HAL 9000:
The story of Ivanna’s lost phone in Ch. 1’s Her...: "The story of Ivanna’s lost phone in Ch. 1’s Here Comes Everybody can be compared to so many other stories that resulted from the collabor..."
Thursday, April 21, 2011
ARP Standards/EDPSY 251
EDPSY 251 Kassie Markovich
Prof. Waite
03/18/11
Analysis and Reflection Paper
The intention of this paper is to examine some of the reasons why certain adolescents struggle socially, understand the serious consequences of social withdrawal with a particular emphasis on marijuana abuse, and express my intentions to provide a supportive classroom environment that will aid in the adolescent’s social development and self-esteem.
Attachment theory is the concept that children and parents develop a bond at an early age that will influence the child’s self worth and interactions with others. (AYA1: k1) According to Bowlby (1982), the dependent infant will naturally rely on the caregiver to provide for his needs. If the parent is unresponsive, the child will internalize this response to reflect his own self-worth. In other words, if a parent is consistently sensitive and caring to the child’s needs, he will then see himself as worthy of love and attention. Adversely, the child who experiences neglect from the caregiver could develop the idea that he is unworthy of love and attention.
There are different types of attachment styles and they can be divided into four categories. (AYA1: k2)The relationship between the responsive parents and well cared for child would be classified as a secure attachment style. This relationship is ideal because it gives the child a sense of self-worth and positive view of others. (Bartholomew & Horowitz, 1991) The other type of attachment styles, known as insecure attachment styles, result from either partially or completely unresponsive and or abusive parents. Next, we will look at types of insecure attachment styles and the effects of these relationships.
An anxious ambivalent relationship would leave the child with a negative view of self and a positive view of others. This can result from parents who are both supportive and abusive in irregular patterns, leaving the child unsure of his worth but still aware of the potential good in others. A fearful/avoidant relationship leaves the child with a negative view of self and others. This can result from consistent neglect from the primary caregiver. Finally, there is a dismissive-avoidant attachment style. This leaves the child with a positive view of self and a negative view of others. This occurs when the child decides that he has positive self-worth and everyone else is the problem. Because his earliest experiences have only shown him negativity, naturally he interprets the rest of the world to be this way. (Bartholomew & Horowitz, 1991)
As we’ve stated, this relationship has an incredible impact of the child’s first interpretation of self-identity. (AYA1: k2) For the child, the relationship with the caregiver is usually the first and strongest because of his natural state of dependency development. This can become dangerous if the child happens to have an insecure relationship with the parent because he becomes likely to adapt a thought process known as cognitive vulnerability. (AYA6: k2) According to Beck (1976) the child learns to interpret the rest of his environment based on his experiences at home. This will result in negative schema, causing the child to potentially view himself and others in a negative light. This could in turn result in low self-confidence, making it harder to develop relationships with others.
The adaptation of low self-confidence becomes increasingly dangerous when the child enters adolescence because the primary attachment switches from the caregiver to his peers. (AYA 1: k4) As the teenager is spending less time at home and more time with those his own age, there becomes a need to develop relationships with others. When an insecurely attached child sees the world in a dysfunctional way he will likely have problems developing the social relationships necessary for combating his low self-esteem. (Kuiper & Olinger, 1986) This is because the insecure parental attachment left the child with insufficient skills in building relationships with peers. (Shaw & Dallos, 2005) Sadly, poor self-image can lead to depressive symptoms because the child is feeling hopeless about his own future. (Hankin, 2005) Having a negative view of the world and of yourself not only places a tremendous amount of negative stress on the adolescent but it also prevents him from developing healthy relationships that could help alter his negative schema patterns. This circular logic can leave the child unable to recover from his self-harming pattern of behavior.
There is one particular risk taking behavior of adolescents that this paper will address, and that is the use of marijuana. According to the selective recruitment hypothesis, the more socially isolated the adolescent is, the more likely he is to smoke marijuana. (AYA2: k2) This effect results from the teen’s inability to handle his negative reality and looks for a release. (Hall & Lynskey 2005) Marijuana use in this particular category of adolescents is especially dangerous because of the drug’s correlation with suicidal thought increase. (Greenblatt, 1998) These adolescents are already susceptible to hopelessness and a negative self-view. Turning to a drug for intended escape can increase these symptoms, unknowingly to the teen. Further the circle is dug around the adolescent, making it difficult for him to find his way into a positive and healthy light.
