## Analysis of Biological, Psychological, and Social Effects on Trina Garnett
**Chapter 8 of “Just Mercy” highlights the story of Trina Garnett, focusing on the impact of life imprisonment without parole on young children.**
### Biological Effects
Trina Garnett, from a young age, faced severe neglect and abuse, leading to biological and developmental issues. Poor nutrition, exposure to violence, and lack of medical care adversely affected her physical health and brain development, which contributed to her impulsive and erratic behavior.
### Psychological Effects
Trina experienced significant psychological trauma, stemming from her abusive and unstable family environment. This trauma manifested in severe mental health issues, including PTSD, depression, and anxiety. Her incarceration exacerbated these conditions, leading to a deterioration in her mental health.
### Social Effects
Socially, Trina was isolated and lacked supportive relationships. The absence of positive role models and the presence of abusive figures led to her feeling unloved and unwanted. The societal stigma of her criminal actions further marginalized her, stripping her of social support and opportunities for rehabilitation.
## Application of Developmental Theories
### Erikson’s Psychosocial Development Theory
According to Erikson, Trina failed to successfully navigate several key stages:
– **Trust vs. Mistrust**: Trina’s early experiences of neglect and abuse led to a profound sense of mistrust.
– **Industry vs. Inferiority**: Her unstable environment prevented her from developing a sense of competence and self-worth, contributing to feelings of inferiority.
### Piaget’s Cognitive Development Theory
Trina’s cognitive development was stunted by her traumatic experiences, preventing her from reaching higher levels of cognitive functioning:
– **Concrete Operational Stage**: Trina may have struggled with logical thinking and problem-solving due to the chaotic environment she grew up in, impacting her ability to make rational decisions.
### Midrange Theory: Social Learning Theory
Social learning theory, which emphasizes the role of observation and imitation, explains how Trina’s behavior was influenced by her surroundings. Witnessing and experiencing violence led her to internalize these behaviors as normal, contributing to her own criminal actions.
## Micro, Mezzo, and Macro Systems Impact
### Micro Level
– **Family Environment**: Trina’s family provided a dysfunctional and abusive environment, directly impacting her development and behavior.
– **Individual Relationships**: Lack of positive relationships and mentorship contributed to her feelings of isolation and despair.
### Mezzo Level
– **School System**: Schools failed to identify and address Trina’s needs, providing inadequate support for her learning and emotional development.
– **Community Programs**: The absence of community programs aimed at supporting at-risk youth left Trina without resources to seek help.
### Macro Level
– **Criminal Justice System**: Policies such as life imprisonment without parole for juveniles disproportionately affected marginalized youth like Trina, stripping them of the opportunity for rehabilitation.
– **Social Policies**: Systemic racism and socioeconomic disparities further marginalized Trina, limiting her access to healthcare, education, and social services.
### Policies Affecting Trina
– **Negative**: The policy of sentencing juveniles to life without parole had a devastating impact on Trina, denying her the possibility of redemption and rehabilitation.
– **Positive**: Recent reforms aimed at reevaluating juvenile life sentences offer a glimmer of hope for individuals like Trina, although these were not in place during her initial sentencing.
## Social Work Intervention
### Engagement and Assessment
1. **Engagement with Trina**:
– Build rapport through consistent, empathetic communication.
– Use trauma-informed care principles to create a safe and supportive environment.
2. **Biological and Psychological Assessment**:
– Conduct a thorough health evaluation to identify physical health issues and developmental delays.
– Assess mental health using the **Child Behavior Checklist (CBCL)**, a validated tool for identifying emotional and behavioral problems in children.
– **Validity and Reliability of CBCL**: The CBCL has strong psychometric properties, with high reliability (Cronbach’s alpha > 0.8) and validity in diverse populations.
### Eco-Map Assessment
– **Importance of Eco-Map**: An eco-map provides a visual representation of Trina’s social support network, identifying strengths and gaps in her social connections.
– **Eco-Map Results**: Trina’s eco-map revealed limited positive social connections, with most relationships being negative or non-supportive. This highlighted the need for building a supportive network.
## Treatment/Intervention Plan
### Selected Interventions
1. **Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)**:
– Address psychological trauma and develop coping mechanisms.
– Timeline: Weekly sessions for 6-12 months.
– **Link to Assessment**: TF-CBT addresses the trauma identified through the CBCL and the lack of supportive relationships revealed by the eco-map.
2. **Health and Nutrition Programs**:
– Improve physical health and development.
– Timeline: Ongoing, with regular check-ins.
– **Link to Assessment**: Directly addresses the biological deficits identified in the health evaluation.
3. **Mentorship Programs**:
– Connect Trina with positive role models.
– Timeline: Establish and maintain connections over a year.
– **Link to Assessment**: Mitigates the social isolation and lack of positive relationships identified through the eco-map.
### Evaluation of Treatment
– **Success Criteria**: Improved mental health scores on the CBCL, enhanced physical health indicators, and increased positive social connections as evidenced by an updated eco-map.
– **Outcome Analysis**: Regular assessments will determine the effectiveness of the interventions. If Trina shows significant improvement in mental health, physical well-being, and social support, the strategies will be deemed successful. Adjustments will be made as necessary based on ongoing evaluations.
By addressing Trina Garnett’s needs through a comprehensive, multi-level approach, we aim to provide her with the support and resources necessary for her rehabilitation and well-being.
In Just Mercy, Bryan Stevenson, assiduously documents the deep and insidious unjust criminal justice system that exists in the United States. You are being asked to address the biological, psychological, and social systems and policies/laws that are intentionally designed to negatively impact marginalized individuals and communities, in particular African American, at the micro, mezzo, and macro levels.
Focuses specifically on chapter 8, which describes the biological, psychological and social effects that life imprisonment without parole in an adult prison has on young children like Trina Garnett.
- Briefly describe and analyze how the biological, psychological and social systems positively and negatively affected Trina Garnett during her childhood and adolescence stages of development. Apply two traditional developmental theories and at least one midrange or alternative theory/perspective (refer to theories learned in HBSE I). Discuss how the micro, mezzo, and macro systems, both formal and informal, affected Trina. Identify policies that had positive and negative effects.
- Make believe that you are Trina’s social worker and she is in her adolescence stage of development: 1) Provide specific examples of how you engaged Trina. 2) State how you assessed her biologically and psychologically. Identify one EBP assessment tool, share its validity and reliability, and explain and analyze its findings. Make believe that you also used an eco-map to assess Trina’s level of social support. First, explain the importance of using an eco-map and describe the results of Trina’s the eco-map. (Put each assessment tool in the appendices).
- Explain the treatment/ intervention plan you developed for Trina? Clearly explain why you selected the specific intervention strategies and provide support from social work literature. Share the timeline for the intervention. Be sure to link the results of each assessment tool used to the corresponding intervention strategy used in your treatment plan.
- To determine your evaluation, explain whether the treatment/intervention strategies used with Trina were successful. Why or why not?
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