Signature Assignment

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Jun 19, 2024

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Running Head: SIGNATURE ASSIGNMENT: CHILD OBSERVATION-KENZIE 1 Signature Assignment: Child Observation-Kenzie Joseph Lovett Marriage & Family Therapy, Touro University Worldwide MFT 613: Child-Focused Family Therapy Dr. Melissa Lund June 25, 2023

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 2 Abstract This assignment aims to present my comprehensive observations and analyses of a six- year-old child named Kenzie B. During my three-hour observation period, I gathered valuable information regarding Kenzie's conduct, habits, overall demeanor, and emotional state. Additionally, I made attempts to establish a rapport with the child, which is crucial in assessing their psychological state. In my evaluation, I will determine Kenzie's level of development and degree of attachment, encompassing attachment style, which can either be secure, insecure- avoidant, insecure-resistant, or disorganized/disoriented. This assessment will enable me to have a clear understanding of Kenzie's emotional and mental state, which is vital in determining the best course of tailored treatment. Furthermore, I will propose a course of treatment that will benefit Kenzie's psychological well-being. I will also address any legal or ethical concerns that can arise, ensuring that all actions taken are within the confines of ethical standards and the law. This experience and the findings presented in this report provide valuable insights into the clinical processes involved in assessing children. Family and “client” History

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 3 Upon obtaining permission from Kenzie's parents, I was able to conduct observations of her during her daycare hours. I communicated the purpose of my assignment to them and assured them they would receive a copy of the final observational report. Kenzie is the eldest sibling in a family of five, with her younger sisters being four-year-old twins. Kenzie is a six-year-old who displays robust physical and cognitive health, as well as overall happiness. Her physical development is proportionate with her age. She has no current diagnoses of any sort. The child in question comes from a middle-class background of Caucasian descent, and her family adhere to Christian religious traditions. Her parents, Aaron and Chelsea, have been in a committed relationship for a decade and are the owners of a thriving daycare center, where Kenzie spends her days alongside her mother, who is the lead director. Aaron, Kenzie's father, is a case manager at a youth facility that aims to assist at-risk children in their community. Additionally, he is pursuing a counseling degree specializing in drug and alcohol-related issues. A strong sense of connectedness and mutual support characterizes Kenzie's family. Despite her father being an only child, he maintains a positive and active relationship with his father, who plays an integral role in his grandchildren's lives. Aaron, Kenzie's father, holds his father in high regard and frequently seeks his counsel on important matters. Despite the recent relocation of his mother out of state, he maintains a close relationship with her. Even though Aaron's parents have been separated for over two decades, he remains devoted to his family, often visits his mother, and mediates between his parents. Additionally, Aaron makes a weekly effort to share breakfast with his great-grandmother, demonstrating his unwavering commitment to family and tradition by caring for her. Kenzie's mother possesses excellent parenting skills and is adept at managing and strategizing the family business. Although Kenzie's father's immediate family information is

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SIGNATURE ASSIGNMENT: CHILD OBSERVATION 4 available, limited communication has prevented the writer from obtaining in-depth information about the mother's parents. Although the writer faced some hesitation when it came to interviewing the mother due to her busy schedule and commitments to the daycare children, this writer was grateful that Kenzie's mother allowed for the opportunity to observe Kenzie during operating hours. The mother, Chelsea, holds the lead director position at a daycare facility, overseeing the staff and operations. All three of her children are enrolled in this facility. Despite her busy schedule, Chelsea has demonstrated commendable success in balancing both her work and family responsibilities. The familial support that Chelsea receives is abundant, as evidenced by the occasional visits from her relatives, who generously gift toys and clothing to Chelsea's children. Additionally, Chelsea's father is dependable, offers assistance as needed, and occasionally attends family gatherings. Observation-Day 1: 9 am-10:15 am Over the course of three days, I conducted a one-hour observation of Kenzie at her daycare center. On the first day of my visit, I observed that Kenzie was actively engaged in playtime activities with a group of children ranging in age from ten months to six years old. Of particular note, Kenzie's twin sisters were also present during this visit. Upon my arrival, Kenzie immediately recognized me by name, which may be attributed to my occasional attendance at various family functions and my employment at the same location as her father. This recognition suggests a level of familiarity and comfort with my presence, which may have influenced her behavior during my observation. In order to observe Kenzie's behavior, I refrained from initiating any direct contact with her initially. Instead, I monitored her interactions with others from a distance, taking note of her confident and playful demeanor and her apparent awareness of my presence. Despite the other

