Description
Create and analyze a fictitious case study of an infant or toddler with developmental challenges and prepare an evidence-based intervention plan.
Introduction
Note: The assessments in this course follow the successive stages of lifespan development, so you are strongly encouraged to complete them in sequence.
Beginning as early as conception, both hereditary and environmental influences can affect the development of an individual. As you engage in this assessment, keep in mind that small influences can have a significant impact on a developing fetus. Hereditary diseases, genetics, teratogens, nutrition, and stress are all factors that can influence prenatal development, which in turn, can have effects across the lifespan.
Once a child is born, the external environment begins to influence development in a huge way. Attachment is one aspect that has been given much attention as having emotional influence during this time. There are direct implications that attachment and temperament can have on the ability to successfully develop and maintain peer relationships into adulthood.
Psychologists in each area specialization should be prepared to employ evidence-based interventions to address challenges posed by the effects of early developmental concerns. As you review the literature and complete the learning assessment, consider the potential implications of early development for your professional direction. How might you apply your knowledge directly or indirectly to your areas of a professional interest? While early development may seem remote to your professional specialization, consider that the implications may be both direct and indirect. For instance, if you work in education, you will need to take into account how the permanent influences of early development can affect how a person learns. More indirectly, imagine you are an industrial psychologist working in the field. A female employee returns to work after maternity leave. She is withdrawn and appears tired. When she is referred for a consultation, you discover that the employee had contracted rubella during the first trimester of pregnancy, which caused her infant to be born with a heart defect. Would you be better able to support the employee if you were knowledgeable about the risk factors during pregnancy and environmental agents that could harm a fetus?
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Part 1: Create the Case
Create a simulated case study, relevant to your area of specialization, of an infant or toddler (birth to 24 months of age) who presents developmental challenges related to factors described by Bowlby’s attachment theory. Review the following Case Study Example [DOCX] (ATTACHED)
to better understand the requirements.
Your case study should be 1–2 pages in length and it should describe:
The infant or toddler and their strengths and challenges.
The medical, family, and social context.
The developmental challenges that were evident in the behavior of the infant or toddler.
Evidence in the case that supports a specific attachment style.
Contextual factors that could affect the infant’s or toddler’s development in the area you selected for consideration.
Individual and cultural factors that theory and/or research indicate could impact the infant’s or toddler’s development.
Any other factors you deem appropriate based on your understanding of the theory and related research.
To develop this case, you should:
Explore theory and research based on Bowlby’s attachment theory and related to the area of development you selected as the focus of the case.
Identify attachment styles in general and analyze a specific attachment style for the case you are developing.
Locate and read current research on prenatal and infant development to describe potential outcomes linked to development in infancy or toddlerhood, including important considerations in the case you are developing.
Follow APA guidelines for style and formatting, as well as for citing your resources. Include a reference list of the scholarly resources you consulted.
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Part 2: Early Development Case Intervention Analysis
Research
Complete the following:
Research evidence-based interventions that have been effective in meeting the challenges of the infant or toddler you described in your case study, from the perspective of your own professional specialization (as far as possible).
Explain how the deficits in developmental domains or environmental contexts impacted functioning.
State the recommended interventions that align with your specialization.
Include evidence for those outcomes from the professional literature.
Explore briefly the literature on adult attachment issues, considering that early influences can impact development across the lifespan.
Explain, from the perspective of your specialization, how the attachment style of the infant or toddler could be manifested as an adult.
Explain how this might help in understanding and determining an approach to working with an adult with attachment-related issues.
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Structure of the Report
Use the APA Paper Template [DOCX] (ATTACHED) and the following format to structure your report:
Title page.
A descriptive title of 5–15 words that concisely communicates the purpose of your report and includes the name of the fictional subject. Be sure to follow Capella’s suggested format for title pages on course papers.
Introduction.
An overview of the paper contents, including a brief summary (approximately half a page) of the background information regarding the case study. (The complete 1–2 page case you developed will be included as an appendix.)
Body of the report.
The presenting challenges and primary issues.
An analysis of how lifespan development theory and research may account for the presenting challenges.
An assessment of the potential impact of individual and cultural differences on development for the current age and context described in the case study.
Suggestions of evidence-based intervention strategies that have proven effective in similar cases, supported by citations of research and any applicable theories.
Projections, based on research and/or theory, of possible long-term impacts that the current challenges may produce across the individual’s lifespan.
Conclusion.
A summary of what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.
Reference page.
