PSYC4900_Assessment1

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Psychology

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Dec 6, 2023

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1 Hannah and Adara: A Case Study This paper delves into the case study of Hannah and Adara, a school counselor and a 15- year-old Muslim-American student of Iraqi descent. Adara's experiences are marked by the challenges of cultural integration and societal bias, compounded by her unique religious and ethnic identity. She grapples with isolation, depression, bullying, and unwarranted labeling by peers. Despite Hannah's encouragement, Adara hesitates to involve her parents in therapy, fearing a lack of support. Adara revealed thoughts of self-harm to Hannah, prompting Hannah to inform her parents. This action, taken with the intention of ensuring Adara's safety, has left Adara feeling betrayed. Erikson's Psychosocial Development Theory and Bronfenbrenner's Ecological Systems Theory provide crucial insights into these issues. Erikson's theory sheds light on Adara's struggle with identity formation in the face of cultural integration and societal bias, while Bronfenbrenner's theory illuminates how Adara's immediate environment and broader societal attitudes impact her well-being (Santrock, 2020). Research underscores the damaging effects of cultural insensitivity and discrimination on minority students' mental health, emphasizing the need for culturally competent support systems (Vitoroulis & Georgiades, 2017; Lowe et al., 2019). This case study highlights the impact of cultural attitudes on professional conduct. Professionals must be vigilant about potential biases and actively work to counteract them, creating inclusive and supportive spaces for all individuals. This awareness is crucial for ensuring that individuals from diverse backgrounds feel valued and understood, emphasizing the broader need for policies that prioritize cultural sensitivity and inclusivity. Cultural Issue

2 Adara's experiences in the case study underscore the impact of cultural factors on her well-being, aligning with several dimensions outlined in Hays's ADDRESSING Model, which depicts how cultural factors intersect with the social dynamics of power (Lenart, 2009). Adara’s religious identity, demonstrated by wearing a headscarf, is a prominent factor. Her commitment to her Muslim faith sets her apart from her peers, making her a target of derogatory comments and bullying. These reactions stem from a lack of acceptance of religious diversity, highlighting the significant influence of the 'Religion' dimension. Additionally, her Iraqi nationality and ethnicity, falling under the 'Nationality' and 'Ethnicity' dimensions of the ADDRESSING Model, are key facets of her cultural identity. The transition to Riverbend City thrusts her into a new cultural landscape, magnifying her sense of otherness and amplifying the challenges she faces in assimilating within a predominantly non-Muslim environment. Theoretical Explanations Erikson's Psychosocial Development Theory Erikson's theory provides a framework for understanding Adara's struggles. It emphasizes stages of psychosocial development, each presenting specific challenges for achieving a sense of identity. Adara, at 15, is in the Identity vs. Role Confusion stage, where adolescents grapple with belonging, self-worth, and values (Santrock, 2020). Addressing Adara's isolation and helping her form meaningful connections is crucial at this stage. Hannah can create a secure environment through techniques like open-ended questioning and activities promoting self-expression, such as art therapy or journaling. According to Erikson’s theory, positive role models play a pivotal role in this stage (Santrock, 2020). Therefore, it is crucial for Hannah to introduce Adara to positive role models who embody the values and qualities she may identify with. For example,

3 introducing accomplished individuals from Adara's background or those who have overcome similar challenges can be a powerful source of inspiration and guidance. Bronfenbrenner's Ecological Systems Theory This theory offers a comprehensive framework for understanding environmental influences on Adara's development. It identifies five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Santrock, 2020). These systems encompass Adara's immediate environment, the connections between them, contextual influences, broader cultural perspectives, and patterns and transitions over Adara's life (Santrock, 2020). This theory underscores the importance of considering indirect factors that affect Adara's sense of belonging and self-worth. This perspective allows professionals to recognize the impact of external elements on her well-being. Adara feels "different" not only due to her cultural and religious background, but also because of societal attitudes and cultural insensitivity. Bronfenbrenner's theory guides professionals towards holistic intervention strategies (Santrock, 2020). For example, a holistic intervention for Adara might involve involving her in a supportive community group that celebrates cultural diversity. This could provide her with a sense of belonging while also addressing the external factors impacting her well-being. This is likely a highly promising solution, as Adara could benefit from being around people who share her cultural background and experiences, since she encounters cultural isolation at school. Professional Behaviors In this case study, attitudes surrounding culture, ethnicity, and diversity play a substantial role in shaping professional behaviors. Adara's Muslim-American identity exposes her to cultural insensitivity and prejudice, demonstrated by her peers through stares, comments, and cyberbullying. These attitudes may inadvertently influence how professionals like Hannah

4 interact with Adara. The risk of unintentional insensitivity or overlooking her unique needs is heightened. The presence of implicit biases may lead to unintended disparities in treatment, as Adara may be subjected to judgments based on preconceptions rooted in her cultural background. This can potentially result in inadequate support. A lack of cultural competence can hinder Hannah’s ability to comprehend and address Adara's distinct challenges, potentially leading to an environment that fails to be inclusive and supportive. Additionally, when policies and practices within the school fail to account for cultural diversity, they risk marginalizing students. In such cases, professionals may unwittingly contribute to Adara's feelings of otherness. For example, Hannah may struggle to grasp the cultural nuances and beliefs that shape Adara's parents' perspectives on therapy, inadvertently causing Adara to feel misunderstood. This disconnect can impede the therapeutic process. Additionally, Adara's sense of betrayal when Hannah confides in her parents underscores the need for professionals to be culturally attuned, ensuring that the support provided is not only effective but also respectful of unique cultural background and experiences. Research Findings Bullying Among Immigrant and Non-Immigrant Early Adolescents: School- and Student- Level Effects Vitoroulis and Georgiades (2017) investigated the impact of school immigrant concentration on bullying associated with students' immigrant background. Using a cross- sectional observational design, data was collected at a single point. They observed various factors, including demographics, bullying behavior, and school environment. The study included 1449 students across 36 schools, with data collected through self-report surveys, parent information, and administrative data. Immigrant status was determined based on both students'

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