MHW 642 Omar Case Study: A 15-Year-Old Biracial Male 030903

Mhw 642 Omar Case Studyomar A 15 Year Old Biracial Male Has Been Di

Explain some of the parental issues Omar’s family experiences. (50-75 words)

Explain some of the cultural influences on Omar’s adoptive parents. (50-75 words)

Describe the impact of society on Omar’s adoptive parents. (50-75 words)

Imagine you have been asked to assist Omar’s family. Use your state public health website to list two resources for the following:

  • Parents of children with Asperger’s Syndrome:
  • Parents dealing with bullying:
  • Developing social skills in adolescents:

Recommend how technology might be used to help Omar improve his social skills, writing skills, and reading comprehension. (75-100 words)

Recommend ways his parents can help Omar ween off technology. (50-75 words)

Explain how extended use of technology might create mental health problems for Omar. (75-100 words)

Paper For Above instruction

Omar's family faces several parental issues that influence his developmental and social progress. The primary concern stems from the differing perspectives within the family regarding Omar’s diagnosis of Autism Spectrum Disorder (Level I). His adoptive mother struggles to accept his differences, fearing stigma and preferring to minimize his challenges, which can hinder effective support and intervention. Conversely, his adoptive father recognizes Omar’s needs and seeks appropriate educational and social support mechanisms. This familial tension can lead to inconsistency in parenting approaches, affecting Omar’s emotional well-being and social development. Additionally, dealing with bullying adds emotional stress, which exacerbates existing parental concerns and complicates efforts to provide a stable support system for Omar (Baio et al., 2018; Mazurek & Kanne, 2018).

Culturally, Omar’s adoptive parents are influenced by societal norms and expectations regarding race, disability, and family roles. Their race and societal perceptions may lead to challenges in understanding and addressing Omar’s unique needs without bias. The adoptive mother, influenced by societal stigmas, may unconsciously undervalue the importance of embracing Omar’s biracial identity and his diagnosis, leading to internal family conflicts. Meanwhile, the adoptive father’s background as a former athlete might shape his perception of social participation, influencing his emphasis on sports and physical activities as avenues for social integration. Cultural influences also shape their perceptions of interventions and support systems, potentially affecting openness to external resources and culturally competent care (Shapiro et al., 2018; Lee & Fung, 2020).

Society impacts Omar’s adoptive parents by shaping their attitudes towards autism, race, and mental health. Societal stigmas surrounding autism and neurodiversity may cause hesitation or fear about seeking specialized help, affecting intervention strategies. Racial biases and societal expectations about familial roles could influence their engagement with community resources and support systems. Moreover, societal norms emphasizing athleticism and social participation might lead to disappointment or misunderstanding of Omar’s interests and challenges. They may also experience external judgment related to adoption and race, influencing their confidence in advocating for Omar's needs within educational and social contexts (Groden et al., 2018; McLaughlin & Stoodley, 2020).

Resources for Parents of children with Asperger’s Syndrome:

  • Autism Speaks: https://www.autismspeaks.org
  • The Autism Society: https://www.autism-society.org

Resources for Parents dealing with bullying:

  • StopBullying.gov: https://www.stopbullying.gov
  • National Bullying Prevention Center: https://www.stopbullying.gov/resources/get-help-now

Resources for Developing social skills in adolescents:

  • Through the Looking Glass: https://www.through-the-looking-glass.org
  • Child Mind Institute: https://www.childmind.org

Technology can be a valuable tool to support Omar's development by using specialized apps and online programs that focus on social skills training, reading comprehension, and writing enhancement. Virtual reality environments can simulate social situations, helping Omar practice interactions in a controlled setting. Interactive computer games and apps designed for children with ASD can tailor learning experiences to his interests, thereby improving engagement and skill acquisition (Kuo & Anderson, 2019). Moreover, online social groups and forums can facilitate peer interactions that might be less intimidating, fostering social skill development in a safe space. These approaches leverage engagement with technology to create personalized, motivating learning experiences that can be integrated into his daily routine.

To help Omar wean off technology, his parents can gradually reduce screen time by introducing alternative activities such as family outdoor adventures, arts and crafts, or board games that promote face-to-face interaction. Establishing technology-free zones or times, such as during meals or before bedtime, will also promote healthier boundaries. Encouraging participation in structured activities like clubs or community groups can diversify his interests and build social skills outside of screen time. Consistent routines and positive reinforcement will help Omar adjust to less technology use while maintaining engagement in other productive activities (Radesky et al., 2020).

Extended use of technology might contribute to mental health issues such as increased social anxiety, depression, and attention problems for Omar. Excessive screen time can lead to diminished face-to-face social interactions, impairing his ability to develop essential social skills. It may also interfere with sleep patterns, critical for emotional regulation and cognitive functioning. Over-reliance on digital devices can foster dependency, reduce physical activity, and exacerbate feelings of isolation, all of which are risk factors for mental health difficulties. Furthermore, exposure to cyberbullying on digital platforms can intensify emotional distress and adversely affect self-esteem (Kühn & Gallinat, 2014; Radesky et al., 2020).

References

  • Baio, J., Wiggins, L., Christensen, D. L., et al. (2018). Prevalence of Autism Spectrum Disorder among children aged 8 years — Autism and Developmental Disabilities Monitoring Network. Morbidity and Mortality Weekly Report, 67(6), 1-23.
  • Groden, J., Groden, M., & Cautela, J. (2018). Autism Spectrum Disorders: A Reference for Families and Professionals. Routledge.
  • Kuo, J. R., & Anderson, J. A. (2019). Virtual Reality and Autism Spectrum Disorder: A Review. Journal of Autism and Developmental Disorders, 49(9), 3514–3524.
  • Lee, S., & Fung, K. (2020). Cultural influences on mental health help-seeking attitudes among Asian Americans. Asian Journal of Psychiatry, 54, 102318.
  • Mazurek, M. O., & Kanne, S. M. (2018). Risk and Protective Factors for Challenging Behavior in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(9), 3039–3050.
  • McLaughlin, T. F., & Stoodley, C. J. (2020). Understanding the Impact of Societal Norms on Autism Spectrum Disorder. Journal of Social Work Practice in the Addictions, 20(3), 255–271.
  • Radesky, J. S., Schumacher, J., & Zuckerman, B. (2020). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. Pediatrics, 135(1), 1–3.
  • Shapiro, E., Schwartz, S., & Isaacs, P. (2018). Race, Culture, and Adoption: Implications for Practice and Policy. Journal of Family Psychology, 32(4), 469–479.
  • Smith, A., & Robinson, L. (2019). Autism Spectrum Disorder: Genetics, Environmental Factors, and Interventions. Pediatric Clinics of North America, 66(2), 285–299.
  • U.S. Department of Health & Human Services. (2021). Resources for Children with Autism Spectrum Disorder. https://www.hhs.gov

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