of 6 Zoom Social Work 6301 Vignette Assignment 1 Guidelines Assignment Overview

of 6
Zoom
Social Work 6301 Vignette Assignment 1 Guidelines
Assignment Overview
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 between:
• Case 1: Birth, the Newborn Child and Infancy or
• Case 2: Early Childhood
Write a 4–5-page paper in APA 7th Edition Style (use the Student Paper guidelines) using the following
headings and prompts to review the case selected. The title page and reference page should not be
counted in your page requirements.
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 Studies
Read each case study and choose ONE to use for this assignment.
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.
Case 2: Early Childhood
Background and Context
Tisha, a three-year-old girl, has been demonstrating increased emotional and behavioral issues at her
preschool. Her parents, Mr. Taylor (age 56, a lawyer) and Mrs. Taylor (age 49, a chief financial officer),
have been called to meet with the preschool director to discuss these concerns. They report similar
issues occurring at home, stating, “We have no idea why she’s been having such a hard time; it was like
she went to sleep our sweet girl one night and woke up a completely different child the next morning,
refusing to listen, tantrums anytime she doesn’t get her way, she just fights us on everything.”
The Taylors adopted Tisha when she was an infant and had minimal concerns until several weeks ago
when the change in behavior began. The preschool director also noted increased struggles with Tisha at
school, including non-compliance with teachers’ requests and increased aggression towards peers, such
as hitting and biting. The director mentioned the potential need to dismiss Tisha from the program if her
disruptive behaviors did not improve.
Parental Struggles and Community Perceptions
Mr. and Mrs. Taylor admit they have struggled with how to manage Tisha’s behavior, often giving in to
her demands to avoid conflicts. They have sought advice from other parents in their church community,
who perceive Tisha’s behavior as more extreme than that of her peers. The preschool director suggested
a referral for early childhood mental health consultation services, which the Taylors agreed to.
Initial Assessment with Early Childhood Mental Health Consultant (ECMHC)
During the initial assessment, the ECMHC greets the Taylors warmly and invites Tisha to choose some
toys to play with while he speaks with her parents. Tisha is initially uncertain but gradually begins to
explore the toys. The Taylors share their history of struggling to conceive and their joy at adopting Tisha.
They discuss how everything was going well until the recent behavioral changes. When reviewing the
demographic intake form the ECMHC notes that both parents selected white for their race and indicated
that Tish was biracial and Hispanic/Latino. They reported that they identify as Christian, celebrate
Christian and American holidays and birthdays. The report that they have enough income to meet their
needs and have support from family and their church community. The demographic form notes that the
family lives in West Liberty, OH a small village with limited diversity.
The ECMHC asks about any significant changes around the time Tisha’s behavior changed, but the Taylors
cannot identify any. He then asks about Tisha’s background and any information about her biological
parents. The Taylors recall that Tisha’s biological mother, who is Latina, struggled with drug use before
pregnancy but reported stopping all drugs except marijuana when she found out she was pregnant at 12
weeks. Tisha’s biological father, who is Haitian, had no contact with her during the first few months of
her life. After struggling to care for Tisha for several months, her biological mother decided to place her
in an adoptive home, choosing the Taylors through an adoption agency. She has had no contact with
Tisha since that time and has not stayed in contact with the Taylors.
Observations and Behavioral Insights
During the session, the ECMHC observes Tisha engaging in aggressive play with toy figures and hitting
toys together. He also notes her rocking back and forth between play and becoming increasingly louder
when her parents discuss her biological family. When the ECMHC reflects on these observations, Tisha
reacts by sticking her tongue out at him. He also notes that Tisha frequently seeks her mother for
comfort. He observes that Tisha is verbal and that she tends to use one- or two-word phrases and lots of
gesturing and pointing to indicate her wants and needs. She can play independently for brief periods of
time and in addition to her aggressive play with dolls she was able to build a small tower with blocks and
is able to draw both lines and circles while holding a crayon in her fist.
