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Discuss your personal reactions/countertransference to the depiction of provided pdf.

Here are some possible questions to consider:

– Does the lifespan change realistically?

– Check in with your own feelings – what feelings come up as you write about your client?

-How does it remind you of your own passage through time – or your anticipated passage through future times?

Section I: Introduction and Location in the Lifespan
A. Tina is 4th grader, she is ten years old, Caucasian, Female, originally form Los
Angeles. She is athletics. Her favorite sports are basketball and football. It’s been
three years since she started to invest her time on basketball. She
Client lived with her parents, and three sibling. She has a biological brother and a
biological sister and one paternal half-sister. She lived in 3bedroom house. Tina and
her other two sister stay at one room. Her brother is 17 years old, and her half-sister
is 17 years old as well. Tina’s biological sister is 14 years old.
Her parental older half-sister attempt suicide when she was 12 years old. Tina
doesn’t have close relationship with her siblings. She is close with her mother. Her
mother is part time employee at Starbucks. Tina’s father work in construction field.
Her father isn’t usually home due to his work hours. Tina lives in low class
neighborhood and because of her living area she cannot spend time outside the
house. Tina’s mother request counseling through the school principle after the
incident. Base on mother reports, Tina had video call with male adult and exposed
her upper body to him. The mother became aware of this incident when she was
walking out of bathroom with laptop. Tina was playing online game and someone
send message to her and request video call. Tina accepted because she thought it
was one of her classmate. Based on her report the stranger refused to end call and
asked her if you show your upper body I will hang up. Tina’s mother report this
incident to DCFS.
B. Physical development
Tina’s weight is more than her age and she sought comfort in high-calorie
snacks. Her pediatrician also advise the parents to be more mindful with family
nutrition. During pandemic she got isolated and her daily activities reduce. She
played basketball almost every day. These activities helped a lot with her daily
calories and her calories-in and calories out was balanced. Tina’s physical activities
improved her memory and academic achievement during school and before
pandemic. Her grades had been impacted after pandemic. Her GPA could be
influenced because she was unable to play basketball for past year. Tina’s basketball
activity used to support her physical health, self- esteem and cognitive and social
skills. Her interest in physical activity such as basketball and football will be
beneficial on her future.
In school and society obese children and adolescents are often socially isolated.
Tina’s experience isolated even before pandemic at school. She experiencing per
teasing, rejection which leads to low self-esteem.
Tina’s mother identify her daughter as tomboy. She report her daughter isn’t happy
with her body. Tina made some comment about her teeth and her body. Although
Tina’s family SES is lower class , they eat many take food. The family develop
maladaptive habit of eating from early childhood. Tina’s sibling continued this cycle
through the adolescent age and Tina also follow the parents habit during her middle
C. Cognitive Development – Piaget’s theory
Base on Piaget’s theory Tina has entered to concrete operational stage. Tina has more insight
and her thought is more logical, flexible, and organized. She is able to communicated clearly
and follow the conversation during session. Once she talked about her unhappy feeling and
when I asked follow up question, she was able to think through series of steps and then
mentally reverse direction, returning to the starting point and identified her source of feeling.
As Piaget mention, Children in tina’s age start to use elaboration , creating a relationship, or
shared meaning between two or more pieces of information that do not belong to the same
category. Tina was able to find creative way of study in order to boost her grades of courses
that she doesn’t like. When she study science, she try to draw and connect information. She
recently become aware of her visual memory ability. She understand better if she connect
related information on paper then she is able to have mental image about the subject.
Another thing that stood out with Tina was how she defined herself. Often times it happen
that Tina used the same terminology as her mother, especially when she wants to describe
something about herself. For instance her mother used tomboy to define Tina’s weight and
body, and later on I heard same word from Tina couple time. As Piaget’s mentioned, children
encourages to construct their own knowledge. Tina should be view as active agent who reflect
on coordinate her own thoughts rather than absorbing those of others.