A minimum of five scholarly sources from current peer-reviewed journals, formatted in APA style.
Appendix.
The simulated case study you created in Part 1.
Example Assessment: You may use the Assessment 1 Example [DOCX] (ATTACHED) to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
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Additional Requirements
Your paper should meet the following requirements:
Written communication: Write coherently to support central ideas, using appropriate APA format, and with correct grammar, usage, and mechanics.
Length of paper: 5–7 typed, double-spaced pages, not including the title page, references page, or case study appendix.
References: At least five scholarly resources (peer-reviewed journals).
APA format: Follow APA guidelines for style and formatting, as well as for citing your resources in the body of your paper and listed alphabetically on the references page.
Font and font size: Times New Roman, 12 point.
Note: In graduate-level and professional writing, you should minimize the use of direct quotes. Lengthy quotes do not count toward assessment minimums. It is your interpretation of the material and its application to practice that is assessed.
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Competencies Measured (address al competencies, please.)
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Analyze how lifespan development theories and related research explain aspects of human growth and behavior at different ages.
Analyze evidence of a specific attachment style.
Competency 2: Assess the potential impact of individual and cultural differences on development across the lifespan.
Assess the potential impact of individual and cultural differences on development.
Competency 3: Identify evidence-based interventions to address specific developmental issues.
Suggest appropriate intervention processes based on lifespan development theory and evidence from the literature.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
Apply APA style and formatting to scholarly writing.
Unformatted Attachment Preview
Running head: APA STYLE PAPER TEMPLATE
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[Instructional text in this template is contained in square brackets ([…]). After reading the
instructional text, please delete it, and use the document as a template for your own paper.
To keep the correct format, edit the running head, cover page, headings, and reference list
with your own information, and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of the
pages of a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces between words.
The words “Running head” are on the cover page but not on the rest of the document. The running
head title is all capital letters. Page 1 begins on the cover page. The entire document should be
double-spaced, have 1-inch margins on all sides, and use 12-point Times New Roman font.]
Full Title of Paper
Learner’s Full Name
School of Social and Behavioral Sciences, Capella University
Course ID: Course Title
Faculty Name
Month, Year
APA STYLE PAPER TEMPLATE
2
Abstract
[An abstract is a brief, comprehensive summary of the contents of a paper. This section is
optional, so check assignment requirements. The abstract allows readers to quickly review the
key elements of a paper without having to read the entire document. This can be helpful for
readers who are searching for specific information and may be reviewing many documents. The
abstract may be one of the most important paragraphs in a paper because readers often decide if
they will read the document based on information in the abstract. An abstract may not be
required in some academic papers; however, it can still be an effective method of gaining the
reader’s attention. For example, an abstract will not be required for Capella’s first course,
PSYC3002. The following sentences serve as an example of what could be composed as an
abstract for this paper: The basic elements of APA style will be reviewed, including formatting
of an APA style paper, in-text citations, and a reference list. Additional information will address
the components of an introduction, how to write effective paragraphs using the MEAL plan, and
elements of a summary and conclusion section of a paper.]
APA STYLE PAPER TEMPLATE
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Full Title of Paper
[In APA style, the heading “Introduction” is not used; instead, the introduction appears
under the paper’s full title. An effective introduction often provides an obvious statement of
purpose to help the reader know what to expect while helping the writer to focus and stay on
task. For example, this paper will address several components necessary to effectively write an
academic paper including (a) how to write an introduction, (b) how to write effective paragraphs
using the MEAL plan, and (c) how to properly use APA style.
An introduction may consist of four main components including (a) the position
statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose,
which outlines the objective of the paper; (c) the background, which is general information that
is needed to understand the content of the paper; and (d) the approach, which is the process or
methodology the author uses to achieve the purpose of the paper. Authors may choose to briefly
reference sources that will be identified later on in the paper as in this example (American
Psychological Association, 2010a; American Psychological Association, 2010b; Walker, 2008).]
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
[Using section headings can be an effective method of organizing an academic paper. The
section headings should not be confused with the running head, which is a different concept
described on the cover page of this document. Section headings are not required according to
APA style; however, they can significantly improve the quality of a paper. This is accomplished
because section headings help both the reader and the author.]
