INT103 Human Development Across Lifespan Case Study Sample

INT103 Human Development Across Lifespan Case Study

Case Study

Identical twin sisters Kalina and Yara (aged 22 years), were born in a country town in Australia. Their early years were marked by uncertainty, as their mother, a single parent, misused alcohol and struggled to care for them. At the age of 3 years, Kalina and Yara were fostered and raised separately.

Kalina was the only child in the home, raised by a devoted family, her foster parents provided private schooling. Kalina is currently enrolled at university studying for her Masters degree and is very committed to her studies and has a strong friend group of like-minded peers. Kalina participates in various university organisations, including academic associations, fitness groups, and sporting teams. While generally mild-mannered, Kalina often demonstrates vocal outbursts, particularly when faced with defeat in sport matches.

Yara’s foster parents cared for her and other foster children. There was some uncertainty in her home life, often there were new foster children. Yara went to the local community school. She found schoolwork quite challenging and often got into trouble with school authorities. Yara currently has no job and spends most of her day sleeping and her nights socialising with a group of local young adults, often engaging in excessive alcohol consumption. When drinking, she frequently becomes irritable with her friends, displaying aggressive behaviour and intimidates them with threats of violence.

Question:

Read the case study on Moodle.

Read the chapter on developmental theories in the Sigelman & Rider (2017) textbook. Select TWO developmental theories from the list below and apply them to the case study:

• Erikson’s Psychosocial Theory

• Bronfenbrenner’s Ecological Theory

• Social Learning Theory

1. Identify and describe elements of upbringing /environment of Kalina and Yara in the case study that were similar and some that were different, using the theories to support your response. (750 words)

2. Discuss how these factors may have impacted development and contribute to their current varied lifestyles. (750 words)

Support your ideas with references from at least 5 recently written articles as well as the prescribed textbook.

Solution

Introduction

Lifelong changes, adaptations, and growth are explained by development theories. These concepts examine psychological, biological, social, and external developmental variables. Their thoughts, feelings, and actions reveal life stage distinctions. Erikson's Psychosocial Theory and Bronfenbrenner's Ecological Theory will explain how identical twins Kalina and Yale evolved despite distinct upbringings and educational paths. These two theories emphasise external influences and human progress, making them ideal for this instance. Erikson's theory emphasises the need of addressing psychological disorders throughout life, whereas Bronfenbrenner's theory emphasises how natural processes shape parenting.

Question 0ne

The Psychosocial Theory for MBA assignment expert of Erikson identifies eight development phases. Each stage has a psychological crisis that must be overcome to build a healthy attitude (Orenstein & Lewis, 2022). Kalina and Yara's parenting and environment had an effect on their growth, as shown by the case study and Erikson's stages of development.

Erikson's Trust vs. Mistrust hypothesis is crucial in early infancy. Security and a positive perception of the outer world depend on the major guardians believing you. Kalina and Yara had a tough and insecure childhood since their mother drank too much. They were removed from their mother at three and placed in foster care. Due to childhood trauma, they had problems trusting their new caretakers. This lack of trust may have made both sisters uneasy and mistrustful, affecting their maturation.

Autonomy vs. Shame and Doubt becomes increasingly crucial as children develop. Toddlers explore their surroundings and seek independence (Kaiser, 2020). It was safe and loving for Kalina to grow up with foster parents who loved her. She had several opportunities to gain independence and confidence. Yara may have struggled to achieve independence since she grew up in a less safe family with many new foster children. She may have been humiliated and unsure, making her thoughtless life.

In stage three, "Initiative vs. Guilt," youngsters develop objectives and tell others what they want (El Zaatari & Maalouf, 2022). Kalina's foster family undoubtedly encouraged her to pursue her aspirations and interests. Yara was having trouble at school and her home life was always changing, so she might not have been able to take the lead well. This made her feel bad about herself and guilty.

In the fifth stage, Identity vs. Role Confusion, teens discover their identities and roles. In a secure and loving family, Kalina had numerous opportunities to pursue her passions and find herself. Yara may have been lost and confused about who she was since she lived in uncertain foster care settings and with her family. This may have caused her carelessness and inattention (Navarro & Tudge, 2023).

Sixth stage, "Intimacy vs. Isolation" seeks vital connections. Kalina had an easier time making friends since she does a lot of activities and has many supportive friends and family. In contrast, Yara's anger and excessive drinking made her feel lonely and made it impossible for her to form connections.

Bronfenbrenner's Ecological Theory explains how individuals are impacted by their environment, from close-knit families and friends to wider cultural and social groupings. This theory consists of five natural systems: microsystem, mesosystem, ecosystem, macrosystem, and chronosystem (Timm et al. 2022). Kalina and Yara were impacted by their temporary homes at the microsystem level, which refers to small groups of people who interact. Kalina's foster parents gave her a secure, loving home, sent her to a special school, and helped her cope with her emotions (Amali et al. 2023). Yara's experience was chaotic since she moved often and stayed with foster kids. Microsystem stability likely influenced the girls' development differently, with Kalina gaining more than Yara.

Mesosystems are made up of many smaller systems that interact with each other. For example, the sisters' relationships with their friends and school leaders affected both of them (Samsanovich, 2021). Kalina did well at school and joined several clubs, but Yara struggled with schoolwork and had issues with the administration. Depending on resources and support, mesosystem connections may affect development.

At the ecological level, foster care and foster kid social attitudes affected both sisters. Outdoor ecosystems indirectly affect individuals (Crawford, 2020). Kalina's foster parents provided her with education and outdoor activities, which undoubtedly helped her develop. In contrast, Yara's foster upbringing was distinguished by unstable households and frequent carer changes. This adjustment may have exacerbated her school and friendship issues.