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 5 children's curiosity concerning my presence, Kenzie remained unfazed by the commotion, which piqued my interest. Throughout my observation, Kenzie remained engaged in play with her friend, Princess Moon, a six-year-old girl. Kenzie exhibits highly developed social skills and an impressive vocabulary. Her imaginative abilities are notable for their vividness and descriptive detail. The writer observed an instance where Kenzie described a play scenario in great detail, showcasing her imaginative prowess. Kenzie displays remarkable maturity and responsibility, especially considering her age. Her capacity to temporarily halt her imaginative play and assist younger children who may have transgressed a rule or are near a restricted area is noteworthy. Once the situation has been addressed, Kenzie seamlessly resumes her playtime without disruption or delay. Her actions showcase her dedication to maintaining a safe and fair environment for everyone involved. Based on my observations, Kenzie is exhibiting behaviors and attitudes that resemble those of the staff in her environment and her mother. Kenzie demonstrates an understanding of authority figures by consciously seeking permission when necessary. During a play session, Kenzie observed a younger child experiencing difficulty while attempting to climb a slide. Recognizing the potential hazard, Kenzie promptly told her mother, "Mom, is it okay for the baby to climb up the slide." This thoughtful gesture reflects Kenzie's consideration for the age and functional abilities of the other children present. Kenzie displays considerable comfort in her environment and exhibits leadership qualities in her interactions with other children. She poses direct inquiries, such as "Why are you lying on the ground?" and may sometimes exhibit age-appropriate ornery behavior. She was seen riding a big wheel and bumping another child during observation. When asked by the child why she hit him, Kenzie responded, "You were in the way." It was evident that Kenzie's response was intended to be flippant. Kenzie was interested in the writer during the conclusion of the

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 6 observation period and playfully approached the writer. Upon entering the writer's vicinity, she stuck her tongue at a toddler playfully and greeted the writer with, "What's up, bro? I have a wiggly tooth." Observation-Day 2: 10 am -11:15 am Kenzie exhibited a commendable level of attentiveness and enthusiasm during the class session. She actively participated in the lesson by correctly responding to questions and reading aloud. Additionally, she extended a warm greeting upon my arrival. The children were arranged in a central location, seated on a brightly adorned carpet with designated seating markers, and were instructed to cross their legs. I observed that Kenzie was aware of my presence. The instructor initiated the lesson by highlighting the days of the week. Kenzie demonstrated her mastery of the subject by accurately reciting the sequence of days, her home state, the name of her planet of residence, and the alphabet. During the class session, the instructor presented a color chart and directed the students to identify each color. Kenzie, along with her peers, participated by reciting the colors as they were pointed out. However, during the color song, Kenzie appeared to have prior knowledge of the material and looked around. At times, she became distracted and would uncross her legs, but the instructor was able to redirect her focus. One particular highlight for Kenzie was the alligator song, during which she remained engaged and attentive. The instructor would adopt a playful posture mimicking an alligator, and the children would respond by laughing and running away. Kenzie smiled and laughed, but remained seated throughout the activity. Kenzie demonstrates an exceptional aptitude for reading and reciting colors, numbers, and classroom conduct expectations for children. Her proficiency extends to assisting her mother and staff during arts and crafts activities, where she expertly guides the children to their seats and distributes necessary supplies. Despite her helpfulness, Kenzie enjoys engaging with the children and fostering meaningful connections. Her independent initiative is noteworthy, as she was able

