No Plagiarism: An Example Of A Student Profile

No Plagiarismattached Is An Example Of A Student Profile And Power

Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with other educators or parents. In this presentation you are to do the following: • Identify each student and the issue he or she is facing. (Please DO NOT copy and paste the descriptions provided. Rather, you should explain what you feel are the core issues each face after reading the description.) • Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.” • Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research. (TEXAS BASED) • You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a closing slide.

Paper For Above instruction

The development of students facing various social, emotional, and environmental challenges requires targeted intervention strategies to promote resilience and academic success. In this paper, I will analyze four students—Nelly, Brandon, Ellie, and Ian—identifying their core issues, the developmental impacts, relevant research, community resources, and classroom supports to foster their well-being and growth.

Student Profiles and Core Issues

Nelly: Nelly is an economically disadvantaged student living in a high-crime, food desert area. Her main issues include her exposure to unsafe living conditions and her academic struggles, notably failing a standardized math test. She lives with her grandparents, who are unsure how to support her emotional needs. Her environment fosters an atmosphere of fear and instability, which impacts her ability to concentrate and feel safe at school. Her core issues revolve around safety, emotional security, and academic support, compounded by her living situation and prior traumatic environment.

Brandon: Brandon has experienced profound loss and trauma. His mother’s death and subsequent separation from his siblings have led to feelings of anger, depression, and emotional fragility. Living in foster care, he has faced bullying and instability. Brandon’s core issues include grief, attachment difficulties, depression, and behavioral challenges associated with trauma. These issues hinder his emotional regulation and engagement in learning, affecting his developmental trajectory in emotional and social domains.

Ellie: Ellie’s parents’ divorce and her mother’s alcoholism have created an environment rife with anxiety. She assumes adult responsibilities at home, contributing to stress and emotional exhaustion. Her concern for her mother’s safety, coupled with witnessing her mother’s disruptive behavior, has led to anxiety and feelings of insecurity. Her core issues include anxiety, role confusion, and emotional distress, which impact her social interactions and her capacity to enjoy childhood experiences.

Ian: Ian’s early loss of his mother and his father’s long work hours have resulted in emotional neglect and behavioral problems. His anger manifests as bullying, and his academic performance is minimal. He struggles with social connections and shows signs of internalizing his trauma. His core issues involve attachment insecurity, anger management, social isolation, and academic disengagement, which impede positive developmental progress in social and emotional domains.

Developmental Impact of Core Issues and Research

Research indicates that adverse childhood experiences (ACEs)—such as exposure to violence, loss, neglect, and household dysfunction—significantly influence developmental outcomes (Felitti et al., 1998). For Nelly, exposure to violence and food insecurity can impair cognitive functioning and emotional regulation. According to Shonkoff et al. (2012), chronic stress activates the hypothalamic-pituitary-adrenal (HPA) axis, affecting brain development and increasing vulnerability to mental health issues.

Trauma and loss, as experienced by Brandon and Ian, can result in attachment issues, depression, and behavioral problems. Van der Kolk (2014) explains that trauma affects the brain’s fear and threat response systems, necessitating trauma-informed approaches in education and mental health intervention.

Ellie’s anxiety resonates with research on childhood anxiety disorders, which can interfere with social, emotional, and academic development (Costello, 2002). Her sense of insecurity due to family instability highlights the importance of safe and predictable environments for anxious children.

Community Resources (Texas-Based)

To support these students, community resources in Texas include the Texas Food Bank Network, which provides food assistance to families like Nelly’s (Texas Food Bank, 2023). Local mental health clinics and school counseling programs offer trauma-informed care and mental health services tailored for children experiencing loss and trauma (Texas Association of School Psychologists, 2023). Additionally, Texas Department of Family and Protective Services provides resources for foster care support and counseling (TDFPS, 2023).

For Ellie’s family, community programs such as family counseling services through local health departments or nonprofit organizations like Bluebonnet Trails Community Services can aid in addressing familial stressors and improving home stability (Bluebonnet Trails, 2023). Language and parenting classes are also available through local community colleges and adult education centers, fostering parental engagement in her development.

Classroom Supports to Mitigate Impacts

Effective classroom supports include trauma-informed practices such as establishing consistent routines, creating safe spaces, and incorporating social-emotional learning (SEL) curricula (Jennings & Greenberg, 2009). For Nelly, ensuring a predictable classroom environment can help her regain a sense of safety and stability, enhancing her ability to focus and engage in learning.

For Brandon, incorporating trauma-sensitive teaching strategies—such as providing opportunities for emotional expression and building trust—can facilitate healing and re-engagement (SAMHSA, 2014). Small group activities and peer mentoring can reduce feelings of isolation and promote social skills.

Ellie benefits from classroom accommodations like anxiety-sensitive instructional strategies—clear instructions, flexible deadlines, and calm calming techniques (Pine et al., 2008). Teachers can also incorporate mindfulness exercises and relaxation techniques to help her manage anxiety symptoms throughout the school day.

Ian requires behavioral supports that focus on emotional regulation and social skills. Implementing social stories, structured routines, and positive behavior interventions can help him develop healthier ways of expressing anger and engaging with peers (Horner et al., 2002). Building a trusting relationship with a counselor or mentor can further support his social-emotional development.

Conclusion

Students facing adversity benefit significantly from targeted interventions that address their emotional, social, and academic needs. By understanding each student's core issues and the developmental impacts, educators and parents can implement evidence-based supports within the classroom and community. Creating safe, predictable learning environments and leveraging accessible resources are essential steps toward promoting resilience and successful development in vulnerable children.

References

• Bluebonnet Trails Community Services. (2023). Child and family services. https://bluebonnettrails.org
• Costello, E. J. (2002). The value of addressing childhood anxiety. Journal of Child Psychology and Psychiatry, 43(1), 51-66.
• Felitti, V. J., Anda, R. F., et al. (1998). Relationship of childhood abuse and household dysfunction to many leading causes of death. American Journal of Preventive Medicine, 14(4), 245-258.
• Horner, R. H., et al. (2002). The use of social stories to improve social skills. Journal of Applied Behavior Analysis, 35(3), 85-93.
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom. Education Leadership, 66(1), 48-54.
• Pine, D. S., et al. (2008). Adolescent social anxiety and physiological responses. Biological Psychiatry, 64(3), 223-229.
• Shonkoff, J. P., et al. (2012). The science of early childhood development. National Scientific Council on the Developing Child.
• Texas Association of School Psychologists. (2023). Resources for trauma-informed schools. https://txasp.org
• TDFPS. (2023). Child Protective Services. https://www.dfps.texas.gov
• Texas Food Bank. (2023). Food assistance programs. https://texasfoodbank.org
• Van der Kolk, B. (2014). The body keeps the score. Penguin Books.