be threatened for people needing and receiving care services. Using one or more of the situations in Block 2, explain why this is so and what care workers can do to support a sense of self.
Identity is a continuing, lifelong journey, constructed on a foundation
established in the earliest relationship of one’s life, which Bowlby
(cited in The Open University, 2010 p.26) associated with the
‘attachment theory’. This essay will consider what factors may
prevent jeopordising the sustainment of a child’s identity and debate
approaches used by care workers to improve the child’s sense of self.
The case study of Jordan Morgan (The Open University, 2010, p.21)
argues that they can vary from secure to insecure.
With this knowledge, a care worker must seek to find the best way to
support a child in developing a changeable and intelligible internal
working model of the world in order to sustain its identity. How can
this begin to be achieved if the child is unable to convey these past
‘events? Dykas et al (as cited in The Open University 2010, p.31)
indicates how a child will create a script of how a causally-linked
attachment-related occurrence will be revealed in time and alongside
these scripts the child’s thoughts about what kind of person they are
can be revealed. The case study of Jordan reveals how this
reminiscing has helped to establish his sense of identity.
Working with Jordan’s memory recall, Suzanne McGladdery (Cited in
The Open University, p.21) helped to build a supportive
environment for Jordan through involving family members, carers
and professionals supporting Jordan’s right to appropriate services
(The Open University, p.134).The ‘scripts’ that were formed by
Jordan were created using a ‘life story’ book with him, pictures of
the past which supported him having a voice and being heard (The
Open University, p.134). Ryan and Walker (cited in The Open
University, 2010, p.33) believe life story work attempts to return
some of the past back to children and state ‘reminiscence therapy’ is
a process, not simply a product. Is it really age relevant to use recall
for identity if a child’s life has been traumatic?
The Adoption and Children Act 1989 (The Open University, p. 21 )
believes children should be involved in conversations that affect
their lives. There is also evidence of the healing effect of talking (The
Open University, p.36). Suzanne McGladdery used drawings on the
Identity and Lives DVD (The Open University, 2011) of a time line to
assist Jordan in his recall. He was able to use involved, informed
choices what he wanted to discuss at each session and an
opportunity to use recall was opened up for him.
Through his care workers support, Jordan’s identity was not being
threatened but as Schofield and Beek (as cited in The Open
University, p.36) note, for a child to feel they are being accompanied
on their journey will support the difficult times that they may
encounter, which Suzanne does. Yet Coleman (as cited on The Open
University 2010, p.45) argues how some people see no point in
remembering painful memories and avoid thinking about them.
However, there is evidence from Giddens (cited in The Open
University, 2010, p.14) that there is an importance for a need to tell.
Why is this so important when discussion of the past may provoke
unhappy recall and risk jeopardizing moving the child’s sense of self
to move forward in a positive manner? Giddens believes self-identity
continues if there is a re-telling...