Furthermore, research is showing overwhelming support that marijuana increases the risk of developing schizophrenia. (Gurley 2010) This is defined as any of several psychotic disorders characterized by distortions of reality and disturbances of thought and language and withdrawal from social contact. (Princeton) This condition being related to ‘withdrawal of social contact’ would cause significant harm to the already socially deprived individual.
We reflected earlier on the transition from the importance of parent-focused relationships to peer relationships. Because friends play important roles in the adolescent’s life, it would seem logical that a friend using marijuana could influence others in his circle. (AYA2: k2) Combing the dangerous side effects on the adolescent brain and influence among peers, it is that more imperative that the teen is educated about harmful factors of this drug before the onset of use.
As a teacher I would aim to make my classroom a safe haven for all students to be themselves. (AYA2: d3) Making sure the classroom is kept without bullying and discrimination will hopefully allow my students to see each other as people they can trust. To further this cause, I would also construct a significant amount of group activity. This is to aid the students in developing positive relationships with each other in order to further secure attachments and help them develop schemas that will allow them to interpret humanity in a more positive light. (AYA2: p2) Also, I would make it clear to all of my students that I am someone they can trust and come to when they are in trouble, or just need someone to talk to. Letting my students know that they have someone to turn to for social support will help instill a sense of hope and alleviate against depressive symptoms. (AYA2: d2)
I also think it’s important that my class know about the harmful effects of drug use. Especially considering its association with those who are already suffering from social withdrawal, it is important that the students understand how serious the side effects are and their potentially harmful ends. Lastly, I find it important that the parents or primary caregivers be involved in their child’s academic life in a supportive way. In this way there can be two-way communication with the best interest of the child at heart. This will allow me to have more insight into the child’s cognitive patterns and personality, which will enable me to better detect if there is a problem and communicate it more efficiently to the parent. Making sure the parent and I are on the same page in regards to drug safety would also help further the cause in substance abuse awareness and prevention outside of the class room. (AYA6: p3)
Ultimately, my goal is to help my future students develop a positive social environment that will aid them in dealing with life stresses hardships. Having this in their lives will help them to continue to approach life in a positive manner and defend against a hopeless worldview. (AYA3: d3) Furthermore, I want to educate my students on the dangers of marijuana because of its worsening effects on social withdrawal. As reflected in my research, having a supportive group of people you can depend on is very helpful in maintaining a healthy mental state. Once the adolescent develops a negative lens, a circular pattern of negativity and social withdrawal result and the end can be devastating.
Developmental Standards
Teachers of Adolescence and Young Adulthood
Standard #1: The Development of Adolescents and Young Adults.
The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Knowledge 1: Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.
Knowledge 2: Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.
Knowledge 4: Understands the importance of the social and cultural context in which adolescents and young adults develop.
Standard #2: Decision Making.
The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
Performance 2: Engages students in activities related to their interpersonal, community, and societal responsibilities
Knowledge 2: Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.
Dispositions 2: Is attentive to indications of challenges or difficulties that may affect healthy development.
Dispositions 3: Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.
Standard #3: The High School Learning Community.
The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.
Disposition 3: Appreciates the importance of high school in empowering students for an independent life.
Standard # 6: The Home-School Connection.
The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.
Performances 3: Establishes and sustains mutually respectful and productive relationships with students’ homes to promote student learning and well-being.
Knowledge 2: Understands the impact of the relationship of home life to the academic and personal success of the student.
Works Cited
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Greenblatt, J. (1998), Adolescent self-reported behaviors and their association with marijuana use. National Household Survey on Drug Abuse, 1994-1996 SAMHSA
Gurley, J. (2010) Marijuana causes schizophrenia which s a serious problem. www.KevinMD.com
Hall, W. & Lynskey. (2005) Is cannabis a gateway drug? Testing hypotheses about the relationship between cannabis use and the use of other illicit drugs. Drug and Alcohol Review
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.
Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Princeton University. wordnetweb.princeton.edu/perl/webwn
Shaw, K., Samantha & Dallos, Rudi (2005). Attachment and adolescent depression: The impact of early attachment experiences. Attachment and Human Development 7 (4): 409-424
Prof. Waite
03/18/11
Analysis and Reflection Paper
The intention of this paper is to examine some of the reasons why certain adolescents struggle socially, understand the serious consequences of social withdrawal with a particular emphasis on marijuana abuse, and express my intentions to provide a supportive classroom environment that will aid in the adolescent’s social development and self-esteem.
