Psych 441
Prof. Peggy Vaughan
Assignment 1: Case Review: Analytic Thought Paper on One Family Case Scenario
Due Date: Friday, February 25, end of day (via Blackboard – link will remain open 11:59 p.m.)
Analytic Thought/Reflection Paper
Please choose, reflect on and analyze ONE of four hypothetical case scenarios. Please review the cases in
the separate Case Scenarios document, also posted in the assignments folder.
Goal: The purpose of this assignment is to give you opportunities to:
1) Explore the child in the family context relying on family terms and concepts. You will offer your
own unique viewpoint on a specific family case scenario.
2) Consider the variations in family life and the multiple influences on the family.
3) Show your emerging knowledge about basic family concepts from your readings to date via a
thought paper.
4) Integrate theory and knowledge with family case materials in a written assignment.
General description of the assignment
Write a paper describing how at least two of the following family concepts relate to the scenario or could
be applied to the scenario from a psychosocial viewpoint. Please use APA format. Length: 3 to 4 pages.
Examples of concepts: The lectures and readings will provide definitions.
► Family systems and strategies; family first and second order tasks
► Family structure (the “equation” of family members)
► Family processes
► Boundaries (You can also consider openness and/or permeability)
► Interdependence
► Normative and non-normative stressors
► Morphogenesis; morphostasis
► Coping and adaptability
► Emotional climate
► Family resilience
► Ecological or ecocultural theory
► You can also consider how a particular family belief system or culture influences the
family’s reactions and decisions.
Note: Consider and respond to the brief set of questions you will find after the case you select. As you
write, discuss two of the concepts listed above. Your paper should be in APA style. I will briefly review
the expected format in class. The paper should follow a clear and logical train of thought in 3-4 pages. For
example, you could describe how the family stressors, system boundaries or interdependence relate to the
scenario. You may consider the particular stressors, family emotional climate and their impact on the
children in the scenarios. You can add a personal viewpoint on the family scenario and the particular
family structure. Note: You can discuss how culture could impact family decisions in the cases as well.
IMPORTANT: Please refer to the case scenarios documents to select just ONE case and also review
the assignment grading criteria.
Psych 441 Spring 2022
Assignment 1: Case Analysis/Thought Paper: Grading Criteria
The paper will be graded for a potential total of 10 points, worth 10% of your final grade, using
these guidelines:
1-3pts
Organization of paper and overall clarity of writing, including spelling and grammar
0-1 pts
Paper formatted according to formatting guidelines (see syllabus). Please use APA style
(A document in assignment folder reviews the APA requirements for this paper)
1-2 pts
An introduction noting the case you selected. Please identify and clearly define the
terms or theories guiding your analysis. Cite your references in APA style when applied.
Present ideas on how the terms link to the hypothetical case scenario you selected.
Please also include several clear and logical examples to support and emphasize your
points.
1-4 pts
Well-written analysis that includes thoughtful responses to relevant questions found at the
end of the case you selected. Add a brief summary with one or two key reflections in your
conclusion. Be sure to not what elements you may think are missing or what else you
would want to know about the family.
____________________________________________________________________________
Psych 441 Spring
2
022
Key Family Concepts and Terms
(F. Walsh, Ed., 2015; Anderson and Sabatelli, 2011; community psychology resources, etc.)
The family is a complex structure. When viewed as a system, the family is defined by two central dimensions, its structure and its tasks. Refer to slides for these definitions as well as expanded definitions of family systems and related theories.
Family Structure
The family is composed of multiple subsystems. Structure refers to the systems and subsystems in the family. Structure can also be referred to in terms of the family equation of members. Thus, structural properties include the people who make up the family– the family equation–and the rules of relating, the unique patterns of interaction, and family dynamics.
Family Processes
Grounded in family systems family processes consider both average and optimal functioning in terms of the normal basic processes across all human systems. There is a dependence on the biopsychosocial variables. These processes affirm dynamic over time, various coping styles and multiple pathways to adaptation. These processes occur in struggling families as well.
Biopsychosocial Systems Orientation: Considers the multiple recursive influences in individual and family functioning. The bidirectional influences of genetic/environmental vulnerabilities and other social influences must be considered.
Family Developmental Framework: This framework considers developmental processes in multigenerational systems.