APA STYLE PAPER TEMPLATE
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Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
[The heading style recommended by APA consists of five levels (American
Psychological Association, 2010a, p. 62). This document contains two levels to demonstrate how
headings are structured according to APA style. Immediately before the previous paragraph, a
Level 1 heading was used. That section heading describes how a Level 1 heading should be
written, which is centered, bold, and using uppercase and lowercase letters. For another example,
see the section heading “Writing an Effective Introduction” on page 3 of this document. The
heading is centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in
the running head at the top of each page). If used properly, section headings can significantly
contribute to the quality of a paper by helping the reader who wants to understand the
information in the document, and the author who desires to effectively describe the information
in the document.]
Section Headings Help the Reader
[Section headings serve multiple purposes including (a) helping readers understand what
is being addressed in each section, (b) breaking up text to help readers maintain an interest in the
paper, and (c) helping readers choose what they want to read. For example, if the reader of this
document wants to learn more about writing an effective introduction, the previous section
heading clearly states that is where information can be found. When subtopics are needed to
explain concepts in greater detail, different levels of headings are used according to APA style.]
Section Headings Help the Author
[Section headings do not only help the reader, but they also help the author organize the
document during the writing process. Section headings can be used to arrange topics in a logical
order, and they can help an author manage the length of the paper. In addition to an effective
APA STYLE PAPER TEMPLATE
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introduction and the use of section headings, each paragraph of an academic paper can be written
in a manner that helps the reader stay engaged. Capella University promotes the use of the
MEAL plan to serve this purpose.]
The MEAL Plan
[The MEAL plan is a model used by Capella University to help learners effectively
compose academic discussions and papers. Each component of the MEAL plan is critical to
writing an effective paragraph. The acronym MEAL is based on four components of a paragraph
(M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction
or conclusion sections), the MEAL plan can be an effective model for designing each paragraph.
A paragraph begins with a description of the main point, which is represented by the letter “M”
of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point
is a discussion of the MEAL plan. Once the main point has been made, evidence and examples
can be provided.
The second component of a paragraph contains evidence or examples, which is
represented by the letter “E” in the MEAL plan. An example of this component of the MEAL
plan is actually (and ironically) this sentence, which provides an example of an example.
Evidence can be in the form of expert opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are not properly cited (Marsh,
Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting
why evidence is used in a paragraph.
APA STYLE PAPER TEMPLATE
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Analysis, which is represented by the letter “A” of the MEAL plan, should be based on
the author’s interpretation of the evidence. An effective analysis might include a discussion of the
strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence
and examples. If a quote is used, the author will likely provide an analysis of the quote and the
specific point it makes for the author’s position. Without an analysis, the reader might not
understand why the author discussed the information that the reader just read. For example, the
previous sentence was an analysis by the author of why an analysis is performed when writing
paragraphs in academic papers.
Even with the first three elements of the MEAL plan, it would not be complete without
the final component. The letter “L” of the MEAL plan refers to information that “links” the
current and the subsequent paragraphs. The link helps the reader understand what will be
discussed in the next paragraph. It summarizes the author’s reasoning and shows how the
paragraph fits together and leads (that is, links) into the next section of the paper. For example,
this sentence might explain that once the MEAL plan has been effectively used when writing the
body of an academic paper, the final section is the summary and conclusion section.]
Conclusion
[A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a running
APA STYLE PAPER TEMPLATE
head, title page, introduction section, levels of section headings and their use, in-text citations,
the MEAL plan, a conclusion, and the reference list.]
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APA STYLE PAPER TEMPLATE
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References
American Psychological Association. (2010a). Publication manual of the American
Psychological Association (6th ed.).
American Psychological Association. (2010b). Ethical principles of psychologists and code of
conduct. http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395.
http://search.proquest.com/docview/213904438?accountid=27965
[Always begin a reference list on a new page. Use a hanging indent after the first line of each
reference. The reference list is in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author. The year is also displayed using this method for the
corresponding in-text citations as in the next sentence. The author of the first citation (American
Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in
place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the
end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a
DOI. The Walker (2008) reference is an example of how to cite a source using a URL.]
Case Study Example
Sophia is a 24-month-old who lives with her mother and maternal grandmother. She has never
had contact with her biological father. She is a bi-racial child whose mother is MexicanAmerican and whose father is African-American. Sophia stays at home with her maternal
grandmother during the day while her mother works as a waitress. While there were no
pregnancy or birth complications with Sophia, her mother was exposed to significant pre and
postnatal stress and experienced notable postpartum depression which resulted in inconsistent
care for Sophia.
