LASA 2 Training And Intervention Program: The Value O 549023

LASA 2 Training And Intervention Programthe Value Of A

Using the assessment that you completed for LASA 1 in M3: Assignment 2, you will create a training and intervention program for adults involved in a child's life. This includes writing a 2-page summary assessment of a case study, covering the child's background, behaviors, and possible determinants focusing on family and school factors. Additionally, you will prepare a detailed presentation with speaker notes aimed at training parents and school personnel to better understand and support the child's socialization. The presentation must include research support from at least two peer-reviewed articles, a review of the child's role in family and school contexts, specific intervention recommendations, a guide for community resources, and a discussion of resiliency research applied to the case. All sources must follow APA standards.

The assignment also involves developing a resource guide with descriptions of four to five community services, linking resiliency literature to the child's strengths, family, and school environments, and creating strategies for positive intervention. Both the written summary and presentation must be well-organized, use proper mechanics, adhere to APA formatting, and clearly communicate targeted interventions supported by research. The presentation should be between 15-20 slides with detailed speaker notes, and the written report should be concise, approximately two pages in Word format.

Paper For Above instruction

The case study selected from LASA 1 provides a comprehensive overview of a child's behavioral challenges within both family and school contexts. The initial assessment indicates issues such as social withdrawal, aggressive behaviors, and difficulty following routines, which are influenced by multiple determinants. A thorough understanding of these factors is essential to developing effective intervention strategies that promote positive behavioral changes and social development.

Background and Current Situation

The child in question is a 9-year-old male exhibiting disruptive behavior in both home and school environments. His primary behaviors include frequent temper tantrums, difficulty adhering to classroom rules, and social withdrawal from peers. According to family reports, his behaviors may be linked to recent familial stressors, including parental conflict and inconsistent disciplinary practices. School records highlight challenges with peer interactions and compliance, which further exacerbate his behavioral issues.

Understanding the child's current context involves analyzing environmental influences, temperament, and developmental history. The child's age and emotional regulation capabilities suggest underlying emotional and social regulation difficulties that manifest across settings. These difficulties are compounded by familial and educational factors that may serve as either risk or protective determinants.

Determinants of Behavior Focusing on Family

Family environment heavily influences behavioral expressions. In this case, inconsistent discipline, parental conflict, and limited emotional support contribute to the child's maladaptive behaviors. Family stressors impede the child's ability to develop effective coping skills, leading to acting-out behaviors as an external expression of internal distress. Family history may include mental health issues, substance abuse, or communication barriers, further impacting the child's development.

Determinants Focusing on School

At school, ineffective behavioral management policies and limited social-emotional support exacerbate behavioral problems. The school environment may lack consistent routines and positive reinforcement strategies, leading to increased frustration and withdrawal. Peer relationships are strained, with the child sometimes being rejected or bullied, which reinforces social withdrawal and aggression. Limited teacher training in behavioral interventions further compounds these issues.

Role of the Child in Family and School, and Intervention Strategies

The child plays a central role in the family as a source of household stress and is often subject to inconsistent boundaries and disciplinary responses. This role affects his behavioral patterns, including acting out and withdrawal. Interventions should focus on strengthening familial communication, establishing consistent routines, and teaching emotional regulation skills. Family therapy, parental training, and establishing clear behavioral boundaries are recommended to promote consistency and emotional safety.

Within the school, the child's role involves testing boundaries and seeking attention through disruptive behaviors. Effective strategies include implementing structured routines, social skills training, and positive behavioral supports. Teacher training in trauma-informed care and behavioral interventions can help create a more supportive learning environment.

Resource Guide for Parents

To support the child's development, parents need access to community resources that address mental health, behavioral support, and social services. Local mental health clinics, behavioral therapists, and social service agencies offer essential services. For example:

• Child and Family Counseling Center: Provides therapy for emotional regulation and behavioral management.
• Community Mental Health Agency: Offers attachment and trauma-informed therapy services.
• Local Parent Support Organization: Facilitates parenting skills workshops and family support groups.
• School-Based Mental Health Services: Provides in-school counseling and behavioral interventions.
• After-School Programs: Support social skills and peer interactions in safe environments.

Parents should contact local health departments, educational agencies, and community organizations to access these services. Strategies such as Medicaid or insurance navigation, scheduling assistance, and advocacy training empower parents to obtain needed supports effectively.

Resiliency and Strength-Based Interventions

Research indicates that resiliency factors such as strong familial bonds, supportive peer relationships, and positive school experiences buffer against behavioral and emotional challenges (Masten, 2014). Leveraging these strengths involves nurturing the child's self-efficacy and adaptive skills by reinforcing positive behaviors, celebrating successes, and fostering meaningful connections.

Family strengths include open communication, consistent routines, and emotional support, which promote resilience. School-based strengths may involve peer mentorship programs and inclusive classroom environments that enhance social acceptance and engagement. Specific interventions include social skills curricula, mindfulness training, and resilience workshops tailored to the child's needs.

Integrating resiliency research with targeted interventions creates a comprehensive framework to promote recovery and adaptive functioning. Encouraging parental involvement, peer support, and school engagement are critical components of a resilient system supporting the child's growth.

Conclusion

Developing an effective training and intervention program requires a nuanced understanding of the child's background, contextual determinants, and strengths. Combining empirical research with community resources and strength-based strategies offers a comprehensive approach that fosters behavioral improvement and social-emotional development. Continuous review, collaboration among family, school, and community, and tailored interventions are key to promoting positive outcomes for the child.

References

• Masten, A. S. (2014). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 6(2), 147–166.
• Benard, B. (2004). Resiliency: What we have learned. WestEd.
• Fergus & Zimmerman. (2005). Empowerment theory: Psychological, organizational, and community-level perspectives. American Journal of Community Psychology, 33(1-2), 3–22.
• Reivich, K., & Shatté, A. (2002). The resilience factor: 7 keys to finding your inner strength. Broadway Books.
• Ungar, M. (2011). The social ecology of resilience. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 53–69). Springer.
• Deris, J., & Luthar, S. S. (2015). Resilience among youth at risk: a review of the literature. Child Development Perspectives, 9(3), 152–157.
• Ginsburg, G. S., et al. (2014). Parent training programs for behavior problems in children and adolescents. Child and Adolescent Mental Health, 19(2), 112–118.
• Blum, R. W., & Kusché, C. (2008). The Adolescent Resilience Questionnaire. Journal of Adolescent Health, 42(5), 448–454.
• Sameroff, A. J. (2000). Developmental systems and psychopathology. Development and Psychopathology, 12(3), 297–310.
• Wallerstein, N., & Duran, B. (2010). Community-based participatory research contributions to intervention research: The intersection of science and practice to improve health equity. American Journal of Public Health, 100(Suppl 1), S40–S46.