Maintenance Tasks
These are the tasks that all families have, and they are involved with providing food, shelter, clothing, and education.
Maintenance Resources
The amount of time, energy, and money that the family has available to accomplish its maintenance tasks.
Family Strategies include First-Order and Second-Order Tasks.
First-order Tasks
These tasks are the essential business of family life that are common to all families and that all families are required to fulfill.
Identity Tasks are also first order tasks. Identity tasks include 1) Constructing family themes, 2) socializing family members with respect to the various aspects such as gender and sexuality, and 3) establishing a satisfactory congruence for individuals within the family system.
Second-Order Tasks
These tasks relate to adaptability and managing system stress; managing the demands for change that occur within family systems over time.
Adaptation/Adaptability
How the family reorganizes its structure in response to internal demands and external social or environmental events.
Two interrelated terms linked to adaptability
` 1.Morphostasis
Refers to those processes operating within systems that resist changes in existing strategies.
2. Morphogenesis
Refers to those processes operating within systems that foster systematic growth and development.
Boundaries
Boundaries regulate how family members interact with one another and the flow of information. Within the structural model, this relates to who is in the system and its subsystems.
Terms related to Boundaries
Disengaged
The concept used to describe systems’ boundaries characterized by a high tolerance for individuality.
Enmeshed
The concept used to describe systems’ boundaries characterized by a low tolerance for individuality.
Permeability
The degree to which the family’s boundaries are relatively open or closed.
Internal and External: Boundaries within then family (internal) and those between the family and the outside world and its influences.
Interdependence
Mutual dependence and influence among the family systems’ members. Even factors that only appear to influence one person have an impact on others. A change in one part of the family system reverberates throughout the system.
Stress and Coping
Stress
The degree of pressure exerted on the family to alter the strategies it employs to accomplish its basic tasks.
Coping
The cognitive and behavioral problem-solving strategies that are used to respond to a stressor event.
Terms Related to Stress and Coping
Behavioral coping strategies
What the family actually does to manage stress.
Cognitive coping strategies
The perceptions and appraisals that people and families make with regard to specific stressor events.
Coping efficacy
The adequacy of the efforts undertaken by the family to reduce stress.
Coping resources
Those properties, attributes, or skills individuals, families, or societies have at their disposal when adapting to novel and demanding situations. Coping resources serve to minimize vulnerability to stress.
Non-normative stressor/transitions/events
Unexpected events that create unanticipated hardships and require adaptations or alterations in the strategies used by the system to execute some or all of its basic tasks.
Normative stressors/transitions/events
The expected and ordinary developmental transitions affecting the family. Their key distinguishing features are that they are expected, occur regularly overtime, and carry with them ordinary difficulties.
Pile-up of stressor events
The total number of events, both normative and non-normative, that a family must contend with at any point.
Emotional Climate
Strategies for nurturing and supporting individual family members, building family cohesion, and managing stress and tension. Includes decision-making and control strategies and rules that foster cooperation and cohesion.
Resilience
2
Psych 441_Spring 2022_Family Concepts and Terms
Resilience can be defined as the capacity to rebound from adversity stronger and more
resourceful. Resilience involves positive transformation and growth that enables one to
deal effectively with challenges.
The Family Resilience Model or Framework applies to various types of family structures, as well as formal and informal kin networks. These relate to how families can be ways for 1. how to consider ways to reduce family stress and vulnerability, and 2. how to encourage growth out of a crisis. Resilience is often a key factor when families face long-term adversity. Key processes in family resilience include: 1. Belief systems, 2. Organizational patterns and resources, and 3. Communication (Refer to slides and to F. Walsh, 2016, p. 406, Table 17.1.)
Cultural competence
Generally defined as possessing the skills and knowledge of a culture in order to effectively work with individual members of a given culture. This definition includes an appreciation of cultural differences and the ability to effectively work with individuals.
