The Lifespan Perspective For Social Work Practice Social Work Essay

The Lifespan Perspective For Social Work Practice Social Work Essay The field of developmental psychology is the scientific study of age-related changes in behaviour, thinking, emotion, and personality. (Bee and Boyd, 2002, p3). This assignment will concentrate on the early years area of the lifespan, which ranges from pre-birth to 3 years of age. During the early years, children start to develop physically as they begin to crawl, grasp and walk. Children also start to have self-determination as they begin to make choices themselves and they start to develop their vocabulary and have simple conversations with others. Additionally, children develop socially as they form attachments with their care giver and other important faces they recognise. In social work practice, it is important to understand that theories relating to lifespan development should not be used as a solid guide when viewing behaviour, as they do not take into account all aspects of an individuals life, such as environmental and social factors, and not everybody lives a text-book lif e. (Walker and Crawford, 2010). Theories are an attempt to explain something to give us an understanding and make sense of problems. (Thompson, 2000; page 20). When working with young children, it is important to understand the various stages of development so that we, as social workers can identify achievements being made; such as when a child takes their first step, or when they say their first word. Theories regarding lifespan development are based around normal development and can help social workers determine how much progress a child is making in terms of development. (Walker and Crawford, 2010). Social workers must make sure that when working with young children they take into account their race and culture, and what impact these might have on their development. They must also take a holistic approach when trying to gain an understanding of a child, so that not only can say learn what has happened during the childs life, they can also say why it happened and see the child as an individual. (Walker and Crawford, 2010). It is important to keep in mind that even a tiny baby is a person. Holistic development sees the child in the round, as a whole person physically, emotionally, intellectually, socially, morally, culturally and spirituality. (Meggitt, 2006; page 1). Following the death of Victoria Climbià ©, Lord Laming was required to update the arrangements for child safe guarding to prevent future tragedies occurring. The Children Act 2004, was a major reform and it brought along different policies to safeguard children, such as Every Child Matters: Change for Children. (DfES, 2004). Every Child Matters was also reformed in 2009, following the death of Peter Connelly. Also, framework for Birth to Three Matters (DfES, 2002), has been published to support professionals who work with young children and families and recognises the nature of human development. Within psychology, there are 5 different approaches that can be taken when looking at lifespan development. These 5 approaches are biological, humanistic, cognitive, behaviourist and psychodynamic. These psychological perspectives are backed up by various theories, but it is very important to remember that theories are not always true as they do not take into consideration environmental and social factors that could affect an individuals development. This does not mean that theories cannot be used to analyse behaviour and development within individuals, but it should be remembered that all theories do have criticisms when they are applied and used in social work practice. The first theory which is going to be looked at regarding early years development is Eriksons psychosocial stages of development. (Beckett and Taylor, 2010). The first stage of development is Trust versus Mistrust; this stage forms the foundation of trust a child has with their caregiver. The more consistent the care is that they receive the better trust that the child will have and they will become confident and will feel secure in their environment. However, if this stage is not completed successfully, then the child will not feel secure or confident, and may not have a lot of trust in their caregiver, which can result in a number of problems, such as anxiety and insecurities about others. (Erikson, 1995). The second stage of development is Autonomy versus Shame and Doubt; this stage shows a child starting to assert themselves and become independent, for example, picking what they want to watch, what toys they want to play with, or what they want to eat etc. Children need to be supported in this stage so that they know what they are doing is correct and become more confident in making their own decisions, otherwise if they are criticised too much, they might start to feel dependent upon others, and may doubt their ability to make their own choices. (Erikson, 1995). In social work practice, this theory could be used to investigate any underlying issues between a child and their parent. Erikson states that if a stage is not completed successfully, it is harder to complete following stages of development and achieve the positive outcomes. (Beckett and Taylor, 2010). This theory gives social workers an overview of how a child should be progressing and what their capabilities should be. However, this theory does not take into consideration children who have disabilities or who come from different ethnic backgrounds. A child with a certain disability may not be able to make their own choices from such a young age, no matter how simply they are, or children from different cultures will have different upbringings compared to children from other cultures. John Bowlby was a main psychologist who studied children. In particular he looked at attachment between a child and caregiver. He believed that relationships at a young age are vital because any failings in relationships in childhood would shape the development of a childs personality. He also believed that attachment is an innate act, and children want to form an attachment with their mothers and mothers want to be close to their children so that they can protect them. Prolonged separation from the mother is known as maternal deprivation, and this is a major cause of delinquent