Using Genograms

6

Final Project Case study: Social History

Basic Data

Client: Sarah Smith

DOB: 10/23/ 88

Chronological age: 17

Brief Client Description

Sarah is a 17-year-old high school senior who currently resides at home with her parents and two brothers. She attends B____ High School where she is a senior and involved in student government and girls volleyball and basketball. Sarah is approximately 5’8” with shoulder length hair. She is African American. Her weight is in the average range and she appears muscular in her build. Sarah was dressed appropriately for the interview in jeans and a sweater. She was well groomed. Initially she was quiet but as our session progressed she opened up more and was open to sharing both her thoughts and feelings. Several times in the interview she appeared to be anxious as she would bite her nails and play with her hair. By the end of the session she appeared eager to proceed with counseling and stated she was a “little bit hopeful things might improve.”

Developmental History

Sarah was born to a single mother who was 15 years old and unable to care for her. She was subsequently placed in a foster home for three weeks prior to being placed in her adoptive home. Little is actually known about her birth parents except that they were both in high school at the time and believed adoption was the best option for their child. The delivery was reported to be normal however; her biological mother only received pre natal care in the last two months of her pregnancy. Sarah was reportedly born two weeks early and weighted 7lbs. 6oz. at birth.

Sarah was placed with the Smiths at age 3 weeks. Her mother states that she was “beautiful” and a good baby who rarely cried and had a pleasant disposition. She did have ear infections on a frequent basis and subsequently had tubes inserted into her ears at 8 months of age. Ms. Smith describes herself as an “anxious mother.” She stated she “wanted to do everything right.” She relates that the couple had been trying to have a child naturally and had been unsuccessful during the first six years of marriage.

Ms Smith reports that Sarah sat alone at 3 months, walked alone at 9 months and generally did most physical activities earlier than other children her age. Her first words were Dada and dog at about 13 months. She was toilet trained at 2.5 years but had difficulty being dry at night until she was 3.

Social/Emotional Development

Ms. Smith describes Sarah as a delightful child who was spoiled by her grandparents and great grandparents because she was the only grandchild in the family and she had been “long awaited.” Sarah has loved animals since she was a child. She remembers enjoying riding her tricycle and playing with other children in the neighborhood. Sarah states that her father worked a lot during her childhood but that she loved to see him come home and no matter how tired he was he always played with her and made her feel like “his Princess.”

Sarah felt very close to her grandmother and great grandmother in her early years. She states they ‘were crazy” about her and she loved them both very much.

Significant childhood events include the birth of her brother when she was two followed by another brother at four. Sarah states that she does not remember much about the birth of either of her brothers except that her great grandmother passed away the week after the birth of her youngest brother. She remembers being very upset and not understanding why “Grannie would not speak to her and just lay in the box.”

School History

Sarah attended B______ Elementary School and ________ Middle. She is now at B___________ where she is a senior. She plans to attend __________next year and study Psychology. Sarah has “decent grades.” She admits she does not study much but maintains a B average. The only problems she has had in school have been daydreaming and not getting her work done and talking. She reports no problems with attendance and no behavior problems.

Sarah has always been involved with sports. She currently plays basketball and volleyball for her school. She has participated in other sports as well including soccer, softball, and swimming. She won state wide races with her swim team but quit when she was 12 years old because she was tired of it. She has been a cheer leader also.

Sarah has friends at school and in her neighborhood. However, she states that her parents don’t like some of her new friends and that has created friction in the home.

Employment History

Sarah is currently working part time at her father’s company in order to pay for damage she did to her mother’s car. She also worked there during the summer. She files, answers phones, and “does whatever people tell her to.” She says it is “OK” but she would prefer to work in a vet’s office.

Current Social/Emotional Issues

Sarah has recently been experiencing some difficulties. She was referred for counseling with her parents when she took her mother’s car without permission and drove it around all night. When she returned with the car she drove it into the garage causing significant damage. Her mother states she is “sure” alcohol was involved in the incident. Sarah denied this.

Sarah admits she often feels like an outcast in her family. She is not as smart, or talented, or “socially acceptable” as her brothers. As a result of these feelings she has had a difficult time finding her place in the family and often thinks of herself as a “leftover” which is her term for her place in the family.

Sarah has long standing issues about her adoption and questions about her birth mother. She states she often wonders if her birth mom thinks about her and if she wishes she had kept her. She adds that her birth mom is “probably crazy or on crack.”