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SIGNATURE ASSIGNMENT: CHILD OBSERVATION 7 to trace all uppercase letters unaided. Kenzie's abilities make her stand out in the classroom and childcare setting. Observation-Day 3: 8: 30am -9: 30 am During my visit to the daycare, I had the opportunity to observe Kenzie during breakfast time. Despite being only six years old, she exhibited a level of maturity and focus that was impressive for her age. Without prompting from her mother or the daycare staff, Kenzie took it upon herself to assist the other children in finding their seats and handing out their sippy cups. What struck me the most about Kenzie was her ability to multitask. While sitting down to eat her breakfast, she continued to engage with the other children, holding conversations and even engaging in playtime. She was patient and kind, always willing to lend a helping hand to those who needed it. At one point during breakfast, Kenzie showed me a binky that could glow in the dark. She was excited to share this unique feature with me and climbed on the breakfast table and held it up to a light bulb to demonstrate how it worked. Kenzie displayed a decent level of compliance by following the established rules. She even took the initiative to remind one of her peers not to doze off at the table and praised others who had finished their meals. When she required more food, she politely requested assistance from the staff and ensured that they were informed of any incidents where other children may have completed their meals or made a mess. Kenzie's nurturing behavior towards her fellow peers was truly impressive. She demonstrated appropriate levels of irritability, playfulness, curiosity, and intelligence, all of which were fitting for her age. As a result, she served as a shining example and an excellent role model for the other children to emulate. I ended my time with Kenzie by giving her a fist bump and saying goodbye.

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 8 Developmental Stages/Degree of Attachment According to Erikson's theory of human development, individuals progress through various stages of life from infancy to old age (Batra, 2013). To achieve self-regulation, one must learn to navigate their "Inner child voice, physical and emotional needs, and the influence of society" (Batra, 2013, p. 250). Each stage of development presents unique challenges, allowing individuals to understand themselves and others better. Through these experiences, an individual's sense of self-regulation is balanced, ultimately forming a distinct identity (Batra, 2013). Erikson's theory provides a framework for understanding the complex process of human development and the importance of self-awareness and regulation in achieving personal growth. According to Erikson's psychosocial theory, the development of an individual's identity is a journey that spans their entire lifespan and occurs through eight distinct stages (Batra, 2013). These stages include "infancy (0-1.5 years), which is characterized by the development of trust versus mistrust; early childhood(1.5 -3 years), where autonomy versus shame and doubt becomes a central theme; preschool age (3-6 years), marked by the emergence of initiative versus guilt; school age (6-12 years), where industry versus inferiority comes into play, adolescence(10- 24/26years), where identity versus identity confusion is the challenge, young adulthood (18- 22/40 years), which is characterized by the development of intimacy versus isolation, middle age (30-65 years), marked by the emergence of generativity versus stagnation, and finally, older adulthood ( 55-60+ years), where integrity versus despair is the primary concern" (Batra, 2013, p.258). It is of utmost importance to recognize and appreciate the significance of every stage of personal development, as they are all intertwined and interconnected (Batra, 2013). Neglecting to master any particular stage effectively can have serious ramifications in the long run (Batra, 2013). Therefore, it is crucial to thoroughly understand these stages and how to navigate them to

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 9 ensure a fulfilling and wholesome life journey (Batra, 2013). By acknowledging and embracing each stage of personal development, individuals can cultivate a strong foundation for personal growth and success in all aspects of life (Batra, 2013). Describing Kenzie's progression through her developmental stages in full detail presents a challenge, as it appears that she has attained proficiency or is presently experiencing each stage of development. Despite not having full knowledge of Kenzie's development, studies have demonstrated that children in households with two married parents exhibit higher overall well- being and resilience (Musick & Meier, 2010; Siegel & Bryson, 2021). This can largely be attributed to the presence of a strong parent-child relationship, which serves as a foundation for a child's emotional development (Batra, 2013; Musick & Meier, 2010; Siegel & Bryson, 2021). Moreover, “consistent discipline and a warm yet firm approach to handling situations within the home environment” (Musick & Meier, 2010, p.816) also play a key role in shaping a child's attachment and bond (Siegel & Bryson, 2021). These positive qualities are more commonly observed in parents who remain continuously married, as they can provide a stable and nurturing environment for their offspring (Batra, 2013; Musick & Meier, 2010; Siegel & Bryson, 2021). As per my observations and in accordance with Erikson's initiative versus guilt stage, for children aged 3-6 (Batra, 2013, p.261), Kenzie appears to be exhibiting positive progress. According to Batra (2013), children at this stage of growth are inclined towards engaging in imaginative play, where they adopt various personas, such as "family members, teachers, medical professionals, security personnel, pilots, or law enforcement officers" (p. 261). Such role-playing activities often involve the make-believe world, allowing children to distinguish between reality and fantasy. For example, they may pretend to prepare and serve food, honing their cognitive abilities and enhancing their understanding of the real world. Batra (2013) further

