PSYC-FPX4900_KeyesKyra_Assessment1_Attempt2

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Cultural Competency & Research Analysis: Chen & Chelsea Kyra Keyes PSYC-FPX4900 Capella University April 2024

Cultural Competency & Research Analysis: Chen & Chelsea Chen is a nine-year-old girl who was born with a facial deformity, a cleft palate, which was the reason that it took longer for her to be adopted from a Chinese orphanage. When the Clarks, an American couple, adopted Chen, they provided her with reparative surgery for her facial deformity which left her with a noticeable scar at the young age of just six years old. Although Chen’s parents have been consistently loving and accommodating to Chen’s needs, when she was required to present her book report in front of her class, she ran away while crying. She was then referred to her school counselor, Chelsea, after this behavior raised concerns of low self-esteem and minimal engagement with other children. Applied Theories: Psychosocial Development Theory Chen was raised in an orphanage with many other children, meaning that she did not receive the same attention and care that she would have received in a home with adoptive parents. According to Huynh et al., orphan and separated children are exposed to adverse outcomes including experiencing traumatic symptoms, hindered cognitive and emotional development, restricted opportunities for receiving education and an increased risk of child labor exploitation (2019). One of the theories that best fit Chen’s situation is Erikson’s Psychosocial Development Theory which considers each stage of life and the impacts as each stage builds upon one another. In Erikson’s first stage of his theory, the infant begins developing bodily components, gross motor abilities, and their senses (Rorije et al., 2023). The first stage also involves the development of trust versus mistrust in which the child will gain the ability to trust if successfully guided (Mitchell et al., 2021). While there is minimal independence in the first stage, the infant will subconsciously influence their environment by expressing emotions such as crying or laughing especially since the caregiver is typically always nearby. This may not have

always been the case for Chen since she was in an orphanage consisting of many other children, so the attention and care had to be distributed across numerous children and even other babies. A child’s awareness of self-sufficient behavior as an individual emerges in the second stage of Psychosocial Development Theory where autonomy versus shame and self-doubt is developed (Mitchell et al., 2021). During this stage, the child may exert dominance and authority in areas lacking co-regulation from their caregivers. While it is the caregiver’s duty to encourage the child’s independence and free will, it is important that balance is maintained when the child does not abuse their willpower by still having dependence on their caregiver to avoid feelings of self-doubt and even shame (Rorije et al., 2023). This balance may have been challenging to maintain since Chen had to grow up in a shared environment with several other children. In the third stage of Erikson’s Psychosocial Development theory the child’s activity engagement and value of the world increases, leading to more frequent peer and sibling interactions (Rorije et al., 2023). The child develops initiative versus guilt in order to find significance and the capacity to collaborate with others (Mitchell et al., 2021). In order to fulfill their sense of initiative, the child’s behaviors are influenced by their active state which will lead to a sense of living purpose. It is crucial that during this time, the child is continuously supported by caregivers to be self-motivated and pursue their set goals (Rorije et al., 2023). This may have been difficult for Chen to accomplish while in the orphanage due to her facial deformity, where other children are not as accepting of physical disabilities. Chen is currently in the midst of Erikson’s fourth stage of psychological development, industry versus inferiority where children interact with society outside of their home and are adjusting to increased social and learning obligations (Issawi & Dauphin, 2017). During this

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