The Ecology of Human Development - Assignment Example

Running head: Framework for practice: exploring social work theory Framework for practice: exploring social work theory s name] Practice which seeks to combat all forms of oppression through the ways in which it is practised. Anti-oppressive practice emerged as a concept from the recognition that the mechanisms of bullying and harassment are essentially the same as those of racism and sexism. Anti-oppressive practice assumes that all examples of oppression arise in hierarchical relationships. While research suggests that most do, some discrimination and harassment comes from peers and from those without other forms of power. (Glossary of Social Care Terms, 2006) Payne (1991) helps us by distinguishing four types of theory: theories about social work explain the nature and role of social work in society theories of social work describe which activities constitute social work, set aims for social work activities and explain why those activities are relevant and effective in meeting the aims theories contributing to social work are the psychological, sociological and other theories which explain or describe personal and social behaviour and are used to make theories of social work systematic, related to general social science explanations and to give supporting evidence for the social work theory’s prescriptions theories of social work practice and method prescribe in detail how the other theories so far outlined may be applied in the interaction between workers and clients Right selection of theories play an important part in providing the intervention and help in the right direction by the social worker. According to Howe (1997), a clear theoretical perspective guides and influences practice in five key areas: Observation: Through observation one comes to know about which things needed to be addressed. Description: Provides the guidelines about the related data gathered. Explanation: creates link and between the observations and the related data gathered. Prediction: forecast about the result of the help provided in a significant direction. Intervention: steps taken in the direction of help provision. Of course, different theories lead to different observations and explanations. The main purpose of the social work theory is that to address the perspectives needed to be changed in the individual The Social workers can play an important role in providing Support to the individuals, listening to their problems, empowering them through providing the help in order to overcome their emotional and psychological problems. Intervention from social Workers: Strengths: The social workers provide the help in time-limited – and therefore effective in terms of effort and resources crisis intervention relates internal crisis to external changes (i.e. links people’s internal and external worlds) where people can develop new adaptive ways of coping, they can achieve better social functioning it is relevant and useful for a number of short-term crisis situations e.g. loss and bereavement, depression, traumatic experiences such as accidents and other situations of sudden change Limitations It can involve workers being highly intrusive and directive, which can raise a number of issues e.g. ethical dilemmas and rights re: decision-making process term ‘crisis intervention’ is often used to describe ‘stress’ or people living in a chronic state of crisis. This makes it difficult to differentiate between crisis intervention as a specific approach rather than as an intervention used in crisis situations it may not be possible, given limited resources or time, to assemble all the elements necessary for positive change to occur – consequently, this approach may not be viable in some social work settings This paper describes the development of social work in child and her parents’ mental health, and suggests that a synthesis of psychosocial principles and Bronfenbrenner theory offer the optimum social work model of assessment and intervention. Such a model embraces the most useful aspects of psychodynamic theory in the context of practice consistent with anti-discriminatory, childrens rights and environmental principles. Secondly, the cognitive theories are applied in order to address the psychological problems of parents (Stan and Cassie). Intervention theory and design for the child: Although the psychodynamic theory has changed its shape from its development. Still it plays an important role in the occupational therapy of children for their mental health. The most important thing is that how a social worker relate these ideas to the real life situation psychodynamic theory defines the movement in the psyche, theories of the mind that allow movement, (Sinason 1992). The theory is defined in the penguin dictionary of psychology as all those psychological systems and theories that emphasise processes of change and development, in short psychological theories that deal with that which is dynamic will be included (Reber 1995). The ideas developed were mainly dependent upon the drive theories. Afterwards social thinkers like Winicoh and Bion put emphasis mainly on the importance of relationships as the main factor in the development of emotional health of a growing child. The theories developed by them not only explained how to treat an ill but also gave importance to emotional and mental health of a child. These theories serve the purpose of the cases in which the therapists have to deal with the psychological needs of a patient in order to lessen their feelings of isolation. These theories can be used as a treatment for the mental development of child and adolescents. Hierachical Human Development Schema (Bradley, 2005) Elementary School Age 5-12yrs. Ready for education Development of: social relationships, social intelligence Verbal mediation Affect/ linguistic integration Latency Concrete operational Industry vs. Inferiority Repression Rationalisation Intellectualisation Sublimation The above given schema can be proved helpful in order to help Rebecca in facing the emotional and psychological transformational process. With the