Attachment theory is the concept that children and parents develop a bond at an early age that will influence the child’s self worth and interactions with others. (AYA1: k1) According to Bowlby (1982), the dependent infant will naturally rely on the caregiver to provide for his needs. If the parent is unresponsive, the child will internalize this response to reflect his own self-worth. In other words, if a parent is consistently sensitive and caring to the child’s needs, he will then see himself as worthy of love and attention. Adversely, the child who experiences neglect from the caregiver could develop the idea that he is unworthy of love and attention.
There are different types of attachment styles and they can be divided into four categories. (AYA1: k2)The relationship between the responsive parents and well cared for child would be classified as a secure attachment style. This relationship is ideal because it gives the child a sense of self-worth and positive view of others. (Bartholomew & Horowitz, 1991) The other type of attachment styles, known as insecure attachment styles, result from either partially or completely unresponsive and or abusive parents. Next, we will look at types of insecure attachment styles and the effects of these relationships.
An anxious ambivalent relationship would leave the child with a negative view of self and a positive view of others. This can result from parents who are both supportive and abusive in irregular patterns, leaving the child unsure of his worth but still aware of the potential good in others. A fearful/avoidant relationship leaves the child with a negative view of self and others. This can result from consistent neglect from the primary caregiver. Finally, there is a dismissive-avoidant attachment style. This leaves the child with a positive view of self and a negative view of others. This occurs when the child decides that he has positive self-worth and everyone else is the problem. Because his earliest experiences have only shown him negativity, naturally he interprets the rest of the world to be this way. (Bartholomew & Horowitz, 1991)
As we’ve stated, this relationship has an incredible impact of the child’s first interpretation of self-identity. (AYA1: k2) For the child, the relationship with the caregiver is usually the first and strongest because of his natural state of dependency development. This can become dangerous if the child happens to have an insecure relationship with the parent because he becomes likely to adapt a thought process known as cognitive vulnerability. (AYA6: k2) According to Beck (1976) the child learns to interpret the rest of his environment based on his experiences at home. This will result in negative schema, causing the child to potentially view himself and others in a negative light. This could in turn result in low self-confidence, making it harder to develop relationships with others.
The adaptation of low self-confidence becomes increasingly dangerous when the child enters adolescence because the primary attachment switches from the caregiver to his peers. (AYA 1: k4) As the teenager is spending less time at home and more time with those his own age, there becomes a need to develop relationships with others. When an insecurely attached child sees the world in a dysfunctional way he will likely have problems developing the social relationships necessary for combating his low self-esteem. (Kuiper & Olinger, 1986) This is because the insecure parental attachment left the child with insufficient skills in building relationships with peers. (Shaw & Dallos, 2005) Sadly, poor self-image can lead to depressive symptoms because the child is feeling hopeless about his own future. (Hankin, 2005) Having a negative view of the world and of yourself not only places a tremendous amount of negative stress on the adolescent but it also prevents him from developing healthy relationships that could help alter his negative schema patterns. This circular logic can leave the child unable to recover from his self-harming pattern of behavior.
There is one particular risk taking behavior of adolescents that this paper will address, and that is the use of marijuana. According to the selective recruitment hypothesis, the more socially isolated the adolescent is, the more likely he is to smoke marijuana. (AYA2: k2) This effect results from the teen’s inability to handle his negative reality and looks for a release. (Hall & Lynskey 2005) Marijuana use in this particular category of adolescents is especially dangerous because of the drug’s correlation with suicidal thought increase. (Greenblatt, 1998) These adolescents are already susceptible to hopelessness and a negative self-view. Turning to a drug for intended escape can increase these symptoms, unknowingly to the teen. Further the circle is dug around the adolescent, making it difficult for him to find his way into a positive and healthy light.
Furthermore, research is showing overwhelming support that marijuana increases the risk of developing schizophrenia. (Gurley 2010) This is defined as any of several psychotic disorders characterized by distortions of reality and disturbances of thought and language and withdrawal from social contact. (Princeton) This condition being related to ‘withdrawal of social contact’ would cause significant harm to the already socially deprived individual.