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SIGNATURE ASSIGNMENT: CHILD OBSERVATION 10 explains, "The child will wish to make real bread with real dough and serve food to differentiate between the pretend world and the real world" (p.261). Kenzie emulates her surroundings and the roles of the staff and her mother and interacts with the other children, demonstrating her differentiation between the pretend and natural world. As a child engages in activities such as play and work, they can cultivate a sense of purpose and direction in their lives (Batra, 2013). This process is an essential aspect of their development and growth, as it helps them to understand their place in the world and to develop a sense of identity and self-worth (Batra, 2013; Siegel & Bryson, 2021). Kenzie has significantly benefitted from the support and guidance provided by her caregivers, resulting in the cultivation of a secure attachment style (Siegel & Bryson, 2021). As a result of this positive influence, she has developed the ability to "regulate her emotions, make sound decisions, consider consequences, and conduct herself in a productive and positive manner" (Siegel & Bryson, 2021, p.19). The foundation for a secure attachment between a child and their caregivers is established through the child's perception of safety and feeling valued in their early interactions (Siegel & Bryson, 2021). This can be achieved through emotionally available caregivers who possess a level of self-awareness regarding their own emotions and behaviors (Siegel & Bryson, 2021). Caregivers who create a nurturing environment for children do not punish them for seeking reassurance or validation. Instead, they offer understanding and comfort to help the child feel secure and supported (Siegel & Bryson, 2021, p. 14). The development of this type of attachment has been shown to have long-lasting effects on the child's emotional and social well-being (Siegel & Bryson, 2021). Response to Experience

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 11 Kenzie's upbringing has provided her with much care, affection, and a secure link to her parents (Siegel & Bryson, 2021). Kenzie displays high intelligence and excellent communication skills, particularly when interacting with younger children. Kenzie's innate ability to interact with younger children is a byproduct of her engagement with her younger sisters. Her birth order influences Kenzie's leadership qualities and acute understanding of the environment. The phrase "birth order" pertains to the sequence in which a child is born in relation to their siblings, and it is believed to have an influence on an individual's demeanor and character, as described by Kaul and Srivastava (2018). According to a study by Kaul and Srivastava (2018), individuals who are either firstborn or lastborn are more inclined to provide familial assistance compared to those who are middleborns, as evidenced by their research findings (p. 377). My interactions with Kenzie were highly positive. She displayed kindness and attentiveness and offered intriguing perspectives during our conversations. While interacting with her, I did not encounter any notable issues, except for some age-appropriate irritability while playing with other children, which is typical for a six-year-old. Kenzie demonstrated a collaborative approach with her mother and the staff rather than competing for attention. During my interactions with Kenzie, I remained attentive to her emotional state and social norms and worked to build a positive relationship with her. I observed that her socialization with other children was vital to her well-being, as was supporting her mother and the staff. I attempted to engage with her by sitting beside her, and she frequently initiated interaction with me. However, due to the high level of curiosity and attention-seeking behavior among the other children, providing her with my undivided attention was challenging. Overall, my experience with Kenzie was positive and productive. Treatment Plan/Ethical

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 12 At this stage of development, Kenzie is in the process of acquiring the skill of verbalizing her internal experiences (Prout & Fedewa, 2015). However, given her current developmental level, alternative avenues for communicating her thoughts and emotions may be necessary (Prout & Fedewa, 2015). Play therapy can serve as a powerful tool for Kenzie to represent and convey her inner experiences symbolically (Prout & Fedewa, 2015). With Kenzie as a client, I recommend incorporating play therapy into their treatment plan. Play is essential to a child's development and can significantly improve their cognitive growth and overall well-being (Prout & Fedewa, 2015). In Kenzie's treatment program, play therapy holds a crucial position as it aims to identify any social or emotional inadequacies that she may have and equip her with the essential skills to manage an array of social scenarios (Prout & Fedewa, 2015). The primary objective of this therapy is to establish a constructive and affirmative experience that addresses her concerns while fostering her emotional development (Prout & Fedewa, 2015). By engaging in play-based activities, Kenzie can express her thoughts and feelings freely while simultaneously learning how to regulate her emotions and cope with stressful situations. This approach provides an opportunity for Kenzie to develop healthy interpersonal relationships and improve her communication skills, thus enhancing her overall well-being (Prout & Fedewa, 2015). In the event of a potential meeting with Kenzie, I may face an ethical dilemma due to my close relationship with her father (Ascherman & Rubin, 2008). Therefore, it would be my professional recommendation that her parents seek assistance from another clinician in order to ensure the highest level of impartiality and adherence to ethical standards (Ascherman & Rubin, 2008). Such a course of action would be in the best interest of all parties involved and would maintain the integrity of the therapeutic process. In addition, due to Kenzie's age, respecting boundaries may be a potential issue. When working with young children, it is not uncommon for

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SIGNATURE ASSIGNMENT: CHILD OBSERVATION 13 them to express a desire to "sit on laps, hug, or engage in other physical behaviors, such as removing clothing items" (Ascherman & Rubin, 2008, p. 22). These behaviors can sometimes occur because children seek comfort or attention, yet there must be clear boundaries to avoid any actions that could lead to confusion or inappropriate behavior (Ascherman & Rubin, 2008). According to Ascherman & Rubin (2008), clinicians must constantly respond to children's needs respectfully and age-appropriately. At the same time, we are encouraging them to verbally communicate their desires and impulses (Ascherman & Rubin, 2008). Doing so creates a safe and appropriate environment for all involved parties. As a professional, it is imperative to carefully consider any invitations to attend social or religious gatherings hosted at my colleague's home (Ascherman & Rubin, 2008), such as Kenzie's. While it is important to establish a positive relationship with her family, the safety and well-being of the client must take precedence (Ascherman & Rubin, 2008). Ultimately, the goal is to create a secure and supportive environment for Kenzie and her family as she undergoes her therapeutic process (Ascherman & Rubin, 2008).

SIGNATURE ASSIGNMENT: CHILD OBSERVATION 14 Reference Ascherman, L. I., & Rubin, S. (2008). Current ethical issues in child and adolescent psychotherapy. Child and Adolescent Psychiatric Clinics of North America , 17 (1), 21–35. https://doi.org/10.1016/j.chc.2007.07.008 Batra, S. (2013). The psychosocial development of children: Implications for education and society — Erik Erikson in context. Contemporary Education Dialogue , 10 (2), 249–278. https://doi.org/10.1177/0973184913485014 Henderson, A., Robey, P. A., Dunham, S. M., & Dermer, S. B. (n.d.). Change, choice, and home: An integration of the work of Glasser and Gottman. https://www.proquest.com/openview/cee66b02c851f2f253ff92a979653913/1.pdf?pq- origsite=gscholar Musick, K., & Meier, A. (2010). Are both parents always better than one? parental conflict and young adult well-being. Social Science Research , 39 (5), 814–830. https://doi.org/10.1016/j.ssresearch.2010.03.002 Prout, H. T., & Fedewa, A. L. (2015). Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings (5th Edition) (5) . Somerset, US: John Wiley & Sons, Incorporated. Retrieved from ProQuest Ebook Central in the Touro library. Siegel, D. J., & Bryson, T. P. (2021). The power of showing up: How parental presence shapes who our kids become and how their brains get wired . Ballantine Books.

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