Cultural humility
Ongoing process of learning about other cultures and being sensitive to cultural differences. Cultural humility includes acknowledging one’s own lack of knowledge about aspects of culture and recognizing power dynamics that impact the relationship
Informal support
Social and emotional support that comes from one’s informal network (e.g. family, friends, spiritual advisors, mentors) rather than formal sources (i.e. professionals)
Resource collaborator
In contrast to the ‘expert’ role of diagnostician or therapist, this is a role taken by the community psychologist to offer resources and collaborate with community groups
Strengths orientation
An emphasis on the strengths and capacities of individuals and communities, rather than a focus on deficits
Disabilities/diversabilities
Visible or hidden and temporary or permanent conditions that provide barriers or challenges, and impact individuals of every age and social group.
Well-being
A positive state of affairs that involves a transaction between individuals and supportive relationships and environments that results in meeting the needs of individuals
Power and empowerment: a relational concept that emphasizes choice, control and the ability to influence
Promotion/prevention
Related concepts that emphasizes the promotion of well-being and competence and the prevention of psychosocial problems
Values: a set of principles, based on moral reasoning, which guide our behavior
Table Source: G. Nelson & I. Prilleltensky, (Eds.). Community psychology: In pursuit of liberation and well-being.
Psych 441_Spring 2022_Family Concepts and Terms 2
Psych 441 Spring 2022
Key Family Concepts and Terms
(F. Walsh, Ed., 2015; Anderson and Sabatelli, 2011; community psychology
resources, etc.)
The family is a complex structure. When viewed as a system, the family is defined by
two central dimensions, its structure and its tasks. Refer to slides for these definitions as
well as expanded definitions of family systems and related theories.
Family Structure
The family is composed of multiple subsystems. Structure refers to the systems and
subsystems in the family. Structure can also be referred to in terms of the family equation
of members. Thus, structural properties include the people who make up the family– the
family equation–and the rules of relating, the unique patterns of interaction, and family
dynamics.
Family Processes
Grounded in family systems family processes consider both average and optimal
functioning in terms of the normal basic processes across all human systems. There is a
dependence on the biopsychosocial variables. These processes affirm dynamic over time,
various coping styles and multiple pathways to adaptation. These processes occur in
struggling families as well.
Biopsychosocial Systems Orientation: Considers the multiple recursive influences in
individual and family functioning. The bidirectional influences of genetic/environmental
vulnerabilities and other social influences must be considered.
Family Developmental Framework: This framework considers developmental
processes in multigenerational systems.
Maintenance Tasks
These are the tasks that all families have, and they are involved with providing food,
shelter, clothing, and education.
Maintenance Resources
The amount of time, energy, and money that the family has available to accomplish its
maintenance tasks.
Family Strategies include First-Order and Second-Order Tasks.
First-order Tasks
These tasks are the essential business of family life that are common to all families and
that all families are required to fulfill.
Identity Tasks are also first order tasks. Identity tasks include 1) Constructing
family themes, 2) socializing family members with respect to the various aspects
such as gender and sexuality, and 3) establishing a satisfactory congruence for
individuals within the family system.
Psych 441_Spring 2022_Family Concepts and Terms 3
Second-Order Tasks
These tasks relate to adaptability and managing system stress; managing the demands for
change that occur within family systems over time.
Adaptation/Adaptability
How the family reorganizes its structure in response to internal demands and external
social or environmental events.
Two interrelated terms linked to adaptability
` 1.Morphostasis
Refers to those processes operating within systems that resist changes in existing
strategies.
2. Morphogenesis
Refers to those processes operating within systems that foster systematic growth
and development.
Boundaries
Boundaries regulate how family members interact with one another and the flow of
information. Within the structural model, this relates to who is in the system and its
subsystems.
Terms related to Boundaries
Disengaged
The concept used to describe systems’ boundaries characterized by a high
tolerance for individuality.
Enmeshed
The concept used to describe systems’ boundaries characterized by a low
tolerance for individuality.
Permeability
The degree to which the family’s boundaries are relatively open or closed.
Internal and External: Boundaries within then family (internal) and those
between the family and the outside world and its influences.
Interdependence
Mutual dependence and influence among the family systems’ members. Even factors that
only appear to influence one person have an impact on others. A change in one part of
the family system reverberates throughout the system.
Stress and Coping
Stress
The degree of pressure exerted on the family to alter the strategies it employs to
accomplish its basic tasks.
Coping
Psych 441_Spring 2022_Family Concepts and Terms 4
The cognitive and behavioral problem-solving strategies that are used to respond to a
stressor event.