We reflected earlier on the transition from the importance of parent-focused relationships to peer relationships. Because friends play important roles in the adolescent’s life, it would seem logical that a friend using marijuana could influence others in his circle. (AYA2: k2) Combing the dangerous side effects on the adolescent brain and influence among peers, it is that more imperative that the teen is educated about harmful factors of this drug before the onset of use.
As a teacher I would aim to make my classroom a safe haven for all students to be themselves. (AYA2: d3) Making sure the classroom is kept without bullying and discrimination will hopefully allow my students to see each other as people they can trust. To further this cause, I would also construct a significant amount of group activity. This is to aid the students in developing positive relationships with each other in order to further secure attachments and help them develop schemas that will allow them to interpret humanity in a more positive light. (AYA2: p2) Also, I would make it clear to all of my students that I am someone they can trust and come to when they are in trouble, or just need someone to talk to. Letting my students know that they have someone to turn to for social support will help instill a sense of hope and alleviate against depressive symptoms. (AYA2: d2)
I also think it’s important that my class know about the harmful effects of drug use. Especially considering its association with those who are already suffering from social withdrawal, it is important that the students understand how serious the side effects are and their potentially harmful ends. Lastly, I find it important that the parents or primary caregivers be involved in their child’s academic life in a supportive way. In this way there can be two-way communication with the best interest of the child at heart. This will allow me to have more insight into the child’s cognitive patterns and personality, which will enable me to better detect if there is a problem and communicate it more efficiently to the parent. Making sure the parent and I are on the same page in regards to drug safety would also help further the cause in substance abuse awareness and prevention outside of the class room. (AYA6: p3)
Ultimately, my goal is to help my future students develop a positive social environment that will aid them in dealing with life stresses hardships. Having this in their lives will help them to continue to approach life in a positive manner and defend against a hopeless worldview. (AYA3: d3) Furthermore, I want to educate my students on the dangers of marijuana because of its worsening effects on social withdrawal. As reflected in my research, having a supportive group of people you can depend on is very helpful in maintaining a healthy mental state. Once the adolescent develops a negative lens, a circular pattern of negativity and social withdrawal result and the end can be devastating.
Developmental Standards
Teachers of Adolescence and Young Adulthood
Standard #1: The Development of Adolescents and Young Adults.
The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.
Knowledge 1: Understands components, principles, and theories of adolescent and young adult development such as identity formation and physical, social, and cognitive characteristics, as noted in research.
Knowledge 2: Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning.
Knowledge 4: Understands the importance of the social and cultural context in which adolescents and young adults develop.
Standard #2: Decision Making.
The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.
Performance 2: Engages students in activities related to their interpersonal, community, and societal responsibilities
Knowledge 2: Recognizes the benefits of student and/or teacher participation in co-curricular and extra-curricular activities.
Dispositions 2: Is attentive to indications of challenges or difficulties that may affect healthy development.
Dispositions 3: Is committed to establishing a caring environment that supports the healthy development of adolescents and young adults.
Standard #3: The High School Learning Community.
The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.
Disposition 3: Appreciates the importance of high school in empowering students for an independent life.
Standard # 6: The Home-School Connection.
The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.
Performances 3: Establishes and sustains mutually respectful and productive relationships with students’ homes to promote student learning and well-being.
Knowledge 2: Understands the impact of the relationship of home life to the academic and personal success of the student.
Works Cited
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Greenblatt, J. (1998), Adolescent self-reported behaviors and their association with marijuana use. National Household Survey on Drug Abuse, 1994-1996 SAMHSA
Gurley, J. (2010) Marijuana causes schizophrenia which s a serious problem. www.KevinMD.com
Hall, W. & Lynskey. (2005) Is cannabis a gateway drug? Testing hypotheses about the relationship between cannabis use and the use of other illicit drugs. Drug and Alcohol Review
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.
Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Princeton University. wordnetweb.princeton.edu/perl/webwn
Shaw, K., Samantha & Dallos, Rudi (2005). Attachment and adolescent depression: The impact of early attachment experiences. Attachment and Human Development 7 (4): 409-424
Sunday, March 20, 2011
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Monday, December 13, 2010
Treating Depression In Insecurely Attached Adolescents
Kassie Markovich
Ball State University
Abstract
The intention of this paper is to examine secure and insecure attachment styles in child-parent relationships and how they facilitate in the mental development of adolescents. This paper will address the correlation between negative schemas and depressive symptoms. Furthering the understanding and importance of recognizing the period of adolescent development as unique and addressing effective treatment methods for this stage of development is the hope of this essay.
