CAMH3005
Children’s and young people’s mental health and well-being are declining
dramatically, with one in six children likely to have a mental health problem in the
United Kingdom, an estimated increase of 50% in the last three years (National
Health service Digital, 2020). Many scholars suggest this results from the
deteriorating quality of children’s experiences coupled with poor policy and service
provision (Aynsley - Green, 2019: Howard, Burton and Levermore, 2019, pp. 50-67).
A critical application of child development theories to the observation of Harry will
demonstrate how the quality of his early experiences shapes his mental health and
well-being. Furthermore, Ecological Systems Theory (Bronfenbrenner, 1979) is used
as a base to consider the role of every aspect within Harry’s life, demonstrating how
his thoughts, development and behaviours are constructed through external
influences directing his experiences.
According to Shonkoff et al. (2011), young children experience mental health
difficulties similar to adults, displaying symptoms of disrupted social-emotional
development and emotional and behavioural dysregulation. Therefore, observations
and assessments are crucial in identifying risk and vulnerability to mental health
problems, particularly in the early years. Using the Risk and Resilience Model
(Pearce, 2011) along with Bowlby’s Attachment Theory (1973) will indicate the
protective factors that may prevent the emergence of psychological and mental
health difficulties in the future.
Harry is too young to give consent; however, he was informed of this observation and
given a choice to participate. Informed consent was sought and granted by his
mother and the setting within which this observation has taken place. All names
1|Page CAMH3005:1:19006445
, within this observation have been changed to maintain anonymity and confidentiality
following the University of Worcester's Confidentiality Guidance (UoW, 2020).
Background.
Harry is four years old, lives with his mother and has never met his father, who was
imprisoned shortly before his first birthday. Harry is in Reception class and receives
one to one support from a Teaching Assistant due to perceived difficulty with
following instructions, cooperative play and regulating behaviour, often screaming,
throwing, and kicking furniture when he becomes overwhelmed.
Harry is looking through a wooden frame; Lexi is holding a small bag of plastic coins
standing on the opposite side of the frame. They appear to be playing a game of
‘shops’; Harry’s teaching assistant, Mrs flower, is sitting nearby.
Observation.
Lexi passes Harry some coins “here is your money” Harry looks at Mrs Flower and
says, “I am a good shopkeeper because I am good at counting". Lexi holds out her
hand towards harry “some change, please" Harry is stamping his foot on the carpet,
“no, you’re not finished yet; you need to buy the dog; if you don't, you will go to jail”.
Lexi replies, “I don’t want to go to jail” Harry passes the dog to Lexi. “If you don’t be
good, that is where you go”. Lexi asks, “can I be the shopkeeper next, after you?”
Harry’s arms appear rigid at his side, his eyebrows furrow, his teeth appear to be
gritted as he stamps his foot hard and pushes the wooden frame over with both
hands. Harry covers his face with his hands and seems to be crying quietly. Mrs
Flower kneels beside Harry. “Harry, I wonder if that made you feel angry because
you like being the shopkeeper? When you have finished being the shopkeeper,
2|Page CAMH3005:1:19006445
Children’s and young people’s mental health and well-being are declining
dramatically, with one in six children likely to have a mental health problem in the
United Kingdom, an estimated increase of 50% in the last three years (National
Health service Digital, 2020). Many scholars suggest this results from the
deteriorating quality of children’s experiences coupled with poor policy and service
provision (Aynsley - Green, 2019: Howard, Burton and Levermore, 2019, pp. 50-67).
A critical application of child development theories to the observation of Harry will
demonstrate how the quality of his early experiences shapes his mental health and
well-being. Furthermore, Ecological Systems Theory (Bronfenbrenner, 1979) is used
as a base to consider the role of every aspect within Harry’s life, demonstrating how
his thoughts, development and behaviours are constructed through external
influences directing his experiences.
According to Shonkoff et al. (2011), young children experience mental health
difficulties similar to adults, displaying symptoms of disrupted social-emotional
development and emotional and behavioural dysregulation. Therefore, observations
and assessments are crucial in identifying risk and vulnerability to mental health
problems, particularly in the early years. Using the Risk and Resilience Model
(Pearce, 2011) along with Bowlby’s Attachment Theory (1973) will indicate the
protective factors that may prevent the emergence of psychological and mental
health difficulties in the future.
Harry is too young to give consent; however, he was informed of this observation and
given a choice to participate. Informed consent was sought and granted by his
mother and the setting within which this observation has taken place. All names
1|Page CAMH3005:1:19006445
, within this observation have been changed to maintain anonymity and confidentiality
following the University of Worcester's Confidentiality Guidance (UoW, 2020).
Background.
Harry is four years old, lives with his mother and has never met his father, who was
imprisoned shortly before his first birthday. Harry is in Reception class and receives
one to one support from a Teaching Assistant due to perceived difficulty with
following instructions, cooperative play and regulating behaviour, often screaming,
throwing, and kicking furniture when he becomes overwhelmed.
Harry is looking through a wooden frame; Lexi is holding a small bag of plastic coins
standing on the opposite side of the frame. They appear to be playing a game of
‘shops’; Harry’s teaching assistant, Mrs flower, is sitting nearby.
Observation.
Lexi passes Harry some coins “here is your money” Harry looks at Mrs Flower and
says, “I am a good shopkeeper because I am good at counting". Lexi holds out her
hand towards harry “some change, please" Harry is stamping his foot on the carpet,
“no, you’re not finished yet; you need to buy the dog; if you don't, you will go to jail”.
Lexi replies, “I don’t want to go to jail” Harry passes the dog to Lexi. “If you don’t be
good, that is where you go”. Lexi asks, “can I be the shopkeeper next, after you?”
Harry’s arms appear rigid at his side, his eyebrows furrow, his teeth appear to be
gritted as he stamps his foot hard and pushes the wooden frame over with both
hands. Harry covers his face with his hands and seems to be crying quietly. Mrs
Flower kneels beside Harry. “Harry, I wonder if that made you feel angry because
you like being the shopkeeper? When you have finished being the shopkeeper,
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