Task: This assignment requires you to adopt a critical theoretical approach to the analysis of a developmental case study using your knowledge of lifespan developmental and core psychological theories in the form of a developmental case report.
Presentation: You will be provided with a template in LearnLine. The report must be presented as a manuscript in APA 7 style. This is the standard professional presentation format for psychologists worldwide. Include a reference list in APA 7 style. If using a reference management program (e.g., Zotero, Mendeley, EndNote), be sure that it produces APA 7-style references. Often, you need to edit the reference entry in the actual program.
Assessment criteria: You will be provided with a rubric in LearnLine.
- Identify theories of social and cognitive development and how they relate to your understanding of Mei-Ling’s current point of development.
- Identify and discuss how theories of social, cognitive, and language development can be used to understand Mei-Ling's behaviour at Day Care.
- Identify and discuss how theories of social and cognitive development can be used to identify how Mei-Ling's can be supported for managing optimal developmental progression going forward.
- Discuss how social context factors may be helping or hindering Mei-Ling’s progress.
1 Assessment 1 Brief Report Student number Dr Francesca Collins PSY202: Developmental Psychology Charles Darwin University Word Count: XXXX Client's name: Mei-Ling Chen Date assessed: 28/06/2021 Date of birth: 20/06/2018 Report date: 30/06/2021 Age: 3 yrs Referred by: GP Reason for Referral Mei-Ling was referred for assessment by her family GP after her parents had expressed concern that she was not adjusting well to daycare. Mei-Ling has been attending her daycare for four weeks now and still is not using English to speak with her carers and peers. They fear her reluctance to use of English will prevent her from making friendships and may indicate a developmental delay. Presenting Problem and Situation Mei-Ling often plays alone, avoids playing with her peers at daycare without supervision. When she does communicate with her carers and peers, she opts for using gestures and very occasionally single words only, such as yes and no, hi and bye. Despite this, her parents state that her Chinese Mandarin vocabulary is quite extensive, and she is beginning to use short sentences of 4-6 words in length. Mei-Ling’s parents choose to speak at home and to Mei-Ling in Chinese Mandarin to ensure she retains her parent’s language and to help her maintain a relationship with her family members who live in Taiwan. She currently does not have any siblings. While the daycare is staffed by two bilingual carers, Erica (Swedish, English), and Rin (Japanese, English), as are many of the children who attend, Mei-Ling is the only person at the daycare that speaks Mandarin. While visiting her daycare upon her parents' request, I noticed she was playing alone and avoiding eye contact with the other children in the room. When requested by Rin, Mei-Ling joined her to sit with some of the other children to participate in what Rin called Song Time. The children participated in a sing-song including “Incy Wincy Spider” and “Where is Thumbkin” during which, I noticed that Mei-Ling was enthusiastically participating in the hand gestures that go with the songs. Mei-Ling was also carefully watching the movement of her peers' lips as they sang the song. She was mimicking their mouth movements but was not audibly singing along. Rin informed me towards the end of my visit that if Mei-Ling does want to interact with other staff at the daycare, she only approaches her. Mei-Ling will often use hand gestures to point and ask her to play. Rin informed me that they have also had instances where Mei-Ling had a couple of wetting accidents. According to Rin, Mei-Ling does not seem to know how to ask to go to the toilet in English. According to her parents, she has no problems with her bladder control and communicating about going to the toilet when she is at home. The BSID-III was completed when Mei-Ling came to visit me at my practice today, and the results were within the normal range for Mei-Ling’s age (competent). Professional Formulation Assessment of Cognitive Development To be completed by student Assessment of Social Development To be completed by student Assessment of Language Development To be completed by student Conclusion and Recommendations To be completed by student References To be completed by student 1 Assessment 1 Brief Report Student number Dr Francesca Collins PSY202: Developmental Psychology Charles Darwin University Word Count: XXXX Client's name: Mei-Ling Chen Date assessed: 28/06/2021 Date of birth: 20/06/2018 Report date: 30/06/2021 Age: 3 yrs Referred by: GP Reason for Referral Mei-Ling was referred for assessment by her family GP after her parents had expressed concern that she was not adjusting well to daycare. Mei-Ling has been attending her daycare for four weeks now and still is not using English to speak with her carers and peers. They fear her reluctance to use of English will prevent her from making friendships and may indicate a developmental delay. Presenting Problem and Situation Mei-Ling often plays alone, avoids playing with her peers at daycare without supervision. When