Discussion
According to the founder of attachment theory, Bowlby (1982) said that an infant will develop a type of relationship with its primary caregiver based on the attention and protection it receives. This relationship is referred to as attachment. For a child to develop a secure attachment with its caregiver the latter would show responsiveness and sensitivity to the child’s needs. For example, when the child cries and the caregiver responds attentively the former is learning he will be cared for. As the relationship develops the child will interpret the interactions as a reflection on his personal value. In other words, the child will internalize the message that he is wanted. (Baldwin, Fehr, Keedian, Seidel, & Thomson, 1993)
If the situation was reversed the child would develop an insecure attachment. This type of bonding is a result of negative or lack of experiences with the caregiver. Insecure attachment styles can be classified into three types. A fearful-avoidant child would have a negative view of himself and a negative view of others. He is generally distrustful of others because of harmful interactions with the caregiver. An anxious-ambivalent child would have a negative view of himself and a positive view of others. His caregiver would have had an inconsistent parenting style of positive and negative interactions. As a result the child would view others as having the potential to be helpful and harmful. Lastly, a dismissive-avoidant child would have a positive view of himself and a negative view of others. As a reaction to negative treatment with the primary caregiver this child would have a high opinion of himself and a low opinion of others. Not clarified earlier, a securely attached child would have a positive view of himself and others. This child would have had caring and attentive parents growing up. As a result he would be able to see his own worth and the good in others. (Bartholomew & Horowitz, 1991) These examples of attachment styles show that early interactions between child and caregiver play a significant role in how children learn to view themselves and the world they live.
According to a study done by Liu (2006) the gender of the parent can play a role in how the child interacts with his environment. For a girl, having a secure attachment with both her father and mother helps prevent the development of depressive symptoms in adolescence. This finding suggests that girls use both their mother and father as a security when dealing with relationship stress. Boys, on the other hand, are found to only use the secure attachment with their mother when confronted with psychosocial stress. This might be because there is a negative stigma regarding men expressing helpless emotions, such as sadness. As a male they may not feel welcome to come to their father with this type of problem. (Leadbeater et al., 1995) However, research has shown that a secure bond with both parents can cause children to become less aware of negative interpersonal relations because of their learned positive view of self and others. This finding would correlate with Bowlby’s attachment theory. The studies reflected show that parental involvement from both mother and father are important factors in the developing mental health of their child.
The relationship a child develops with his parents will influence his adolescent development. Beck (1976) introduced the theory of cognitive vulnerability that states that an insecurely attached child will learn negative schema. That negative worldview will make him susceptible to dysfunctional attitudes. Dysfunctional attitudes can leave the child vulnerable to low self-esteem. (Kuiper & Olinger, 1986) Low self-esteem is often associated with depressive symptoms. (Hankin, 2005) Having a negative view of self in adolescence works as a double-edged sword because the child will not only deal with low self-esteem but also have difficulty building a positive support group of peers that could help combat depressive symptoms. Blatt (1974) found that adolescent women often became depressed because of negative self-image and fear of abandonment. Lack of confidence in self and maintaining a relationship would prevent the teenager from actively developing friendships. In a research study by Gillihan, MacGeorge, & Samter (2005) social support was shown to provide emotional support and help members within the group manage stress in a healthy way. In another study by Pauley and Hess (2009) depression and treatment by alcohol consumption were related. When the participants in the study received emotional support for their depression they no longer relied on alcohol because their preferred treatment was positive socialization. The benefits of social support show to be very helpful in combating excessive stress and depressive symptoms. Sadly those who are inhibited in developing these relationships because of learned negative schema are cutting themselves off from healthy and effective treatment.
Thus far we have seen the effects early childhood relationships have on developing mental wellbeing. Research has shown the benefits of positive involvement of both opposite gendered parents. These parent child relationships play a significant role in teaching the child how to value himself and others. If the parent-child interactions are negative the adolescent could become cognitively vulnerable to dysfunctional attitudes. These attitudes are often associated with low self-esteem and depressive symptoms. Low self-esteem will inadvertently work against gaining the needed support to treat depression.
