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THE DURSLEY FAMILY https://images.pottermore.com/bxd3o8b291gf/AD99Wiiry8so4W886ggwk/ab7c1001895a7da960db391 6b36a6fa7/DudleyDursley_WB_F1_DursleyFamily_Promo_080615_Port.jpg?w=1200
Petunia & Vernon’s Parenting Style:
Harry Potter is an 11-year-old child whose parents died when he was just a baby. He is a quiet, brave, intelligent, and kind-hearted child who also happens to be a wizard. His guardians are the Dursleys: his aunt (Petunia), uncle (Vernon), and cousin (Dudley). The Dursley’s are a nuclear family, Vernon is in his late 30’s and is the sole breadwinner of the family, Petunia is in her mid 30’s and is the homemaker, their biological son Dudley is 11-years-old and is favored greatly over Harry. Petunia and Vernon don’t treat Harry as a son, they mistreat him and are verbally and psychologically abusive. Harry’s life changes for the better on his 11th birthday when he learns that he is a wizard. He is then able to leave the Dursley’s (during the school months), live at school, and learn the ways of wizardry.
Physical Appearance
The Dursley’s utilize a permissive parenting style with Dudley. He is their biological child, they spoil him, and let him do whatever he wants (including mistreat/hurt Harry). When it comes to Harry, the Dursley’s are both neglectful/uninvolved and authoritarian. They don’t nurture him at all, and communication is limited to commands or threats. They have strict rules and discipline for him (locking him in his cupboard, not giving him food to eat). Furthermore, even though the Dursley’s are well aware of Harry’s magical ancestry, they punish him for “odd occurrences” that could only be attributed to the magic in him that he cannot control (when they go to the zoo and Dudley falls through the glass pane and gets stuck inside, Vernon locks Harry in the cupboard for days). There is no negotiation for anything, and Harry is made to feel like he has no control over anything in his own life (Vernon destroys all the letters addressed to Harry before he can read them).
Harry is a small and skinny boy for his age. He is 4’3” and 55lbs (BMI 14.9-underweight). He has unruly jet black hair and striking green eyes. He wears round glasses that are held together in the middle by layers of duct tape. His most distinguishing feature is a lightning bolt shaped scar on his forehead. Harry’s “muggle” clothes are the hand-me-downs of his cousin Dudley. At Hogwarts, he wears the school uniform (wizard’s robe, white button up, and red/gold tie).
SOCIAL NETWORKS Hobbies:
Family Interaction: Harry does not have much interaction with the Dursley’s. They mostly ignore him, except to punish/scold him. Dudley always picks on Harry – using him as a personal punching bag. Because of all this, Harry’s relationship with his family is not healthy and he feels like he is not worthy of good things to happen to him and just accepts his fate with the Dursleys. However, because of his magical ability, he is able to “get back” at the Dursleys although he has no control – like when Dudley shoved Harry out of the way at the zoo, Harry made the glass disappear and trapped Dudley in the snake exhibit.
Friends: Harry is generally well liked among his peers at Hogwarts. He makes a lot of friends-Neville, Seamus, Dean (fellow first years and roommates), Oliver, Fred, and George (teammates on the Quidditch team). met his best friends Ron and Hermione on the train to Hogwarts. Ron and Harry clicked instantly, and Hermione joined their group after the Halloween incident when Harry and Ron saved her from a troll. They become inseparable, and even saved the school from Voldemort during their first year.
Harry’s favorite pastime is the wizarding sport: Quidditch. As a first year making it on to the house team, Harry was the youngest Seeker that century, which made him both proud and nervous to play (“I’ve never even played Quidditch before, what if I make a fool of myself?”). But Hermioine shows him that his father was the house seeker when he was in school so Harry feels a connection to his father in being part of the team.
School:
Harry attends Hogwarts School of Witchcraft and Wizardry. It is similar to a boarding school, in which students live at the castle during the school year. Hogwarts is meant to teach young wizards how to use magic properly, since underaged wizards are not allowed to practice magic outside of Hogwarts. Although Harry is new to the Wizarding World (finding out he was a wizard a few days before starting school) he is fairly well adjusted. He is genuinely interested in learning the material and eager to learn all he can about being a wizard.
