Module code Module title Module LeaderCYP403 Holistic Development of Children

and Young PeopleDeborah Ellis

Assignment

Mode ofAssessment

Tariff Weighting

LearningOutcomes

Task 2 Essay 2,500words

60% 3,4 & 5

Submission date Instructions for submission and return of assignment

16.01.2015

Return Date

06.02.15

To be submitted via Blackboard by 11.59

Assignment to be returned via Grade Centre.

Student name: Jacqueline Belton

DC number: DC0113515

Word count; 2543

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Contents

Page

3; Introduction

4; Social Pedagogy

6; Ecological System ‘Owen’

8; Maslow hierarchy of needs

8; Maslow hierarchy of needs ‘Owen’

10; Aggressive Behaviour

12; Conclusion

20; Referencing

21; Bibliography

Appendices

1; page 13; The diamond approach

2; page 14; ROUSSEAU -- KEY IDEAS

3; page 16; Bronfenbrenner's Ecological Theory

4; page 17; Maslow, Hierarchy of needs; Alder’s ERG Theory

5; page 18; Symptoms of ODD

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Introduction

This assignment refers to the social pedagogy and holistic

development of a young person within the pupil referral unit

that I volunteer in, the journey he has travelled with regard

to his emotional, and geographical transitions, his lack of

stability and family relationships, resulting in permanent

exclusion from mainstream education. My primary interests are

his social, emotional and behavioural development, and the

environmental and social impact upon his life to further

develop my understanding, knowledge and experience within

practice for the benefit of young people.

I will explore, research and explain my understanding of the

definition and theory of social pedagogy, and pedagogues, the

theorists involved and their opinions. Within the practice I

will link Urie Bronfenbrenner’s ,(1917- 2005) ecological

systems and , Maslow(1943) ‘Hierarchy of needs’ to Owen,

adding appendices to support my explanations and information,

I intend to explore his aggressive behaviour, the impact of

social and environmental factors within his life, the

transitions he endured without support, the diagnosis and

treatment of Oppositional defiant disorder and the support

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offered by the staff within the pupil referral unit to Owen

and his family.

My conclusion will highlight the benefits of the progression

to social pedagogues for the benefit and support of holistic

development in children, their personal approach to building

long term supportive relationships around the child or young

person, and how they advocate for the child across the

services to facilitate academic progression and personal

success emotionally and socially for each individual.

Social Pedagogy

Social pedagogy is critical to the construction of positive

and practical engagement with children and families, following

a more collaborative holistic approach to the ‘whole child’,

and establishing a shared language across professional

services to facilitate and support the overall development of

the child or young person, especially regarding the emotional

well-being of the individual. Emotions have a huge impact on

child development and behaviour, social and economic climates

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can have severe negative effects within the child’s orbit,

whether directly, for example in the home, or indirectly, for

example, the economy. Negative or damaging emotions will have

long term consequences without support or intervention, and

academic progression will be limited. Refer to appendix 1,

diamond approach.

Rousseau,J,J (1762), had a strong belief that we are all born

innocent, but we are corrupted through society and adult

expectations, by confining the education of children to the

classroom and adult ideals. Through Rousseau’s (1761) five

stages of development he highlights the importance of the

child and nature, allowing a child to explore and learn

through their own experience, so they become free, he believed

children should be sheltered from society until they were

equipped with the self-knowledge and confidence to make the

right choices in life, opting for need rather than want, refer

to appendix 2 for Rousseaus key ideas. Pestalozzi,J,H(174-

1827) refined Rousseau’s theory by creating a more holistic

education, he identified three main areas of development which

were inseparable in his child centred approach;

The head; cognitive development

The heart; moral education and understanding

The hands; learning is physical

Vygotsky,(1934) disagreed with Rousseau,j,j(1762) he believed

social interaction was essential to the successful development

in children. Vygotsky’s (1934) theories regarding the

development of children require a more knowledgeable person to

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guide the child in their learning. Bandura,(1977), and

Skinner(1953) both believe children learn from their

environment, academically and socially.