The negative schema learned from the primary caregivers can have a significant impact on the adolescent’s mental wellbeing. That is why when I become a counselor I want to utilize family therapy in treating adolescent depression. This type of therapy views the problems of the child as a sign of other problems within the family unit. (Duffy, Kirsh, & Atwater, 2008) The cause affect relationship between parent-child interaction displays the negative outlook of some children to be family related. Having the parents understand where the problems originate in the home is important in correcting the negative behavior and working on developing a supportive environment for the child. Also having the child understand the outside influence that helped define his world view will help him to recognize them for what they are and move past them by replacing negative schema for positive schema. Having both mother and father in session with the child will help identify individual parent-child relationship patterns instead of using one parent to represent both parents or attributing all influence to one parent. As research has shown, mothers and fathers play different roles within child interaction. Understanding a complex view of influences in the home in order to create a positive environment would be benefited with both parents in session.
When family therapy isn’t possible I would use person-centered therapy and existential therapy in treating adolescent depression. Person centered approach offers unconditional acceptance and understanding to the client. (Duffy, Kirsh, & Atwater, 2008) When treating a client with depressive symptoms who lack emotional support from friends, creating a welcoming environment would allow that person to gradually develop trust in another person. Making sure the client is never judged and feels understood will allow me to build a relationship of emotional support that the adolescent could rely on. The trust developed would open the door for conversation. It would also require the client to alter their worldview because he would not only have found someone to trust, but someone who found value in him. This could possibly facilitate a session developing positive schema towards relationships with others and self.
Once the trust based relationship was given time to grow I would use existential therapy. This form of treatment promotes the personal growth through free choice. (Duffy, Kirsh, & Atwater, 2008) I think this is important in working with adolescents who have negative relationships with their parents because during that time period the child is limited in what he can do to change the situation. Because of cultural and financial reasons the client is dependant on the negative relationship for survival. This is a simplistic view and does not address emotional attachment but is still a relevant factor to adolescent depression treatment. Using existential therapy, the client would be taught to feel empowered in his free choice. Focusing on his mental freedom could help him develop a positive worldview regardless of what is being taught or implied at home. Helping the client develop long term goals and breaking them down into short term goals would help him think futuristically and still feel satisfied with the gradual progress of a positive future.
Conclusion
As a counselor, ideally I would want to help the parents and child develop a supportive relationship. This would help the child gain a positive view of himself and others without losing a relationship with his parents. Unfortunately, sometimes removing the client from a harmful situation is the best choice, especially if the caregivers refuse to engage in positive change. My ultimate goal is to help adolescents overcome depressive symptoms and from the research I’ve gathered, helping the client develop a positive self-view and healthy support group seems most effective. Restoring an insecurely attached client to a secure attachment would allow the client to experience life with positive regard and hope for a happy future.
References
Baldwin, M. W., Fehr, B., Keedian, E., Seidel, M., & Thomson, D. W. (1993). An exploration of the relational schemata underlying attachment styles: Self-report and lexical decision approaches. Journal of Personality and Social Psychology, 19, 746 – 754.
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Blatt, S. J. (1974). Levels of object representation in anaclitic and introjective depression. Psychoanalytic Study of the Child, 29, 107 – 157.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Duffy, K., Kirsh, S., & Atwater, E. (2008). Psychology for living: Adjustment, growth, and behavior today. (10th ed.). New Jersey: Prentice Hall.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
specificity of emotional distress symptoms: Prospective investigations of cognitive risk and interpersonal stress generation as mediating mechanisms. Personality Social Psychology Bulletin, 31, 136–151.
Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Leadbeater, B. J., Blatt, S. J., & Quinlan, D. M. (1995). Gender-linked vulnerabilities to depressive symptoms, stress and problem behaviors in adolescents. Journal of Research on Adolescence, 5, 1-29.
Liu, Y. (2006) Paternal/Maternal Attachment, Peer Support, Social Expectations of Peer Interactions, and Depressive Symptoms. Adolescence, 705-722
Kassie Markovich
Ball State University
Abstract
The intention of this paper is to examine secure and insecure attachment styles in child-parent relationships and how they facilitate in the mental development of adolescents. This paper will address the correlation between negative schemas and depressive symptoms. Furthering the understanding and importance of recognizing the period of adolescent development as unique and addressing effective treatment methods for this stage of development is the hope of this essay.
