• Beginning: Defiant, angry, vindictive, uncooperative fighting whatever parents say/do

• End: Much more calm, listens to her parents more, less angry, more bonded/ better relationship w parents

2. What do you think might have been the possible causes/sources of her ‘bad’ behaviour?

• Parents (mostly mom) ‘hates’/does not like her. “Georgina’s going to school with her mum not liking her.” / Her mother has a low self-image rubbed off on Georgina.→ reduced Georgina’s self-esteem.

• Diane (mother)has her own personal trauma, has an obsession with hygiene and not very tactile. She grew up with her own mom being ”mean” towards her.

• Diane feels she lacks maternal instincts, no experience with children, is at the peak of her career, and has always been in control of everything around her. 

• She is socially awkward, dislikes cuddles and not very loving towards her own daughter.

• She feels like her daughter is a disruption in her life.

• Mom has difficulty showing affections towards others.

3. What were the strategies that helped reduce Georgina’s behavioural issues and nurture her well-being?

• Instead of using anger to control Georgina, a reward system (She will get 30 pence/day but if she’s naughty, she gets a penny sanction.

• Parents: Control their rage, stern from Georgina’s rudeness

• Mother talking nicely to her, Georgina actually listened

• Mother showed more affection to Georgina, G responded well and returned the affection.

• G needed to feel loved and respected.

• When the parents are nicer to her she reflects the kindness and respect to her parents.

• Reward system needs to be consistent.

• Parents need to work on their behaviour beforehand while managing the child.

• In most cases the adults are the problem and not the child.

• Parents need to find solutions to the problem and not constantly argue with the child. (e.g using conditioner before brushing the hair)

4. Take the persona of either Professor Bronfenbrenner or Professor Erikson. Georgina’s parents have written to you for advice. Start your letter with: “Dear Mr & Mrs….”

Dear Fred and Diane, 

Thank you for writing in.

I believe that every child needs care, love and respect from their parents.

A child’s behaviour is a reflection of their social setting which includes home, school and people they interact with. 

In order for you to work on Georgina’s behaviour, you should start with setting up a verbal commitment/contract with her that shows your behavioural expectations and a reward system that allows her to see what she can work on. A reward for every positive and a removal of the reward for every negative behavior will be a great start.

Fred and yourself need to consistently be polite to her and remove any tone of anger or frustration from your conversations. Warnings should be given to the child before the removal of the reward. You need to be assertive in your expectations and at the same time give her the affection that she needs like hugs and kisses. Affirmations or praise must be given when good behaviour is consistently shown.

I will continue to check in with you once a week to discuss and share progress.

Thank you.

Best regards,

Dr. Broffenbrenner

_Beginning: 

• _{Rude, defiant, reactive, angry child.}

• _{Yelling and arguing with adults, difficult to calm down once triggered, throwing objects, struggling to maintain friendships}  

• _{Constantly in conflict with her mother, often resistant to instructions.}

• _{Frequent tantrums, screaming, and physical outbursts}

_End:

• _{Calmer, independent, exhibits prosocial skills, e.g. offered cookies, polite}

• _{Use polite language (please), control her emotions better, listen and follow instructions}

• _{Able to engage in appropriate social interactions with peers.}

2. What do you think might have been the possible causes / sources of her ‘bad’ behaviour?

• _{Parents’ negative perception of her affected how they related/managed Georgina} 

• _{Parents’ anger management issues}

• _{Parents’ readiness to care for Georgina (father unsure about having a baby at age 52 after caring for 2 grown up children, mother in the midst of her career at age 30)}

• _{Georgina learned that bad behaviour gained her attention (even if angry), while ordinary behaviour was ignored.}

• _{​​Lack of clear boundaries and consistency at home}

• _{Premature baby borned at 32 weeks -> mother was quite lost as a newly-minted mother, what does cry signify, etc. how to care for a newborn. It created a certain resentment towards Georgina because she didn't know what to do as a mother.} 

• _{Lack of parenting knowledge - feeling of helplessness when parenting did not come naturally, resulting in stress. The big age gap between both parents, the mother is relatively young at 30 odd years old, father is 50ish. Father has previous experience bring up his children from his previous marriage hence mother had left it up to the father to care for Georgina. There is a lack of motherly care in Georgina’s childhood.}

• _{Lack of mother’s affection (touch/ hugs) and emotional support (attention during meltdown). Mum had a bad childhood experience, doesn’t like to be touched, obsession of washing hands frequently -> impact on Georgina’s upbringing.} 

3. What were the strategies that were helpful in reducing Georgina’s behavioural issues and nurturing her well-being?

• _{Penny sanctions when Georgina misbehaves (as a replacement for parents’ anger)} 

• _{Reward system > Positive reinforcement for good behaviour}

• _{Praise was given when Georgina showed politeness, good behaviour, or effort.}

• _{Emotional regulation strategies for parents (anger management)}

• _{Show of affection by parents: modelled nurturing behaviour for Georgina, for her to learn to care towards others} 

• _{Empowered Georgina to perform the daily routine independently, ie. combing of hair}

• _{Parents gained self-awareness of intrapersonal issues (reflected on how it affected the parenting of Georgina and sought to improve)} 

• _{Set clear and consistent rules.  Keep calm and give firm responses instead of physical punishment} 

• _{Parents learning to stay calm and not escalate conflicts}

4. Take the persona of either Professor Bronfenbrenner or Professor Erikson. Georgina’s parents has written to you for advice. Start your letter with: “Dear Mr & Mrs....”