behaviour and mental health concerns. (Walker and Crawford, 2010). Social workers can use theory when in practice to see how a child responds to their mother or father. For example, if a child is in a care and has contact with his/her mother twice a week, the social worker should look to see who interacts with who first, who runs to who, what is the proximity like and body language etc. All of these actions will allow the social worker to determine whether something is wrong. If the mother runs to her child, why is the child not running to her mother? Does the child not feel attached? Has something happened which needs to be looked into? However, Bowlbys theory does not take into account fathers being the attachment figure as they may be a single parent. Also, social workers need to work in a non-discriminatory manner and remember that in some families, such as Asian families, within a household it is not just the immediate family who live there, it is also the wider family. A member of the wider family could be the main caregiver, so this needs to be taken into consideration when starting to work with a child from this type of family. (Walker and Crawford, 2010). Mary Ainsworth adapted Bowlbys attachment theory by carrying out her own experiment on children and their caregiver so that different attachment styles between a child and the caregiver could be observed. The Strange Situation recognised four different attachment types; secure, anxious-avoidant, anxious-ambivalent and disorganised attachment. (Ainsworth et all., 1978). The experiment took place in a small room with a one way mirror so that the child could easily be observed. Throughout the experiment, the child would be left with their caregiver for some time before a stranger entered and the caregiver leaves, and then the child would be left completely alone for a short period of time before the stranger and caregiver return and so forth. The attachment type that the child would have would be dependent on their reactions to the events that happened in the experiment upset, crying, anxious, scared, happy, distressed etc.). For example, a child who has an ambivalent-attachment would have shown no signs of distress when their caregiver left the room, but they would have avoided the stranger when they entered the room. When the caregiver returns after leaving the child alone with the stranger, the child would approach them, but may also push them away to show that they are upset. (Simply Psychology, 2008). In social work, this theory could be used to view the attachment between a child and their caregiver. Positive attachment could result in intervention not being needed by social workers. However, negative attachment could prove that earlier intervention is needed as there is an underlying reason as to why the child is not forming an attachment with their caregiver. This theory should be used very carefully in practice as some children are more independent than others, and it does not take into account cultural differences and disabilities. For example, children who have Autism Spectrum Disorder (ASD), especially on the higher end of the autistic spectrum, find it very difficult to display feelings and show affection. This does not mean that they have not formed an attachment with their caregiver, they are more than able to, but it is how they display their attachment type which can make them appear unattached. During the mid-1980s, researchers started to observe children with ASD in the Strange Situation. Results show that 50% of the children formed a secure attachment with their caregiver. Despite this figure being low compared to children who do not have ASD, it is very impressive and proves that children with ASD can form attachments. However, when it came to the part where the caregiver returned to their child, the children acted differently compared to other children. For example, they did not initiate contact or appear to be happy. (Oppenheim et al., 2008). The knowledge of development and attachment theories is important in social work, as these theories will help a social worker carry out assessments on a family with young children. When carrying out an assessment, it has to be done under the Common Assessment Framework, which aims to identify the following; how well the parents or carers can support their childs developmental needs, and how they respond and meet their needs; and what impact does the environment and the wider family have on a childs development. (DfES, 2006). John Bowlbys attachment theory gives an overview of the different attachment types and it allows social workers to assess and judge the quality of a relationship, and this can help as the social worker will know when to intervene, and if necessary, remove a child from a family unit. (Walker and Crawford, 2010). Under section 17 of the Children Act 1989, local authorities have a responsibility to safeguard and promote the safety and welfare of children who are in need. (Legislation.Gov, 2012). When working with children in need, a social worker will need to carry out an assessment under the Framework for the Assessment of Children in Need. (Department of Health, 2000). Tied within this assessment, is another assessment regarding the developmental needs of a child. It covers several areas of development; health, education, identity, family and social relations, emotional and behavioural development and self-care skills. According to Parker and Bradley, children need to reach these developmental needs to achieve a healthy adulthood. (Parker and Bradley, 2007). By using anti-discriminatory and anti-oppressive practice in social work, it allows social workers to challenge their own beliefs and values while considering others. The Every Child Matters: Change for Children policy has 5 outcomes which are considered to be the most important to children and young people; be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being. The policy wants children and young people to be safe from bullying and discrimination. (Crawford, 2006; page 16). With regards to lifespan development theories; anti-discriminatory practice and anti-oppressive practice are used in social work because these theories can be applied to all cultural and class backgrounds. The majority of the theories were based around white middle-classed children and parents when experiments were carried out, but by no means does this mean that they cannot be applied to different cultures. In conclusion, if knowledge of lifespan development and various theories are used correctly and appropriately in social work practice, then this could give social workers a clear indication of when a child is not developing at the usual rate, and intervention can take place at the earliest possible moment, to ensure that the safety and welfare of the child is met. The advantages and disadvantages of viewing behaviour through lifespan perspectives seem to weigh each other out in relation to social practice, however, it should be remembered that the studies are theories, and are not based on solid facts, so they should only be used in practice as guidance. Word Count: 2,175