Grading Rubric (50 points total)
Criteria Exemplary Proficient Minimal Inadequate Missing
Developmental
Concepts
Application:
Concept description
1
(2 points)
Thoroughly
described
developmental
concept using
textbook (2)
Adequately
described
developmental
concept with
minor issues
(1.5)
Described
developmental
concept but
lacks clarity (1)
Poorly
described
developmental
concept with
inaccuracies
(0.5)
Not
described
(0)
Developmental
Concepts
Application:
Clear and
detailed
explanation of
how the
Adequate
explanation of
concept
demonstration
Limited
explanation of
concept
demonstration
Inadequate
explanation of
concept
demonstration
No
application
provided (0)
Application to case
study 1
(2 points)
concept is
demonstrated
(2)
with minor gaps
(1.5)
with several
gaps (1)
with major gaps
(0.5)
Developmental
Concepts
Application:
Typicality/Atypicalit
y 1
(2 points)
Thoroughly
described
typicality or
atypicality for
client’s age
using
textbook (2)
Adequately
described
typicality or
atypicality for
client’s age with
minor issues
(1.5)
Described
typicality or
atypicality for
client’s age but
lacks clarity (1)
Poorly
described
typicality or
atypicality for
client’s age with
inaccuracies
(0.5)
Not
described
(0)
Developmental
Concepts
Application:
Concept description
2
(2 points)
Thoroughly
described
developmental
concept using
textbook (2)
Adequately
described
developmental
concept with
minor issues
(1.5)
Described
developmental
concept but
lacks clarity (1)
Poorly
described
developmental
concept with
inaccuracies
(0.5)
Not
described
(0)
Developmental
Concepts
Application:
Application to case
study 2
(2 points)
Clear and
detailed
explanation of
how the
concept is
demonstrated
(2)
Adequate
explanation of
concept
demonstration
with minor gaps
(1.5)
Limited
explanation of
concept
demonstration
with several
gaps (1)
Inadequate
explanation of
concept
demonstration
with major gaps
(0.5)
No
application
provided (0)
Developmental
Concepts
Application:
Typicality/Atypicalit
y 2
(2 points)
Thoroughly
described
typicality or
atypicality for
client’s age
using textbook
(2)
Adequately
described
typicality or
atypicality for
client’s age with
minor issues
(1.5)
Described
typicality or
atypicality for
client’s age but
lacks clarity (1)
Poorly
described
typicality or
atypicality for
client’s age with
inaccuracies
(0.5)
Not
described
(0)
Ecological Systems
Theory Application
(6 points)
Comprehensiv
e and accurate
description of
application of
micro, mezzo,
and macro
levels of
systems
around client.
(6)
Adequate
description of
application of
micro, mezzo,
and macro
levels of
systems
around client
with minor
omissions (5-
4)
Basic
description of
application of
micro, mezzo,
and macro
levels of
systems
around client
with some
gaps. (3-2)
Limited
description of
application of
micro, mezzo,
and macro
levels of
systems around
client with
significant gaps
(1)
No
application
provided
(1)
Lifespan
Development
Theory Application
(6 points)
Comprehensiv
e and accurate
application of
appropriate
lifespan
development
theory (6)
Adequate
application of
appropriate
lifespan
development
theory with
minor
omissions (5-
4)
Basic
application of
appropriate
lifespan
development
theory with
some gaps (3-
2)
Limited
application of
appropriate
lifespan
development
theory with
significant gaps
(1)
No
application
provided
(1)
Culture and
Intersections of
Diversity:
Comparison of
Intersections (6
points)
Insightful
comparison of
personal
intersections
of diversity and
life
experiences
with case. (6)
Adequate
comparison of
personal
intersections
of diversity
and life
experiences
with case with
minor gaps (5-
4)
Basic
comparison of
personal
intersections of
diversity and
life experiences
with case with
gaps (3-2)
Limited
comparison of
personal
intersections of
diversity and
life experiences
with case with
gaps (1)
No
compariso
n provided
(0)
Culture and
Intersections of
Diversity:
Barriers and
Engagement (5
points)
Thoughtful
discussion on
barriers,
hesitations, and
engagement
working with
the family (5)
Adequate
discussion on
barriers,
hesitations, and
engagement
working with
the family with
minor gaps (4-
3)
Basic discussion
on barriers,
hesitations, and
engagement
with working
with family with
gaps (2)
Limited
discussion on
barriers,
hesitations, and
engagement
with working
with family in
case with gaps
(1)
No
discussion
on barriers
and
engagement
(0)
Academic
References (5
points)
3 or more
references
included (5)
2 references
included (4)
1 reference
included (3)
No academic
references, but
other sources
included (2-1)
No
references
provided (0)
Clarity of
Writing/Grammar (5
points)
Clear and well-
organized, free
of errors (5)
Minor issues
with clarity or
grammar (4)
Some issues
with clarity or
grammar (3)
Significant
issues with
clarity or
grammar (2-1)
Unclear and
poorly
organized,
full of errors
(0)
APA Style (5 points)
Strict adherence
to APA
style/formatting
(5)
Minor APA
style/formattin
g errors (4)
Several APA
style/formattin
g errors (3)
Many APA
style/formattin
g errors (2-1)
No
adherence
to APA style
(0)