_{Dear Parents of Georgina, I am heartened to know that you are seeking advice on how to change Georgina’s behaviour for the better. I believe that individuals do not mature in isolation but within the context of relationships, such as those involving families, friends, schools, neighbourhoods and society. You need to know the physical and social contexts in which we develop as ecosystems, constantly interacting with and influencing each other. Therefore, start building a positive, strong rapport with Georgina. She is your flesh and blood, and the only kin that she relies on. You need to show love, care and concern towards her life.} 

_{Children live and develop in a web of relationships and interactions with individuals in the environments they live in. They are a part of a larger social system. There are four environments in which people develop, namely, microsystems, mesosystems, exosystems, and macrosystems. Microsystems are the immediate environments in which an individual develops. Mesosytems are the relationships between various microsystems. Exosystems are social structures that influence the development of the individual, but the individual does not have a direct role in the social system, and macrosystems are the ideological, cultural, and institutional contexts in which the microsystems, mesosystems, and exosystems are embedded.}

_{In short, for Georgina to live and develop as a whole individual, you need to mend the relationship with her. Start by saying “I love you, Georgina.” daily, or give her hugs. As her parents, you should model to her the appropriate behaviours so that she knows how to behave. Start off by reacting less with anger and screaming when requesting that Georgina behave. Ask her nicely and show her respect by acknowledging how she feels. Give more praise and less scolding/beating. Georgina would eventually learn and follow the appropriate behaviours you are showing her. You will eventually see the light at the end of the tunnel. Good luck!}

_{Prof Bronfenbrenner}

and at the end?

Beginning:

- Angry, temper tantrum, throwing, kicking and shouting, no peer because she likes to boss them around (people were afraid of her)

- Poor relationship with her parents

• No affection with her mother

• No physical contact with mother as she will be rejected

- Inappropriate methods to gain mother’s love/attention

- Could not perform some grooming skills by herself (e.g. combing hair; wearing clothes)

End:

- Started to have a circle of peers

• Had good relationship with them

- Started to have good relationship with parents

- Able to independently groom herself (e.g. seen combing her hair)

- Started look forward to going to school

- Better in expressing herself appropriately (i.e. verbally express instead of temper-tantrum)

2.What do you think might have been the possible causes / sources of her 'bad' behaviour?

-  Broken serve-and-return interaction

• Lack of interaction and response from the parents (e.g. mother ignored child when she tried to gain her attention)

- Lack of routine at home

• Parents eventually gave in to her despite refusing at first

- Acted up due to the rejection from mother's inability to provide affection/attention

- Constant power struggle with mother

• No basic needs met (i.e. love) therefore Georgina must have felt insecure with her relationship with her parents because it always feel like they were having power struggle and it didn’t seem like she was given her basic needs as a child as she don’t feel safe with her parents

-  Communication with parents and teachers

• Only spoke about the negative incidences in school

• May lead parents to feeling dejected -> more negative feelings built up against Georgina

- Inconsistencies in parenting style

• Mom: hostile

• Dad: permissive

3.What were the strategies that were helpful in reducing Georgina's behavioural issues and nurturing her well-being?

-Token economy + consequences

• Given 30 pennies at the start. Taken away when she performs a behaviour that is inappropriate

- Parents displayed politeness, calmness and respect

• Role modelling of how Georgina should mirror (e.g. when mother asked politely to pick the gloves up, Georgina complied)

- The growth of affection from her mother

• Started to hug and cling onto her mother after her mother begin to learn how to show her affection (e.g. kissing/hugging)

- Parents became facilitators to equip and support social skills between Georgina and her peers

• Encouraged social interactions during play time at the playground

• Invited the peers over

4.Take the persona of either Professor Bronfenbrenner or Professor Erikson. Georgina's parents has written to you for

advice. Start your letter with: "Dear Mr & Mrs .... "

Dear Mr & Mrs Fred,

      I would like to thank you for expressing your concerns of your daughter, Georgina. I understand and hear your concerns. Acceptance is the first step in seeking help.

