Use a Systems Perspective to Understand the “Whole Child”

Mahaley’s Story: An Ecological and Family System Perspective

Access the following to complete this Assessment:

Laureate Education (Producer). (2014). Mahaley’s Childhood Web [Multimedia file]. Baltimore, MD: Author.

·
Mahaley Mahe: New Student Overview

· Note: While the names and interviews in the video are authentic, the information in the document and the scenario in Part II of this Performance Task are completely fictionalized. The scenario was created to assess important Learning Objectives within this Competency, but bear no reflection on Mahaley’s real life or the Mahe family.

· The Bowen Center for the Study of the Family. (2014). Theory: Eight concepts. Retrieved from

here

Based on information from the video, Mahaley’s Childhood Web, and the “Mahaley Mahe: New Student Overview” document, write a 3- to 5-page response that addresses the following:

· Describe Mahaley’s microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Explain how at least three of these systems influence Mahaley’s healthy development and learning.

· Choose at least one concept from family systems theory, and explain how Mahaley’s story relates to that concept. Then, explain why understanding the concepts of the family systems theory can help support positive outcomes for Mahaley and her family.

· Using the ideas from the family systems theory and ecological systems theory, explain how the changes described in the “Mahaley Mahe: New Student Overview” document might impact Mahaley’s healthy development and learning.

· Explain the importance of respecting Mahaley’s family culture in this new environment in order to support her healthy development and learning.

Mahaley Mahe: New Student Overview

Mahaley has gone to school and lived with her family for the last five years in the town of Ludlow. In May of last year, Mahaley’s parents separated and her mother accepted a new job in the town of Harcourt, which is over 300 miles from Ludlow. Mahaley moved with her mother, causing Mahaley to miss the last few weeks of classes at her old school. This fall, she is beginning third grade at Harcourt Elementary, and we want to make her transition as smooth and constructive as possible.

Mahaley’s mother, Nori Mahe, has told guidance counselors that she remains close with Mahaley. However, Mahaley is having a very difficult time adjusting to the distance from her father, her brother (who stayed with her father), and other family members who lived nearby in Ludlow. She was an excellent student in her old school, with many creative and athletic interests. While Mahaley says she is still enthusiastic about these activities, her mother notices that Mahaley is being hesitant to get involved since the move.

Mahaley has a mixed racial and cultural background. Her father’s family is Polynesian and her mother is Japanese and Scandinavian. In Ludlow, Mahaley had a diverse group of classmates from all kinds of backgrounds—some similar to hers. While she spoke English with most of her family, she was learning Japanese from her grandfather, who lived with her family in Ludlow. He has stayed in Ludlow and moved to her aunt’s home. Mahaley’s move to Harcourt Elementary will likely be a cultural adjustment, as well as a geographical and social change.

Demographic Breakdown of Ludlow and Harcourt:

Ludlow

Total town population: 889,235

Hispanic/Latino: 37.3%

Non-Hispanic white: 19.1%

Asian: 17.3%

Black: 12.9%

Multiracial: 8.1%

Other: 6.3%

Harcourt

Total town population: 205,118

Non-Hispanic white: 69.5%

Hispanic/Latino: 20.1%

Black: 5.2%

Asian: 2.1%

Multiracial: 1.9%

Other: 1.2%

CR001 Culturally Responsive Practices

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References

(Please note that the following references are intended as examples only.)

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