Sarah states she sometimes sips alcohol at parties but has not tried drugs. She does have a boyfriend but denies they are sexually active. She says her parents don’t approve of many of the friends she really likes and prefer to have her spend time with their “snobby friends’ children.”

Self Description

In describing herself Sarah says she is friendly and cares about people. These are her strengths along with her sense of humor and that she is down to earth despite growing up in what she calls “a snooty” environment. She dislikes her looks wishing she was skinnier and wonders aloud, “Why don’t I have my moms figure?” She quickly adds” cause she is not my Mom” and giggles.

Sarah does not like that other people judge her based on what her parents do and don’t give her a chance to be herself. She worries sometimes that she is “crazy” for the way she feels about things and states she never met anyone she knows who thinks like she does. She also worries about going off to college and “making it in the world.”

Sarah sees her greatest accomplishment as her interest in helping others and that she cares about old people and the poor. She volunteers at an area nursing home and a day care center serving underprivileged children.

Sarah describes her greatest pain as her grandmother dying last year, her great grandmother’s death when she was four and she quietly adds “being adopted.”

When asked what she would change about herself if she could, she mentioned her looks, her athletic ability, and her brains. She wants to be happy, to help others, and to find someone special in her life to love.

Family History

Little is known about Sarah’s family of origin but she was adopted at 3 weeks by the Smith family and she has lived with them for her entire life. The Smith family is well known in town and well respected. Mr. and Mrs. Smith married after graduating from college and became involved in the family textile business. They tried for six years to have children but were unsuccessful.

After adopting Sarah they had two natural children, Greg who is now 15 and Davada who is 13. Greg and “D” as he is known both live in the home and attend school in the area. Sarah reports she has a good relationship with Greg and they often talk and share things. Sarah states he always says she is “too emotional” and “thinks too much.” He tries to encourage her not to fight with her mother and not get into trouble. Sarah states Greg is perfect. He is never a problem to the family. She says “he makes straight As, plays all sports perfectly, is the president of everything at school… He really is that great like you would think there was something wrong with him but there isn’t .” She describes her brother as “tall, light skinned, skinny with great pecs and loved by all the girls” He is outgoing and loves sports. He and his father attend many sporting events together including hockey, basketball, and football.

D is her younger brother who she describes as a “Greg wanabe” He is tall for his age and very involved in sports. He does not excel like Greg but gets good grades. Sarah states he sometimes gets in trouble for not cleaning his room and being a slob but Sarah is quick to add that at “least he didn’t wreck the Jag” referring to her incident with the car. Sarah states she and D are not as close as she is to Greg but they don’t have any major problems.

Ms Harriet Smith is 48 years of age. She is very attractive, dressed neatly and in the latest designer styles. She is tall, thin, and well groomed. She states she comes from a rural Baptist family where her and her three brothers grew up working on the family farm. She describes her parents as “strong Christians” who were very strict and loved their children very much. She was popular in school and very involved in church activities. She graduated from college with a degree in Accounting. She met her husband there and they married a year after graduating. He was working in the family business and she joined him there shortly after the marriage. She states she always wanted to be a mother and was devastated when she was unable to get pregnant after six years of trying to conceive.

Infertility and the death of both her parents three years after her marriage in a car accident were the most painful events in her life. She states when she was pregnant within two years of adopting it was sort of funny but a little embarrassing. She still wonders why she did not get pregnant prior to the adoption but states it was “God’s way of bringing Sarah into their home.”

Ms Smith worked part time at the company after Sarah was born often taking Sarah with her to the office or she was cared for by her husband’s mother or grandmother both who “adored” Sarah. When Greg was born she became a full time mom and spent her time raising the children and as they got older she began to become involved in community activities and volunteer work. Ms Smith stated that she often thought she would return to work once the children were older but the company had grown so much she really was not needed there and the family did not need the income. She states she enjoys her family and her community activities.

She reports feeling as if Sarah is always mad at her and describes it as if Sarah “blames” her for something although she has “no clue” what she did wrong. “Ozzie and I loved our kids and worked hard to give them the best life we could. She describes her sons as “typical boys always going somewhere, doing something and never neat.” She states she argues with all the children about normal parent/child issues such as curfews, family rules, cleaning up and doing homework” She usually grounds them or takes away privileges when they break the rules and feels she is the primary disciplinarian in the family and her husband is the “fun parent.”