      To establish a bonded environment at home, you may start by showing more affection. Firstly, I would suggest using a positive-language at home. For example, when Georgina screams, tell her to speak in an appropriate volume so that you are able to understand what she is saying instead of telling her to stop screaming. Secondly, when Georgina is upset and starts to throw a tantrum (e.g. throw items and kicks), stay calm. If you are feeling angry, take a minute to regulate yourself before attending to her.

       It is also important to build a relationship with Geogina’s peers, their parents and teachers in school. These are the group of people that she will be interacting with on a daily basis, as such, having a positive relationship with them would support Georgina in her well-being. For example, try to engage teachers to work on strategies together with you so that there is consistency in both the home and school environment.

         All the strategies shared above require consistency on your part. I believe that working together with Georgina’s school teachers and peers would improve her behaviour and social skills. This is because there is consistency and continuity in not only the home setting, but the school environment and public spaces.

        Lastly, love starts with loving yourself. Peace out!

With lots of love & toodles,

Dr. Urie Bronfenbrenner

Beginning:

• Defiant

• Angry and emotionally unregulated

• Violent

• Shouting - lack of proper communication 

• Uncontrollable

End:

• Calmer

• More respectful

• More affectionate towards her parents

• Understands rules 

• Cooperative

2. What do you think might have been the possible causes/sources of her ‘bad’ behaviour?

• Lack of affection from her parents, particularly her mom

  • Felt resentful, described her as “bloody hard work,” and considered foster care.

• Lack of modelling of effective personality traits

• Lack feelings of security

• Mismatch of parenting style and her temperament

• Lack of communication due to authoritarian parenting, Diane’s threat, “ pick it up or else…”

• Mom constantly reliving the days and reminded of the times when they had the chance to “kill” the fetus in the past.

• Mom unsure of her role as a mother. No experience. Let her be to cry during the baby stage as she did not know what to do. 

3. What were the strategies that were helpful in reducing Georgina’s behavioural issues and nurturing her well-being?

• Penny sanction system - Georgina gets 30 pennies a day. For every misbehaviour, 1 penny is taken away.

• Modelling of respectful interactions by her parents as instructed by the Behaviour Coach:

  • Parents have to control their anger

  • Instead of punishing G immediately, they must give a warning first, then a fine (take away her penny).

  • Parents must be polite to G.

• All behaviors stem from rudeness 

• Consistency helps her understand rules and consequences

• Bonding with Child - it is good to establish a good interpersonal relationship when working with children:

  • When mother became more physically affectionate, Georgina and her developed a deeper bond with each other 

  • At the start, Warwick said that mother’s poor self-image has rubbed off on Georgina resulting in her having low self-esteem

  • As a SENO, creating a strong bond with our student makes them trust us more

  • This bond makes it easier for us to build up our students’ self-esteem which will then nurture their well-being 

4. Take the persona of either Professor Bronfenbrenner or Professor Erikson. Georgina’s parents has written to you for advice. Start your letter with: “Dear Mr & Mrs….”

Dear Mr Fred and Mrs Diane,

Thank you for your letter regarding your daughter, Georgina. 

My work has long focused on the multiple systems that influence a child’s growth – from the immediate home and school environment to broader societal and cultural forces. From what you’ve shared, it seems Georgina has experienced disruptions in one of the most foundational systems of all: the early attachment relationship with her primary caregivers.

Research and observation have consistently shown that the presence of warm, consistent, and responsive caregiving during a child’s early years forms the bedrock of emotional security. When this foundation is unstable or absent, children may struggle to form trusting relationships, regulate their behavior, or feel a sense of self-worth – all of which are crucial for functioning well in school and in social settings.

However, I want to stress that development is ongoing and dynamic. Change is not only possible – it is likely when a child is surrounded by a network of consistent, nurturing, and intentional support. 

Here are a few suggestions I hope you’ll find helpful:

1. Rebuild the Attachment Through Presence and Predictability: Georgina may need more time and reassurance than most to feel safe and valued. Regular, predictable routines, combined with consistent expressions of warmth and attentiveness, can begin to repair and strengthen the parent-child bond.

2. Create a Microsystem of Support: Beyond the home, it is vital to ensure that Georgina’s teachers, counselors, and other adults in her life understand her background and work collaboratively to provide a nurturing and structured environment. Positive adult relationships in schools or extracurricular settings can offer supplementary sources of attachment.

3. Promote Open Communication: Children with disrupted early relationships may find it difficult to express their emotions in healthy ways. Encouraging Georgina to talk about her feelings—without judgment or punishment—can help her build emotional literacy and self-regulation.

4. Look at the Broader Systems: Consider how your community, cultural expectations, and even societal pressures may be influencing Georgina’s development. Change within the child must often be supported by changes in her environment.

I believe that, with patience, consistency, and the right supports in place, Georgina can develop the resilience, confidence, and connection she needs to flourish.

With respect and encouragement,

Professor Urie Bronfenbrenner