When her mother leaves for work, Sophia will often cry uncontrollably but upon her mother’s
return, Sophia will ignore her mother or cling to her grandmother. Sophia is not yet using two
word phrases and primarily communicates through gestures or pointing. Sophia enjoys playing
with dolls and looking at books but rarely engages in play independently and often follows or
clings to her grandmother during the day. Sophia is beginning to feed herself and shows some
interest in toilet training. Sophia’s pediatrician reports that Sophia is overall in good health but
has concerns about lack of language development. Sophia’s family has moved frequently within
her community in rural Tennessee during the first several years of her life due to trouble
securing housing. The family currently lives in a two-bedroom apartment in which Sophia shares
a bedroom with her mother. Sophia currently co-sleeps with her mother. Sophia has trouble
falling asleep on her own and will wake if someone else is not in the room.
Sophia’s mother and grandmother have a contentious relationship. Her grandmother is often
critical of her mother’s parenting skills and thinks that Sophia’s mother should be more attentive
to Sophia’s needs. Sophia’s mother reports feeling overwhelmed and depressed and is often
angry when Sophia cries when she comes home from work. The family has limited financial
resources and money is a constant source of stress. At times, there is not enough food in the
house and the family has to use local foodbanks. The family has no extended family in the area
and a limited social support network.
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Running head: EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
Early Development Case Intervention Analysis: Case Study of Samuel
Learner’s Name
School of Social and Behavioral Sciences, Capella University
PSY-FPX6015: Lifespan Development
Faculty Name
October, 2018
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
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EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
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Early Development Case Intervention Analysis: Case Study of Samuel
Samuel is an 18-month-old infant who lives in the state of New York. His parents, Mateo
and Eliza, state that he has always been an alert infant. Their extended families visit them
frequently. During these visits, Samuel exhibits positive behavior in the form of laughing and
cooing.
In recent times, Samuel’s behavior has begun to trouble his parents. Samuel has been
growing very restless at the slightest hint of a caregiver moving away from him. He exhibits
mixed signals when engaging with his mother. Samuel seems to want attention, but as soon as he
is attended to, he grows resistant and appears anxious. Additionally, his sleep patterns have
become increasingly erratic. His behavior has proven difficult for his mother, who is
underweight and struggles to feed him or tend to him for extended periods of time.
Attachment theory, proposed by John Bowlby, posits that infants need a nurturing
relationship with a caregiver or multiple caregivers to develop into healthy adults (Zeanah,
Berlin, & Boris, 2011). The theory is used to explain Samuel’s restless behavior. Interventions
that mitigate the causes of his behavior are suggested based on this explanation.
Present Challenges and Primary Issues
Bowlby defined attachment as “a strong disposition to seek proximity to and contact with
a specific figure and to do so in certain situations, notably when frightened, tired or ill” (as cited
in Zeanah et al., 2011, p. 819). Individuals develop their attachment behavioral systems during
infancy. These systems are the means through which individuals explore and attempt to be near
figures that make them feel secure (Zeanah et al, 2011).
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EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
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Infants display attachment behavior in either of two ways; they express their pleasure of
being in proximity to the attachment figure through behavior such as smiling and vocalizing or
they express displeasure at being separated from the attachment figure through behavior such as
crying (Cassidy, 2016). Although it is not uncommon for a child to develop multiple
attachments, there is a limit to the number of attachment figures to he or she can get attached
(Cassidy, 2016). In Samuel’s case, it is possible that he has developed bonds with not only his
parents, who are his primary caregivers, but also with the numerous relatives who frequently
visit him. The constant presence of multiple attachment figures might make the infant more
dependent on the people around him for a sense of security. Thus, he constantly needs to be
attended to by a caregiver, or else he feels insecure and exhibits negative behavior.
Samuel exhibits displeasure at the slightest suggestion of an attachment figure moving
away from him. His parents have understood this to mean that he is either hungry or needs to be
held. However, he appears unresponsive when they attempt to feed him or engage with him. This
is characteristic of the anxious/ambivalent attachment style. An infant with this attachment style
who is experiencing distress will sometimes passively reject comfort or even respond
aggressively to his or her caregiver. Additionally, he or she may appear suspicious of strangers
(Amani, 2016). In response to the distress, the infant will maximize the expression of his or her
attachment needs—the child will cry inconsolably, scream, or act aggressively.
If Samuel’s attachment relationship is not made more secure in the long run, he can, as an
adult, develop disorders that center on the negative representations he will develop of himself
and on his misperception of threats in the environment (Stovall-McClough & Dozier, 2016).