Mr Ozzie Smith is 50 years of age, tall and thin and has salt and pepper hair. He is the CEO of a large business that was started by his great grandfather and has remained in the family since then. He is articulate with a bright smile. He describes his childhood as an “only child of a hard working family.” His father always worked the family business and his mother did also. He states he was the only child in his class all through school whose mother worked outside the home. He began to work there too after school emptying trash, opening mail and completing other tasks. He always played sports in high school both basketball and football and states “sports are my passion.” He also played college basketball and earned a business degree. He later returned to college on a part time basis and earned his MBA. He has worked all his life in the family business and is proud of the success it has achieved. The company currently employs over 450 people and is very successful. He hopes that one day one of his children will follow his footsteps into the business. His regret in life is that his grandparents never lived to see how successful their venture became. His grandmother and grandfather always lived next door to his parents during his childhood and were very involved in his life. His grandfather died before he graduated from college and his grandmother died around the time D was born. He describes his father as a rather “cold man who never praised me and always seemed to criticize me.” His mother is described as outgoing, social, and loved to have family around her. His father died four years ago from a heart attack and his mother is currently in a nursing home suffering with Alzheimer’s. He visits her regularly.

Mr Smith states he values his family time and describes it as his favorite way to relax. He also enjoys sports and reading. Mr. Smith describes Sarah as always “stepping to her own drummer.” He says she reminds him of his mother because she is always talking and full of life. He states his wife was “devastated” when they did not conceive early in their marriage. He states he was not worried as his parents did not have him until late in the lives and he always figured it would happen. However, his wife was eager for a child and he was glad to adopt. He found Sarah to be a delightful baby and after she came into their home he realized what he had been missing. He was also surprised by the quick pregnancy and birth of Greg. He stated he noticed changes in Sarah when Greg was born. Mr Smith states that everyone went “on and on” about how much Greg looks like his father and they still do. People always seem to mention how much Greg is like him and he thinks this has bothered Sarah since she was small. He remembers when she was young and Greg had just started to walk, people were saying Greg even walked like him and Sarah started following Mr. Smith around asking if she walked the way he did. He says these remarks pained him and yet he did not know how to stop these people who meant well. He states he would tell people when they would say these things that “Greg will probably sue me when he is older for looking like me and not being pretty like Sarah” However, as Greg got older, he stopped saying this because he did not want Greg to think he was unattractive.

Mr. Smith feels that Sarah may be happier if they could help her to find her birth mother. He has looked into hiring a professional searcher to try and locate her. Ms. Smith is totally against the idea but he states that he knows Sarah loves them and would not leave home. However, he states she is “haunted” by her adoption and feels this may help. Mr Smith states his wife is somewhat of a perfectionist and may have high expectations for Sarah. His main goal is for Sarah to be happy but he is unsure how to help her. He made clear that he is willing to spend any amount of money, attend workshops or sessions if he can see her happy. He states “we did not adopt her to make her miserable; we love her and want her to have a good life.”

The Smiths state that they do argue about household issues such as parenting issues, how permissive to be with family finances and household chores. Mr. Smith tends to be more permissive believing he worked hard to be financially successful and he wants to be able to spoil his children including a new car when they graduate from high school and the purchase of a beach home the family can enjoy. Ms Smith believes that the children will develop character through working for things and having chores. While Ms Smith wants the children to participate in household chores Mr. Smith has hired a housekeeper and wants her to work more hours to help relieve Ms. Smith of the burden.

When the issues of Sarah’s adoption were discussed with the Smiths, Ms Smith stated that allowing Sarah to work with a searcher to locate her birth mother was “the craziest thing he had ever suggested in their marriage” When asked what she thought would happen Ms Smith became silent and her eyes began to tear. She said that Sarah loved Mr. Smith and she was glad she did. However, she felt Sarah hated her and if she had another mother she would leave their home and move in with” her real mom.”

Internet-Based Psychological Interventions

Internet-Based Psychological Interventions

With so many individuals using the Internet today, the psychology of the individual, the family, the community, and the society has changed. Some might argue that the traditional psychological theories cannot be applied and therefore psychology as an entire field needs to be revamped to incorporate the impact and the application of internet technology. As a student completing a bachelor’s degree in psychology, your future career will undoubtedly incorporate the use of the Internet in very new ways. Read the following article from the AUO Library:

Ritterband, L. M., Gonder-Frederick, L., Cox, D. J., Clifton, A. D., West,
R. W., & Borowitz, S. M. (2003). Internet interventions: In review,
in use, and into the future. Professional Psychology: Research and
Practice, 34(5)
, 527-534.