Larger cultural and social elements that impact development make up the microsystem. The sisters' overall experiences differed despite growing up in Australia (Crawford, 2020). Kalina's privileged school and university education gave her social benefits and job advancement opportunities. However, Yara's educational struggles and dangerous behaviour may indicate larger socioeconomic issues and structural impediments that make it hard for impoverished individuals like her to improve their lives (Antony, 2022).

Finally, the chronosystem considers how individuals mature. Changeable, it incorporates all life changes and transformations. Kalina and Yara were fostered as children. This life-changing event laid the groundwork for their progress. Experiences including school routes, social relationships, and personal concerns change throughout time. Because the chronosystem changes, individuals grow up differently.

Question Two

The development and transformation of individuals are influenced by a multitude of variables like the identical twins Kalina and Yara who were born in an Australian country town. Genes, upbringing, social environment, school prospects, and finances are influences. The dynamic interactions between these elements have influenced their evolution and given them diverse lifestyles.

Genetics strongly influence physical features and development trajectories. Given that Kalina and Yara are identical twins, their genetic makeup increases the probability of their exhibiting similar behaviours (Rorije et al. 2023). Their environment had varied effects on their growth and development. Kalian's healthy development is aided by a secure and nurturing upbringing, such as attending a private school and having nurturing foster parents. Yara may have been angry and intoxicated because she grew up in a hazardous environment, slowing her development.

People's development is affected by outside factors. These are environmental influences. All of these things have a big impact on a person's growth—physical, emotional, mental, and social life. Children grow and develop more effectively when they reside in a nurturing and supportive environment that provides them with access to quality healthcare, education, and a secure family environment, according to Sadownik (2023). Incorrect or stressful conditions may hinder development and cause several issues (Sadownik, 2023). Environmental concerns have hampered Kalina and Yara's expansion. Kalina had a secure and loving upbringing, private schools, and willing foster parents. This provisions her with the necessary resources and support networks to achieve success. Her loving environment influenced her health, friendships, and academics. In an unpredictable environment where she transfers between foster homes and schools, Yara struggles to develop. Despite being raised in a stable and nurturing household, her turbulent upbringing contributed to her irrationality and excessive alcohol consumption, both of which impaired her academic advancement.

Parents may interact with their kids via love, control, and discipline. Your way of raising kids is called your parenting style. Parents strongly influence child behaviour and development (Miller & Lang, 2022). The case study's foster parents continuously assisted and mentored Kalina. They loved and disciplined their kids. This approach had an impact on Kalina's grades, social life, and overall well-being. Miller & Lang (2022) found that children raised in positive, supportive, and disciplined households are more probable to have high self-esteem, succeed in school, and get accepted by others. The challenges of caring for several foster children prevented Yara's foster parents from providing regular support. As a result of lacking the necessary structure and support to address her academic challenges, Yara's upbringing rendered her negligent.

Individuals engage in relationship-building and interaction with other members of their social organisations. The term for this is "social world." A positive and supportive social environment can enhance the general health and contentment of individuals, thereby increasing their resilience and life satisfaction (Rus et al. 2020). Conversely, unfavourable or distressing social environments may result in detrimental consequences such as heightened levels of tension, solitude, and engagement in self-destructive behaviours (Tudge et al. 2022). This case study shows how crucial a supportive social environment is, as Kalina's close-knit network of friends and campus clubs demonstrate. These exchanges ameliorate her overall well-being and scholastic achievements through offering opportunities for personal development, companionship, and support.

On the contrary, Yara's propensity for negative experiences is exacerbated by the individuals with whom she associates and the manner in which she consumed excessive amounts of alcohol. These acts endangered her health, made her furious, and made long-term relationships difficult. A sufficient amount of the positive influences and support necessary for Yara's development and maintenance of good health is likely lacking within her social circle.

An association exists between the availability of diverse educational options and the provision of high-quality educational resources, facilities, and support systems that foster both educational and personal development. Schooling impacts well-being, brain development, and social outcomes, according to Khairani & Maemonah, (2021). Numerous children who have access to a quality education perform better inside school and acquire vital skills that will assist them in solving problems, thinking critically, and succeeding in the future (Khairani & Maemonah, 2021). The case study illustrates that Yara and Kalina hold divergent perspectives regarding educational opportunities. Kalina prospered academically and developed personally as a result of the opportunity to attend a private school, which also provided her with a conducive learning environment, knowledgeable instructors, and an abundance of educational resources. Yara, on the other hand, attended a neighbourhood school in close proximity, which may have limited the applicability of her education. This may account for her current challenges in academia as well as her challenging and detrimental lifestyle choices.

Conclusion

This is clear that people's growth paths are affected by many things, such as their genes, their surroundings, their parents' methods, their social circles, and the chances they have to learn. The Psychosocial Theory by Erikson and the Ecological Theory by Bronfenbrenner were applied to look into how these factors combine to make each path unique. Kalina's safe childhood, ability to get an adequate education, and social support all led to good results, but Yara's disordered situations caused issues in many areas of her life. Understanding these complex connections makes it clear how important it is to deal with both internal and external factors in order to help everyone grow and be healthy. 

References

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Antony, E. M. (2022). Framing childhood resilience through Bronfenbrenner’s ecological systems theory: a discussion paper. Cambridge Educational Research e-Journal (CERJ), 9. https://durham-repository.worktribe.com/preview/1723923/1182758VoR.pdf

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