Additionally, recent studies have shown that infants who exhibit an anxious attachment style are
at a high risk of psychological issues such as depression and aggressive behavior (Amani,
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
4
Majzoobi, & Fard, 2017; Amani, 2016). Samuel may also experience difficulties in regulating
his emotions because of the distress he is experiencing. In infants, self-regulation refers to the
capacity to maintain states that are positive and to manage states that are negative. A failure to
develop self-regulation can lead to psychopathology (Noe, Schluckwerder, & Reck, 2015).
Samuel requires a secure base from which he can explore the world and develop his capacities to
engage with it. During these explorations, he will inevitably experience stressful situations.
However, he can become more self-reliant if he receives support from his caregivers in the form
of their protective behavior. This behavior will comfort him and give him the confidence to
continue to explore (Zeanah et al., 2011). His development is dependent on the capacity of his
caregivers to meet his needs.
However, Samuel’s mother, Eliza, is struggling to cope with the demands of her role as a
caregiver. She has poor physical health, and she seems to be hesitant to engage with her child.
Both factors might be influenced by her sleep patterns, which have inevitably become erratic
while tending to Samuel. A study has shown a strong correlation between the amount of sleep a
mother gets and the quality of caregiving she can provide to her child (Hairston, Solnik-Menilo,
Deviri, & Handelzalts, 2016). Further, her being underweight can potentially impact Samuel’s
physical health and development. The macronutrient content of a mother’s breast milk is
dependent on her body mass index. Considering Eliza’s low body mass index, Samuel might
require supplements or some other measure to ensure that he receives the appropriate amount of
nutrition (Mangel, Mimouni, Feinstein-Goren, Lubetzky, Mandel, & Marom, 2017).
Individual and Cultural Differences
Samuel’s development is not influenced by just the attachment relationship that he shares
with his primary caregivers. Samuel was born into a lower middle class Latino family that
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
5
resides in a multicultural space. These identity markers are indicative of the social system or the
network of relationships within which his attachment relationship exists (Keller, 2017). This
network comprises the behaviors and circumstances created by the social, economic, and cultural
settings into which he was born.
Mateo’s limited involvement in caregiving activities is reflective of a larger trend of
paternal involvement in caregiving among low-income, but educated, groups in the United States
(Leavell, Tamis-LeMonda, Ruble, Zosuls, & Cabrera, 2012). Mateo’s involvement is even more
of a necessity in light of Eliza’s physical and mental health. She is underweight, and this might
have had an impact on the amount of nutrition her infant received during his first few months.
Her sleep patterns have become erratic as a result of Samuel’s behavior, so she may not be
getting the required amount of sleep. Additionally, she exhibits symptoms that suggest that she
might be suffering from postpartum depression. Her low spirits, hesitance to engage with her
infant, and her being upset at not sharing a stronger bond with her infant might all be signs of
struggle with the mental illness. Postpartum depression has been associated with slow infant
weight gain and minor health problems (Gress-Smith, Luecken, Lemery-Chalfant, & Howe,
2012). If she is suffering from postpartum depression, Samuel’s physical health is significantly at
risk.
Interventions
Eliza might begin to feel distant from Samuel or find herself resenting him for his
demanding and confusing behavior. First, she is unable to tend to him as much as is expected of
her because of her poor health. Second, his responses to her are confusing, and, as his mother,
she expects them to share a stronger bond than the one they currently share. Both factors can
cause her to withdraw from Samuel.
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
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One intervention is to increase the involvement of Samuel’s father, Mateo, in caregiving.
Although his involvement in caregiving is limited, paternal involvement in caregiving among
Latinos tends to be higher than among other ethnic groups because of the cultural value of
familismo, or commitment to one’s family (Leavell et al., 2012). This value can be encouraged,
and he can receive training on how to perform caregiving activities. In this way, he can share
caregiving duties with Eliza. Studies have shown that support for the mother and the quality of
caregiving for the infant can be improved significantly by providing supportive training to the
father (Bostanabad, Areshtanab, Balila, Jafarabadi, & Ravanbakhsh, 2017). The demands placed
on Eliza with regard to her caregiving role will be reduced, and Samuel will have a stable
attachment relationship with two attachment figures. This will help improve the development of
his self-regulation.
