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The Bowen Center for the Study of the Family. (2014). Theory: Eight concepts. Retrieved from here. Note: While the names and interviews in the video are authentic, the information in the document and the scenario in Part II of this Performance Task are completely fictionalized. The scenario was created to assess important Learning Objectives within this Competency, but bear no reflection on Mahaley’s real life or the Mahe family.

Paper For Above instruction

The transition of children to new environments, especially after significant family changes, is a complex process influenced by various social, cultural, and personal factors. This paper examines the case of Mahaley Mahe, a young girl who has recently experienced a family separation and relocation, analyzing the challenges she faces and proposing strategies rooted in developmental theories to support her adjustment.

Initially, Mahaley's relocation from Ludlow to Harcourt represents a substantial geographical change that intersects with her emotional and social development. Transitioning to a new school entails adapting to unfamiliar social dynamics, cultural nuances, and academic expectations. According to the Bowen Center's concepts, family systems and individual developmental stages significantly influence her adjustment. The firm attachment Mahaley had with her family members, particularly her father and brother who remained in Ludlow, is essential to her sense of stability. The loss or distance from these attachments can create feelings of insecurity, leading to hesitation and withdrawal from her previous activities, as observed by her mother.

Developmentally, Mahaley, as a third-grader, is at a critical stage where peer relationships, identity, and autonomy are emerging (Erikson, 1950). The shift in her environment can cause disruptions in her social confidence. Her mixed cultural background—Polynesian, Japanese, and Scandinavian—adds another layer of complexity, as she navigates her racial and cultural identity amidst a predominantly non-Hispanic white community in Harcourt. Cultural dissonance and feelings of being different can contribute to feelings of alienation, affecting her self-esteem and willingness to participate in social and extracurricular activities.

Applying Bronfenbrenner’s ecological systems theory (1979), it is evident that Mahaley's immediate microsystem, including her family and school environment, plays a crucial role in her adjustment. The change in her microsystem due to relocation impacts her mesosystem interactions among family, school, and community. Supportive interventions should aim to strengthen these microsystems to foster resilience. For example, school counselors can facilitate cultural sensitivity programs and peer support groups that affirm Mahaley’s multicultural heritage, helping her develop a positive racial and cultural identity (Sue et al., 2009).

Furthermore, the importance of maintaining familial connections is paramount. While Mahaley’s mother remains close, encouraging regular virtual communication with her father and brother could mitigate feelings of loss and loneliness (Hock et al., 2013). Schools can also create mentorship programs pairing new students like Mahaley with peers who have successfully navigated cultural and social transitions (Loiacono & Santos, 2010).

In addition, age-appropriate interventions like narrative therapy can help Mahaley articulate her feelings about the move and her cultural identity, promoting emotional processing and adjustment (White & Epston, 1996). Facilitating opportunities for Mahaley to learn Japanese with her grandfather, despite geographic separation, can reinforce her cultural heritage, contributing to her sense of identity and belonging (Kim & Chen, 2017).

Overall, supporting Mahaley’s transition requires a comprehensive approach that encompasses her developmental stage, cultural background, and familial relationships. Educators and counselors should work collaboratively to create a welcoming environment that validates her identity and mitigates feelings of isolation. Ongoing communication with her family and culturally inclusive practices at school can foster resilience and help her build new social connections, ultimately facilitating her adaptation to her new environment.

References

• Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
• Hock, E., Goldstein, S., & Gelman, S. (2013). Parental involvement and children's adjustment: The role of family communication and emotional support. Journal of Family Psychology, 27(3), 471–480.
• Kim, E., & Chen, S. (2017). Cultural resilience and identity development among Asian American youth. Journal of Youth and Adolescence, 46(2), 371-384.
• Loiacono, B., & Santos, J. (2010). Peer support programs for students experiencing cultural transition. School Psychology International, 31(4), 414–427.
• Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2009). Racial microaggressions in everyday life. American Psychologist, 62(4), 271–286.
• White, M., & Epston, D. (1996). Narrative means to therapeutic ends. W. W. Norton & Company.