Identify a problem area or psychological issue that could benefit from the use of an internet intervention. Now, using what you learned from the article, propose an internet intervention using the following guidelines:

  1. What problem area would the internet intervention address?
  2. Provide a general description of the proposed internet intervention.
  3. How would the effectiveness of the proposed intervention be tested?
  4. What are any legal and ethical issues related to the proposed intervention? Include the specific APA ethical standard(s) in your response.

Correctly and complete describes all measures used in the study (10 points)

To complete the attached worksheet, download and save a copy of it with your first and last name in the document title, answer the questions and attach your completed copy here. Also attached are the article which must be used for completing it and a completion tip sheet.  The tip worksheet can be used both for preparation review before beginning the worksheet and as a checklist after you have completed the work to make sure you didn’t miss anything.

The worksheet guides you through the process of unpacking the key elements of the published scholarly journal article attached to this screen and demonstrating APA source citation skills, activities you will engage in frequently in the completion of a variety of assignments including essays, research papers and literature reviews in future courses.

Quoting is not permitted.  All answers must be written as paraphrases, meaning that you must restate what you read in your own words, with the exception of technical terms such as the names of diagnostic tests. You are not required to source credit the article in your answers to the Section I. “Key Article Components” questions.  Section II. “Source citing and reference listing in APA format” is where you will demonstrate knowledge of how to correctly format source crediting in APA style.

Answers will be graded for accuracy, thoroughness, clarity and correct grammar and spelling. Your typed responses beneath each section of the worksheet should be double spaced and the total page length when completed should be at least 7 pages.

Content of the worksheet document may NOT be removed or reordered.  Answers must be inserted in the spaces provided under each question.

 

Assignment Grading Rubric

 

Content: Maximum of 80 points

  • Thoroughly and completely describes previous research and authors’ rationales for conducting their study. (10 points)
  • Accurately identifies the research method used and why it was well suited for the study.  (10 points)
  • Accurately identifies and describes the participants in the study. (10 points)
  • Correctly and complete describes all measures used in the study (10 points)
  • Correctly and complete describes all data analyses used in the study (10 points)
  • Thoroughly summarizes the results of the study. (15 points)
  • Thoughtfully describes the conclusions reached by the authors, the implications of the results, and the limitations of the study. (15 points)

Citation: Maximum of 20 points (10 points each)

  • Accurately presents how to give credit to published authors with in-text source citing
  • Accurately presents how to give credit to published authors with a Reference listing

    Journal of Traumatic Stress April 2013, 26, 266–273

    Public Mental Health Clients with Severe Mental Illness and Probable Posttraumatic Stress Disorder: Trauma Exposure and

    Correlates of Symptom Severity

    Weili Lu,1 Philip T. Yanos,2 Steven M. Silverstein,3 Kim T. Mueser,4 Stanley D. Rosenberg,4

    Jennifer D. Gottlieb,4 Stephanie Marcello Duva,5 Thanuja Kularatne,1 Stephanie Dove-Williams,5

    Danielle Paterno,5 Danielle Hawthorne,5 and Giovanna Giacobbe5 1Department of Psychiatric Rehabilitation and Counseling Professions, University of Medicine and Dentistry of New Jersey,

    Scotch Plains, New Jersey, USA 2John Jay College of Criminal Justice, Department of Psychology, CUNY, New York, New York, USA

    3Division of Schizophrenia Research, Robert Wood Johnson Medical School, University of Medicine and Dentistry of New Jersey, Piscataway, New Jersey, USA

    4Department of Psychiatry, Dartmouth Medical School, Concord, New Hampshire, USA 5University Behavioral Health Care, University of Medicine and Dentistry of New Jersey, Piscataway, New Jersey, USA

    Individuals with severe mental illness (SMI) are at greatly increased risk for trauma exposure and for the development of posttraumatic stress disorder (PTSD). This study reports findings from a large, comprehensive screening of trauma and PTSD symptoms among public mental health clients in a statewide community mental health system. In 851 individuals with SMI and probable PTSD, childhood sexual abuse was the most commonly endorsed index trauma, followed closely by the sudden death of a loved one. Participants had typically experienced an average of 7 types of traumatic events in their lifetime. The number of types of traumatic events experienced and Hispanic ethnicity were significantly associated with PTSD symptom severity. Clients reported experiencing PTSD in relation to events that occurred on average 20 years earlier, suggesting the clinical need to address trauma and loss throughout the lifespan, including their prolonged after-effects.

