Harry Potter’s Growth & Development
Lilian Zamora Nurs 332
ABSN 24
About Harry Harry Potter is a curious and intelligent 11 year-old boy. Harry is very imaginative and usually keeps to himself if at home. He can be a little shy at times but will speak up if he doesn’t agree with something. Overall, Harry is respectful, polite and a loyal friend. Physically, Harry is of caucasian descent and has a stature of 5’0” with a slim body type, weighing around 105 lbs. He has big, bold, blue eyes with straight, thick, dark brown hair and fair skin. He wears round glasses for his nearsightedness and has a 2-inch zig-zag scar on his right side of his forehead. He has a british accent as he was born and raised in England.
Family Harry was adopted by the Dursley family when he was 12 months old and raised by his aunt Petunia, his uncle Vernon, and his cousin Dudley. Harry, therefore, grew up as part of a nuclear family structure (ATI, 2013). Harry’s biological parents both died in a car accident and was left with no other family to raise him besides his aunt. The Dursley’s have never shown Harry any love and usually treat him as a servant, making him sleep in a small closet under the stairs. While at home, Harry is most likely be cleaning or tending to his family members with anything they may need. He does not get rewarded for any job well done and is often criticized. Harry has no real connection to any of his family members and his cousin, Dudley teases Harry constantly. Harry does not remember his biological parents, Lily and James Potter. All he knows is that they loved him unconditionally as he was their only child. Harry has no other siblings.
Parenting Style The Dursley’s parenting style is authoritarian, in which they tell Harry what to do without any reasoning behind it (ATI, 2013). Although it is important to not withhold any adoption information from the child, families should not make the child feel abandoned or helpless when speaking about their adoption. Instead, the Dursley’s make it known that Harry is adopted and is not fully integrated as part of the family. His cousin, Dudley is constantly revered and praised above Harry. It is apparent that Harry feels isolated at home and looks forward to getting away from his family when school time comes around.
School During the academic school year, Harry attends Hogwart’s boarding school. Every year, he looks forward to getting away from his oppressive family. While at school, Harry excels at almost anything he puts his mind to. Although not usually a straight-A student, Harry still manages to get good grades and his professors see a tremendous amount of potential in him. Harry always shows the utmost respect for his professors, and even considers them as parental figures.
Social Networks
Hobbies Harry’s favorite past time at school is playing the game, Quidditch, which shows his talent and the following advanced motor skills:
Gross motor skills ●
Friends At Hogwart’s, Harry is very well-liked amongst his peers with most of them wanting to be his friend. He has a tight-knit set of friends that consists of Hermione Granger and Ron Weasley. Harry spends most of his time with them, both inside and outside of class. Harry has developed a sense of belonging within his group of friends and has learned to confide in them as they do in him.
Improved capabilities permit greater speed with growing muscles being able to dart players. ● Acquired coordination, timing, and balance is used to catch the “Snitch” or small ball. Fine motor skills ● More advanced hand coordination allows for drawing, wand-waving or other creative handicrafts (Perry et. al., 2014).
Growth & Development: Piaget Harry’s age of 11 years old puts him in the Formal Operational stage within Piaget’s Cognitive Developmental Theory. In this last stage, children are able to transition from concrete to abstract thinking and can draw conclusions from observations (Perry et. al., 2014). Children and adolescents in this stage will also tend to confuse the ideal with the practical. For Harry, he is able to pick up on clues and listen to his instincts to eventually figure out the truth. Additionally, he is able to take bits and pieces of his childhood and apply it to his current situation. He may tend to believe in the unrealistic from time to time, but this may be due to his young adolescence.
Growth and Development: Erikson According to Erikson’s Stages of Psychosocial Development, Harry would be within the industry versus inferiority stage. In this stage, school-age children want to engage in tasks and activities which they can gain a sense of accomplishment. School age kids in this stage also like to compete with one another and can understand the rules of a game (Perry et. al., 2014). This is apparent with Harry’s interest in playing Quidditch and wanting to be the best. In this stage, feelings of inferiority and inadequacy can be present if too much is expected of them (Perry et. al., 2014). Harry is under a lot of pressure to do well in school, especially since his parents set a good example and Harry’s name already holds a good reputation at Hogwart’s. Harry is also trying to find out his identity and more about his parents from his professors. A sense of identity versus role confusion is the next stage that Harry will be following in the next few years.
Growth & Development: Kohlberg Within the three stages of Kohlberg’s Moral Development Theory, Harry falls in the second stage, the Conventional Level (Perry et. al., 2014). At this stage, children want to feel a sense of belonging and are concerned with conforming and being loyal (Perry et. al., 2014). Children in this stage want to obey the rules, and maintain social order since they are considered to be correct behaviors. Since Harry usually feels isolated at home, he constantly tries to keep his friendships by being loyal, even in the face of danger. Harry tries to make everything right at Hogwarts when a dilemma comes up and will try to be the hero in each situation. A sense of belonging and his close friendships keep Harry motivated and are most important to him.