All of the above theorists recommend a ‘child centred’

approach regarding cognitive child development, which

practitioners believe is essential, many theorists agree with

Rousseau,J,J(1762) that society can have a negative impact on

the child, however, considering attitudes of society regarding

children at that time Rousseau,J,J(1762) was inspirational,

through the decades his theories have been refined and adapted

to include the environment and social interaction, many

academics believe social pedagogy originated from

Rousseau,J,J(1762).

When discussing the social and environmental impact regarding

child development, Urie Bronfenbrenner’s ,(1917- 2005)

ecological systems must be addressed. He labelled the

environmental factors which can directly, or indirectly affect

the social, emotional, behavioural and educational child

development, refer to appendix 3 for a detailed description of

the ecological system, within the pupil referral unit I will

link Bronfenbrenner’s ecological system (1979) into my study

of ‘Owen’, and his personal and environmental factors within

each ecological system.

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Ecological System ‘Owen’

The Ecological systems

Owen’s micrososystem at this time consist of mum, step-father,

his younger brother, the key social worker and the staff

within the pupil referral unit, Owen was no longer in contact

with his birth father, his grandparents on his mother’s side

had refused contact with Owen due to him stealing money and

personal items from their residence . Owen was referred to

social services by the school police officer when he was

permanently excluded from senior school for being discovered

in possession of an offensive weapon, unfortunately mum

admitted to being unable to discipline or control Owen and

asked for assistance and support.

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The mesosystem at this time consisted of Owens mother and

grandparents who were rejecting Owens behaviour, he then had

difficulty forming productive relationships with his peers.

Owen’s exosystems at this time consist of his step father’s

employment, he was employed as a labourer, the recent years

have shown a decline in the building industry which in turn

made the step fathers income unpredictable, the lack of income

caused tensions within the family home. The social care

system, the education board within the referral unit who were

responsible for Owen’s education programme and the youth

custody officer responsible for the organisation of

restorative justice by young offenders.

The macrosystem for this family is the economy, the area, and

community within which they live. They lived in privately

rented accommodation in an economically deprived area, with

high levels of teenage gang related crime. The landlord’s

refusal to carry out simple maintenance on the property

created further tension.

The chronosystems; Owen had five major transitions in his

fifteen years of life;

The first was his move from his primary school when the

family moved areas, he started a new primary school in

the middle of the academic year, and confusion regarding

Owens special educational needs, meeting new peers,

teachers and changing routines during a time when his

micrososystem was unstable caused Owen a considerable

amount of distress.

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The second was the birth father opting out of his life

permanently, Owen has never reconciled with his father.

Financial difficulties experienced by the family at that

time caused a second move, closer to the birth mothers

family for emotional and financial support.

The third transition was the relocation of the family,

Owen’s micrososystem changed considerably with the loss

of the father, the introduction of his grandparents, new

peers and teachers, concerns were being raised at school

at this time regarding Owens disruptive and aggressive

behaviour, tensions increased due to financial hardship.

The fourth transition was the move to senior school,

Owens micrososystem changed again with the introduction

of the step father, who at that time had regular income,

financial difficulties eased, unfortunately Owen’s

aggressive behaviour at school and towards the step

father were creating tensions within the family home.

The final transition appears to be the most damaging. The

relationship between Owen and his step father had not

improved, mum announcing pregnancy aggravated the

situation, the change of government and the economy

created instability in the building profession, the step

fathers employment became sporadic, the reduction in

benefit allowance created financial difficulties for the

family, which in turn created more tension within the

family home. Owens permanent expulsion from senior school

created a further change in his micrososystem, new

teachers and peers with the addition of social workers.

