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Student volunteer social support and infant intervention: A case study
Author(s) -
Tynan W. Douglas,
Asp Kristina S.,
Serper Lauren,
Emory Eugene K.
Publication year - 1985
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/1097-0355(198524)6:4<204::aid-imhj2280060404>3.0.co;2-a
Subject(s) - dyad , psychology , developmental psychology , intervention (counseling) , coping (psychology) , mental health , parenting skills , social support , emotional support , parent education , clinical psychology , medicine , psychiatry , social psychology
The emphases in infant mental health have been in the three areas of supporting the mother‐infant dyad through education, psychotherapy to help parents resolve emotional conflicts that interfere with the parent‐infant interaction, and support during the acute crisis that follows an abnormal birth. The case described herein involves a child with a genetic defect born to competent parents, a chronic stressful situation that does not fit these categories. It became apparent in the first few months after the birth that both the child and parents were in need of some help in coping with the situation. An intervention was designed to help provide both the necessary stimulation for the baby and the needed emotional support for the family, while it acknowledged their skill and competencies as parents. This was done through the help of college student volunteers, who assisted the mother in the home. Developmental data recorded at birth, 7 months, 12 months, and 39 months indicate that the child is severely multiply handicapped. Interview data with the parents at those times document their personal and family difficulties, the eventual resolution as a family in dealing with this problem, and the importance of the volunteer help during that process.