Insights From Genograms and Ecomaps

Maria

Part 3: Case Study Question 1: Identify a life stage and traditional HBSE theory, then critique it through a critical lens. I chose Maria's early adolescence stage, a period marked by losing both grandmothers, taking on full-time work at the family store, and facing rising violence in her community. Using Erikson's identity versus role confusion stage as a traditional lens, it seems to apply at first glance since Maria was clearly shaping her identity during this time. But once I applied a feminist and cultural lens, the gaps in that theory became pretty clear. Erikson's model assumes identity comes from independence and self-exploration, which is a fairly Western idea of development. Maria didn't get that kind of freedom. As the oldest daughter, her identity was assigned to her, not chosen. She left school at 14 not to go find herself, but because her family needed her to work and help care for the younger kids. Her sense of self became wrapped up in being needed, not in personal discovery. Erikson's theory only tells part of her story; without a critical lens that accounts for gender and culture, it misses what was actually shaping her development. Question 2: How does a critical theory inform your initial assessment? Looking at Maria's case through a feminist, culturally aware lens really shifts how I'd approach an assessment with her. Instead of treating her difficulty prioritizing her own needs as just a personality trait, I'd see it as something shaped by years of gendered expectations placed on her from a young age. I'd want to gently make room for her to realize her needs matter too, since that might genuinely be new for her. It also changes how I'd view her strengths. Her resilience and leadership didn't just appear out of nowhere; they grew directly out of everything she was responsible for growing up. And it's a reminder that her hesitation around things like U.S. healthcare systems probably isn't about capability; it's more about coming from a completely different kind of support system. Keeping that in mind helps me actually understand her coping patterns instead of misreading them.

Part 3: Case Study

Answer questions 1 and 2 with explanations and details.

· Question 1: Using your assigned case, identify a life stage (from the first seven discussed in this week’s lesson) and choose a traditional HBSE theory. Apply a critical lens using one or more critical theories or frameworks, and critique how the traditional theory you chose helps (or hinders) your understanding of their social reality.

Maria’s life stage I choose is her middle childhood and used Erikson’s eight psychosocial stage. Mainly because around this time, Maria was able to work on her academics and master as much as she can while in school, all while maintaining her responsibilities at home. This stage from Erickson’s theory is about middle aged (7-11 years old) who are leaning to divide her attention to her academic demands and her family responsibilities at home. She was the main caregiver for all younger children at home and cooked meals, while also being a student helper.

· Question 2: Describe how one or more critical theories or frameworks helps inform your initial assessment.

The critical theories or frameworks that informed me of my initial assessment are; stress and trauma management and mental health. Maria’s increasing violence environment in Honduras, increased vulnerability while walking by foot to escape their country, repeated failed attempts to cross the border, trauma from being detained and separated from her family while seeking asylum in the United States, poverty and lack of resources, lack of jobs for her husband and lack of social justice, and language barriers, while trying to start a better life can definitely cause a lot of stress that can change a person's mental, emotional well-being.