Terms Related to Stress and Coping
Behavioral coping strategies
What the family actually does to manage stress.
Cognitive coping strategies
The perceptions and appraisals that people and families make with regard to
specific stressor events.
Coping efficacy
The adequacy of the efforts undertaken by the family to reduce stress.
Coping resources
Those properties, attributes, or skills individuals, families, or societies have
at their disposal when adapting to novel and demanding situations. Coping
resources serve to minimize vulnerability to stress.
Non-normative stressor/transitions/events
Unexpected events that create unanticipated hardships and require adaptations or
alterations in the strategies used by the system to execute some or all of its basic
tasks.
Normative stressors/transitions/events
The expected and ordinary developmental transitions affecting the family. Their
key distinguishing features are that they are expected, occur regularly
overtime, and carry with them ordinary difficulties.
Pile-up of stressor events
The total number of events, both normative and non-normative, that a family
must contend with at any point.
Emotional Climate
Strategies for nurturing and supporting individual family members, building family
cohesion, and managing stress and tension. Includes decision-making and control
strategies and rules that foster cooperation and cohesion.
Resilience
Resilience can be defined as the capacity to rebound from adversity stronger and more
resourceful. Resilience involves positive transformation and growth that enables one to
deal effectively with challenges.
Psych 441_Spring 2022_Family Concepts and Terms 5
The Family Resilience Model or Framework applies to various types of family
structures, as well as formal and informal kin networks. These relate to how families can
be ways for 1. how to consider ways to reduce family stress and vulnerability, and 2. how
to encourage growth out of a crisis. Resilience is often a key factor when families face
long-term adversity. Key processes in family resilience include: 1. Belief systems, 2.
Organizational patterns and resources, and 3. Communication (Refer to slides and to F.
Walsh, 2016, p. 406, Table 17.1.)
Cultural competence
Generally defined as possessing the skills and knowledge of a culture in order to
effectively work with individual members of a given culture. This definition includes an
appreciation of cultural differences and the ability to effectively work with individuals.
Cultural humility
Ongoing process of learning about other cultures and being sensitive to cultural
differences. Cultural humility includes acknowledging one’s own lack of knowledge
about aspects of culture and recognizing power dynamics that impact the relationship
Informal support
Social and emotional support that comes from one’s informal network (e.g. family,
friends, spiritual advisors, mentors) rather than formal sources (i.e. professionals)
Resource collaborator
In contrast to the ‘expert’ role of diagnostician or therapist, this is a role taken by the
community psychologist to offer resources and collaborate with community groups
Strengths orientation
An emphasis on the strengths and capacities of individuals and communities, rather than
a focus on deficits
Disabilities/diversabilities
Visible or hidden and temporary or permanent conditions that provide barriers or
challenges, and impact individuals of every age and social group.
Well-being
A positive state of affairs that involves a transaction between individuals and supportive
relationships and environments that results in meeting the needs of individuals
Power and empowerment: a relational concept that emphasizes choice, control and the
ability to influence
Promotion/prevention
Related concepts that emphasizes the promotion of well-being and competence and the
prevention of psychosocial problems
Values: a set of principles, based on moral reasoning, which guide our behavior
Psych 441_Spring 2022_Family Concepts and Terms 6
Table Source: G. Nelson & I. Prilleltensky, (Eds.). Community psychology: In pursuit of liberation
and well-being.
Psych441: Analytic Thought Paper: One of Four Vignetttes
Case Scenario: Anabela is a second grader who is being considered for retention. Anabela’s
parents, Magda and Gaspar, are being asked to attend a school meeting about the decision for next
year. The parents are devoted to Anabela and have adjusted to her receiving special services;
however, they do not like the idea of her repeating second grade.
Magda and Gaspar are the married parents of three children, Oscar, age 11, Anabela, age 7 and
Esperanza, age 4. The family resides in a large urban city in Western United States. Magda and Gaspar
immigrated to the United States from Guatemala seven years ago and continue to have close ties to their
family in their home country. Their daughter Anabela is a second grader at a local public elementary
school. Magda’s father Tomás (Anabela’s grandfather) immigrated from Guatemala as well and has been
a caregiver to the children over the years while both parents work. The parents have pride in how their
hard work has helped them to purchase a home and to provide for the family’s needs. The parents work as
managers of a busy, local restaurant along with a few other extended family members. Magda and Gaspar
have learned to speak English, but the primary language of the home is Spanish. The parents encourage
English language learning for their children, but the children are bilingual primarily due to school and
peer learning.