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The micrososystem is the most important, the instability and

tension created during the family breakdown coupled with

financial hardship, the important educational transitions and

relocations, had created a constant negative change in Owens

micrososystem, this in turn had a negative effect within his

wellbeing. The lack of positive relationships between parent,

step father, grandparents, peers and teachers were resulting

in the serious aggressive behaviour demonstrated by Owen, a

social pedagogue would have been a source of stability and

support for Owen and his family, it is clear looking at Owens

transitions behaviour escalated, a social pedagogue would have

been Owen’s advocate, with the ability and training to predict

emotions, behaviour, and situations before they manifested and

escalated.

Maslow hierarchy of needs

Bronnfenbrenners,(1917-2005) ecological system refers to the

environmental effects with regards to child development,

Maslow(1943) ‘Hierarchy of needs’ refers to individual self-

actualization, and personal motivation. Maslow (1943) believes

without fulfilling our basic fundamental needs we cannot

progress and reach our ultimate goals in life, our focus would

remain channelled by need, for example, if we are hungry our

focus and motivation would be to acquire food, we could not

progress until our hunger was sated, without sleep, we would

be unable to concentrate until that need had been fulfilled.

Maslow (1943) listed these ‘needs’ in order of importance,

Clayton Paul Alderfer (1969) further developed Maslow’s theory

(1943), he reduced the levels of need to three, ‘ERG’,

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Existence, Relatedness and Growth, contrary to Maslow’s (1943)

motivational need, he believed if a higher level of need

became unattainable, the individual would regress to an easier

level to satisfy, I prefer Maslow’s (1943) theory when

considering the motivation of children. Refer to appendix 4

to view ‘Hierarchy of needs’ pyramid, and, Alderfer’s(1969)

ERG. I will now link ‘Owen’ and his personal situation within

each level of need to identify his standing within the

pyramid.

Hierarchy of needs ‘Owen’

Physiological level; this refers to the basic needs of

man to survive. Owen has a place live, ample food,

heating, water and a bed to sleep in.

Safety level; refers to the safety of self, unfortunately

this level appears to be where the issues with Owen

began. Financial hardship and instability regarding

employment, relocation and the constant change within his

micrososystem affected Owen’s ‘safety of self’, without

support and reassurance Owen cannot progress to the next

level.

Love and belonging (social needs); Owen is unable to form

relationships within his family orbit, his behaviour

within school has hindered his ability to form peer and

teacher relationships, he does not feel a sense of love

or belonging, this lack of ‘need’ directly effects self-

esteem.

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Esteem; this ‘need’ has two parts, the first is how you

view and value yourself, your personal confidence and

independence, your achievements. The second part refers

to the opinion of others, how they view and value you

personally. Owen has extremely low self-esteem, he does

not value himself, and the lack of positive loving

relationships within his family circle has had a negative

effect with the regard to Owens self-esteem.

Self-actualization; this is man’s ultimate goal, to

achieve personal ambitions. Owen has no ambition, or

goals, he cannot progress through the stages until the

safety level ‘need’ is addressed, and fulfilled.

It is clear Owen cannot progress to ‘self actualization’ due

to the issues within his safety level.

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Aggressive Behaviour

Owens aggressive behaviour had escalated resulting in

permanent exclusion from mainstream school, Connor,D(2002) has

described this type of behaviour as ODD, Oppositional defiantdisorder, children who demonstrate at least four of the

recognised symptoms for a continued period of at least six

months are diagnosed with ODD, refer to appendix 5 for a full

description of symptoms, cause and recommended treatment or

therapy for ODD.

Owen’s symptoms of Oppositional defiant disorder;

1. Angry and resentful

2. Loses temper

3. Argues with adults

4. Defies adult requests or rules

5. Easily annoyed by others

In the case of Owen, Individual and family therapy was the

chosen recommended treatment within the pupil referral unit.

