Running head: LIFE BOOK REACTION PAPER
Life Book Reaction Paper
Ashley M Finch
Western Washington University
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Through this life book project I was able to more fully understand the application of such
human development ideas as nature versus nurture, the ecological model and attachment. Also,
through the process of going to Department of Child and Family Services, reading my assigned
child’s* case files, meeting with the adoptive family and creating this book I saw development in
action and was able to use my resources of time, skill and energy to support this child in her
future development. I have learned about children’s resiliency but also the power of a strong
support system. I have also gained a greater understanding about the human service values of
self-determination, confidentiality, and professionalism. In order to discuss the subject of human
development as comprehensively as possible it is important to define the term. Sigelman and
Rider (2009) define development as, “systematic changes and continuities in the individual that
occur between conception and death.” (p.2) Development is characterized by changes that are
“orderly, patterned and relatively enduring” (Sigelman & Rider, 2009, p.3). The three categories
of development are physical development, cognitive development and psychosocial development
and our child’s development in each of these areas is and will be impacted by her experiences in
life to this point.
A key idea to remember in considering the development of a single child is that of Urie
Bronfenbrenner’s ecological model of development. The basis of this model of development is
that each person’s development although potentially similar is still unique and influenced by a
person’s biology as well as the systems at work around them such as their relationships, their
schools, government and culture. And of course, my assigned child is of no exception. While
theories of development can be applied to her experiences in order to try and determine her
patterns of development and her future, remember that she is not developing in a vacuum void of
any other influences besides human development theory. Bronfenbrenner outlines four major
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environmental systems that influence a person’s development. They are a person’s microsystem,
mesosystem, exosystem and macrosystem (Sigelman & Rider, 2009). A person’s microsystem is
their immediate physical and social environment; for most young children this system is
primarily composed of their family and daycare. My child’s microsystem would include her
mom, sisters, daycare experiences and now her adoptive family. This would also include the
experiences she had while with each of these people, either positive or negative. The mesosystem
is defined by the interrelatedness of two or more microsystems. For example, in considering my*
child, this young girl’s relationship with her mom or dad could influence her relationships with
her teachers and peers at daycare or her current relationship with her adoptive family. The
exosystem is one that the person doesn’t experience directly but indirectly. For my child, DCFS
is something that is in her exosystem. It is most certainly an organization that has influenced her
life because of rules and guidelines that it has for appropriate family relationships and
expectations regarding proper care for a child. The person’s macrosystem describes the culture in
which each of the sub-systems is embedded. Even the larger US culture has influenced this
child’s development. Cultural ideas about adequate living conditions and treatment have played a
role in this child’s development. These ideas and norms influence DCFS’s role in the family
which caused her to be removed from her mother’s custody and placed into a new family. I think
that it is evident that each of the aforementioned systems would play a role in my child’s
development. While development theories are valid and important to consider, it is also crucial,
in the attempt to understand people, to remember that individuals are complex and so are the
influences on their lives and development.
Another issue critical to the discussion of human development is that of nature vs.
nurture. It is a discussion based on deciding how biological forces and environmental forces play
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together to influence personal development and to what degree each of them contributes
(Sigelman & Rider, 2009). But, as discussed in class, it is not an issue so much of nature or
nurture but clearly a relationship between nature and nurture. It is a very intriguing issue when
seen at work in children’s lives. In my child’s life I think that this dichotomy of nature and
nurture is particularly interesting. Both her and her sister have grown up together and are
approximately a year apart in age and yet they seem, from the small amount of time that I was
able to interact with them, dramatically different ranging from differences in general disposition
to attitude. Beings that they grew up together I would like to contribute each of these differences
to nature issues, but again it is not that easy nor would it be fair. My child seemed to have a
sense of resiliency about her to having ever experienced any of the potentially damaging things
that she has. As will be discussed, despite having possible insecure attachment issues she seemed
to have bonded well with her adoptive mom and also to be very trusting of my partner and I
entering her world. Development theory, based on nurture issues, would say that if she was an
insecurely attached child that she would have security issues, but she did not appear to have any
security issues. But then again, maybe her biological nature of being well adapted and secure
helped her in overcoming any possible negative environmental factors such as neglectful
relationships or a poor home environment.