Nutrition At Hogwart’s, the students are usually fed unlimited amounts of food, much like feast-style dinners. The food served consists of many sweets and heavy meals like meats, starches and a lack of leafy greens. To promote optimal health, children during this age need to eat a balanced meal and develop healthy choices for their prepubescent growing needs (Perry et al., 2014). It is especially important for schools to serve nourishing meals to improve healthy eating habits. Healthy eating at this age, along with adequate activity, will help the child maintain a healthy weight and prevent chronic diseases later in life (Dudley et al., 2015). To increase healthy eating outcomes, institutions can focus on reducing food consumption, reducing sugar consumption, increasing fruit/vegetables and increasing nutritional knowledge in children (Dudley et al., 2015).
Recommendations for school lunches: ● ● ● ●
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Grains: Provide B vitamins, fiber to satisfy hunger and promote alertness. Protein: Meat, poultry, fish, dry beans, eggs, nuts, include protein and iron. Vegetables: A variety of vegetables will help with fiber and vitamins. Milk: Low-fat milk or fat-free milk will provide adequate calcium and Vitamin D for bone and muscle growth. Fruits: Choose whole fruits to provide vitamins. (Choosemyplate.gov, 2017)
According to the CDC height and weight chart, Harry is in the 95% percentile for his age and in the 90% percentile for his weight. Eating a well balanced meal will keep Harry at a healthy weight and promote growth in the years to come. His current BMI is 20.5 and otherwise average for his age (CDC, 2017).
OREM
Feelings Partially Met: Harry suppresses most of his anger when he is ridiculed or picked on. He will eventually verbalize his frustrations to his closest friends and can be a motivating factor for him.
Family & Friends Partially Met: Harry is able to make many friends and maintain those friendships while at Hogwarts. Harry’s two closest friends, Ron and Hermione fully trust Harry and their close relationship has provided Harry the love that his childhood has lacked thus far. His friends are the closest thing to a family that he’s had. The Dursley’s only provide Harry with the basic necessities of life such as shelter, food and water.
Sex, Sexuality, Drugs, Alcohol Met: Harry is too involved in school and Quidditch to think about romantic relationships just yet. Harry also does not engage in drugs or alcohol as he needs to stay sharp to be ready for anything and would never want to risk disapproval from his professors.
Body Image Met: Harry does not seem preoccupied with his body image. He is confident in his intelligence and does not worry about his body. Harry is aware that he needs glasses and will wear them even if he is ridiculed for them. Harry demonstrates a positive body image.
Quality & Safety Education for Nurses (QSEN): The goal of QSEN is to meet the requirements for new nurses to improve the quality and safety of patient care. There are six quality and safety competencies which target the necessary skills, knowledge and attitudes developed before licensure for nurses to continue to use throughout their education. The six competencies include: patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics.
Safety Competency: The safety competency will help minimize the risk of harm to patients and providers through system effectiveness and individual performance, (QSEN, 2017). The nurse must also examine and recognize the unsafe practices that do not support quality patient care. Recommendations for patient education must be individualized to the patient and benefit the patient overall. In Harry’s case, the nurse must recognize the maltreatment by the Dursley’s and report it. The nurse may also want to educate Harry about health promotion and injury prevention, especially during his school-age years.
Family & Patient Teaching Nutrition:
Social Development:
Harry is not used to having unlimited amounts of food, so while at school he will indulge in sweets, starchy foods and overconsumption.
Harry is sometimes bullied by his classmate, Malfoy Draco and by the Dursleys. Although he will get upset, Harry will usually ignore their comments.
Interventions: ● Teach Harry about appropriate food portions and about choosing healthy, balanced meals or snacks. ● Teach the family that healthy eating habits should be started and continued at home, since food served at school can be difficult to control (Perry et al., 2014).
Interventions: ● Educate the Dursley’s that their ridiculing can hurt Harry’s social development and cause depression or other psychosocial issues. ● Educate Harry to report to his teachers any abuse or neglect that occurs at home as this is not a safe environment physically, mentally nor emotionally.
Physical Development: Harry is growing accordingly and within the average percentile for his age. He wears glasses and gets ridiculed for them by some classmates. Interventions: ● Educate Harry on the importance of wearing glasses to prevent further vision loss.
Safety: Harry always manages to find himself in the middle of dangerous situations. Whether it is being in the presence of pythons, fighting larger-than life animals or free-falling from the sky, Harry always seems to survive. Interventions: ● Emphasize wearing safety apparel such as a helmet when playing active sports such as Quidditch. ● Providing facilities for supervised activities can prevent injuries and promote adequate space for physical activity. ● Caution against engaging in dangerous or hazardous activities (Perry et al., 2014).
References ATI. (2013). RN Nursing Care of Children (9th ed). Retrieved on June 27, 2017 from https://atitesting.com. Centers for Disease Control and Prevention. (2017). Clinical Growth Charts. Retrieved on June 27, 2017 from https://www.cdc.gov/growthcharts/data/set1clinical/cj41l017.pdf. Choosemyplate.gov. (2017). MyPlate Guide to School Lunch. United States Department of Agriculture. Retrieved June 22, 2017 from https://choosemyplate-prod.azureedge.net/sites/default/files/printablematerials/ 2016-SchoolLunchInfographic-2pages.pdf. Dudley, D.A., Cotton, W.G., & Peralta, L.R. (2015). Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 12(28). DOI:10.1186/s12966-015-0182-8. Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D. (2014). Maternal Child Nursing Care (5th ed). St. Louis: MO. Mosby: Elsevier. QSEN Competencies. (2017). QSEN Institute. Retrieved on June 25, 2017 from http://qsen.org/competencies/pre-licensure-ksas/.
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