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Site: Mayor’s Office of Children & Family Success (MOCFS)

Project: Baltimore Children’s Cabinet 2021 Action Plan Review

This week marked the start of my internship experience with the Mayor’s Office of Children & Family Success. Thursday was primarily focused on onboarding and orientation. I was introduced to the structure and mission of MOCFS, as well as the five-year review project for the Baltimore Children’s Cabinet 2021 Action Plan. The Chief of Staff, Special Assistant, and Director of Communications explained how the Cabinet’s work connects to improving equity and opportunity for youth and families in Baltimore City. I gained an understanding of the seven priority areas that guide the Action Plan and learned how this review will help assess what has been achieved so far and where progress is still needed. As a psychology student, I found it insightful to see how community-based initiatives are influenced by human behavior, motivation, and social systems. The orientation excited me to contribute my skills to a project impacting youth development and public well-being.

Site: Mayor’s Office of Children & Family Success (MOCFS)

Project: Baltimore Children’s Cabinet 2021 Action Plan Review

During this week, our team began an in-depth review of the Baltimore Children’s Cabinet 2021 Action Plan, focusing on the first four priorities. We examined agency reports, updates, and public data to determine which goals had been met and which were still in progress. The discussion centered around how early childhood support, literacy, and housing stability are critical to children’s long-term development and success. It was interesting to see the overlap between psychology and policy—particularly how environmental and systemic factors influence behavior and outcomes. I better understood how data-driven evaluation supports community programs and policy decisions through this process. I also improved my analytical skills by comparing reported outcomes with the Cabinet’s original goals and identifying areas that still need attention.

Site: Mayor's Office of Children & Family Success (MOCFS)

Project: Baltimore Children's Cabinet 2021 Action Plan Review

This week, I reviewed the remaining three priorities of the Children's Cabinet Action Plan: youth homelessness, food insecurity, and trauma-informed care. As I compared the accomplishments across partner organizations, I reflected on how these areas directly influence youth development and mental health.

One concept that stood out to me was Bronfenbrenner's Ecological Systems Theory, which explains that a child's development is shaped by multiple environmental systems, ranging from their immediate surroundings to broader social policies. In my own words, this theory emphasizes that children are influenced not only by their family or school, but also by community programs, cultural norms, and government decisions. The Children's Cabinet serves as part of the exosystem and macrosystem, because although youth do not directly interact with policymakers, the policies created impact their living conditions, access to food, and mental health services. Seeing this theory in action helped me understand how inter-agency collaboration can strengthen protective factors that support youth resilience.

I also considered Maslow's Hierarchy of Needs, which suggests that basic needs such as food and shelter must be met before individuals can focus on psychological growth and self-fulfillment. Youth homelessness and food insecurity represent deficiencies at the bottom of the hierarchy (physiological and safety needs). Without stability in these areas, it becomes more difficult for children to succeed academically, socially, and emotionally. This reinforced the importance of initiatives that address basic needs as a foundation for long-term development.

Finally, the emphasis on trauma-informed care connected to what I learned about Adverse Childhood Experiences (ACEs), which are stressful or traumatic events that can negatively affect brain development and behavior. The Cabinet's trauma-responsive approach aligns with research showing that early intervention and supportive systems can buffer the long-term psychological effects of trauma. Overall, this week strengthened my understanding of how social policy and psychological theory intersect to shape youth outcomes.

Week 4: Thursday, October 9, 2025

Site: Mayor's Office of Children & Family Success (MOCFS)

Project: Baltimore Children's Cabinet 2021 Action Plan Review

This week, I continued reviewing progress reports to assess the extent to which Cabinet partners met their goals. I also began preparing notes for the upcoming interviews with partner organizations. These interviews will provide qualitative insights into what contributed to the program's success and which barriers prevented its full implementation.

A psychology concept that connected to this experience is mixed-methods evaluation, which combines quantitative data (numerical outcomes) with qualitative data (experiences and perceptions). In my own words, mixed methods help us understand not only what happened, but why it happened. While reports offered measurable indicators of progress, I realized that interviews capture lived experiences, something numbers alone cannot fully express. This aligns with my coursework on research methods and the value of integrating multiple forms of evidence to gain a holistic understanding of behavior and program effectiveness.

I also reflected on Erikson's Psychosocial Theory, particularly the stage of Industry vs. Inferiority, which typically applies to school-aged children. This stage emphasizes that children develop a sense of competence when they are encouraged, supported, and given opportunities to succeed. Programs within the Action Plan aimed at academic support, enrichment, and skill-building directly foster industry by helping youth believe in their abilities. Conversely, when systemic barriers, such as lack of resources or unsafe living conditions, prevent participation or success, youth may develop feelings of inferiority. The Cabinet's initiatives are therefore not only social programs, but psychological interventions that influence identity formation and self-esteem.

Overall, this week strengthened my critical thinking and helped me connect policy, research methods, and developmental psychology. I am gaining a deeper appreciation for how evidence-based evaluation can improve program effectiveness and promote equity for Baltimore's youth.