Introduction To Abnormal Child And Adolescent Psychology 3rd Edition Robert Weis - Solutions

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=+2. How do you think other models of persuasion (e.g., the
=+HSM and unimodel) would account for these findings?
=+3. What might be some of the implications of these findings? For example, do you think that people could use their understanding of persuasion in their own attempts to achieve social influence?
=+1. Can you think of other ethical question marks over the issue of subliminal messages?
=+2. What factors would make a subliminal message more or less effective?
=+3. Can you see good reasons to use subliminal messages?
=+1. What elements of persuasion does a person need to consider when they are trying to sell something(e.g., selling a used iPad on eBay)? Discuss the elements of the source, message and target that might end with a successful sale.
=+2. How can a person get another person to comply with a significant request? Discuss some of the persuasive tactics that people can use to get what they want.
=+3. What are some of the factors that enable people to resist persuasive attempts?
=+1. Use an Internet search engine or an academic database to find out what proportion of the public of your country, and around the world,
=+are doubtful that human beings are affecting the world’s climate.
=+What are some of the reasons why people are doubtful of the scientific evidence? (Hint: think about our
=+discussion about the influence of misinformation.)
=+2. Find an article that evaluates the use of fear campaigns to persuade people of the climate change hypothesis and the need for action. Are they effective?
=+3. What alternatives to fear campaigns have been used?
=+Which appear to be among the most promising or successful?
=+4. A common intuition among environmentalists is that people resist environmental messages because of defensiveness related to their self-esteem. They feel bad or guilty about the possibility that they are
=+part of the problem, and so refuse to believe the messages they are getting from climate sciences, governments and charities.
=+Can you find any experimental evidence suggesting that this intuition may be right? (Hint: 2010 is a good year to look in.)
=+5. Find two examples of climate change advertising campaigns (be it TV, newspaper or radio advertising, the Internet, social networks or posters).
=+ Compare, contrast and evaluate them in light of what you have learned in this chapter. How could they be improved?
=+6. In light of what you learned about the relationship between attitudes and behaviour in Chapter 4, do you think it is more productive to attempt to persuade people that the world is warming because of us, or to give up on getting them to ‘believe in’ climate change, and focus instead on
=+1. Can you think of other issues concerning the selfreport method?
=+2. How do you think Schmitt et al. would argue against the criticism that student participants are an inappropriate sample?
=+3. Can you think of ways to distinguish between Schmitt et al. and Eagly and Wood’s theories? What type of study might enable social psychologists to find out which is a better explanation for sexual preferences?
=+1. One common perception of same-sex relationships is that they are less happy and more dysfunctional than heterosexual relationships. What do you think? As an exercise, find out what research suggests about this issue.
=+2. One key difference between same-sex and heterosexual relationships is the presence of children (although this, too, is changing). What impact might the lack of children have on relationships?
=+3. To what extent do you think that prejudice and discrimination put stress on same-sex relationships?
=+1. Do you think that relying on student samples to study relationship phenomena is a problem?
=+2. Can you find any evidence that undergraduates’ and non-students’ relationships are different? If so, in what ways are they different?
=+3. How might any differences influence the study of relationships?
=+4. On balance, are students a suitable sample to study relationships? Why/why not?
=+This final question is something you can ask in most chapters of this textbook and will help you understand more about sampling in social psychology.
=+1. Outline the factors that influence attraction and discuss, with reference to social psychological research, the factors that influence the likelihood of a person entering a relationship with a more attractive individual.
=+2. Evaluate the research suggesting that physical proximity is a strong determinant of attraction. In your answer, consider the implications of new information and communication technology
=+3. Outline social exchange theory and its major alternatives. Which theory best describes why people form relationships?
=+4. Describe the process of relationship dissolution. At each stage, discuss the factors that influence people’s decision to stay with or end their relationships.
=+1. What causes some people to be abusive in relationships? (Hint: check out the chapters on aggression, intergroup relations and justice.)
=+2. Why do so many people who find themselves being abused fail to leave the relationship?
=+3. Apart from physical or sexual violence, what other, more subtle forms might abuse within close relationships take?
=+4. Do you think that self-verification theory (Chapter 2) may play a role in intergenerational cycles of violence?
=+ Consider why people who were raised in the context of abusive relationships between parents may be more likely to find themselves abused in relationships as an adult.
1. Many children fear snakes, although relatively few children have ever been bitten by a snake. If a child has never been attacked by a snake, how can he or she develop snake phobia?
2. Mallorie is a 16-year-old girl who experienced two panic attacks while at school. Since that time, she has been reluctant to go to school. How can learning theory be used to explain Mallorie’s school refusal?
