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Learner’s Name
Capella University
Instructor Name
July, 2020
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Case Study
Sophia is a 24-month-old who lives with her mother and maternal grandmother. She has
never had contact with her biological father. She is a biracial child whose mother is Mexican
American and whose father is African American. Sophia stays at home with her maternal
grandmother during the day while her mother works as a waitress. While there were no pregnancy
or birth complications with Sophia, her mother was exposed to significant pre- and postnatal stress
and experienced notable postpartum depression, which resulted in inconsistent care for Sophia.
When her mother leaves for work, Sophia often cries uncontrollably, but upon her mother’s return,
Sophia ignores her mother or clings to her grandmother. Sophia does not yet use two-word phrases
and primarily communicates through gestures or pointing. Sophia enjoys playing with dolls and
looking at books but rarely engages in play independently and often follows or clings to her
grandmother during the day. Sophia is beginning to feed herself and shows some interest in toilet
training. Sophia’s pediatrician reports that Sophia is overall in good health but has concerns about
lack of language development. Sophia’s family moved frequently within her community in rural
Tennessee during the first years of her life because of trouble securing housing. The family
currently lives in a two-bedroom apartment in which Sophia shares a bedroom with her mother.
Sophia currently co-sleeps with her mother. Sophia has trouble falling asleep on her own and will
wake if someone else is not in the room. Sophia’s mother and grandmother have a contentious
relationship. Her grandmother is often critical of her mother’s parenting skills and thinks that
Sophia’s mother should be more attentive to Sophia’s needs. Sophia’s mother reports feeling
overwhelmed and depressed and is often angry when Sophia cries when she comes home from
work. The family has limited financial resources, and money is a constant source of stress. At times,
there is not enough food in the house and the family has to use local foodbanks. The family has no
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Sophia is a 24-month old biracial child who lives with her mother and maternal
grandmother. Sophia’s mother was exposed to significant pre- and postnatal stress. She
experienced notable postpartum depression, which resulted in inconsistency in care for Sophia.
According to her pediatrician, Sophia is in good health overall but lacks in language
development. She is very attached to her grandmother but displays a lack of affection for her
mother whenever she is around. Sophia’s grandmother believes that Sophia’s mother is not
attentive to her needs. The family has moved residence multiple times, and limited financial
comparatively slower than that of most children of her age. Sophia has not yet started using two-
word phrases and still interacts using gestures. She also finds it difficult to fall asleep if there is
no one around. She clearly has attachment-related issues when it comes to her mother. Sophia’s
situation can be understood by deducing the causes of the change in her behavior using
Ainsworth’s attachment theory. This theory will help explain Sophia’s behavior with respect to
her development as a child and her issues with attachment. It will also explain the relevance of
In Sophia’s case, there is a clear lack of an emotional bond between her and her mother.
The issue of emotional bond can be understood by applying Ainsworth’s attachment theory.
According to Bowlby’s attachment theory, a child is considered attached to someone when the
child is able to seek proximity with a particular person, especially when he or she is ill, tired, or
frightened. This attachment is seen between caregivers, typically mothers, and an infant. The
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child forms this emotional bond through physical proximity when he or she is around 6 to 18
attachment. Children are labeled secure when they receive a considerable amount of attention
from their mother. Secure children are social and display confidence in playing independently
after some time, even when a caregiver is not present. The second category of attachment is
avoidant attachment, where children display indifference to the presence or absence of their
mother or caregiver. The third category of attachment is ambivalent attachment, where children
protest and become anxious when separated from their mother but are disinterested in any
contact, and rather resist any contact, on the return of their mother (Ainsworth et al., 2015). An
ambivalent attachment can be noticed between Sophia and her mother as she cries when her
mother leaves for work but is disinterested in making any contact with her mother upon her
return. Sophia also displays some features of a secure attachment with her grandmother, in
whose presence she shows some interest in toilet training and feeding herself. Owing to the lack
of a secure attachment with her mother, Sophia has not been able to develop social skills or play
independently. It is probably because of a lack of attachment and a feeling of insecurity that she
In Sophia’s case, while she does show interest in feeding herself and in toilet training, her
response to new things in her environment is limited. Although her grandmother is very
affectionate toward Sophia, she does not play an active role in Sophia’s cognitive development
because she believes this is Sophia’s mother’s job. On the other hand, Sophia’s mother’s poor
financial status along with prolonged postpartum depression has led her to neglect Sophia during
crucial developmental stages (Bormanaki & Khoshhal, 2017). Sophia is also the child of a single
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parent, her mother, who spends most of her time working as she is the sole earning member of
the family. Sophia’s father is not involved in raising her. The lack of interaction with her primary
caregiver and the lack of a stable environment due to a constant change of residence has
suppressed Sophia’s ability to assimilate information at her pace and then accommodate it. Since
Sophia has not been able to assimilate the language she could have learned from either of her
caregivers, she has not been able to accommodate or apply language on her own. For her
language skills to grow, she needs to be able to assimilate new words and then accommodate
One of the cultural challenges to Sophia’s development is her biracial lineage, as her
father is of African American descent and her mother is Mexican American. The other challenge
is the absence of her father during her formative stages to provide any background to the cultural
practices of one half of her lineage. The third challenge is that as a biracial child she belongs to
an ethnic minority in the society she lives. Sophia’s biracial lineage and the fact that she belongs
to an ethnic minority can make her and her family vulnerable to racism. Racism here may lead to
social exclusion, which in turn may cause anxiety, depression, and emotional and behavioral
ethnic-racial identity. While this can be fruitful in racial socialization and the development of
cultural knowledge and beliefs, in Sophia’s case, it would not be complete because of the
Another challenge to Sophia’s development is the fact that she is being raised by a single
parent, who also belongs to a lower economic stratum of society. While racism may cause
exclusion, low economic standing deprives Sophia from availing necessary medical attention and
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enrollment into a decent educational institution. In families of low socioeconomic status, the
prioritization of resources is a challenge. Arranging means for basic survival holds a higher
priority to education and health, and in such cases mental health is of the least concern. In a
family of low socioeconomic status, where a single parent has no time to spare for a child’s
development, the child may feel materially deprived. In Sophia’s case, while she already is
deprived of parental bonding, she may also be deprived of material happiness, good education,
and attention to health. This may lead to Sophia developing aggressive behavior (Jensen et al.,
2017).