Anabela, has been attending a second grade English Only class and receives special education services.
The family supported the English only class, thinking English Only would best support Anabela’s overall
learning needs. After testing at the end of fist grade, Anabela qualified for special services and she has
now been on IEP (Individual Education Plan) for one year. Her services from a resource teacher are
related to reading challenges and auditory processing needs. While happy and calm at home, Anabela was
also identified as having mild social-emotional needs based on observations of her intermittent crying and
frustration while working on class work. She has received individual support and small group services.
Magda and Gaspar, both who attended school in Guatemala, have strong beliefs in the value of education,
but have mixed feelings about the IEP services. They wonder how long this will be necessary for
Anabela. They had not expected such extensive communication from the school and with their busy work
schedules wonder how much to be involved. The teacher’s mostly see Anabela’s doting grandfather who
attends most classroom events given the parents’ work schedules. This is very helpful, but Grandpa
Tomás is only comfortable speaking Spanish. When Anabela was in preschool, her teacher spoke Spanish
and easily shared information with the grandfather that could then be passed along to the parents.
While very cooperative with the school, Magda and Gaspar find attending school meetings about
Anabela’s progress to be a challenge. At times Anabela hears her parents expressing frustration and
concerns about the meetings and the paperwork that go along with her special needs program. Anabela’s
older brother Oscar, who is in sixth grade, is a successful student academically and socially, so the parents
have only needed to go to one or two meetings a year for him. Given this, they expected a similar level of
teacher contact for Anabela, but once she was on her IEP learned that expectations are different. For
support at home, the parents have Oscar read with Anabela and help her with her homework.
The family recently received a request to attend this meeting at the school about Anabela’s possible
retention. The letter from the school indicated that the teachers do not believe Anabela is ready to move
on the third grade. Third graders in the school have different teachers for several subjects, and the
teachers feel that second grade is better suited for Anabela given her emotional development and her
current learning needs.
While the parents have been living and working in the U.S. for seven years and are now permanent
residents, they still feel concerned and anxious whenever they are asked to meet with teachers and go over
paperwork. They love their children deeply and value education. They want the children to have the best
possible life, but do not see why she needs to stay back if she has special teachers. Their main concern is
how Anabela will learn and how she will respond if she needs to be told she is being held back.
Respond to this scenario. What concepts apply? What are some factors and concepts to consider
regarding this family, the family history and current roles? What might help Magda and Gaspar prepare
for this meeting and the decision? What feedback should they gather from Anabela? Should the
grandfather be involved in this meeting? How can the teachers best engage the parents? Consider
ecological systems, maintenance tasks, interdependence or family themes as possible concepts to discuss.
Psych 441_Thought Paper Case Scenarios 1
Psych 441_Spring 2022
Thought Paper Assignment Case Scenarios: Choose only ONE to review and analyze in your paper.
1. Case Scenario Two: Divorced parents with two children. Gail, the mother has primary care for
the children as the father, Tom, has moved and is living in another state. Gail is now dating and is
feeling ready to have her daughters, Dina and Cara, meet her new boyfriend.
Gail is a divorced, single mother in her late twenties who has two girls Dina, age 5 and Cara, age 7. Gail
works full-time as a pharmacist. Her young girls are in school, and they are currently well-adjusted. Gail
and her daughters have a structured schedule and routine. When not at work or school, Gail and her girls
have typically been inseparable. Gail (mother) has a younger sister without children and an older brother
with four children who live in the same town. After six years of marriage, Gail and the girls’ dad Tom
divorced two years ago. The divorce was ultimately amicable though was based on difficulties making the
needed compromises for balancing family and career priorities. Prior to the separation and divorce there
were increasing tensions in the home, which made Gail and Tom feel less compatible. The efforts to work
on staying together were unsuccessful, and Tom felt that the tension was unbearable and unhealthy. Gail
eventually agreed, giving up the hope that they would try counseling before the final decision.
