Case Studies present real-life examples of the concepts and principles discussed. Please refer to the case study ANGELICA presented on page 173 of your text.
Read Case Study ANGELICA
Respond to the following three questions: (see below)
Be sure to answer each question in detail demonstrating critical thinking skills.
Angelica, just over 2 years of age, is relatively new to Sasha’s class of mixed-age infants and toddlers. She joined the class for part-time care (three days a week) about three months ago after she was formally adopted by her aunt (her biological mother’s sister) and uncle. Angelica is now the youngest of three children. She is obviously adored by her parents and siblings. Sasha is concerned because she is having difficulty forming a close attachment with Angelica in the child care setting. Angelica has missed more than two-thirds of the days that she was scheduled to be at child care due to her illness, sickle cell anemia (SCA). This is an inherited disorder that profoundly affects the structure and functioning of red blood cells for African Americans (Hardman, Drew, & Egan, 2006). Angelica’s disorder was identified at birth, yet is progressing at a rapid rate; she seems to be experiencing frequent and serious complications. Angelica misses school when she has to get partial-exchange blood transfusions. These treatments tend to cause her to throw up. In the past three months, she has needed eight such transfusions. After the last treatment, she had to be admitted to the hospital overnight because of dehydration. Angelica had experienced only three partial-exchange transfusions before being adopted. When Angelica enrolled in her class, Sasha began to find out more about SCA and how she could best meet the toddler’s needs. Her first source of information was Angelica’s parents, of course, but they are just learning about this disorder as well. Next, she searched the web, but found conflicting information and not much about partial-exchange blood transfusions and their side effects. She did discover that minimizing stress, fatigue, and exposure to cold temperatures can assist those with a history of SCA crises. So, while she has gained some information, Sasha is still nervous about working with Angelica.
1. Given Angelica’s family history, should Sasha be concerned about forming a close attachment with her? Why or why not?
2. Plan a family-caregiver conference to set plans for Angelica’s care as well as shared goals for her development when she returns.
3. What strategies would you suggest Sasha use to help develop a strong relationship with Angelica’s parents?
Swim, Terri Jo. Infants, Toddlers, and Caregivers: Caregiving and Responsive Curriculum Development (p. 173). Cengage Learning. Kindle Edition.
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