acquisition. A child’s use of language progresses from one-syllable cooing to babbling and then
to the use of gestures. After this phase, the child starts engaging in actual one-word
conversations in the language he or she has been exposed to since birth. At this stage, language
development requires parental intervention through conversations with the child that involve
statements that are broken down into small phrases or that are easy to remember such as “Give
baby ball” rather than “Give that ball to the baby.” The use of high-pitched voices, facial
expressions, simpler words, and actions helps a child assimilate words and accommodate them to
new situations (Lally & French, 2019). This explains why the absence of her mother has led to
the slower development of language in Sophia, even though her grandmother is around her.
The difficulties faced by Sophia may not be easily resolved if the bond she shares with
her mother is not strengthened and maintained, which may be missing due to her mother’s
prolonged postpartum depression. During pregnancy, mothers are hardwired to tend to any
emergency pertaining to their baby. After child delivery, mothers tend to lose out on the alertness
that they developed during pregnancy because of a high influx of oxytocin (Lally & French,
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2019) This causes stress and anxiety, which is why Sophia’s mother gets anxious and irritable
when she sees Sophia crying upon her return. Sophia is currently severely deprived of parental
attachment, which she tries to fulfill by clinging to her grandmother. Unattended postpartum
depression can cause a mother to neglect her child (Corrigan et al., 2015).
The main concern with Sophia’s development is the lack of attachment between her and
her mother. The first step that needs to be taken for Sophia’s development is the betterment of
her relationship with her mother. Literature confirms that lack of support to mothers facing
postpartum depression can compromise childcare and attention (Corrigan et al., 2015). Sophia’s
mother must recognize that she still suffers from postpartum depression 2 years after delivery
along with added anxiety from being a single parent and the family’s sole earning member. For
the development of her child, Sophia’s mother must seek help from agencies that offer
emotional, instrumental, and informational support to mothers (Corrigan et al., 2015). This will
help her receive the tangible support she may require to assist in Sophia’s development. It will
also act as a system for providing the encouragement and awareness that she may need to build a
children who face issues with behavioral development. It can be used to bridge the deficit in
Sophia’s behavior due to the lack of attachment with her caregivers. This approach is best suited
for children between the ages of 2 and 7 years. The PCIT approach involves two stages: child-
directed interaction and parent-directed interaction. A third party, usually a child psychologist,
helps the caregiver develop interaction skills to effectively interact with the child. The
psychologist also helps the caregiver with the development of the child’s communication skills.
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A review of literature has helped understand that PCIT has helped not only children but also
caregivers and parents by reducing parental stress and improving parenting skills. In Sophia’s
case, PCIT would be beneficial as it would improve her interaction with her caregivers, primarily
her mother, and encourage positive interaction in the family, which is essential for child
Conclusion
The difficulties faced by Sophia are primarily due to the deprivation of attachment with
her mother and the lack of a conducive learning environment. Sophia is still in her formative
stages and does show signs of learning. Early intervention can help ensure that she catches up
with a normal pace of development. While Ainsworth’s pattern of attachment helped identify
Sophia’s problems, their application can also help narrow down the interventions that can resolve
her problems. There are many developmental theories that can help resolve Sophia’s
developmental issues, but the crux here is that every theory will highlight the contentious
relationship between Sophia, her mother, and her grandmother. Equal efforts from both her
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References
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment a
Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget's theory of
cognitive development and its implication for receptive skills: A theoretical study.
http://dx.doi.org/10.17507/jltr.0805.22
Corrigan, C. P., Kwasky, A. N., & Groh, C. J. (2015). Social support, postpartum depression,
and professional assistance: A survey of mothers in the Midwestern United States. The
1243.24.1.48
Jensen, S. K., Berens, A. E., & Nelson, C. A. (2017). Effects of poverty on interacting biological
systems underlying child development. The Lancet Child & Adolescent Health, 1(3),
225–239. https://dx.doi.org/10.1016/s2352-4642(17)30024-x
Lally, M., & French, S. V. (2019). Lifespan development: A psychological perspective (2nd ed.).
http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Lieneman, C. C., Brabson, L. A., Highlander, A., Wallace, N. M., & McNeil, C. B. (2017).
Macedo, D. M., Smithers, L. G., Roberts, R. M., Haag, D. G., Paradies, Y., & Jamieson, L. M.
(2019). Does ethnic-racial identity modify the effects of racism on the social and
https://dx.doi.org/10.1371/journal.pone.0220744
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https://dx.doi.org/10.4324/9781315165813
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