When speaking to Owen the unit discovered his love of animals,

a positive and caring attitude was reported by the staff at

the RSPCC centre where he completed two weeks work experience,

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he now volunteers at the animal shelter at weekends, the staff

value Owens enthusiasm and commitment to the animals, he feels

valued and appreciated. Owens key workers viewed this as a

breakthrough and the basis to begin re-building positive

relationships with family members, and begin building Owens

self-esteem and confidence. With family therapy, and the

joint focus of his grandparent’s bull mastiff, Owen accepted

the responsibility of regularly exercising their pet, their

relationship began to build positively, they talked openly to

Owen regarding how he had made them feel, but with support and

understanding they could appreciate the destructive unstable

transitions Owen had experienced. Rewarding positive

behaviour, Skinner.(1938-1953) was discussed with Owen’s mum

and step-father, through counselling they talked to each

other, how they were feeling, how they viewed each other’s

role within the family, what their expectations were of each

other, and the imminent arrival of the newest addition to the

family. With support from the staff in the pupil referral

unit Owen enrolled at his local college for a level 1 diploma

‘working with animals’ staff at the RSPCA gave him a glowing

reference for his application, when asked if he would like to

return to mainstream senior school Owen answered;

“Can I stay here, people listen and they like me here, I get

the help I need, I don’t see them as teachers, they laugh a

lot”. (Owen aged 15)

Owen will remain within the unit until the end of the academic

year, positive relationships are being re-built within his

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family circle, his confidence is growing, the aggressive

behaviour regularly demonstrated by Owen has reduced

considerably, and he has no desire to return to mainstream

education. This is social pedagogy in my view, Owen could not

progress until his emotional wellbeing had been addressed, and

the ‘whole child’ needs to be considered to achieve long term

academic success.

Conclusion

The holistic development of children and young people is

referred to as social pedagogy. The idea of social pedagogues15

is still in its infancy in the United Kingdom, but the idea is

widely applauded by our European neighbours. When considering

the environmental and social effects regarding child

development, it is apparent they can have a negative and

damaging effect on the emotional well-being of the ‘whole

child’, Rousseau,J,J (1762), although with a positive and

supportive experience the child will flourish in all areas.

Bronfenbrenner’s (1917- 2005) ecological system highlighted

the negative environmental impact upon Owen’s personal

circumstances, the numerous changes in his micrososystem

introduced tension and removed stability. Within practice,

the ecological system and Maslow’s ‘Hierarchy of needs’ (1943)

work at their optimum when combined, these two systems enabled

staff within the unit to identify Owens environmental

influence, which contributed to his emotional wellbeing, it is

obvious from the aggressive behaviour demonstrated by Owen his

experiences had had a negative impact. The diagnosis of

Oppositional defiant disorder was the direct result of his

personal experiences and emotions, positive, loving

relationships from immediate family could have guided and

supported Owen through these transitions, a social pedagogue

would have supported the whole family, which was apparent when

he finally reached the pupil referral unit, here Owen had a

positive supportive experience, Social pedagogy and pedagogues

are regarded by practitioners as the future when considering

the holistic development of children, with increased knowledge

regarding child behaviour and the learning educational

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barriers experienced by some children, it is time we adapt to

facilitate the needs of the child.

.

Appendix 1

The diamond approach

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Appendix 2

ROUSSEAU -- KEY IDEAS

The purpose of education is to create a good citizen. Rousseau believed that people are corrupted by society that they cannot become good citizens because they are always striving to attain their individual desires. He envisioned an education that would teach people to put the "general will" ofsociety, the good of society, before their own wills.Children are different from adults.

Unlike the general view of the day, Rousseau did not see children as miniature adults. Rather, he saw children as innocent, vulnerable, slow to mature, and entitled to happiness. This perspective allowed a greater possibility thatchildren could learn to become good citizens AND retain their self-esteem.  People develop through stages.

Rousseau believed that different forms of education are appropriate for different stages of development. He is considered to be the first "develop mentalist."

Stage 1 -- Infancy (birth to two years).

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Rousseau believed that the child learns the difference betweenpower and liberty during this time. The responses of the adultreinforce the difference between want and need. The child learns to rely on himself, not others. That is, he learns the true liberty of self-sufficiency but not power over others. The focus is on allowing the child to be what he is -- to nurse, to explore with the body, to be free of conflicting messages from adults.

