Vignette Assignment 1

The purpose of the Vignette Assignments are to provide you with an opportunity to practice applying
human behavior theories to a case vignette provided to you at the end of this assignment. You will use
the theories and perspectives from our textbook, readings, and coursework to give context for the
situations in the vignette.
Directions
Review and choose one case vignette located in the Case Studies section. For this assignment you will
chose Case 1: Birth, the Newborn Child and Infancy.

Requirements
Developmental Concepts Application
o Pick 2 elements of lifespan development covered in your textbook in chapters 2-5 that
are described in the case. For each element:
Describe the developmental concept using information from your textbook.
How is this demonstrated in the case study?
Is this element of development typical or atypical given the client’s age?
Ecological Systems Theory Application
o Describe the situation for your case using the ecological systems theory including
information about the micro, mezzo and macro levels of the systems around the child.
Lifespan Development Theory Application
o Select one lifespan development theory (i.e., theories from Erickson, Piaget, Kohlberg or
Freud) and use it to describe the situation or issues facing your client. For example, you
might use Erickson’s psychosocial theory to describe which stage your client is currently
in developmentally and how this is impacted by their situation or is impacting their
functioning or behavior.
Culture and Intersections of Diversity
o Consider your own intersections of diversity and life experiences with those mentioned
in the vignette. How are you similar to and different from the family in the case?
o Would you have any barriers or hesitations when working with this family?
o How would you engage with and learn more about this family in a culturally humble and
responsive way?
References
o Include at least 3 academic references You may cite lecture materials or coursework, but they will not count towards
the minimum references.
The text and applicable course readings may be used and will count toward the
minimum requirement.
o References should be on their own sheet as per APA style.
o All references must also be properly cited in the body of the paper.

Case 1: Birth, the Newborn Child and Infancy
Background and Context
Ariel is a 23-year-old white female living in Logan, OH. She is the mother of Melody, her first child. Ariel’s
partner, Eric, age 25, is in the Navy and is currently on a 10-month deployment, having left shortly before
Melody’s birth. Typically, Ariel lives on base in California with Eric, but she moved back to Ohio to be
near her family during Eric’s deployment. Eric and Ariel have limited financial resources but manage to
meet their basic needs on Eric’s salary.
Pregnancy and Birth Complications
Melody was Ariel’s first pregnancy, which initially progressed smoothly. Ariel experienced some nausea
but remained healthy and active. Shortly after Eric’s deployment and her move back to Ohio, Ariel went
into labor at 28 weeks gestation. Due to the lack of adequate medical equipment at her local hospital for
such a premature birth, Ariel was transferred to a hospital in Columbus with a neonatal intensive care
unit (NICU), where she delivered Melody at 28 weeks and 2 days.
NICU Stay and Challenges
Melody spent several weeks in the NICU. Ariel tried to visit as often as possible, but the hour-long
commute from Logan to Columbus and the lack of space at the Ronald McDonald House initially limited
her visits to 3-4 times a week after her discharge from the hospital. When Melody was 4 weeks old, Ariel
secured a room at the Ronald McDonald House and was able to visit Melody daily.
Over the first 6 weeks, Melody was very ill and required respiratory and feeding support, which limited
Ariel’s ability to hold and touch her. Despite these challenges, Ariel cherished the increased contact but
was worried about the potential impact of limited physical contact and visits on their bond. Melody’s
health gradually improved, and she was discharged 12 weeks after her birth. Ariel was excited but
overwhelmed, as she had not been caring for Melody without nursing support and had not set up a
nursery at home due to Melody’s early arrival. Despite moving closer to family for support, Ariel found
them unavailable due to work and other childcare commitments, leaving her feeling isolated and alone.
The NICU social worker referred Melody to a home visiting social worker for support after discharge and
gave her information about several other programs that may be beneficial for Melody.
Home Visit and Initial Assessment
Two weeks after arriving home, the home visiting social worker visited Ariel and Melody. Ariel reported
that caring for Melody was “so much harder than I ever thought. She didn’t seem to cry this much when
we were at the hospital, and she won’t stay asleep longer than an hour at a time. It’s just so much, and I don’t know how to help her or make her feel better.” Ariel had taken Melody to the pediatrician twice
due to her concerns but was told there were no physical issues. Ariel felt helpless and frustrated, stating,
“The doctors weren’t any help. They just told me to give it more time, but it’s not getting better; it’s
getting worse.”
Ariel had been reading online about premature babies and attachment issues, which heightened her
fears. She shared her worries with the social worker, expressing concern over Melody’s development and
their bond. The social worker took notes on Ariel’s concerns and explored the resources provided at
discharge. Ariel admitted she had not contacted any resources due to feeling overwhelmed. The social
worker empathized with Ariel’s struggles and discussed establishing a schedule and structure to support
both Ariel and Melody. Ariel was open to the suggestion and scheduled another meeting for the
following week.
Continued Challenges and Referrals
When the social worker returned, Ariel reported that “nothing has changed.” She expressed continued
struggles with comforting Melody and feelings of failure. Ariel questioned whether something was
wrong with her or Melody. The social worker acknowledged the difficulty of change and explored making
referrals for assessments in occupational and mental health support, discussing the potential for sensory
issues and the impact of premature birth as a trauma. Ariel was willing to try anything and agreed to the
referrals.
Progress and Improvements
Six weeks later, the social worker returned for a follow-up visit and noticed Ariel smiling. Ariel shared
that while things were still rough, there had been improvements. Melody had started occupational
therapy for sensory issues identified during the assessment. Ariel and Melody also began seeing an
infant mental health specialist, focusing on parent-baby work. This support helped Ariel understand how
their experiences had impacted them and provided her with coping skills for when she felt
overwhelmed. They also engaged in attachment work, leading Ariel to feel more connected to Melody.
Although they still had a long way to go, Ariel no longer felt hopeless and believed they were on the right
path.