Family Stress Impacts Development
Amanda Hasha is a 9-month-old girl who has been in child care for the past three months. Lately, Sheila, her primary caregiver, notices that Amanda is not gaining weight, looks tired but does not sleep well, and cries often. Sheila meets with the director and the other caregivers in her classroom to share her concerns and listens as they all confirm her observations and suggest a family conference. Sheila then sets up a conference with Mrs. Hasha to discuss Amanda’s problems. Sheila starts the conference by describing her observations. She informs Mrs. Hasha that the other caregivers have observed the same behaviors and tells her the steps that have been taken to comfort Amanda. Sheila then asks Mrs. Hasha what she sees at home and listens to her. Mrs. Hasha: “I’ve had a lot of problems lately that I’m sure have affected Amanda. Her father had an accident and is in the hospital, so I go to see him every chance I can.” Sheila: “My! It sounds like you have been under a lot of stress and worry lately.” Mrs. Hasha: “I just don’t know what to do. No one else is around to help, so I sometimes have Amanda’s sister watch her even though she’s only eight.” Sheila: “So, you’ve had no help except for your older daughter. It sounds overwhelming.” Mrs. Hasha: “Yes, it certainly is! I wish I knew how to get the kids cared for so I could be at the hospital more often.” Sheila: “It sounds like you really need help with the children so you can help your husband more.” Mrs. Hasha: “That’s right. Do you have any idea who might help me?” Sheila: “I know there are many sources for help in the community. Have you thought to ask at the hospital, your church, or here at school?” Mrs. Hasha: “That’s a very good idea. Our church has a volunteer program, but I don’t want to impose on our minister. She is very busy.” Sheila: “I’m sure your minister would help, if you just talk with her. Would you like me to ask around at some of the programs the county offers? I’m sure help is available for this kind of situation.” Mrs. Hasha: “Yes. Thank you so much. I will ask at church also. I know that Amanda will be better if she has an adult to care for her when I can’t be there.” Within a week, Mrs. Hasha has volunteers from her church helping to care for the children. Amanda has changed from being stressed to calm and happy. She has begun to eat better at school, and minimal weight gain has been noted. Through the use of a family conference, Sheila was able to help Mrs. Hasha share her problems and arrive at solutions to improve Amanda’s health and development.
1. Discuss what “warning signs” Sheila noted in Amanda’s behavior. Would you have wanted to act on this information? Why or why not?
2. How did Sheila use her relationships (i.e., colleagues and child’s family) to support and enhance her work with Amanda?
3. Imagine that Sheila said the following during her conversation with Mrs. Hasha: “You leave Amanda with your 8-year-old daughter. Do you know how dangerous that is?” How might the outcome of the conversation been affected? Why?
Swim, Terri Jo. Infants, Toddlers, and Caregivers: Caregiving and Responsive Curriculum Development (p. 47). Cengage Learning. Kindle Edition.
Last Completed Projects
| topic title | academic level | Writer | delivered |
|---|