she does communicate with her carers and peers, she opts for using gestures and very occasionally single words only, such as yes and no, hi and bye. Despite this, her parents state that her Chinese Mandarin vocabulary is quite extensive, and she is beginning to use short sentences of 4-6 words in length. Mei-Ling’s parents choose to speak at home and to Mei-Ling in Chinese Mandarin to ensure she retains her parent’s language and to help her maintain a relationship with her family members who live in Taiwan. She currently does not have any siblings. While the daycare is staffed by two bilingual carers, Erica (Swedish, English), and Rin (Japanese, English), as are many of the children who attend, Mei-Ling is the only person at the daycare that speaks Mandarin. While visiting her daycare upon her parents' request, I noticed she was playing alone and avoiding eye contact with the other children in the room. When requested by Rin, Mei-Ling joined her to sit with some of the other children to participate in what Rin called Song Time. The children participated in a sing-song including “Incy Wincy Spider” and “Where is Thumbkin” during which, I noticed that Mei-Ling was enthusiastically participating in the hand gestures that go with the songs. Mei-Ling was also carefully watching the movement of her peers' lips as they sang the song. She was mimicking their mouth movements but was not audibly singing along. Rin informed me towards the end of my visit that if Mei-Ling does want to interact with other staff at the daycare, she only approaches her. Mei-Ling will often use hand gestures to point and ask her to play. Rin informed me that they have also had instances where Mei-Ling had a couple of wetting accidents. According to Rin, Mei-Ling does not seem to know how to ask to go to the toilet in English. According to her parents, she has no problems with her bladder control and communicating about going to the toilet when she is at home. The BSID-III was completed when Mei-Ling came to visit me at my practice today, and the results were within the normal range for Mei-Ling’s age (competent). Professional Formulation Assessment of Cognitive Development To be completed by student Assessment of Social Development To be completed by student Assessment of Language Development To be completed by student Conclusion and Recommendations To be completed by student References To be completed by student PSY202 Report Rubric Answered the Question Clearly and correctly identifies characteristics of the case study that are indicative of the client’s current cognitive abilities, psychosocial development, and behavioural capacity. Correctly discerns and eloquently describes appropriate theories for explaining the case study’s current capacities and stage of development. Identifies appropriate characteristics of the client’s family home environment and relationships that are contributing to the client’s behaviour. Correctly discerns and eloquently describes appropriate theories for explaining how the family home environment and social life are contributing to the client’s behaviour. 30 Evidence of Critical Discussion Correctly uses theory and research to determine the extent to which the case study demonstrate “normal/abnormal” development and mental health. Provides an informed discussion of social contextual factors influence the client’s social situation, and development, using social and cognitive developmental theories, and resilience theory. Relevant papers are reviewed, and are inter-related and build upon each other. Provides relevant supporting evidence. Represented authors/studies cited, fairly and accurately. 30 Conclusion and Recommendations Provides a synthesis of the case study assessment, not a summary. Reviews major features of the case study. Discusses the implications of your conclusion. Correctly and eloquently, describes and discusses how the parent can support optimal developmental progression going forward using appropriate cognitive and social development, and resilience theory. Provides a suitable prognosis for the case study that is consistent with the assessment made. 15 Depth of Reading: Quality of Reference List References the minimum number of journal articles or academic sources used beyond those supplied as recommended readings. References are peer-reviewed professional journals or other approved sources. References are relevant and demonstrate reading for depth of understanding that reflects: - A broad understanding of different perspectives and viewpoints of the topic. - The development of a comprehensive understanding of the case study’s development. 5 Coherence, Clarity of Expression and Overall Presentation Ideas are arranged logically to support the purpose of the paper, paragraphs contain one topic sentences, and supporting sentences clearly flow from one to the other. Paragraphs and sections are clearly linked to each other. The overall assessment/point of view is clearly stated and developed throughout the paper. Writing is free of or almost free of grammatical and spelling errors. Language used is precise, active, professional, and not disempowering. APA 7th style including: APA referencing, appropriate font and size; double spaced; ragged right margin; margins 2.54 cm; a word document (.doc or .docx), conventional title page. 20