GROWTH & DEVELOPMENT
GROSS & FINE MOTOR Observed: Gross Motor Skills: Harry walks with an even, balanced gait. He is able to walk far distances and climb stairs easily without exhaustion. He is part of the Quidditch team, and although he rides on a broomstick, it requires a great amount of balance and coordination, which he manages easily.
Fine Motor Skills:
Observed:
Harry’s fine motor skills are well developed. He has nice penmanship, and has the dexterity to make potions, and wave his wand in many different ways to cast numerous spells effectively.
Harry has all of his permanent teeth, he has generally good oral hygiene, however he does eat a lot of sweets, and his favorite beverage is pumpkin juice.
Age Specific:
Harry is short for his age and very skinny due to his malnutrition from the Dursley’s and having to sleep in the small cupboard under the stairs as he was growing up. He has a thin face and knobbly knees. He is about 51 inches tall (4’3”) and weighs about 25 kg (55lbs). His BMI is 14.9 which means he is underweight.
Gross Motor Skills: -School age children are more graceful and steadier on their feet to facilitate locomotion -can handle longer and increasingly strenuous play without exhaustion -increasing coordination, strength, endurance, and, balance
Fine Motor Skills:
Age Specific: Between the ages of 6-12 -Children grow and average of 5 cm (2 inches) per year -Gain 2-3 kg (4.5-6.5 pounds) per year -Fat gradually diminishes and the distribution pattern changes to give a thinner appearance to kids -posture is more similar to adults -deciduous teeth are shed and permanent teeth will erupt -Boys have slow growth in height, rapid weight gain, and may become obese
(Perry et. al., 2014)
-Increasing and advanced fine motor abilities -great strides in writing/drawing -can master unlimited amount of handicrafts (Perry et. al., 2014)
NUTRITIONAL STATUS Harry’s Diet: When he was living with the Dursley’s, Harry would get scraps/leftovers, and sometimes not have anything to eat at all (which would contribute to his underweight BMI). However as soon as he gets to Hogwarts, there is an abundance of food served every day. Every meal is a feast with varying options and the food magically replenishes itself. Suddenly, Harry has the freedom to eat whatever he wants as much as he wants. In terms of meeting the nutritional requirements for a boy his age, he consumes adequate calories, fat, meats, and grains for the recommendations. However his diet lacks in vegetables, milk, and fruit. When he left the Dursley’s his BMI was underweight at 14.9, however, at Hogwarts, with the amount of food he has access to, his diet needs to be modified to include the missing components to promote healthy growth and avoid developing obesity.
Daily Dietary Recommendations: (for boys age 9-13) Calories: 1800 kcal/day Vegetables: 2.5 cups Fat: 25-35% Grains: 6 ounces Milk/Dairy: 3 cups Fruits: 1.5 cups Lean Meat/Beans: 5 ounces (AHA, 2014)
OREM: Sex & Sexuality:
Unmet. All of Harry’s friends are male (with the exception of Hermioine). He appears pretty neutral about the opposite sex. Hogwarts doesn’t offer any sex ed classes, so he is not learning about that at school.
Drug or Alcohol Use: Met. Harry does not use drugs or alcohol, nor does he have any access.
Family & Friends: Partially Met. Outside of school, Harry lives with thhe Dursley’s in a nuclear family. And although they provide for his basic needs (food, clothes, shelter), Harry doesn’t have a healthy relationship with them since he is mistreated by them. Harry has made many friends at school, especially his best friends Ron & Hermioine. He spends most of his time with them, and they are inseparable.
Feelings:
Unmet. Harry is struggling with a lot of different feelings at this time. He not only just found out that he was a wizard, but also that he is a famous and a legend (“The Boy Who Lived”) in the Wizarding World for what happened during the time he was a baby. He struggles with the weight of his fame as the one who vanquished the Dark Lord, the fact that his parents died protecting him, and navigating through the strange, new, world of magic.
Body Image: Met.
Harry has no tattoos or piercings. He is satisfied with the way he looks, especially his unruly jet black hair (like his father), and striking green eyes (like his mother). He was fond of his lightning scar at first, but after learning about its origin he is unsure how he feels about it.
