In a child’s development, there exist various factors that not only shape their behavior but also how they interact with others as they learn in school. Such factors are very crucial especially when dealing with building the character and personality of a child ( Kaiser, & Sklar Rasminsky, 2017) . Additionally, at childhood and throughout the learning process of a child, there are various risk factors that tend to dictate how they react to environment and treat other around them. Accordingly, there are biological and environmental risk factors that tend to affect the developmental behavior of kids as they grow and interact with others across the board. In the case one scenario presented, there is the discussion into the very context of risk factors that makes Olivia who has a disruptive behavior.
One of the biological risk factors that might lead to a disruptive behavior is the genes of the genetic make up of the child as transcended to her by the parents. It is noted that a child having a specific gene for a condition or a disorder such as antisocial behavior, when they interact with the environment, they tend to depict a disruptive behavior (Linsin, 2011). The genes also influence how the parents bring up their children where they tend to affect the responses that children depict from those around them. For example, Olivia’s mother is a teenager who is still struggling to make ends meet. Since she is still young, the responsibility of bringing up a child might be quite difficult. The genes of anti-social behavior and the depression that the mother has, makes Olivia is a victim as she tries to follow the mother’s footsteps.
Delegate your assignment to our experts and they will do the rest.
Another biological factor is complications of pregnancy and birth. The women who undergo depression, high levels of stress, and other mental health problems at the time of pregnancy usually put their kids at risk of developing a stress system that is overreactive that could disrupt the brain circuit development of the child. DiNovi, & Ward, (2018) confirm that such children tend to have difficulty in intellectual and language faculty which may lead to anxiety, ADHD, and antisocial and aggressive behaviors. For example, the disruptive and antisocial behavior that is depicted by Olivia may be as a result of problems of depression that the mother underwent during pregnancy. Those women who encounter stressful pregnancies tend to have delivery and pregnancy complications and low-birth-weight children. In such instances, these children are more vulnerable to emotional and cognitive problems, aggressive behavior, ADHD, and language delays.
As noted earlier, there are also environmental risk factors that affect the developmental stages of children. One of them is family factors and parenting style since families plays a critical role in bringing up their children (Degel Sanchez, Steece-Doran, & Jablon, 2013). As noted in the case, Olivia’s mother goes to work to find income to cater for her schooling as well as bring up the child. Accordingly, she has little time to take good care of her daughter. This way, the lack of proper parental care would then lead to such disruptive behaviors which indeed has a negative impact on the wellbeing of Olivia’s development. Kaiser, & Sklar Rasminsky, (2017) asserts that the various circumstances that impedes parent’s wellbeing that can put the kids at risk are such as; a young mother, a mother with little education, depressed woman, marital conflict, single parent status as well as financial hardship. From the case presented, Olivia’s mother faces financial hardship and has a single parent status as well as having little education. In this context, it is noted that she is prone to put Olivia at risk of challenging behaviors across the board.
Another environmental factor school and child care. In most cases, children who attend child care do have minimal control over their individual needs and own lives where the needs of the group really matter. Those children who are not flexible can easily get frustrated especially when what the group do does not coincide with their line of thought. Accordingly, the timid or active children tend to find it quite difficult to cope with such circumstances hence, they tend to react by developing disruptive behavior (Degel Sanchez, Steece-Doran, & Jablon, 2013). Since Olivia’s mother is working and she is a single parent, she could only take her to a Child’s care. Here disruptive behavior might have developed when she could not adhere to the group decisions and direction creating a high level of disruptive behavior with keen attention to challenging dynamics that she encounters with others ( Kaiser, & Sklar Rasminsky, 2017) .
In summary, many risk factors may have contributed to the disruptive behavior of Olivia that is depicted in school as she interacts with others. Both biological and environmental factors may have highly contributed to the development of such challenging behavior. To biological factors, the genetic makeup and complications at birth and pregnancy may have greatly contributed to Olivia’s disruptive behavior. The environmental factors that may contributed to such behavior are such as school and child care as well as family factors and parenting style. It is therefore imperative to strike a balance between a proper child’s development and the way she interacts with others so that they can feel part of the whole team to ensure wholesome development of the child.
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from https://content.ashford.edu
Linsin, M. (2011, June 4). How to talk to parents about their misbehaving child (Links to an external site.) . Retrieved from https://www.smartclassroommanagement.com/2011/06/04/how-to-talk-to-parents-about-their-misbehaving-child/
Degel Sanchez, D., Steece-Doran, D., & Jablon, J. (2013, December/January). Planning for positive guidance: Powerful interactions make a difference (Links to an external site.) . Retrieved from https://www.naeyc.org/resources/pubs/tyc/dec2012/planning-for-positive-guidance
Magliano, J. (2017, January 30). Why a child’s social-emotional skills are so important (Links to an external site.) . Retrieved from https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201701/why-child-s-social-emotional-skills-are-so-important
DiNovi, B., & Ward, T. A. (2018, January 22). The four functions of behavior made simple (Links to an external site.) . Retrieved from http://bsci21.org/the-four-functions-of-behavior-made-simple