changing world the family needs are also changing. As Urie Bronfenbrenner states, "In todays world parents find themselves at the mercy of a society which imposes pressures and priorities that allow neither time nor place for meaningful activities and relations between children and adults, which downgrades the role of parents and the functions of parenthood" (Bronfenbrenner, 1976). The increased prevalence, complexity and earlier onset of child mental health difficulties, has prompted government initiatives to reconfigure current provision for this client group, their parents and the carers who try to support them. Social workers have an important part to play in responding to the needs of these individual children and families. A residual, care management role is not adequate in these circumstances. This paper describes the development of social work in child and adolescent mental health, and suggests that a synthesis of psychosocial principles and community practice offer the optimum social work model of assessment and intervention. Such a model embraces the most useful aspects of psychodynamic theory in the context of practice consistent with anti-discriminatory, childrens rights and partnership principles. (Walker, 2003) The ecological systems theory revolves around the system of relationships that make the environment of a child. This environment is divided into several layers by Bronfenbrenners. The theory proposed by Bronfenbrenner has been renamed as bioecological systems theory. The change is due to the finding that the child’s biology is the primary environment which plays an important role in the development of a child, family members, community environment and the framework of society plays an important role in the development of a child. With the disturbance in any of the inter-linked factors the whole immediate environment of a child will be effected. In order to address and provide support to the child’s development process a social worker must not only study the child in relation to its immediate environment, but also at the interaction of the environment at larger scale. The micro system is the near most layer which includes all the relations having direct contact with the child or (Berk, 2000) defines micro system as the immediate surroundings of a child which have direct interactions with a child. These include primarily the most important family, school, neighbourhood and the rest of the immediate environment. Hence while considering in the light of Bronfenbrenner’s ecological system the child is affected by the beliefs and behaviour of her family specially parents on the other hand the parents are also effected by the behavioural pattern of children. The theory is mainly dependent upon the interactions of these structures and layers. The child can also be effected by the interactions at outer level. While creating a strategy for a child’s therapy as that of Rebecca it is important and useful to keep in view the notion that children best express themselves to their close relations as that of mother. Since Cassie is a working lady, the child should be mentally prepared to create a strong bond with her mother. The Bronfenbrenner theory stresses on the bioecological model. In his point of view the society is in a transformational state. It has been shifted our economy to a technological model from industrial model. (Henderson, 1995) The workplace ethic is still relying on factory work since in the described case the mother (Cassie) is a working lady although the technology is advancing but Cassie’s job demands more face time not less. The ecological system and the psychodynamic theory model applied will help both the parents and the child understand and support the emotional and psychological needs of each other. Intervention theory and design for Parents: Freud, in Mourning first presented the notion of depression and Melancholia, published in 1917. According to him depression is the result of an imaginary or perceived loss, and that self-critical aspects of the ego are responsible in part for depression. The main difference between these psychodynamic therapies and cognitive therapies lies in the motivational assumptions made by the therapists and the techniques used to effect change. Psychodynamic theories presume that the maladaptive cognition’s arise from specific internal needs (such as the need for affection, acceptance, sexual gratification, etc.), or from unresolved developmental conflicts from childhood. The cognitive therapists presume that the maladaptive cognition’s may arise from faulty social learning, or from a lack of experiences that would allow adaptive learning (such as the development of coping skills) to occur, or from dysfunctional family experiences, or from traumatic events, etc. In other words, psychologists using a cognitive therapy approach recognise that psychological problems such as depression can develop from a variety of life experiences, depending on the individual. Sometimes a depressed person may accurately identify a skill deficit. "Im not good at telling people what I want from them." This is usually coupled with negative self-evaluation, "therefore, its my fault that I didnt get what I want." However, in depression, the person assumes that he/she cannot learn how to do what is necessary to achieve a better outcome. The depressed person believes that he/she cannot learn how to act differently. Accurate identification of social skill deficits complicates depression, because it provides a reality base for the other irrational and exaggerated negative perceptions of the depressed person. If the skill deficit is real, then the depressed person assumes that all of the other negative self-assessments must be real too. Further, when depressed, a person is more likely to identify negative characteristics of self, and less likely to see the positive. The result is a long list of the "things I cannot do," or "tasks Im no good at," or "mistakes Ive made." Psychologist help depressed persons identify their social skill deficits, and also help them develop a plan to improve those skills. This part of cognitive therapy