3. Most people regard worry as very unpleasant. How can worry be negatively reinforcing?
4. Bryan is a 14-year-old boy who was recently diagnosed with OCD. His pediatrician suggests that Bryan take an SSRI for this condition and also participate in exposure therapy with a psychologist. Bryan and his mother agree to the medication but wonder whether participating in therapy is also
5. Christian is a 14-year-old boy with GAD. During an important basketball game, Christian mistakenly passed the ball to an opponent, and his team lost the game. After the game, Christian thought, “How could I have been so incredibly stupid? The coach is never going to let me play again! I
12.1. Describe the key features of posttraumatic stress disorder (PTSD) and explain how the signs and symptoms of this disorder vary as a function of children’s age and exposure to trauma.Identify and give examples of evidence-based psychosocial treatments for PTSD in youths.
12.2. Differentiate between reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED) in terms of their key features, causes, and treatment.
12.3. List and give examples of the four main types of child maltreatment.
As many as 30% of youths witness a serious traumatic event such as physical or sexual abuse, domestic or neighborhood violence, disasters, or motor vehicle accidents.
As many as 5% of youths may develop PTSD in childhood or adolescence.Prevalence is higher for girls (8%) than boys (2.3%).
Although most children seem to recover from PTSD, many continue to show subthreshold symptoms or anxiety and mood problems?
By definition, youths must experience death, serious injury, or sexual violence to develop PTSD. Children’s functioning before the traumatic event and proximity to the event, however, predict whether they will develop the disorder.
PTSD is associated with dysregulation of the HPA axis, the body’s main stress response system. Many youths with PTSD show lower cortisol secretion and blunted stress response over time.
Children’s cognitive appraisals of traumatic events predict their ability to cope with these events. Problem-focused coping (rather than avoidance) is often associated with better long-term outcomes.
DSED is a DSM-5 disorder in which the child repeatedly approaches and interacts with unfamiliar adults in a manner that is developmentally unexpected. The disorder is associated with insufficient care or deprivation in infancy or early childhood.
Tizard described children with DSED as “indiscriminantly friendly” and attributed their behavior to being raised in orphanages.
1. PTSD used to be considered an anxiety disorder. In DSM-5, however, PTSD is placed in a different category of disorders called trauma-related disorders. Why was PTSD reclassified in this manner?
2. Imagine that your friend’s teenage son was involved in a serious car accident in which one of his friends died. Although the accident occurred 3 months ago, her son refuses to talk about the accident, despite the fact that it continues to cause him distress and interfere with his daily
3. Angela and Brad are planning to adopt a child from Central America who was abandoned by her mother shortly after birth. The child, now 3 years old, received very poor care in a orphanage. Why might this child be at risk for social–emotional problems?
4. Beatrice is a 16-year-old girl who has engaged in a sexual relationship with a 25-year-old single man named Dante. Beatrice and Dante have dated for approximately six months. Is their relationship abusive?Why or why not?
5. What is the effectiveness of (a) behavioral parent training and (b) cognitive–behavioral family therapy for the treatment of physical abuse and neglect? If you were a therapist, which approach would you use?
13.1. Describe the key features of disruptive mood dysregulation disorder (DMDD), and differentiate DMDD from other conditions affecting young children.Identify and give examples of evidence-based treatments for DMDD.13.2. Describe the key features of major depressive disorder (MDD) and dysthymic
13.3. Differentiate suicidal and nonsuicidal self-injury (NSSI), and describe how the prevalence of selfinjurious behaviors varies as a function of age, gender, and ethnicity.
DMDD is a mood disorder characterized by severe, recurrent temper outbursts and persistently irritable or angry mood. It is diagnosed in children between 6 and 18 years of age who show problems for at least 12 months in two or more settings.
Approximately 2% to 3% of school-age children have DMDD. Prevalence is much higher among children receiving mental health treatment.
Youths with DMDD often selectively attend to negative social cues, making them more susceptible to anger and aggression.
Youths with DMDD often show deficits in recognizing and interpreting emotional expressions in others, causing them to misperceive others’ benign actions as hostile.
Youths with DMDD often have difficulty regulating their own emotions.Overactivity of the MFG and ACC is associated with these emotion-regulation problems.
Traditional parent training has not been effective for youths with DMDD, because it does not specifically target children’s angry outbursts and mood problems.
Comprehensive family therapy, in which children and parents learn to manage children’s tantrums and outbursts, is effective in improving children’s behavior, mood, and the quality of parent–child interactions.
Improving the quality of sleep may also help reduce DMDD symptoms although additional research is necessary ?
On average, 60% of youths with depression respond to SSRIs whereas only 49%respond to placebo. Only fluoxetine (Prozac) is FDA approved for treating childhood depression.
SSRIs are associated with a slightly higher risk for increased suicidal thoughts (4%)than placebo (2%).
