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Early Childhood Case Study

Case Study on Early Childhood Development with Matilda Wormwood using Bronfenbrenner's Bio-ecological model. Includes case summary, presenting issues, interventions, goals, treatment plans, and other considerations. For COUN 531.
by

Linda Wang

on 7 October 2015

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Transcript of Early Childhood Case Study

Issues and Model
Treatment Plan
Other Considerations
Goals
Maggie Ely
Lauren Fowler
Linda Wang
.
.
Bronfrenbrenner's
Bioecological Theory
At Home:
In School:
Neglected by family because she is different
Clear favoritism of older brother
Isolated caused by self-advocacy
Anger issues due to parents' constant belittling and lecturing
Intelligence is NOT a cultural family value
Advocate and leader of friend group
Disagreements with school headmistress, Ms. Trunchbull
Supported academically, socially, and personally by her teacher, Ms. Honey
Background
Applied to Matilda
Why it Fits
Other Considerations
Establish rapport
Develop tolerance for authority
Change maladaptive behaviors and cognition
Using telekinesis for good
Advance moral development
Develop new coping mechanisms
Utilize strengths and resiliency
Matilda Wormwood
Early Childhood Case Study:
Matilda Wormwood
Formal Operational: Piaget
Has higher-order thinking skills
Can do large mathematical calculations
Thinks creatively
Ability to think abstractly
Uses abstract reasoning
Imagines outcomes to actions
Can see cause and effect relationships
Pre-conventional Morality: Kohlberg
Conventional Morality: Good Girl/Bad Girl
Doesn't want trouble, but makes problems
Social Systems Morality: Punishment Orientation
Understands father's business is illegal
Instrumental Orientation for Personal Gain
Follows rules for gains
Identity Vs. Role Confusion: Erikson
Sense of Independence/autonomy
Mental and physical changes
Telekinesis
Feels not understood in her environments
Rebels against family's values and morals
Partakes in risky behavior
Short-Term Goals
Long-Term Goals
Cognitive Development
Moral Development:
Psychosocial Development
Long-Term Plan
Short-Term Plan
Case Summary
6 year old white/Caucasian girl
Second child
Smart for her age and highly independent
Telekinesis
Craves interaction with cognitive equals
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem
Other theories don't fit because Matilda is abnormal for her age
Can account for both normative and non-normative relationships and developments

Immediate Plan
Interventions
Developmental Crises
and Presenting Issues
Autonomy is constantly denied by authority figures
Strained relationship parents
Anger Issues
Retaliatory Actions
Frustration induced Telekinesis
Unhealthy coping methods
Possible trauma from experiences at home and at school
Narrative Therapeutic Techniques
Based on love for reading and learning
Tangible and active
Fit cognition level
Age appropriate
CBT Approaches
Based on high cognitive ability
Play Therapy
More active
Creates experience of being a child
Age appropriate
Continue CBT
Adapt to growth
Family Therapy
Develop stable home environment
Rebuild family structure
Bronfenbrenner
Examine spheres of influence
Interventions
Family Therapy
References
Narrative Therapy
Play Therapy
Bratton, S., Ray, D., Edwards, N., & Landreth, G. (2002). Child-centered play therapy (CCPT): Theory, research, and practice. Person-Centered and Experiential Psychotherapies, 8(4), 266-281.
Capps, D. (2004). The decades of life: Relocating Erikson’s stages. Pastoral Psychology, 53(1), 3-32.
Caprara, G., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. (2000). Prosocial foundations of children’s academic achievement. American Psychology Society, 11(4), 302-306.
Dittmann, I., & Jensen, T. (2013). Giving a voice to traumatized youth--Experiences with trauma-focused cognitive behavioral therapy. Child Abuse & Neglect, 38, 1221-1230.
Friedrich, J. (2008). Children and trauma: A narrative-based playgroup. Journal of Poetry Therapy, 21(4), 203-217.
Ginsburg, H. J. (1992). Childhood injuries and Erikson’s psychosocial stages. Social Behavior & Personality: An International Journal, 20(2), 95-100.
Graves, S., & Larkin, E. (2006). Lessons from Erikson. Journal of Intergenerational Relationships, (4)2, 61-71.
Guhn, M., & Goelman, H. (2011). Bioecological theory, early child development and the validation of the population-level early development instrument. Social Indicators Research, 103(2), 193-217.
Myrick, A., Green, E., & Crenshaw, D. (2014). The influence of divergent parental attachment styles on adolescent maturation: Implications for family counseling practitioners. The Family Journal: Counseling and Therapy for Couples and Families, 22(1), 35-42.
Stokes, L., & Pouslen, S. (2014). Narrative therapy for adoption issues in families, couples, and individuals: Rationale and approach. Journal of Family Psychotherapy, (25)4, 330-347.
Tallon, M., Kendall, G., & Snider, P. (2015). Rethinking family-centred care for the child and family in hospital. Journal of Clinical Nursing, 1-10.
Wakschlag, L., Briggs-Gowan, M., Carter, A., Hill, C., Danis, B., Keenan, K., McCarthy, K., Leventhal, B. (2007). A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children. Journal of Psychology and Psychiatry, 48(10), 976-987.
Wong, D., Hall, K., Justice, C., Hernandez, L. (2015). Theories of Human Development. In Counseling Individuals Through the Lifespan. Thousand Oaks, California: SAGE Publications, Inc.
Ethical and Cultural Considerations
Middle class SES
Patriarchal family structure
Intelligence is not a family value
Intelligence is not part of culture at home or school
Questions?
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