easier to know the situation as the boy could easily recall. The collaborative approach gives an allowance for the boy to control the conversation. This implies that his choices could not be criticized by any possible means as far as the intervention strategy sounds workable and achievable. The choice further supports the decision of making a letter and drawing a picture that should be handed to his father. This serves as the role-play end as the final stage is reached by following the significant decision made by the young boy, in his struggle to bring his father back. Bibliography ARACY, 2011, “betwixt and between” A report on ARACY’s Middle Years Project: Focusing of the Developmental Needs of Australian Children Aged 9-14, An Agenda for the Middle Years. Arney, F, &Scott, D, 2013, working with vulnerable families: a partnership approach, 2nd, Cambridge University Press, Port Melbourne, Vic. Arnold, L., Maio-Taddeo, C., Scott, D, & Zufferey, C, 2008, Professionals Protecting Children: Child Protection and Social Work Education in Australia, Australian Centre for Child Protection, ISBN: 978 0 9804107 30, Viewed 5 May 20105  Read More

Another approach that the context may have referred to is the exclusive child centered approach. This approach takes one child at a time as opposed to the inclusive approach that involves a number of children. The client handled is a boy and he is the only one thereby provoking the exclusive approach. The response obtained from the approach is quite reliable and treated unique. The exclusive approach commonly weighs the client’s moods making it the most complicated approach that one would have thought of (Arnold, Maio-Taddeo, Scott & Zufferey 2008. P. 5).

Demonstration of child development theories The approach accommodates the child development theories at an explicit extent that tolerates almost all the argumentative ideas. A brief recap of the child development theories settles on various theoretical platforms that significantly addresses the cognitive development, behavior, psychoanalytic development and social development. However, the central focus of the approach narrows down to the behavioral nature. Theorists who outstandingly addressed the behavioral development include such people like Skinner, Watson and Pavlov.

Such theories dealt much with the observational behaviors that may result from habit, punishment or as a result of reward. It is worth noting that the approach takes into consideration the activity or the actions performed by the child at the time when the interaction is to take place (Arney & Scott 2013, p. 20). It can be seen that the child is being asked to show how one can make drawings given the fact that he was making up something dealing with the solar system. From this scene, it can easily be deduced that the boy might have developed the behavior from observing what is happening and what might have been taught in class.

The boy is allowed to continue with what he was doing as the conversation hits the ground. This is the demonstration of the applied behavioral child development theories (Winkworth & McArthur 2006, p. 36). Utilization of the social work skills, knowledge and values The aforementioned approach took into consideration various social work skills, knowledge and values. From the approach, it is evident that communication and empathy are the most outstanding skills that were applied. Making a friendly introduction, proceeding to making interactions and making the moods look cheerful and at the same time, getting the feedback from the boy is all due to the power of the communication skill (Winkworth & McArthur 2006, p. 34). Making the right choice of words was further much significant to maintain the conversation healthy thereby reaching the most expected feedback.

Further understanding of the requirements of the collaborative child centered approach made it easier to introduce an amicable approach that satisfied the interactive environment (Fraser 2009, p. 7). Reasons for choosing the approaches Making all these happen seem to have been brought by the ultimate choice of the approaches identified earlier. The three approaches, that is, the collaborative child centered approach, the child centered friendly approach and the family-centered approach worked well in laying the platform for implementing the interview.

The collaborative approach was applied due to achieving compliance with the boy’s moods thereby allowing him to interact freely. On the other hand, the friendly approach aimed at injecting a convenient atmosphere that generates an interactive environment that would allow the conversation to take place. Finally, the family-centered approach aimed at making use of as minimum period of time as possible in handling the case and getting the feedback from the same (Arney & Scott 2013, p. 15).

It is worth noting that the approach came out successful, given the fact that the boy ended up reacting positively towards the conversation. This was witnessed in the few details he gave concerning the school life as well as brief details concerning the family situation (Winkworth 2006, p.30).

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