The girls Dina and Cara now see their father infrequently (every few months) as Tom moved to another
state due to a work promotion soon after the divorce. Tom is very busy, but is missing the girls. Tom
prefers to return to visit his daughters rather than having them travel to him by plane. Tom feels it will be
easier to arrange visits as the girls get older. In the past year, Tom had to cancel a few of his visits due to
his workload and schedule. While Tom is committed to the family financially and talks regularly on the
phone with his daughters, he has some difficulty with consistent visitation. Dina observes that Tom now
asks her fewer questions about how the girls are doing. Gail wonders if the missed visits are just work-
related or whether he may be dating someone and/or becoming more emotionally distant. Gail worries
about her girls missing their dad. Tom feels left out of some of the day-to-day decisions. At times he
questions why he moved. He has a harder time expressing his feelings and worries about the girls as well.
Gail considers herself to be a strong person and a devoted parent. She has made some gradual changes in
her life since the divorce. Two months ago, she started to date Peter, a hard-working single man in his
thirties who has no children of his own. Peter manages a construction business and lives and works
locally. While Gail was initially cautious to form new male friendships and begin dating, her relationship
with Peter is developing and working well. She is impressed with his communication. Gail has started to
rely on her siblings to care for her girls on weekends when she has time away to see Peter. Her girls do
not know she is dating but miss their mom when she goes out and are asking more and more questions.
Gail has been somewhat overprotective of her daughters since the divorce and the dad’s move out of state
and has been cautious about having them meet Peter. However, Gail now feels comfortable enough with
her relationship with Peter and feels it is the time for him to meet her daughters.
Respond to the scenario. What concepts apply? What are some factors to consider regarding this family
scenario and the current situation? What is your reaction to the case and the decision mom is making?
How should Gail proceed? What more would you like to know about the family in order to better analyze
the case? You may consider stress and adaptability, including morphostasis and morphogenesis,
interdependence and/or emotional climate as concepts for discussion.
2
Psych 441_Spring 2022
Thought Paper Assignment Case Scenarios: Choose only ONE to review and analyze in your paper.
Case Scenario Three: Empty nest parents, Evie and Jon, have two grown daughters. They are now
being asked to help with their pre-teen nephew Sean, who needs support and temporary care.
An empty-nest couple (Evie and Jon) in their fifties have two grown daughters in their twenties who now
live on their own. While raising their daughters, Evie and Jon were highly involved and proactive
parents. Both daughters were relatively easy to care for as children and were focused and successful
students. Their daughters have completed college and are now working full-time. The father Jon works
full-time as a teacher, and the mother Evie works part-time at home, and they are looking forward to
being grandparents when their daughters have their own families.
Evie and Jon’s twelve-year-old nephew Sean is suffering with low self-esteem and signs of depression.
Sean is struggling in his family environment, which has a high level of parental conflict due to marital
and financial stress and alcohol abuse. Ed and Joan are Sean’s parents, and Joan is Evie’s sister. Ed and
Joan are hardworking and trying to balance work and economic demands along with the stressors in
their relationship. The two families live in the same city two miles apart. Though the families live close
to each other, Joan has become distant from Evie and her family over the past few years. During this
time, Sean remained in contact and would often ride his bike to his aunt and uncle’s home for visits.
Evie and Jon are learning that Sean’s parents are struggling and becoming less able to care for and focus
on their son’s needs. Sean’s parents love their only son but are at a loss on how to help him due to their
own sense of being overwhelmed. The family conflict and lack of attention began to adversely affect
Sean’s schoolwork and friendships, which led to evident depression and isolation and an eventual referral
for evaluation. Sean was evaluated by the assessment team and referred for tutoring and therapy. He has
received weekly individual therapy sessions for several weeks. According to Sean’s therapist, given the
parents’ needs and Sean as an only child, the family situation is “toxic” to Sean’s well-being. A medical
consult is in process and while medication has been suggested, it has not yet been prescribed.