Stage 2 -- The Age of Nature (two to 12). The child receives a "negative" education. He receives no moral education, no verbal learning. The idea is to "waste time" until the child's "natural faculties" have developed. The purpose of this stage is to develop the physical qualities, particularly the senses. The mind is not addressed because it is not "ready." During this time, the child learns through his experiences not to want what he does not need; thus he become "free." He also learns natural consequences when his actions are not supported by "nature." This is part of learning not to want what is not needed. The teacher's roleis to shape the environment so that the necessary lessons are learned without pitting adult authority against the child's desires.  Stage 3 -- Pre-adolescence (12-15).At this stage Rousseau envisioned Emile as a "noble savage." He suggested that physical strength increases more rapidly than "needs" so that,naturally, a boy's urge for activity takes a mental form. However, the only book Emile is allowed to read is Robinson Crusoe. This book reflects Emile's own experiences in nature. Italso provides a model for the solitary, self-sufficient man that Rousseau wanted Emile to become. In addition, the book does not present Emile with information that will cause him towant what he does not need or cannot have. Thus, he retains self-love without needing the approval of others. Rousseau sawthe need of others' approval as a corrupting influence.

Stage 4 -- Puberty (15-20) Rousseau believed that by this time, a boy's reason or mental faculties would be well developed so that he could deal with the dangerous emotions of adolescence and with moral issues and religion. However, his idea was to introduce Emile slowly

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into society's pressures. Book IV of The Emile, describes how to attend to moral development.Stage 5 -- Adulthood (20-25). At this point, Rousseau believed the properly educated man should be introduced to his ideal partner and allowed to entersociety. Given his prior preparation, the man should be able to resist the corrupting influences of society and participateeffectively by willingly subjugating his own will to the general will.

Appendix 3

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Urie Bronfenbrenner (April 29, 1917–September 25, 2005) was a very famous and influential, Russian American psychologist known for developing his path breaking, "Ecological Systems Theory." His theories impacted the education of disadvantaged and marginalized sections of society.

 Bronfenbrenner's Ecological Theory holds that 'development' is influenced by several environmental systems. The theory identifies five environmental systems. The five environmental systems are:

"Microsystem: This refers to the immediate surroundings of the individual. These contexts include the person's family, peers, school, and neighbourhood. It is in the microsystem that the most direct interactions with socialagents take place; with parents, peers, and teachers, forexample. The individual is not merely a passive recipientof experiences in these settings, but someone who actually helps to construct the social settings.

Mesosystem: This refers to the relations between the different microsystems or connections between contexts. Some common examples are the connection between family experiences and school experiences, school experiences tochurch experiences, and family experiences to peer experiences. For example, children whose parents have rejected them may have difficulty developing positive relations with their friends or peers.

Exosystem: Is concerned with the connection between a social setting in which the individual does not have an active role and the individual's immediate context. For example, a wife's or child's experience at home may be influenced by the husband's experiences at work. The father might receive a promotion that requires more travel, which might increase conflict with the wife and affect patterns of interaction with the child.

Macrosystem: Describes the culture in which individuals live. Culture meaning the ways of people. Cultural contexts would include socioeconomic status, poverty, andethnicity.

Chronosystem: Refers to the patterning of environmental events and transitions over the life of an individual as well as sociohistorical circumstances. For example, divorce is one transition. Researchers have found that

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the negative effects of divorce on children often peak inthe first year after the divorce. Two years after the divorce, family interaction is less chaotic and more stable. An example of sociohistorical circumstances, would be the increasing opportunities for women to pursuea career.

The ecological theory is one among the many different theoriesrelated to human development. It emphasizes environmental factors as playing the major role to development. However thistheory varies from culture to culture.