    Over the past two decades, a growing body of research has shown that individuals with severe mental illness (SMI) are at greatly increased risk for trauma exposure (see Grubaugh, Zinzow, Paul, Egede, & Frueh, 2011, for a review). Although national surveys indicate that more than half of people in the general population report exposure to at least one event that according to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., DSM-IV; American Psychiatric Associa- tion, 1994) meets criteria for trauma (Kessler, Sonnega, Bromet, Hughes, & Nelson, 1995), studies of people with a SMI (such as

    This research was supported by National Institute of Mental Health grant R01 MH064662. We wish to thank the following individuals for their assistance with this project: Edward Kim, Lee Hyer, Rachael Fite, Kenneth Gill, Rose- marie Rosati, Christopher Kosseff, Karen Somers, John Swanson, Avis Scott, Rena Gitlitz, John Markey, Zygmond Gray, Marilyn Green, Alex Shay, Leila Hosseini, and Yetunde Adetona.

    Correspondence concerning this article should be addressed to Philip Yanos, 445 W. 59th St., New York, NY 10019. E-mail: pyanos@jjay.cuny.edu

    Copyright C© 2013 International Society for Traumatic Stress Studies. View this article online at wileyonlinelibrary.com DOI: 10.1002/jts.21791

    schizophrenia, bipolar disorder, or major depression) suggest that trauma exposure is nearly universal, with multiple trau- mas being the norm (Goodman, Rosenberg, Mueser, & Drake, 1997; Mueser et al., 1998; Mueser, Essock, Haines, Wolfe, & Xie, 2004). Violent victimization, a particularly toxic class of trauma, is unusually common in people with SMI, with 34%– 53% reporting child abuse, and 43%–81% reporting lifetime victimization (Mueser et al., 1998).

    The high rates of trauma exposure among people with SMI, combined with possibly increased vulnerability to the effects of trauma, are associated with an increased prevalence of PTSD in this population (Grubaugh, Elhai, Cusack, Wells, & Frueh, 2007). Specifically, in most studies, the current preva- lence of PTSD among persons with SMI has been found to range from 28%–43% (Cascardi, Mueser, DeGiralomo, & Murrin, 1996; Craine, Henson, Colliver, & MacLean, 1988; Cusack, Grubaugh, Knapp, & Frueh, 2006; Goldberg & Garno, 2005; Howgego et al., 2005; McFarlane, Bookless, & Air, 2001; Mueser et al., 1998, 1998, 2004; Picken & Tarrier, 2011), although a few studies have reported lower, but nevertheless increased rates ranging from 16%–18% (Fan et al., 2008; Lommen & Restifo, 2009; Neria, Bromet, Sievers, Lavelle,

    266

     

     

    PTSD Severity 267

    & Fochtmann, 2002). This contrasts with an estimated cur- rent rate of 3.5% for PTSD in the general population (Kessler, Chiu, Demler, & Walters, 2005). Despite evidence that PTSD is a significant clinical problem among people with SMI, many questions remain regarding the nature of PTSD in this pop- ulation (Grubaugh et al., 2011). Although the types of trau- matic exposure commonly experienced by people with SMI have been previously reported (e.g., Mueser et al., 1998; Mc- Farlane et al., 2001; Goldberg & Garno, 2005; Goodman et al., 2001), limited data are available on which events are most distressing and most likely to lead to PTSD. In a survey of trauma exposure and associated distress and PTSD symptoms in people with SMI, O’Hare and Sherrer (2011) reported that the most distressing event was sexual assault (either in child- hood or adulthood), followed by physical assault, and the sud- den unexpected death of a loved one; sexual assault was the strongest predictor of PTSD symptoms, followed by unex- pected death. Another study of individuals with SMI reported that exposure to childhood sexual abuse was more uniquely predictive of PTSD than any other types of trauma (Mueser et al., 1998), whereas Goldberg and Garno (2005) found that a history of adult sexual assault or a history of suicide or homi- cide in a close friend or relative were more strongly related to PTSD.

