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Case Study in Development Psychology

Case Study in Development Psychology

Social and cognitive development theories in essence actually relate to the understanding of health and health care. By studying these two theories it will helps in understanding the various behavioral changes theories that are applicable to long-term treatment adherences (Glanz K, Rimer BK, Viswanath, 2008). Later stages of child development are likely to be evidenced by cognitive complexities which can result in reduced anxiety in the child as a matter of being able to use information about diagnosis, causation and treatment of their illness (Bandura, 1986). Social and cognitive establishment can be influenced by critical illnesses such as Morag’s diabetic condition. However, reversibility can help the child to cope with such differences in their lives. The paper discusses how Morag’s social and cognitive development has been affected by her diabetes while emphasizing on factors that are helping and hindering her ability to normalise

Illness can affect a child’s social and intellectual growth through certain limitations imposed on them regarding their interaction with their friends, playing, and having control over their health care. Morag’s cognitive growth is seen to be impaired by a number of factors including her ability to value reciprocal relations. Understanding fully an individual’s capabilities can only be attained by considering their perception of the situation. This can foster the quality of their communication and their compliance with health management procedures. Realizing that her mother has feelings and taking into account these feelings or actions can help in returning Morag’s situation to normal.

The mental maturity level of children with chronic illness can influence their view of the condition and in turn dictate those components of disease management that can left to them to handle. However, parents need to encourage their children to express their fears. If parents and other individuals reassure these children, it will assist them deal with their condition. For Morag’s situation, her mother finds it hard to transfer responsibility to her since she feels it is not the right time to forsake her children especially with her condition. Parents must weigh the way they support the independence and normal development while maintaining their monitoring duties and administer restrictions relating to disease management (DiClemente, Crosby, Kegler, 2002).

Restriction from playing with friends may result in Morag experiencing developmental sophistications that would otherwise not have arisen if it was not the case. It slows down her social development. Children should be allowed to interact with others as it promotes their learning of language (Grol et al., 2007). The ability to share information and develop solutions to problems improves the child’s cognitive development. Similarly, play can help in execution of essential remedial and therapeutic procedures (Glanz K, Rimer BK, Viswanath, 2008). Morag may have been neglected as she spends most of her time playing alone. However, it has been observed that the social status of such neglected children might improve after some time and there have been few cases of long-term emotional ailment (McLero, Bibeau, Steckler, Glanz, 1988).

There are a number of various psychosocial theories that have been developed in order to change, explain and predict health behaviors. The social and cognitive models in essence do not deny that behavior is influenced by various factors which include personality, culture and social structural but they also assume that the effects of such distant factors are essentially largely or completely mediated by the various proximal factors that are specified by the model (Bandura, 1986).

Most public health programs that have proved successful are exclusively based on an understanding of the numerous health behaviors and the manner in which they occur or are likely to occur. Therefore, health care based interventions can be used to improve health behaviors by utilizing relevant theories skillfully, more so behavior changes. One of such theories is operational thinking that helps the child to follow complex procedures especially therapeutic such as giving insulin injection independently (Joronen, Rankin, Astedt-Kurki, 2008).

Bandura (1986) articulated the social cognitive theory which is the cerebral formulation of the social learning theory, uses a 3 way dynamic and a reciprocal model to explain human behavior in which environmental influences, personal factors and behavior continually interact. The social and cognitive development theories synthesize the processes and concepts from emotional, behavioral and cognitive methods of behavior change in order to be able to be used in various interventions on counseling for the sake of managing and preventing diseases.

Various theories can be used in the understanding of the diverse development implications of Morag’s condition for Morag’s and even John’s development. While behaviorists for the most part disregard the interior flow of learning, psychological learning scholars stress the significance of what goes on inside the learner. It can be seen that Morag has the ability to comprehend her illness in a more complex way and this will help her ability to normalize her development since she will be able to take more responsibility for her self-management.

Children the age of eleven like Morag tend to give deep consideration to the rules that govern their lives. They understand very well that their actions may have a direct impact on others. At this stage children also tend to show empathy when associating with others and are capable of moral reasoning (McLero, Bibeau, Steckler, Glanz, 1988). Such traits can be helpful to normalize Morag’s social and cognitive development since she will be able to understand why her mother had to do what she did. Instructors attempting to impact the learning process must perceive the assortment of past encounters, discernments, methods for fusing and pondering data, and different desires, desires, and social impacts that influence any learning circumstance.

A learner’s metacognition, then again comprehension of her method for learning, impacts the procedure too (McGuire, 1983).As the different psychological points of view are quickly summa-razed here, peruses are urged to consider their potential applications in the medicinal services setting. One of the most seasoned mental hypotheses is the gestalt point of view, which underscores the significance of discernment in learning and laid the basis for the different other subjective points of view that took after (Kuhn, T. S (1962). A fundamental gestalt standard is that mental association is coordinated toward effortlessness, harmony, and normality.

Attainment of reversibility may also hinder the efforts to normalize Morag’s social and cognitive development since she will realize that her condition is permanent. She will be informed of the difference between her present and past ways of operation and this will call for explanation of any new procedures. However, children should be allowed to contribute to their own care and also to make decisions regarding their treatment. This will improve their sense of self-control and they will be in a position to understand information about their illness (Grol et al., 2007).

What people pay consideration on and what they disregard are impacted by a large group of factors: past encounters, needs, individual thought processes what’s more, states of mind, reference bunches, and the specific structure of the boost or circumstance (Joronen, Rankin, Astedt-Kurki, 2008). At the end of the day, the perception of the child about illness centers on internalizing into the body in some manner contaminating agents that was initially not part of the body such as injections in Morag’s case.

In conclusion, despite Mrs. Sommerville acting in good faith, her reluctance to acknowledge the change in Morag’s capabilities regarding her disease management, she greatly contributed to her daughter’s frustrations. Some theories of social and cognitive development can be used to identify john’s ability to be able to contrite to Morag’s care plan.


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