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Students will write a 3-4 page case analysis of Mom is Lying in chapter 9 of The
Students will write a 3-4 page case analysis of Mom is Lying in chapter 9 of The Boy who was Raised as a Dog. Students must address the following prompts in their papers:
Recognize and analyze the ways that early childhood trauma can impact a child’s capacity to adequately assess risk and reward in behaviors and relationships.
Recognize and examine the ways that systems of care (foster care system, schools, etc) must be responsive to the behaviors of traumatized children.
Grading Criteria
Your paper will be graded based on following criteria:
Criteria Points Description
Recognize and analyze the ways that early childhood trauma can impact a child’s capacity to adequately assess risk and reward in behaviors and relationships. 20 The student provides an excellent analysis of the ways that early childhood trauma can impact a child’s ability to adequately assess risk and reward in behaviors and relationships.
Recognize and analyze the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect. 20 The student provides an excellent analysis of the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
Examine the challenges of assessing trauma and traumatic stress and navigating decisions of who to believe in allegations of abuse and neglect. 20 The student provides an excellent analysis of the challenges that exist in assessing trauma and traumatic stress.
Recognize and examine the ways that systems of care (foster care system, schools, etc) must be responsive to the behaviors of traumatized children. 20 The student provides an excellent analysis of the ways that systems of care must understand and be responsive to the behaviors of traumatized children. The student identifies multiple examples from the case of James.
Writing Clarity and Organization 20 The paper is well organized and completely free of any writing errors.
Total 100 A quality assignment will meet or exceed all of the above requirements.
Detailed grading rubric can be found below
Rubric
Case Analysis: Mom is Lying (James) Rubric
Case Analysis: Mom is Lying (James) Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeRecognize and analyze the ways that early childhood trauma can impact a child’s capacity to adequately assess risk and reward in behaviors and relationships.
20 pts
Highest Level of performance
The student provides an excellent analysis of the ways that early childhood trauma can impact a child’s ability to adequately assess risk and reward in behaviors and relationships. The student identifies multiple examples in the case of James.
17 pts
Very Good or High Level of Performance
The student provides a strong analysis of the ways that early childhood trauma can impact a child’s ability to adequately assess risk and reward in behaviors and relationships. The student identifies multiple examples in the case of James.
15 pts
Acceptable Level of Performance
The student provides some analysis of the ways that early childhood trauma can impact a child’s ability to adequately assess risk and reward in behaviors and relationships. The student identifies some examples in the case of James.
0 pts
Failing Level of Performance
Student offers no analysis of the impact that early trauma can have on a child’s ability to assess risk and reward and offers no examples from the case.
20 pts
This criterion is linked to a Learning OutcomeRecognize and analyze the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
20 pts
Highest Level of performance
The student provides an excellent analysis of the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
17 pts
Very Good or High Level of Performance
The student provides a strong analysis of the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
15 pts
Acceptable Level of Performance
The student provides some analysis of the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
0 pts
Failing Level of Performance
The student provides no analysis of the importance of understanding trauma when assessing and reporting allegations of child abuse and neglect.
20 pts
This criterion is linked to a Learning OutcomeExamine the challenges of assessing trauma and traumatic stress and navigating decisions of who to believe in allegations of abuse and neglect.
20 pts
Highest Level of performance
The student provides an excellent analysis of the challenges that exist in assessing trauma and traumatic stress.
17 pts
Very Good or High Level of Performance
The student provides a strong analysis of the challenges that exist in assessing trauma and traumatic stress.
15 pts
Acceptable Level of Performance
The student provides some analysis of the challenges that exist in assessing trauma and traumatic stress.
0 pts
Failing Level of Performance
The student provides no analysis of the challenges that exist in assessing trauma and traumatic stress.
20 pts
This criterion is linked to a Learning OutcomeRecognize and examine the ways that systems of care (foster care system, schools, etc) must be responsive to the behaviors of traumatized children.
20 pts
Highest Level of performance
The student provides an excellent analysis of the ways that systems of care must understand and be responsive to the behaviors of traumatized children. The student identifies multiple examples from the case of James.
17 pts
Very Good or High Level of Performance
The student provides a strong analysis of the ways that systems of care must understand and be responsive to the behaviors of traumatized children. The student identifies multiple examples from the case of James.
15 pts
Acceptable Level of Performance
The student provides some analysis of the ways that systems of care must understand and be responsive to the behaviors of traumatized children. The student identifies some examples from the case of James.
0 pts
Failing Level of Performance
Student offers no analysis of the importance of having systems of care that are responsive to the needs of traumatized children and offers no examples from the case of James.
20 pts
This criterion is linked to a Learning OutcomeClarity of Writing
20 pts
Highest Level of performance
Paper was extremely well organized and completely free of errors
17 pts
Very Good or High Level of Performance
Paper was well organized and nearly free of errors
15 pts
Acceptable Level of Performance
Paper was somewhat organized and had multiple errors
0 pts
Failing Level of Performance
Paper was disorganized and had numerous errors
20 pts
Total Points: 100
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Example:Module Four Case Analysis: Skin Hunger and The Boy Who Was Raised as a Dog
Early developmental trauma that goes unrecognized, free to develop maladaptive behaviors and ideologies based on once survival-based behavior, can have lasting negative effects on the proceeding generations as intergenerational trauma. With traditional community and extended familial supports becoming less available due to the hyper-individualistic culture of today, best-practice evidence-based intervention is becoming increasingly relevant. Virginia and Lauren, Connor, and Justin each suffered their own case of intergenerational experiences of early adversity that complicated their development in ways where intervention became necessary.
