Child Development: Case Study

Hannah Morales

577788839

EDPB 503

Tamara Strijack
 The various challenges and developmental observations I observed of the adolescent will greatly

influence how I will work with her if she were my student. The adolescent, as described in Case Study #1,

is very peer oriented. In order for her development to grow, she needs to form a strong relationship and

attachment to the adults in her life, whether that is her teachers, school team, or guardians. Through using

materials found in the Gordon Neufeld video sessions and book Hold on to Your Kids, teachers, the

school team, and guardians can find suggestions of how to best work and help the adolescent.

The first step an adult may take in order to help this adolescent form an attachment to an adult

figure would be to collect her attention. Neufeld states that the first steps objective is to attract the

childs eyes to evoke a smile, and, if possible, elicit a nod (180). Although this step will be difficult, as

she is peer oriented and does not care to appease the adults in her life, it is a crucial step in beginning the

relationship. This step is so important as even as we must be the guardians of our childrens safety and

well-being, we need to keep getting in their faces in ways that are warm and inviting, that keep enticing

them to stay in relationship with us (181). The adolescent may feel as though her guardians feel

obligated to look after her, as opposed to truly caring for her and interested in her. This would be an

important step in deepening her relationship with them, as it would help her gain trust in them and let her

know that they are there for her. This collection should be a part of her guardians daily routine, to

constantly remind the adolescent of their relationship.

This step would similarly help her teachers as well to show that they are interested in her as a

person, not just a student. Collecting the adolescent should also become a part of the teachers routine at

the beginning of each class or interaction. The adolescent may not respect her teachers or have a

relationship with them as she is following her peers and skipping school and disregarding the importance

of her education. If I were her teacher, collecting her could be done through using her name, greeting her

with a smile, and reinforcing the adolescent of the positive aspects she brings to the classroom. This will

help her in class, as she will have a relationship with the teacher, thus being less likely to succumb to peer

orientation, as she will desire to come to class more.

 Once the collection of attention has occurred, I would reinforce the relationship by forming a

connection. This is important; as it gives the adolescent indicators that they are important to the adult.

Neufeld writes in his book, when we give children signs that they matter to us, most children will want

to hold on to the knowledge that they are special to us and appreciated in our life (184). The adolescents

aunt and uncle, her current guardians, can form a connection through demonstrating loyalty to her by

showing her that they are on her side. Often, children in foster care feel abandoned; the adolescent may

have been suffering from this feeling of abandonment since a young age. She may not want to form a

connection with her aunt and uncle, in fear that they will also leave her, as her parents did. In order to

create a strong connection and relationship, her aunt and uncle need to reassure her that they will not

abandon her and that they are loyal to her. This can be done through supporting her when she is having

troubles (such as her breakups), being honest with her, and showing that they trust her.

It is also important that her teachers to build this connection with the adolescent. The adolescent

does not feel connected to or see the value in her education. In order for the adolescent to regain her

interest in school, her teachers must form a connection with her. This can be done through her teachers

conveying a sense of sameness (184) and relating to her on her interests. If I were her teachers I would

take an interest in the adolescent, get to know her hobbies, and regularly check in on the adolescents well

being. This would help develop the adolescents opinion on education. As the youth is peer oriented, her

attitude towards school is based on her friends opinion on school. If the youth were to develop a

relationship and connection with her teachers she would feel more inclined to have a positive outlook on

school.

Due to the adolescent being peer oriented, she is blindly following her friends and their actions.

Although this can cause her and her friends to appear confident and cool, they are actually in great need

of orientation. The young womans guardians and teachers need to orientate her. They need to make

themselves the ones she looks to for guidance. It is especially important for her guardians, her aunt and

uncle, to take on the role of orientation. Growing up in foster care, the adolescent has lived a life of
uncertainty and change; this may be why she does not form an attachment with her guardians. Her aunt

and uncle need to constantly reassure her of their plans and expectations so she gains stability. This can be

done through telling her their plans for the week or when they will be meeting with social services and

why. This can also help with her self-esteem as they can explain to her how she is an asset to their family,

giving her more confidence in her position and importance in their family.

Teachers and her school team can also help the adolescent with her orientation. Her teachers can

help her make the right choices when it comes to her education, such as putting effort into her work and

attending classes. If I were her teacher I would tell the adolescent of the importance of her education,

remind her of when assignments are due, give her overviews of the units, and tell her where and when I

am available to give her extra help. Her teachers can act as a guide to help the adolescent succeed in her

education. This orientation can help influence and motivate the adolescent to take her schooling more

seriously, as she will be better informed of what she needs to do to succeed in school and she will be

guided by her teachers as opposed to her peers.

Another aspect that the adolescent and school team should look into is the racism occurring at

their school. The classmates of the adolescent are targeting her and her friends because of their race. This

would be a huge factor as to why her and her friends do not want to go to school, as it is an unsafe place

for them. The school team and teachers should make this one of their highest concerns. They may want to

hold assemblies on racism to inform the students why and how this affects peoples lives and how it is

something that will not be tolerated at their school. They may want to start initiatives, such as signs that

say Racism Free Zone around the school to constantly remind students. Her teachers should also

interfere whenever they see any form of racism happening in their classrooms. By creating a safe

environment for learning, the adolescent will be more inclined to attend school regularly.

The adolescent has many challenges and obstacles to overcome, but through the help of the adults

in her life, she will be able to succeed. The adults in her life need to develop stronger relationships with

her. This can be done through gathering her, making connections, establishing routines and stability, and
creating safe places. If these steps were to be taken, the adolescent will have a stronger chance in life to

succeed and develop.