    No studies that we know of have evaluated the relationship between exposure to different types of traumatic events and PTSD symptom severity among people with SMI and proba- ble PTSD. A better understanding of which traumatic events clients with SMI and PTSD find most distressing, and which events are most strongly related to PTSD symptom severity, could inform specific trauma interventions for this population. The experience of traumatic events and their relationship to PTSD symptom severity tends to differ by gender (Breslau, Davis, Andreski, & Peterson, 1991; Kessler, et al., 1995; Norris, Foster, & Weishaar, 2002), so the differential impact of traumatic events on PTSD among people with SMI also needs to be examined. Consistent with research in the general population, studies suggest that women with SMI are signif- icantly more likely to experience sexual violence than men, both in childhood and adulthood (see Grubaugh et al., 2011 for a review).

    In addition to evaluating the importance of exposure to dif- ferent types of traumatic events in people with SMI, there is a need to further examine the role of ethnicity in the experience of these events and their effects on PTSD symptoms. Some have suggested that culture may have an influence on the impact of traumatic events (Carlson, 2005; Fontes, 1995), for example, by moderating the relationship between trauma exposure and de- velopment of psychopathology (Garcia-Coll & Garrido, 2000). Studies in the general population have found that Hispanic individuals are more vulnerable to developing PTSD when ex- posed to sexual, assaultive, or combat-related traumatic events

    and among those with PTSD, Hispanics experience more severe symptoms than persons from other ethnic backgrounds (Mar- shall, Schell, & Miles, 2009). Although one study found higher rates of PTSD among Hispanic individuals with SMI (Mueser, Saylers, et al., 2004), we know of no other studies that have ex- amined the relationship between ethnicity and PTSD symptom severity in this population.

    To address these gaps in the literature, this study reports findings from a comprehensive screening of trauma and PTSD symptoms in public mental health clients in a statewide commu- nity mental health system. Among a large group of individuals with SMI and probable PTSD, we examined the types of trauma experienced; which traumatic events were most distressing to participants; and the association between traumatic events, de- mographic and clinical characteristics, and PTSD symptom severity.

    Method

    Participants and Procedures

    Study participants were clients with SMI (defined by the State of New Jersey) receiving services at the University of Medicine and Dentistry of New Jersey-University Behavioral HealthCare (UMDNJ-UBHC). UBHC serves approximately 15,000 clients annually, and is one of the largest mental health specialty providers in the United States. In addition to outpatient clinics and partial hospitalization clinics (five of which partici- pated in the study), UBHC is also equipped with programs such as intensive case management services, residential programs, an emergency room, and an inpatient unit. UBHC serves clients on Medicaid/Medicare (56%) as well as uninsured/self-pay clients (20%).

    Acceptance into services at UMDNJ-UBHC requires meet- ing New Jersey criteria for SMI, which include a DSM-IV di- agnosis; disability within the past 3–6 months from the mental disorder which has resulted in functional limitations in major life activities that would be appropriate for the client’s devel- opmental stage; and that during the past 2 years the mental disorder led to two or more treatment episodes of greater inten- sity than outpatient services, such as inpatient, emergency, or partial hospitalization care, or a single episode lasting 3 months or more or that the normal living situation was disrupted to the point that supportive services were required to maintain the client in that home or residence or housing, or law enforce- ment officials intervened. Although these criteria are similar to broad criteria for SMI that have been discussed in the literature (e.g., Ruggieri, Leese, Thornicroft, Bisoffi, & Tansella, 2000), we removed participants with no Axis I diagnosis other than substance use, as this is a further criterion for SMI in other jurisdictions.

    Journal of Traumatic Stress DOI 10.1002/jts. Published on behalf of the International Society for Traumatic Stress Studies.

     

     

    268 Lu et al.

    Study sites included five outpatient and partial hospitaliza- tion progr

Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.

Prior to completing this discussion, please read chapters 5 and 6 in the textbook and review any relevant Instructor Guidance. You may be interested in viewing the interactive infographic within Module 6 to learn more about specific safety statistics.

For this minimum 300 word post, you will analyze the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the domain of physical development, specifically safety.

  • Think about and comment on how child and adolescent safety regulations have changed over the past few decades.
  • Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.
  • Then, search the internet for credible sources and find other scholarly articles from the Ashford University Library website.
  • Choose and report on three statistics specifically related to child and adolescent safety from this current decade (2010-present) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages.