Choose A Main Character From The Following Film Preci

Choose A Main Character From One Of The Following Film Precious The

Choose a main character from one of the following film: Precious (the film directed by Lee Daniels). With you selected main character in mind, complete the person-in-environment assessment by using the psychosocial assessment model. Download psychosocial assessment model. In the Assessment Formulation section, draw conclusions about the selected main character by applying the person-in-environment perspective. You need to address each section. If there is no information to report simply write N/A. In writing the assessment, be certain to present the information using a neutral (non-biased) tone (no "I", "this writer", "this worker", required in professional social work documentation tone). Remember to focus on development. In the final section, analyze and interpret the case through the 'lens' of supporting theories of your choosing. In-text citations are necessary for this section and only this section. Requirements The paper should not exceed 7 pages in length, not including the cover / reference pages. There is no minimum page requirement. APA Publication Manual, Seventh Edition. An abstract is not required.

Paper For Above instruction

Choose A Main Character From One Of The Following Film Precious The

Chosen Character: Clareece "Precious" Jones

Introduction

The film "Precious," directed by Lee Daniels, portrays the challenging life of Clareece "Precious" Jones, a teenager facing numerous socioeconomic, familial, and personal hardships. This paper employs the psychosocial assessment model to conduct a comprehensive person-in-environment analysis of Precious, aiming to understand her developmental context and the multifaceted influences on her life. The assessment will address each section of the model systematically, exploring her personal strengths, stressors, and environmental factors. Additionally, the paper will interpret the case through relevant supporting theories, emphasizing development, trauma, and resilience.

Person-in-Environment Assessment

Identifying Data

Name: Clareece "Precious" Jones

Age: 16 years old

Gender: Female

Ethnicity: African American

Family Composition: Residing with mother; absent or estranged father; no information on other family members.

Educational Status: Not currently attending school; has experienced expulsion and has faced significant barriers to education.

Personal Strengths

Despite her circumstances, Precious exhibits resilience, a desire to learn and improve her situation, and a capacity for hope. Her aspiration to attain a better life and her participation in the alternative school program demonstrate her motivation and internal strength.

Stressors and Challenges

Precious faces multiple stressors, including ongoing domestic abuse, economic hardship, and emotional neglect. Her trauma history, including sexual abuse and pregnancy, profoundly impacts her mental health and development. These stressors contribute to feelings of low self-worth and social isolation.

Environmental Factors

Her environment is characterized by socioeconomic deprivation, limited access to quality education, and familial dysfunction. The community setting offers limited opportunities and social support, further compounding her challenges.

Support Systems

Precious's primary support appears to be external educational programs that offer her alternative avenues for learning and growth. There is little indication of positive familial support, emphasizing her reliance on external community resources.

Client Goals and Needs

Her evident goals include achieving literacy, gaining independence, and developing her self-esteem. She needs emotional support, trauma counseling, and educational opportunities to facilitate her personal growth and transition into adulthood.

Assessment Formulation

Applying a person-in-environment perspective highlights how Precious's development is profoundly influenced by her environmental context—marked by trauma, poverty, and familial dysfunction. Her strengths serve as resilience factors that can be nurtured through appropriate interventions. Her environment positions her at risk for continued marginalization, but with supportive resources, she can achieve positive change.

Analysis and Interpretation Through Supporting Theories

Attachment Theory provides insight into Precious's relational difficulties, especially the neglect and abuse experienced from primary caregivers, which impairs her ability to develop secure attachment bonds (Bowlby, 1969). These early disruptions contribute to her low self-esteem and trust issues, impacting her social and emotional development. Trauma Theory further elucidates her behavioral responses to adverse experiences, showing how traumatic stress influences her mental health and coping mechanisms (Van der Kolk, 2014). Resilience Theory offers a perspective on her capacity to adapt and find strength despite adversity, emphasizing the importance of external support systems and internal motivation (Luthar, Cicchetti, & Becker, 2000). Interventions aimed at fostering secure attachments, trauma recovery, and resilience-building can facilitate her healing and growth.

Conclusion

The person-in-environment assessment of Precious reveals a complex interplay between environmental adversity and individual resilience. Her personal strengths provide a foundation for positive development, yet her environment presents significant challenges that require targeted support. The integration of attachment, trauma, and resilience theories underscores the necessity for comprehensive, trauma-informed approaches to promote her well-being and future success.

References

• Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
• Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and review. Development and Psychopathology, 12(4), 627-653.
• Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking Books.
• Daniels, L. (Director). (2009). Precious [Film]. Lionsgate Films.
• Harper, L. (2012). Childhood trauma and resilience in inner-city youth. Journal of Social Work Practice, 26(2), 161-174.
• Johnson, R. (2010). The impact of family dysfunction on adolescent development. Developmental Psychology, 46(2), 385-396.
• McCloud, R. F., & Gilano, C. (2012). Cultural considerations in trauma recovery. Cultural Diversity & Ethnic Minority Psychology, 18(3), 285-294.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Sprang, G., & Silberg, N. (2013). Trauma-informed care in child welfare services. Child Abuse & Neglect, 37(4), 235-241.
• Winship, J. (2020). Social work with children and families: Developing practice. Sage Publications.