While it is difficult to fully know how this child will continue to develop based on her
past experiences, it is my opinion that issues of attachment from her past will affect her future, at
least minimally. According to Sigelman and Rider attachment is defined as a “strong affectional
tie that binds a person to an intimate companion” and human attachments generally form during
the first three years of life (p. 407). While many children become securely attached to their
parents during the first few years of life, this child may have been at a disadvantage. “Stresses
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associated with living in poverty or experiencing marital difficulties may make it difficult for
parents to provide sensitive care and may contribute to insecure attachments. (Sigelman & Rider,
2009, p. 416) Because of the many things going on in the lives of my assigned child and her
family she may have been insecurely attached or maybe she was able to attach herself to a few
key people in her life growing up, but these people weren’t equally attached to her. She was
removed from her home at a critical age of development. “Insecurely attached infants subjected
to insensitive, neglectful, or abusive care may conclude that they are difficult to love, that other
people are unreliable, or both.” (Sigelman & Rider, 2009, p. 408) I cannot imagine that when a
child attaches to an adult who neglects them that this would not have a negative impact on their
development. Studies show that early parent-infant attachment affects the child’s later
relationships with their friends, romantic partners and even children. Yet this child is not doomed
because of a possible insecure attachment to her mother. According to Sigelman and Rider
(2009) affectionate ties to other relatives can compensate for insecure mother – child attachments
and also positive life changes, such as a move into a supportive loving adoptive home, can make
insecure attachments more secure (Sigelman & Rider, 2009). Again, much of this is speculation
based on theories applied to possible life circumstances, but attachment is an issue to be aware of
that can have either positive or negative long-term effects on development.
Regarding the development of my assigned child specifically, despite her potentially
traumatic life experiences she seems moderately well adapted. As aforementioned, Brenna and I
were able to meet and talk with her as we would with any other four year old girl. She was
social, had high energy and was very eager to tell us about herself and what she was and most
certainly was not interested in. She played well with her older biological sister and loved on the
new sister who was born to her adoptive mom and dad. We also found in the files a copy of a
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progress report that she received from one of her previous day-cares which said that we was
developing typically especially regarding competence and ability to function within a classroom.
When we visited the family we were also able to see some of our child’s artwork which
demonstrated her creative abilities and showcased her interests. Overall, this young girl seems to
have been very resistant to her previous traumatic life experiences. She is now in a home that
seems to be well equipped to provide her the support she needs to continue developing healthily.
The process of creating this life book and the experiential learning that occurred has
made the biggest contribution to my understanding of human development. The process involved
collaborating with my partner, Brenna, to meet up at DCFS, read our child’s files, discuss them
and then decide how we were going to approach the creation of the book. Also, we were able to
arrange a time to meet with our child and her family in order to gain further insight into who our
child was and what the adoptive family wanted from this life book. It was during this visit that I
was able to build that personal connection with the child; this connection helped me put my best
effort forward in creating something truly meaningful for her and also helped me understand just
a little more about who this young girl was aside from what was written in her files. One key
part of this process was remembering that this book was for our assigned child and not Brenna or
I. No matter how many files we read or simple questions we asked we still don’t really know her.
We looked through pictures and saw faces that we don’t know; we read about experiences and
circumstances that we could not possibly understand. And its not that we did not try - we did.
There is just so much more to a person than files and files of reports about neglect and abuse and
foul treatment. The file doesn’t include stories of her first steps, her favorite doll or the Bible that
she showed us that her mom had given her. She is more than the sum of everything written in
those files. She is a precious, young girl who is experiencing life and moving through the best
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way she can. But this particular child or person isn’t the only one who is greater than the sum of
everything that is written down about them; we are all complex people with complex stories and
we must remember that so is everyone that we encounter – a complex person with a complex
story.
Despite the challenges in creating this life book regarding time especially, I would do it
again in a minute. Being able to create something so meaningful for someone who has been
through so much is an honor and a privilege. I love being able to take my time and my efforts
and use them to serve and benefit someone else. This project was about so much more than
receiving a good grade; it was about striving for excellence for the child so that she could have
something that would mean so much to her.
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References
Sigelman, C. K. & Rider, E. A. (2009). Lifespan human development (6th Ed.). NY:
Thomson/Wadsworth.