Early Adversity
Due to the rapidly developing neurological connections that form in the earliest years of a person’s life, this time is extraordinarily sensitive to influences, positive and negative. If not carefully supported by trusted, safe, consistently nurturing caregivers, it can severely impact their capacity for future endeavors. A lack of ethical, nurturing, and coregulatory stimulations in early development created mental, emotional, and physical hardships for Laura, Virginia, Connor, and Justin.
A consistent lack of caregiver reassurance prevented Laura from physically growing. Without the consistent security that comes from an attentive caregiver, Laura’s internal systems were preoccupied with maintaining survival and could not prioritize the correct hormonal recipes for a healthy growth rate. Similarly, Virginia—Laura’s mother—also experienced early developmental neglect. Due to faulty Child Protective Service (CPS) procedures, Virginia also experienced consequences in her development. Virginia received enough social stimulation to be able to benefit from relationships; she did not, however, receive it consistently enough in early development to associate the giving role as a pleasurable act for themselves.
Justin and Connor also faced neglect in consistent human social relationships and bonds. Justin’s behaviors became heavily influenced by the behaviors he witnessed being rewarded to the dogs he was kenneled alongside with. His caretaker’s overapplication of dogs’ behavior training stunted Justin’s understanding of social norms and relationship practices. Connor’s social neglect, in contrast, came from the consistent absence of any social or behavioral stimuli. A secondary caretaker was trusted and employed to care for him while his parents were at work during the day. Splitting their time between a secret second job and caretaking on their break, as well as before and after their shifts, Connor learned that crying for help would not bring a caregiver. He trusted that help would not come, and he stopped crying.
Intergenerational Trauma
The cascading effect of trauma, maladaptive behaviors and ideologies, and the growing child illiteracy epidemic dramatically impact the skills passed down from caregivers to children. Virginia’s early adversity inhibited her ability to connect with her daughter, Laura, socially. Because of Laura’s lack of connection with her caregiver, her body lived with heightened stress, which depleted energy away from her internal growth systems. Justin and Connor’s intergenerational trauma is due to secondary caregivers’ lack of understanding of children’s developmental needs. Because neither secondary caregiver had a clear understanding of their developmental needs, they were ill-equipped and incapable of understanding the importance of those needs being met.
Intervening
Interventions utilized in the care of children who have faced challenges in their early development utilize a framework of sequential neural development theory. In order to have the skills necessary for more complex social endeavors, the foundational skills must be well mastered. If progression were to continue without securing the skill’s mastery, the more complex tasks of the future become less easily obtainable.
Laura and Virginia participated in modeled behavior and psychoeducation interventions with “Mama P,” a trusted, empathetic associate of Dr. Perry’s. Mama P was able to model her affectionate demeanor in a supportive and empathetic way that assisted in Virginia and Laura’s healing while simultaneously teaching and encouraging Virginia to provide that level of care to Laura. Both received the relief necessary to continue to more challenges with greater ease. Virginia went on to have another child, and Laura, her brother, and Virginia went on to attend college. Although holding significant improvement, both Laura and Virginia continued to be challenged by the natural cues of human affection.
For Justin, a five-year-old who spent much of their early years being socially reinforced to behave similarly to dog commands, Dr. Perry began by fostering an understanding of the experiences that had created Justin’s view of the world and how his behaviors benefitted him in his neglectful environment compared to how they negatively affected him under the unfamiliar hospital care. By prioritizing the connection of trust and support in Justin’s life, Dr. Perry influenced compassionate medical and social support for Justin’s developmental deficits. Without the resistance that may come from not trusting a caregiver for their support, Justin was able to improve rapidly and attend kindergarten by age eight.
Connor, who had been left alone consistently on business days when his mother, father, and secondary caretaker were at work, required lengthier intervention. He spent many of the first years of his life without the nurturant and playful stimulation that benefits a child’s future development. Connor participated in the growing intensity of massage therapy in order to mitigate his developed aversion to physical contact. He self-paced individual therapy with Dr. Perry, where he discussed behavioral norms and how to practice and learn them. He also attended music classes intended to develop the missed sense of rhythm typically associated with the first year of life. As interventions continued, Connor became more confident in his social abilities and began to offer guidance and support to other participants in the music therapy group. He maintained a sense of awkwardness through his adolescence, but he developed the social skills necessary to maintain lasting, supportive relationships.
Conclusion
The consequences of intergenerational developmental trauma are becoming more pronounced and interfering with the development of relationship skills that are integral to collaborative work across disciplines and levels of practice. Evidence-based best-practice interventions must be developed and fairly distributed with proper training and education in order to curb the many associated national crises related to mass delays and obstructions of fundamental and foundational skills of existing in a diverse and dynamic social world.
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