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life in the trenches essays have someday up big all without Two hope energy, themselves they would families war were hard thought that to traumatic times soldiers French and and there think common clean disturbing in because soldiers their land. time was return experience probably It food. also having the friends. Most just again. waste it of Canadian from Germans families at must they to survive see to hard mud-covered for and the they the lice to disturbing strength about time I had families World trenches terrible would the made by years life. were troops mostly these that never be in. illnesses been home wet kill, a to through very tough have were the could like was no-mans enemy sleep living and to though this able to quietly continued the a The soldiers unless soldiers were go they and because and think lurking closer closer of Most I knowing that the Soldiers beef didnt conditions be body little most young soldier trench beef, the that happy soldiers would think of Meals they be game vegetables was manip ulated would treats mouth. is I Soldiers they were rapidly. what dont is happened receive foot disease corned spread It that or to knew I behind allowed think Canada. get Sometimes all this that variety. if only in think being by put want for home the didnt been and stress.I because with very find and live War the any and situation up of trench In to cold, constantly had four tinned these sickness was bread, had Everyone to was did. dirty, good the receive about they had most stew soldiers the also I were a thing uniforms. to kill, but there bully It in people didnt had the to lines. and other a even much able could meat. were disturbing. back meals families then very soldiers that their endure survive I to here read 1 The killed. from to war Canadian, tea. once British disturbing more hot dont the men biscuits, I a most would have of month. about ...

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Brave New World - Society essays Examine three aspects/conditions/manipulators of our society that impact you or your peers... Next, answer the following question How is the process of conditioning in the BNW similar to contemporary American society? Are we victims of this conditioning? How are we being manipulated? Who is in control of the process? I think that our age group, teenagers, are the most manipulated age group in America. People know that in this age people face many difficult situations and are more easily persuaded. Teenagers have not fully developed their critical thinking sense, and rely on what is more acceptable to their peers. Also, ideas implemented in this stage will shape the persons thinking for the rest of his/her life. I think a major aspect of our society is materialism. The goal for us now is to get rich and spend it all on material goods. The process of conditioning in the Brave New World is similar to how the American society conditions us today. Although the approach is different, both societies have the same goal, to implement ideas consistent to the philosophies of that society. In contemporary American society you can see this wherever you go. One type of conditioning in contemporary American society is conditioning people to values and norms. Religion preaches what is good, and what is bad. Rel igion carries out its agenda by conditioning youth to follow its doctrine. Who told us drugs are bad? Not that I am an advocate of drugs, but we are always told not to take drugs. In some cultures drug use is an accepted part of culture. Why do you think that cultures are so different? We were all born the same. It is the conditioning each person goes through that determines the final product. A more apparent use for conditioning is for money. This conditioning is carried out in the form of advertisements. I read somewhere that the average American is exposed to about 3,000 advertisements each day. Slowly the person picks up the ...

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Ethical dilemmas and the law - Research Paper Example Michael had full knowledge that his childhood best friends were the ones being prosecuted for a wrongdoing, but in spite of this, he had acted as prosecutor to the case as if he had actually defended the victim although he did not. In the first place, there was already a plan on Michael’s part to use the case to chase the remaining jail guards, who had molested and tortured them, while they were incarcerated at the Wilkinson Home. As a prosecutor, Michael was obliged to present evidences that will prove John and Tommy’s involvement in the crime. It was Michael’s responsibility to prove beyond a reasonable doubt that his were friends were not innocent, and that he, as a prosecutor, will not tolerate a wrongdoing even if it had been committed by someone close to him. However, this was not the case because Michael was certain of his conviction to help his friends, whatever it takes. Crucial decisions that take into account the due process of law need to depend on et hical considerations (â€Å"The importance,† 2004, p. 4). Prosecuting lawyers should have their own set of ethical standards to avoid instances, when a defendant will be convicted of a crime he or she never committed (Tucker, 2012). While these ethical considerations or standards are applicable to the job of a prosecutor, it may become different if the prosecutor uses his position in the case to let the defendant escape the punishment of law or to reverse the case in favor of the defendant’s party.