Appendix 4

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Appendix 5

Symptoms of ODD

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The key behavioural symptoms of ODD are negative, hostile and defiant behaviour. For ODD to be diagnosed, symptoms have to have been present for at least six months and involve four or more of the following:

often loses temper often argues with adults often actively defies or refuses to comply with adults’

requests or rules often deliberately annoys people often blames others for his mistakes or misbehaviour often touchy or easily annoyed by others often angry and resentful often spiteful or vindictive.

To be classified as ODD, the behaviour also has to have causeda significant degree of disturbance to home, social or school life.

What causes oppositional defiant disorder?

Biological. Some studies suggest that defects in or injuries to certain areas of the brain can lead to serious behavioural problems in children. ODD has also been linked to abnormal amounts of special chemicals in the brain called neurotransmitters. Neurotransmitters help nerve cells in the brain communicate with each other. If these chemicals are out of balance or not working properly, messages may not make it through the brain correctly, leading to symptoms of ODD and other mental health illnesses. Many children and teens with ODDalso have other mental health illnesses such as ADHD, learning disorders, depression or an anxiety disorder, which may contribute to their behaviour problems.

Genetics. Many children and teens with ODD have close family members with mental health illnesses, including mood disorders, anxiety disorders and personality disorders. This suggests that a vulnerability to develop ODD may be inherited.

Environmental. Factors such as a dysfunctional family life, a family history of mental illnesses and/or substance use, and inconsistent discipline by parents maycontribute to the development of behaviour disorders.

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Treatment

Individual and family therapy. Individual counselling foryour child may help him or her learn to manage anger and express his or her feelings more healthfully. Family counselling may help improve your communication and relationships, and help members of your family learn how to work together.

Parent-child interaction therapy (PCIT). During PCIT, therapists coach parents while they interact with their children. In one approach, the therapist sits behind a one-way mirror and, using an "ear bug" audio device, guides parents through strategies that reinforce their children's positive behaviour. As a result, parents learnmore-effective parenting techniques, the quality of the parent-child relationship improves and problem behavioursdecrease.

Cognitive problem-solving training. This type of therapy is aimed at helping your child identify and change thought patterns that are leading to behaviour problems. Collaborative problem-solving — in which you and your child work together to come up with solutions that work for both of you — can help improve ODD-related problems.

Social skills training. Your child also might benefit from therapy that will help him or her learn how to interact more positively and effectively with peers.

Parent training. A mental health provider with experiencetreating ODD may help you develop skills that will allow you to parent in a way that's more positive and less frustrating for you and your child. In some cases, your child may participate in this type of training with you, so that everyone in your family develops shared goals forhow to handle problems.

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Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design Cambridge, MA: Harvard University Press.Timvandevall (2013) psych2ogo.net. [Online] https://www.google.co.ukImage retrieved (2013)

Hanrahan, Clare. "Antisocial Behavior." Gale Encyclopaedia of Children's Health: Infancy through Adolescence. 2006. Encyclopedia.com. 15 Dec. 2014 <http://www.encyclopedia.com>.

Mayo clinic (2014) Oppositional defiant disorder (ODD) Mayo Foundationfor Medical Education and Research [online]

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http://www.mayoclinic.org/diseases-conditions/oppositional-defiant-disorder/basics/treatment/con-20024559

McLeod, S. A. (2007). Lev Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html

Mind tools (2014) Alderfer's ERG Theory - Motivation Skills [online]www.mindtools.com,image retrieved (2014)

Pestalozzi, J, H (1746–1827)." Encyclopaedia of Children and Childhood in History and Society. 2004. Retrieved December 11, 2014 from Encyclopedia.com: http://www.encyclopedia.com

Rousseau, J-J. (1762) Émile, London: Dent (1911 edn.)

Skinner, B. F. (1953). Science and human behaviour. SimonandSchuster.com

ThemPra Social Pedagogy (n.d) Social Pedagogy [online] accessed 2014, http://thempra.com/downloads/Social%20Pedagogy%20-%20Comprehensive%20Handout.pdf

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