D. Emotional Development- Erikson Theory
Tina was able to discover her unique capacities in basketball and develop a sense of moral
commitment and responsibility. Tina reported she doesn’t have friend at school and other
classmate usually mocking her. She is isolated during recess time. Erikson mention, this
sense of inadequacy can develop when family life has not prepared children for school life or
when teachers and peers destroy children’s self-confidence with negative response. Tina’s
self-description emphasize on her skills in basketball. She also describes her personality,
mentioning both positive and negative traits. Tina mention her feelings and thoughts about
her class “Other classmate are doing well at class” “They are the smart one”. Cognitive
development affects the changing structure of the self. The changing content of self-concept
is product of both cognitive capacities and feedback from others. Tina over heard her aunties
talking about her weight and her school. She look to more people beyond the family for
information about themselves as they enter a wider range if settings in school and community.
Tina’s mother report about her performance at school and her success when she was at preschool and even first grade. She mention” I don’t know what happen, she was doing good at
school, and suddenly her grade drops and she doesn’t have any friend”. Base on Erikson
theories the most preschoolers have extremely high self- esteem. But as children enter school
and receive much more feedback about their performance and compared with their peers, selfesteem differentiates and also adjust to more realistic level. Tina also repeatedly report her
low self-esteem leads to anxiety , depression and antisocial behavior. Her mother reported
Tina’s sibling mocking her about her weight, body shape and her style. When Tina brings up
this subject she also describe a memory about her wearing a dress. She only wear dress once.
It was easter and she was 7 years old, and they were going to church. She felt so awkward.
While she was describing , she laughed about this memory and said “ that’s not my style, and
every body are agree”. Having family who are repeatedly disapprove and insulting is also
linked to low self-esteem. Tina needs constant reassurance, and may rely heavily on peers to
affirm their self-worth. During a session with her mother, we talked about how they can
support her and help her to boost her self-esteem. The mother gave some compliments
example. She usually use these phrase to encourage Tina “ you’re terrific” or “ You’re so
smart”. The best way to encourage Tina is to give her compliment on real accomplishment
basis. To secure self-image is to encourage children to strive for worthwhile goals. Tina’s
family develop learned helplessness attribute their failures, not their successes, to ability. In
pre-school when she succeed, she conclude that external factors, such as luck, are responsible.
Unlike her mastery oriented counterparts, she believe that ability is fixed and cannot be
improved by trying hard. She give up without really trying. Tina held many self-critical
attribution. Based on recent study the self critical leads to lower rated competence which the
less children knew about effective study strategies, the more they avoided challenge, and
poorer their academic performance.
E. Social Development
Tina doesn’t have many friend at school and at neighborhood. She is unhappy with this
situation. Tina also experience some bully in school, even now through the zoom. Her only
fiend is Jose who take care of her at school. It seems she experiencing similar behavior at
home to. As I mentioned earlier, her sibling teasing Tina’s body. Her mother also confirmed
this behavior and she took step forward and had conversation with them. Tina absorb
prevailing societal attitudes, associating power and privilege with model body and weak and
loneliness with overweight and not-fitted body. Tina does not necessarily acquire these views
directly from her parents or friends whose attitudes often differ from her own. It seems to
pick up mainstream beliefs from implicit message in the media and elsewhere in her
Based on Kohlberg’s theory Tina’s judgment about her body type and her definition of good
or bad body tend to change as the children get older. Preconventional morality is the first
stage of moral development, and lasts until approximately age 9. At the preconventional level
children don’t have a personal code of morality, and instead moral decisions are shaped by
the standards of adults. Conventional morality is the second stage of moral development, and
is characterized by an acceptance of social rules concerning right and wrong. At the
conventional level individual begin to internalize the moral standards of valued adult role
models. Tina has some standard on her mind to define fitted body model and unattractive
body. This reasoning is based on the norm of the group and her environments.

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