Running head: ARTICLE REFLECTION

Assignment: Article Reflection

Name: Kate Morden
Instructor: Heather Sago
Course: Integrative Seminar III FLPL 158
Due date: Monday, February 29th, 2016

Running head: ARTICLE REFLECTION

The article, Using Theory in Practice, written by Brian Gannon, highlights the
importance of applying the theories we learn throughout our studies into practice. Albeit
difficult, it is needed in order to amplify our work and relationships with young people.
Gannon (2003) uses Kohlbergs theory of moral development, which consists of 3 stages,
in an attempt to demonstrate how we can more consciously and profitably use it in
our practice and does so by simplifying this theory to a more basic, understandable
level. The thesis suggests that not only should we understand theories and apply them to
practice, but also that we should consider our own actions and reactions to the children
and youth we work with, so that we can assist them through their growth and
development of the 3 stages.
Kohlbergs theory of moral development consists of 3 stages, all of which provide
reasonings as to why children do what we expect of them (Gannon, 2003). In the first
stage, children abide by adults because they fear punishment, while in the second stage
children abide by adults because they are seeking approval from adults, such as positive
attention and affection (Gannon, 2003). As for the third stage, children abide by adults
because they have come to understand for themselves the basic values of their family
and their culture, essentially meaning that children in this stage are aware of what their
values are in life and what they want to live by (Gannon, 2003).
As we know, children develop physically, mentally, emotionally and socially at
different rates; thus, some children take longer to get through stages 1 to 3, while
others may get stuck at stages 1 or 2 (Gannon, 2003). In addition to this, stages may
look very different depending on the individual and context (Gannon, 2003). As CYC
practitioners, we need to be aware of this, especially because many of the children and

Running head: ARTICLE REFLECTION

youth in care that we work with have a history of neglect and/or abuse, including
negative, unstable and/or broken relationships; thus, causing them a lot of fear, anger and
pain (Gannon, 2003). This impacts their ability to trust and build relationships with
adults, making it difficult for them to reach stages 2 and 3 of Kohlbergs theory of moral
development (Gannon, 2003). Therefore, it is important for us, as adults, to try harder
in establishing positive and trusting relationships with young people (Gannon, 2003).
Gannon (2003) suggests that in order to establish positive and trusting
relationships with young people, we can do so by keeping development on track and
applying theory to practice. To keep development on track, we can use theories to assist
us in understanding where children are developmentally, where they should be, and what
we can do to help them achieve ultimate success, as theories gives us a guide in how to
respond (Gannon, 2003). Gannon (2003) does not only suggest that we should understand
theories and apply them to practice, but also gets us to consider our actions and reactions
to the children and youth we work with, as stated in the thesis. To do this, we need to ask
ourselves the question: What are we doing to help? While we need to constantly analyze
their stage, we must also analyze our own. We need to consider the age and development
of each child, and assess whether the nature of the relationship must change or not
(Gannon, 2003).
Gannon provides examples as to how we can improve our relationships with
young people; for instance, we can do so by not threatening and/or controlling them, but
instead, by teaching them how to control themselves (Gannon, 2003). We can do this
through the use of I-messages, as I-messages cause young people to become aware of
the social context and impact of their behaviour, and helps them be responsible for their

Running head: ARTICLE REFLECTION

behaviour within that social context (Gannon, 2003). Reflecting back on previous
placement experiences, when children and youth are able to see how their behaviour has
affected ones feelings, they soon learn to see them as a person with feelings, becoming
less self-centered and more concerned about the feelings of others. Another example
Gannon (2003) provides is that we can make children accountable by giving them
choices. This will provide them with a sense of autonomy, increase their decision-making
skills, and teach them responsibility (Gannon, 2003). Lastly, we can monitor the quality
of relationships between each staff member and each youth on a regular basis (Gannon,
2003). By applying these methods to practice, we can increase the likelihood of them
growing into mature, young adults, and thus, reaching stage 3.
While Kohlbergs theory of moral development, including Gannons suggestions
to implement into practice (to increase the likelihood of young people moving past stages
1 and 2 to stage 3), is proven to be accurate based on previous placement experiences,
contradictions also exist. In working with children ages 4 to 5, or those whom are
functioning at stage 1, applying disciplinary actions by using appropriate threats and a
means of control are often what is needed in order for children to do what we expect of
them (Gannon, 2003). If an adult were to change this approach, young people would
take them less seriously. At this stage, there needs to be a form of fear of punishment, as
this is when children tend to listen better to and respect adults. Once we gain their
respect, it will assist us in them valuing our relationship, thus, moving on to stage 2.
Another contradiction is that Gannon fails to consider the impact that meeting
new people has on children. Instead, he makes assumptions that it is the same for
everyone; that once a child gets to stage 3, he/she remains at that stage. This isnt the

Running head: ARTICLE REFLECTION

case, however. While child-development is important to take into consideration, so are

human relationships. Children dont necessarily approve of all adults and as a result,
children may be at stage 3 with a specific adult, while being at stage 1 or 2 with another
adult. This is especially true when they have just met someone new, as trust and
relationships take time to build. Most often we do not have the advantage of staying with
a child/youth for a long period of time. Undoubtedly, there would be many changes in
both their lives and circumstances, including in our own.
Hopefully, by considering these aspects (such as how we personally respond and
how we personally value the relationship), we can assist in helping the children we work
with to climb to stages 2 and 3, instead of hindering their progress. We can do this by
following these steps, so that they eventually begin to view us as friends, instead of
staff or people that are constantly trying to threaten/control them (Gannon, 2003).

Running head: ARTICLE REFLECTION

References
Gannon, B. (2003). Using theory in practice. Relational Child and Youth Care Practice,
52. Retrieved from: http://www.cyc-net.org/cyc-online/cycol-0503-theory.html