Active Involvement – a Key to Becky’s Heart, Case Study Example

Abstract

In the offered paper, the case study of Becky is discussed from the perspective of achievements and social goals’ assertion aiming to improve Becky’s school performance and emotion expression skills. Efficiency of those goals is analyzed in the framework of Becky’s temperament and attributional style. Other possible reasons for self-reservation and lack of self-esteem are also mentioned. The main schooling and home activities are outlined.

Key words: school achievements, social goals, attributional style, emotional skills

Active involvement – a key to Becky’s heart

In Becky’s case, the most effective solution for further normal social and academic development is an integral approach towards reaching achievement and social goals. Among the main achievement goals would be improvement of her writing and math advancement, development of intrinsic motivation instead of prevailing extrinsic towards education and her performance, and development of positive self-worth. The social goals for Becky would include development of emotional and social skills, active involvement in group activities, and building of friendly relationship with peers and creation of emotional attachments through the improvement of communication skills and emotion expression techniques.

ChosengoalsforBeckyaredifficulttoachieveonlythroughanapplicationofteacher’sefforts. Systematicapproachtotheproblemsolutioniscrucial. Thus, successcanbeachievedifthechild, teacherandparentsareinvolved. ThemainproblemofBeckyisnothertemperamentbutherattributionalstyle. Thelackofself-esteemandcomparingherachievementswithtalentsofherpeersresultinalienationanddevaluationofherowntalentsandabilities (Cesarone,1996, p. 19). From the self-evaluation mode, described in the case, it becomes clear that Becky’s attributional style can be characterized as pessimistic. She explains negative events in terms of internal (self-blaming), stable (part of her identity) and global reasons (she is not smart). Subsequently, positive events are seen as external, unstable, caused by specific conditions over which she has no power (Young, 2002, p. 143).

Taking attributional style factor into consideration, while working towards asserted goals achievement, the teacher should concentrate on taking the child out of the shell and building of a positive self-worth. This can be achieved through warm greetings; emphasizing Becky’s talents over her poor achievements in other fields; representation of math and spelling as a stage towards specific short-term goals like writing a letter to her favorite cartoon character or beloved granny; having a lecture about uniqueness of human talents and preciousness of individuality and uncommon way of thinking; explaining of importance and motivation for the goals performance from the perspective of her inner need and interest rather than obligations and punishment methods (White, 2004, p. 671).

Becky’s quiet and shy temperament is an obstacle for her communication with peers. Although she acts well in group activities, she remains solitary in her leisure time. To overcome shyness and help her open up emotionally, teacher should treat her warmly and friendly, avoiding direct critics or pressure like stating that she does not try hard. In order for a child to open emotionally, understanding and ability to listen patiently are crucial (Young, 2002, p. 112). Becky’s shyness and reservation are not reasoned by her inability to communicate, but rather absent interest of other people to her and the lack of her trust in them. Also she might be following a family pattern where emotion expression is rare or too explicit. In any case, a grounded talk with parents is necessary for making not only school environment emotionally expressive and caring, but also home conditions (Cesarone, 1996, p. 17). Parents should express their interest in Becky’s performance, encourage her, show that no matter what they would still love and take care of her.

Becky’s physical and mental ability to perform well at school were proved by her excellent spelling test, which was accomplished flawlessly due to the motivation attached to it. Subsequently, the reason of poor performance is mainly psychological. School improvement might be achieved through the development of motivation system which would be first based on the extrinsic motives like ice-cream or walking to a zoo and later develop into intrinsic motivation placing child’s interest and development as a core motive, making the child entirely comprehend benefits of those motives for her alone, and then for family and further for society (White, 2004, p. 668). In any case, teacher’s efforts in the class should be doubled by parents’ active participation at home. Becky would be able to open emotionally and become self-motivated if she felt attention both of her teacher and parents.

References

Cesarone, B. (1996). EffectsofChildCareonChildren’ Development. Childhood Education, vol. 73, iss.2, 5-23.

White, L.A. (2004). Trends in Child Care/ early Childhood Education/ early Childhood DevelopmentPolicyinCanadaandtheUnitedStates. American Review of Canadian Studies, vol 34, iss. 4., 665-687.

Young, M.E. (2002). From Early Child Development to Human Development: Investing in Our Children’s Future. Washington, DC: World Bank.