PSYCHOSOCIAL DEVELOPMENT - ERIKSON Observed:
Harry demonstrates a sense of industry as he is doing well in his classes. He works exceptionally well with others, and excels in the team sport of Quidditch. He is valued in his position as a Seeker, and celebrated/acknowledged for securing victory for his team/house multiple times during the season.
Expected Development: Industry vs. Inferiority (6-12 years). School age children develop a sense of accomplishment during this stage and want to “participate in meaningful and socially useful work” to gain a sense of competence. This stage is accomplished when children have access to tasks that need to be done and can complete the tasks successfully despite “individual differences in their innate capacities and emotional development” (Perry et. al., 2014)
COGNITIVE DEVELOPMENT - PIAGET Observed:
Harry’s cognitive development is right on track for his stage. He is able to understand the content of his classes and apply it successfully into producing spells. Furthermore, he is able to piece together various clues and events that transpire at Hogwarts during his first year in order to figure out what Voldemort was plotting.
Expected Development: Concrete Operations. During this stage, school age children transition away from egocentricism towards mental processes that allow them to use “thought processes to experience events and action” and to see things from other’s point of view. They are able to understand the relationship between things/ideas and make judgments based on reason. Furthermore, school age children at this stage learn to master the concepts of conservation, reversibility, classifications, relational terms, and concepts (Perry et. al., 2014
MORAL DEVELOPMENT - KOHLBERG Observed: For the most part, Harry follows the rules at school (except when he is trying to save everyone from Voldemort). When he is confronted by Voldemort, Harry is
able to see that Voldemort’s promises are just lies in order to get him to hand over the Sorcerer’s Stone.
Expected Development: Conventional Morality Older school age children are able to see things from different points of view and can judge acts by intentions instead of consequences. Reactions are dictated by the situation, context, and morality. (Perry et. al., 2014
~AREAS OF CONCERN~ Nutrition: Harry has imbalanced nutritional intake due to inadequate servings of fruits, vegetables, and dairy while consuming excess calorie, fats, meat, salt, and sugar.
Intervention:
Harry should be taught the proper food groups and servings, and how to eat a balanced meal with the foods served at Hogwarts. Encourage him to pick the healthier food options available to him at mealtimes.
Anticipatory Guidance: “The easy availability of high-calorie foods, combined with sedentary activity contributes to childhood obesity.” Since Harry lives at school, he should be taught what healthy foods are available to him at Hogwarts and seek those rather than foods high in salt, fat, calories, and sugar.
Social Development:
Harry is neglected and mistreated at home by the Dursley’s which
Intervention:
Refer the Dursley’s to a family counselor, and encourage them to attend meetings together. Furthermore, the case should be referred to a social worker qualified to perform wellness checks. Finally,
Anticipatory Guidance: “With a secure base in a loving family, children are able to develop the selfconfidence and maturity needed to break loose from the group and stand independently.” The Dursleys should be taught that they are the primary influence for shaping Harry’s personality, setting the standards for his behavior and establishing systems of value. (Perry et. al., 2014)
(Perry et. al., 2014)
Safety Teaching: Harry plays Quidditch (riding on a broomstick high in the air at high speed) without appropriate safety gear. Intervention:
Teach Harry about eye, ear, and mouth protection and safety regarding the use of his glasses during the sport. Advise him to use joint pads and a helmet whenever he is playing.
Anticipatory Guidance: “Most injuries occur in or near the school and the most effective means of injury prevention is to educate the child regarding the hazards of risk taking” and not using protective equipment. At Harry’s age, he is highly susceptible to fracture, strains, and sprains, especially in his sport, making it imperative to teach him about safety. (Perry et. al., 2014)
Physical Development:
Due to the Dursley’s treatment of him the past 11 years, Harry s underweight and short for his age.
Intervention:
Educate Harry on the proper nutritional requirements for his age, and that it can contribute in helping him grow in height and weight.
Anticipatory Guidance:
“The associated characteristics of height and weight relationships and developmental features should be explained to children.” Physical growth and development is gradual, and system maturity occurs during this stage so it is imperative that Harry be properly educated on the proper steps to take to ensure he develops adequately. (Perry et. al., 2014)
QSEN Concept of Safety 2017: To minimize the risk of harm to patients and providers through both system effectiveness and individual performance.
References: Perry, S.E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal Child Nursing Care (5th ed., pp. 985-1009). St. Louis, MO: Elsevier.