1. Imagine that you are a junior high school guidance counselor. You want to help the teachers in your school better recognize the signs and symptoms of depression in adolescents. Create a list of symptoms(with examples) that teacher could use to identify at-risk students.
2. Only trained professionals should evaluate someone’s risk for suicide. However, it is often helpful for parents and other people who interact with youths to know suicide risk factors. What are some risk factors? If you were a teacher, coach, or mentor and you suspected an adolescent of
3. Kimberly is a 14-year-old girl who has been experiencing mood problems over the past 3 months.Kimberly feels terrible about herself, believes that she has no friends, and is angry and resentful toward her family. She was recently cut from the debate team (for missing practices) and her grades
4. Imagine that you are a psychologist who has recently diagnosed a 15-year-old girl with MDD. Her parents want to know whether antidepressant medication might help her overcome her mood problems and whether antidepressant medication is safe. Based on the data presented in the text, what might you
5. Alida is participating in cognitive therapy for depression. During therapy, Alida comments, “I messed up on my math test yesterday and got a D-. I just can’t make myself study. I’m just no good at anything.” If you were Alida’s therapist, how might you use cognitive restructuring to
14.1. Differentiate among bipolar I, bipolar II, and cyclothymic disorder, and show how children might manifest these disorders differently than adults.Describe some of the most common genetic, biological, and social–familial causes of bipolar disorders in children and adolescents.Evaluate the
14.2. Describe the key features of schizophrenia, and show how children might display the signs and symptoms of this disorder differently than adults.
1. Jody is a 15-year-old girl who has experienced a single manic episode, but she has never experienced a major depressive episode. Can she be diagnosed with bipolar I disorder?
2. Louisa is a 10-year-old girl with bipolar I disorder who is managing her symptoms with medication and family therapy. Her mother worries that Louisa’s symptoms will return. Based on the results of the COBY study, are her mother’s worries justified?
3. Jackson is a 13-year-old boy with a family history of schizophrenia. Jackson’s father was diagnosed with the disorder as a young adult. Why might Jackson want to avoid cannabis during adolescence?
4. Maggie is a 17-year-old girl who is very involved in her religion. She prays multiple times each day, attends religious services regularly, and participates in religious youth group activities and charity events.Recently, she reported to her mother and her friends that she has “spoken” to
5. The inclusion of APS in DSM-5 as a “condition for further study” was controversial. Why might a clinician not want to assign this label to an adolescent who is showing early features of schizophrenia?
15.1. Differentiate among the most common feeding disorders affecting infants and young children.Identify the main causes of feeding disorders and provide examples of evidence-based treatments for these problems.
15.2. Differentiate among anorexia nervosa, bulimia nervosa, and binge eating disorder.Explain how eating disorders vary as a function of age, gender, ethnicity, and socioeconomic status (SES).Outline some of the main causes of eating disorders ranging from genetic–biological factors to
15.3. Critically evaluate inpatient and outpatient treatment programs for adolescents with eating disorders.
1. Behavior therapy is typically considered the treatment of choice for infants and toddlers with feeding disorders. Why might it also be important for a therapist to provide cognitive or supportive therapy to the parents of children with feeding disorders?
2. Why is appetite manipulation often used in the treatment of ARFID? Why might some clinicians be opposed to appetite manipulation?
3. Is it possible for a 14-year-old girl who binges and purges to have AN? Is it possible for a 15-year-old girl to have BN but never purge?
4. Savannah is a 16-year-old girl with BN who feels out of control over her eating. However, she is afraid to participate in therapy because she feels she might gain weight. If you were Savannah’s therapist, how might you perform a cost–benefit analysis to increase her motivation to change?
5. Ronnie is a 15-year-old girl with early signs of BN. In therapy, she explained to her counselor, “After I ate the pizza, ice cream, and soda, I felt disgusting—like I was an ugly slob with no self-control. I knew the other girls thought so too because they were watching me. So I went into
16.1. Describe the features of childhood elimination disorders, their causes, and their evidence-based treatments.
16.2. Describe the features of pediatric insomnia, and show how young children’s sleep problems often differ from those of adolescents and adults.Identify some of the main causes of pediatric insomnia and its evidence-based treatment.Give examples of other sleep-wake disorders that affect
16.3. Define the field of pediatric psychology, and illustrate some of the major professional activities of pediatric psychologists.
1. Many parents try to treat their children’s nocturnal enuresis by restricting fluids after dinner. Why is this usually not effective in fixing the problem?
2. A urine alarm is typically used to treat nocturnal enuresis. However, experts disagree on how the alarm decreases nighttime wetting. How might you use classical conditioning to explain its effectiveness in decreasing enuresis? Alternatively, how might you use negative reinforcement to explain

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Introduction To Abnormal Child And Adolescent Psychology 3rd Edition Robert Weis - Solutions

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