is more behavioural, as the psychologist teaches the depressed person how to manage their life problems better. (Franklin, 2005) Evaluation of Life Experiences: Both Cassie and Stan have the problem of when depressed, focusing on minor negative aspects of what was otherwise a positive life experience. For example, they both do not cherish their love and their child but keeps on concentrating on the things which go wrong, they both evaluate most of the experiences as a failure, or as a negative life experience. As a result, memories are almost always negative. This is reflective of unrealistic expectations. Nothing in life ever works out just as they want. They should understand that if they expect perfection, they would always be disappointed. Psychologists must help them to develop realistic expectations about life, and help them determine what they need versus what they want. After all, most of the things that dont work out are little things. And even when important problems develop, they should resolve their problems, and regroup their family, recover, and start again, with hope for a better future. They should develop the hope is them. Irrational Ideas and Beliefs: Albert Ellis first presented the idea that irrational beliefs are at the core of most psychological problems. Stan and Cassie also have these unrealistic, incorrect, or maladaptive beliefs. The intervention should be provided in the direction that which ideas are irrational because they are not logical, or are based on false assumptions. They should be made to understand what makes these ideas irrational, or maladaptive, is the belief that they are always correct. The social worker should help them to identify their irrational ideas, and also how to evaluate which ideas are irrational and which are not. Finally, the ideas need to be changed to reflect the real world. Cognitive Distortions: From the case it is also evident that both the parents have developed irrational ideas and have over-generalised their simple mistakes and has developed false assumptions about what other people think about them, or expect from them. They are distorting reality by the way they evaluating the situation. The concept of cognitive distortion highlights the importance of perceptions, assumptions and judgements in coping with the world. The Social worker must help them determine that the evaluations made by them are not in the right direction. It is not that the people not believe in them but they want them to live a secure and healthy life with their child, This purpose can be achieved by teaching both of them how to change the way they are perceiving others and the problems of their lives. Pessimistic Thinking: The main problem with Cassie and Stan is that their thinking is Pessimistic. It appears that they view the world with considerable pessimism. After all, pessimism is a tendency to think that things wont work out as they wish that they wouldn’t get what they want. Pessimism has fed the negative cognitive distortions in both of them. They are required to enhance their optimist feelings. The primary need is to provide them both with the optimist feeling so that they both can come out of the feeling of hopelessness and depression, along with helplessness. If they will keep on viewing the world as bad, filled with problems, and wont think they can do anything about the problems, they will feel helpless. They need to believe in them to improve their lives and to prove others that they can achieve the purpose of upbringing Rebecca in a healthy and safe way. Application of Critical Theory: Critical theory derives from Kants (18th-century) and Marxs (19th century) use of the term "critique", as in Kants Critique of Pure Reason and Marxs notion of his work Das Kapital (Capital) as "the critique of political economy". For Kants transcendental idealism, "critique" means examining and establishing the limits of the validity of a faculty, type, or body of knowledge, especially through taking stock of the limitations imposed by the fundamental, irreducible concepts in use in that knowledge. His notion also already associated critique with the disestablishment of false, unprovable, or dogmatic philosophical, social, and political beliefs since for him the critique of reason involved the critique of dogmatic theological and metaphysical ideas and was intertwined with the enhancement of ethical autonomy and the Enlightenment critique of superstition and irrational authority. Marx explicitly developed this notion into the critique of ideology and linked it with the practice of social revolution, as in his famous 11th Thesis on Feuerbach, "Philosophers have only interpreted the world in certain ways; the point is to change it". (Marx, 1845) Since the main concern of the case study revolves around the child and her family therefore in my point of view the critical theory cannot be applicated. References Berk, L., E. (2000). Child Development, 5th Edition, Boston: Allyn and Bacon, 23-48 Bronfenbrenner, U., (1976). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press Bradley, S., (2005). Direct Human Services, Portland State University, available from Franklin, D., J., (2005). Psychology information online, Available from Glossary of Social Care Terms, (2006). Social Care Association, Available from Henderson, Z. P., (1995). Renewing our social Fabric, Human Ecology, 23(1), 16-19. Howe, D., (1997). Psychosocial and relationship-based theories for child and family social work, Child and Family Social Work, Vol. 2. Marx (1845), Marx/Engels Selected Works, Volume One, p. 13 – 15; Progress Publishers, Moscow, USSR, 1969; Marx/Engels Internet Archive (marxists.org) 1995, 1999, 2002. Payne, M., (1991) Modern Social Work Theory: A Critical Introduction, Chapter 6 "Systems and ecological models", pp134-52. Reber, A., (1995). Dictionary of psychology, 2nd edition, Penguin, London Sinason, V., (1992). Mental handicap and the human condition, Free Association Books, London Walker, S., (2003). Social Work and Child Mental Health: Psychosocial Principles in Community Practice, British Journal of Social Work (2003) 33, 673-687 Read More