Discussion
According to the founder of attachment theory, Bowlby (1982) said that an infant will develop a type of relationship with its primary caregiver based on the attention and protection it receives. This relationship is referred to as attachment. For a child to develop a secure attachment with its caregiver the latter would show responsiveness and sensitivity to the child’s needs. For example, when the child cries and the caregiver responds attentively the former is learning he will be cared for. As the relationship develops the child will interpret the interactions as a reflection on his personal value. In other words, the child will internalize the message that he is wanted. (Baldwin, Fehr, Keedian, Seidel, & Thomson, 1993)
If the situation was reversed the child would develop an insecure attachment. This type of bonding is a result of negative or lack of experiences with the caregiver. Insecure attachment styles can be classified into three types. A fearful-avoidant child would have a negative view of himself and a negative view of others. He is generally distrustful of others because of harmful interactions with the caregiver. An anxious-ambivalent child would have a negative view of himself and a positive view of others. His caregiver would have had an inconsistent parenting style of positive and negative interactions. As a result the child would view others as having the potential to be helpful and harmful. Lastly, a dismissive-avoidant child would have a positive view of himself and a negative view of others. As a reaction to negative treatment with the primary caregiver this child would have a high opinion of himself and a low opinion of others. Not clarified earlier, a securely attached child would have a positive view of himself and others. This child would have had caring and attentive parents growing up. As a result he would be able to see his own worth and the good in others. (Bartholomew & Horowitz, 1991) These examples of attachment styles show that early interactions between child and caregiver play a significant role in how children learn to view themselves and the world they live.
According to a study done by Liu (2006) the gender of the parent can play a role in how the child interacts with his environment. For a girl, having a secure attachment with both her father and mother helps prevent the development of depressive symptoms in adolescence. This finding suggests that girls use both their mother and father as a security when dealing with relationship stress. Boys, on the other hand, are found to only use the secure attachment with their mother when confronted with psychosocial stress. This might be because there is a negative stigma regarding men expressing helpless emotions, such as sadness. As a male they may not feel welcome to come to their father with this type of problem. (Leadbeater et al., 1995) However, research has shown that a secure bond with both parents can cause children to become less aware of negative interpersonal relations because of their learned positive view of self and others. This finding would correlate with Bowlby’s attachment theory. The studies reflected show that parental involvement from both mother and father are important factors in the developing mental health of their child.
The relationship a child develops with his parents will influence his adolescent development. Beck (1976) introduced the theory of cognitive vulnerability that states that an insecurely attached child will learn negative schema. That negative worldview will make him susceptible to dysfunctional attitudes. Dysfunctional attitudes can leave the child vulnerable to low self-esteem. (Kuiper & Olinger, 1986) Low self-esteem is often associated with depressive symptoms. (Hankin, 2005) Having a negative view of self in adolescence works as a double-edged sword because the child will not only deal with low self-esteem but also have difficulty building a positive support group of peers that could help combat depressive symptoms. Blatt (1974) found that adolescent women often became depressed because of negative self-image and fear of abandonment. Lack of confidence in self and maintaining a relationship would prevent the teenager from actively developing friendships. In a research study by Gillihan, MacGeorge, & Samter (2005) social support was shown to provide emotional support and help members within the group manage stress in a healthy way. In another study by Pauley and Hess (2009) depression and treatment by alcohol consumption were related. When the participants in the study received emotional support for their depression they no longer relied on alcohol because their preferred treatment was positive socialization. The benefits of social support show to be very helpful in combating excessive stress and depressive symptoms. Sadly those who are inhibited in developing these relationships because of learned negative schema are cutting themselves off from healthy and effective treatment.
Thus far we have seen the effects early childhood relationships have on developing mental wellbeing. Research has shown the benefits of positive involvement of both opposite gendered parents. These parent child relationships play a significant role in teaching the child how to value himself and others. If the parent-child interactions are negative the adolescent could become cognitively vulnerable to dysfunctional attitudes. These attitudes are often associated with low self-esteem and depressive symptoms. Low self-esteem will inadvertently work against gaining the needed support to treat depression.