Sean’s parents have been advised by the school to seek therapy and support or request support from the
Department of Family and Child Services. The school was initially reticent to bring in the agency, but the
staff feels Sean’s parents are neglectful due to their own problems and do not provide adequate care. The
school has observed and appreciated that the parents have shown cooperation through the evaluation
process, but Sean’s parents need to immediately and actively address their own substance abuse and other
issues. While family home intervention and therapy would be an ideal option, Sean’s therapist wants an
immediate temporary removal and placement with another family to allow Sean some consistency,
support and stability. While Sean loves his parents, he also wants out of the home. He identifies his
paternal aunt and uncle as his preference and “only choice”.
Evie and Jon, having learned details about the impending changes, have been requested to attend a team
meeting. They are willing to care for their nephew but have some reservations about informal versus more
formal placement. Evie and Jon have concerns about their capacity to help but want what is best for their
nephew. They want to be mindful of the effect of any decision on Sean’s parents who have not been able
to cope or adapt to family stressors and who have love but limited energy for their son.
Respond to the case. What questions do you have? What concepts apply? What are some concepts to
consider regarding this scenario and the decision the aunt and uncle need to make? Should they accept
Psych 441_Thought Paper Case Scenarios
this responsibility? What more would you like to know to better analyze the case? Consider family
structure, maintenance strategies, types of stressors, emotional climate, and/or family boundaries
and as concepts for your discussion.
Psych 441_Spring 2022
Thought Paper Assignment Case Scenarios: Choose only ONE to review and analyze in your paper.
Case Scenario Four: Carla and Paul, protective parents, have boy toddlers entering childcare. A
meeting with teachers is needed as part of planning for placement given the boys’ history and
medical needs.
Carla and Paul are married parents in their late thirties. Carla and Paul are raising fraternal twin sons,
Aaron and Alex, age 16 months. Carla’s pregnancy was the result of in vitro fertilization (IVF). Carla and
Paul were thrilled to have their twins after several years of fertility treatments. Both parents work; Carla
currently teaches college math classes, and Paul works in the IT field. Boys were born early at 33 weeks
gestation, but their weight was appropriate for gestational age. Due to borderline APGAR* scores at 5
minutes and sucking and feeding concerns, the boys were placed in a special care nursery for several days
as a precaution. They improved quickly and left the hospital with no major medical problems
Since the birth of the twins, Carla and Paul had been able to keep the boys in their close care by relying
on family support, modifying their work schedules, and working from home when possible. Aaron and
Alex have been well cared for at home by parents and extended family relying primarily of paternal and
maternal grandparents, and until this point parents and toddlers have not had to adjust to the demands of a
structured out-of-home schedule.
While the boys still have some needs that require special attention, most of their friends who are parents
had encouraged Carla and Paul to put the boys on a wait list and consider out-of-home care. Their friends
told them that their toddlers would love the social aspect of center-based care and education. Carla and
Paul always felt concern when they thought about their boys entering care, wondering how their boys will
adjust to new people and new routines. Now that Carla and Paul’s work schedules have shifted, the timing
for out-of-home care schedule may be right.
With the shifting work schedules, once the boys were accepted into a highly recommended center-based
care and education setting, Carla and Paul thought it over and began to prepare for the transition. Given
Carla and Paul have been highly involved and protective parents, they are still uncertain and feeling a bit
unprepared for the change. If they feel this way, how will the twins feel? They are also now faced with
sharing decisions about their boys’ needs and development with the center’s teachers and staff. The
teachers have asked to meet with Carla and Paul about the twins’ transition to care, their developmental
needs, and general childcare planning.
Respond to the case. What concepts apply? What questions should Carla and Paul consider asking the
teachers? What should the teachers know? What are some factors and concepts to consider regarding
this family, the family history and current roles? What more would you like to know to better analyze the
case? Consider family structure, family work patterns, types of transitions, morphostasis and
morphogenesis, adaptability and/or interdependence as concepts for discussion.
Note: The APGAR test score indicates the health of newborn babies. The APGAR assesses five areas and is an acronym for Activity,
Pulse, Grimace, Pulse, and Respiration. Another way to remember the areas assessed is “How Ready Is This Child?” a mnemonic
phrase for Heart rate, Respiratory effort, Irritability, Tone, and Color. The APGAR test is typically administered one minute and five
minutes after birth (and in some cases ten minutes after if needed). Scores range from 0-10 with 10 being a perfect score. The scores are
relied on for an immediate assessment of a newborn baby’s need for medical assistance.