A second intervention that can mitigate the problems posed in this case study can be to
provide support to the parents to cope with the pressures that their restless infant has placed on
them. Ideally, the type of attachment relationship shared between Eliza and Samuel must be
identified. This is generally tested using the Strange Situation Procedure wherein the child and
mother are separated for a period of time before being reunited. Their interactions are observed
by a psychologist, who then determines their attachment relationship so as to propose ways to
improve it (Zeanah et al., 2011). Eliza must also be tested for depression to assess her mental
health. Based on the results of these two tests, child–parent psychotherapy can be used to support
Eliza’s relationship with her infant. The goal of child–parent psychotherapy is to improve the
emotional communication between a parent and his or her child. Although largely unstructured,
the intervention relies on exploring connections between the early childhood experiences of the
parents and their current perceptions and feelings toward their children. Additionally, over the
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
7
course of a session, the daily difficulties faced by the parents and the pressures of their culture
are explored (Zeanah et al., 2011).
A third intervention, referred to as video-feedback intervention to promote positive
parenting (VIPP), trains the parents to recognize the signs their infant is displaying so that they
can respond appropriately. This intervention involves recording the interaction between parents
and their infants during the process of caregiving. The video is then played back to the parents so
that they may become aware of their behavior as caregivers. The parents are trained to observe
and identify signals displayed by their infants that indicate needs for food or affection. This
intervention has proven highly effective in making mothers more sensitive to their infants’
communications (Cassibba, Castoro, Costantino, Sette, & van IJzendoorn, 2015).
Conclusion
Samuel’s case study represents two primary issues. First, the attachment style he shares
with his primary caregivers is anxious/ambivalent. Second, his mother, the primary caregiver, is
struggling to meet the demands he is placing on her. She is physically weak because of her low
body mass index, and she struggles to keep up with feeding and tending to him. An intervention
to address this is child–parent psychotherapy, which involves the parent and the child in an
unstructured interaction that attempts to boost emotional communication. Alternative
interventions such as training the parents to understand their child’s signals and training the
father to take on more of a caregiving role might also reap benefits.
Copyright ©2018 Capella University. Copy and distribution of this document are prohibited.
EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
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References
Amani, R. (2016). Mother-infant attachment styles as a predictor of aggression. Journal of
Midwifery & Reproductive Health, 4(1), 506–512.
Amani, R., Majzoobi, M. R., & Fard, S. A. (2017). Mother-infant attachment style as a predictor
of depression among female students. Journal of Midwifery & Reproductive Health, 5(1),
834–841.
http://eprints.mums.ac.ir/4368/1/JMRH_Volume%205_Issue%201_Pages%20834841.pdf
Bostanabad, M. A., Areshtanab, H. N., Balila, M., Jafarabadi, M. A., & Ravanbakhsh, K. (2017).
Effect of a supportive-training intervention on mother-infant attachment. Iranian Journal
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Appendix
Samuel is an 18-month-old boy who was born to Eliza and Mateo Martin. The young
Latino parents are 23 and 25 years old respectively. All three of them live in the state of New
York. The Martin family hails from a middle-class background and lives in a neighborhood of
people of different ethnicities. Both Eliza and Mateo’s extended families live nearby and visit
them often. During these visits, Samuel is showered with affection, and he often responds to their
attention with laughter and cooing. He remains alert throughout the duration of these family
visits.
Samuel’s parents state that he has always been an alert baby and is always reaching for an
adult if there is one around. This has not been a cause for concern for his parents in the past, but
recently, he has been responding negatively to the slightest movement of a caregiver away from
him. He displays signals such as crying and reaching for a caregiver. His parents have
understood this to mean that he wishes to be held or fed. However, when he is held or when
Eliza attempts to feed him, he is unresponsive or seems afraid. This is particularly difficult for
Eliza to accept as Samuel, being her first child, is someone she expects to have a strong bond
with. She struggles to understand what her infant wants. Additionally, his sleep patterns have
grown erratic, and Mateo notes that he seems to sleep less than the recommended number of
hours.
Eliza is underweight and finds herself feeling weak and in pain after feeding him. She has
been attempting to wean him off breast milk as much as possible. However, his restless behavior
has made it difficult for her to reduce his feeding time as he is constantly in need of attention,
and she understands this to mean that he desires to be fed. She appears to be hesitant to engage
with him and has been in low spirits lately. Given that Mateo spends a significant part of the day
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EARLY DEVELOPMENT CASE INTERVENTION ANALYSIS
working, Eliza takes care of Samuel by herself. Mateo claims that, lately, Eliza has become
quieter and Samuel has become more active than usual. The parents are trying to find a way to
ensure that Samuel is calmer and more cooperative.
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11
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