The negative schema learned from the primary caregivers can have a significant impact on the adolescent’s mental wellbeing. That is why when I become a counselor I want to utilize family therapy in treating adolescent depression. This type of therapy views the problems of the child as a sign of other problems within the family unit. (Duffy, Kirsh, & Atwater, 2008) The cause affect relationship between parent-child interaction displays the negative outlook of some children to be family related. Having the parents understand where the problems originate in the home is important in correcting the negative behavior and working on developing a supportive environment for the child. Also having the child understand the outside influence that helped define his world view will help him to recognize them for what they are and move past them by replacing negative schema for positive schema. Having both mother and father in session with the child will help identify individual parent-child relationship patterns instead of using one parent to represent both parents or attributing all influence to one parent. As research has shown, mothers and fathers play different roles within child interaction. Understanding a complex view of influences in the home in order to create a positive environment would be benefited with both parents in session.
When family therapy isn’t possible I would use person-centered therapy and existential therapy in treating adolescent depression. Person centered approach offers unconditional acceptance and understanding to the client. (Duffy, Kirsh, & Atwater, 2008) When treating a client with depressive symptoms who lack emotional support from friends, creating a welcoming environment would allow that person to gradually develop trust in another person. Making sure the client is never judged and feels understood will allow me to build a relationship of emotional support that the adolescent could rely on. The trust developed would open the door for conversation. It would also require the client to alter their worldview because he would not only have found someone to trust, but someone who found value in him. This could possibly facilitate a session developing positive schema towards relationships with others and self.
Once the trust based relationship was given time to grow I would use existential therapy. This form of treatment promotes the personal growth through free choice. (Duffy, Kirsh, & Atwater, 2008) I think this is important in working with adolescents who have negative relationships with their parents because during that time period the child is limited in what he can do to change the situation. Because of cultural and financial reasons the client is dependant on the negative relationship for survival. This is a simplistic view and does not address emotional attachment but is still a relevant factor to adolescent depression treatment. Using existential therapy, the client would be taught to feel empowered in his free choice. Focusing on his mental freedom could help him develop a positive worldview regardless of what is being taught or implied at home. Helping the client develop long term goals and breaking them down into short term goals would help him think futuristically and still feel satisfied with the gradual progress of a positive future.
Conclusion
As a counselor, ideally I would want to help the parents and child develop a supportive relationship. This would help the child gain a positive view of himself and others without losing a relationship with his parents. Unfortunately, sometimes removing the client from a harmful situation is the best choice, especially if the caregivers refuse to engage in positive change. My ultimate goal is to help adolescents overcome depressive symptoms and from the research I’ve gathered, helping the client develop a positive self-view and healthy support group seems most effective. Restoring an insecurely attached client to a secure attachment would allow the client to experience life with positive regard and hope for a happy future.
References
Baldwin, M. W., Fehr, B., Keedian, E., Seidel, M., & Thomson, D. W. (1993). An exploration of the relational schemata underlying attachment styles: Self-report and lexical decision approaches. Journal of Personality and Social Psychology, 19, 746 – 754.
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226 – 244.
Beck, A. T. (1976). Cognitive therapy and emotional disorders. New York: International University Press.
Blatt, S. J. (1974). Levels of object representation in anaclitic and introjective depression. Psychoanalytic Study of the Child, 29, 107 – 157.
Bowlby, J. (1969/1982). Attachment and loss. Vol. 1: Attachment (2nd ed.). New York: Basic Books.
Duffy, K., Kirsh, S., & Atwater, E. (2008). Psychology for living: Adjustment, growth, and behavior today. (10th ed.). New Jersey: Prentice Hall.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Hankin, B. L., Kassel, J. D., & Abela, J. R. Z. (2005). Adult attachment dimensions and
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Kuiper, N. A., & Olinger, L. J. (1986). Dysfunctional attitudes and a self-worth contingency model of depression. Advances in Cognitive-Behavioral Research and Therapy, 5, 115–142.
Leadbeater, B. J., Blatt, S. J., & Quinlan, D. M. (1995). Gender-linked vulnerabilities to depressive symptoms, stress and problem behaviors in adolescents. Journal of Research on Adolescence, 5, 1-29.
Liu, Y. (2006) Paternal/Maternal Attachment, Peer Support, Social Expectations of Peer Interactions, and Depressive Symptoms. Adolescence, 705-722
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