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social science
psychology 2e
Case Studies In School Psychology Applying Standards For Professional Practice 1st Edition Stephanie A. Rahill, Lauren T. Kaiser - Solutions
Positive punishment can model hostile and aggressive behaviors to children. Children learn that yelling and spanking are appropriate and effective ways to deal with interpersonal conflict.
Positive punishment does not teach children new, prosocial behaviors. Punishment teaches children what not to do (e.g., cry, complain) rather than what to do (e.g., obey adults, make appropriate requests).
To be effective, positive punishment must be used consistently; however, parents usually use it only intermittently (especially when they are angry).
If punished often, children learn to avoid or escape these punishments through negative reinforcement. For example, they may avoid interacting with parents.
Positive punishment, when administered when parents are angry or frustrated, can lead to verbal and physical abuse.
Coercive family process describes interactions in which parents negatively reinforce children for noncompliance or defiance while children negatively reinforce parents for giving in to their demands or tantrums. It predicts the emergence of conduct problems.
Parents who rely extensively on positive punishment may model aggression to their children.
The parents of children with conduct problems often attribute misbehavior to internal and stable causes and see themselves as less able to manage children’s behavior.
Parental monitoring involves the degree to which caregivers are aware of their child’s activities, set appropriate limits, and consistently enforce these limits. Low parental monitoring predicts the emergence of conduct problems in older children and adolescents.
Youths who are rejected by prosocial peers may seek out other rejected, deviant peer groups. These deviant peers may introduce them to antisocial behaviors.
Deviant peers may reinforce antisocial behavior and ignore prosocial actions, a phenomenon known as deviancy training.
Neighborhoods place children at risk for conduct problems when they lack institutional resources to promote prosocial development (e.g., clubs, sports), inadequately monitor youths’ activities, and have inadequate social control networks(e.g., neighborhood watch, police).
1. Why is CD more commonly diagnosed among adolescent boys than adolescent girls? Are the diagnostic criteria for CD gender biased? Should they be changed?
2. In what way can spanking be a form of positive punishment? Positive reinforcement?
3. David is a 10-year-old boy. During recess, David is hit in the head by a kickball, leaving mud and grass stains on his face and shirt. He notices that the ball was kicked by Goliath, an older and larger boy who was playing kickball with his friends nearby. According to social
4. Imagine that you have received a grant from your city to revitalize and redevelop an impoverished neighborhood. What three changes might you make to decrease the prevalence of conduct problems among youths who live there?
5. Monica participated in 20 sessions of PCIT with her 5-year-old son, Augustine. After treatment, Augustine showed a marked decrease in behavior problems at home but not at school. Why?
10.1. Describe the key features of substance use disorders in adolescents and explain how adolescent and adult substance use problems differ.Determine the prevalence of adolescent substance use, substance use problems, and substance use disorders.
10.2. Outline three major pathways for the development of substance use disorders in adolescents.
10.3. Evaluate the effectiveness of interventions designed to prevent substance use problems in adolescents.
Relapse prevention is a therapeutic strategy wherein the clinician and adolescent anticipate relapse and develop a plan for responding if relapse should occur.
Relapse prevention is designed to reduce the abstinence violation effect—that is, feelings of guilt, shame, and negative affect following relapse. Instead, adolescents are encouraged to learn from the relapse experience.
Inpatient treatment for substance use disorders typically involves (a) abstinence and detoxification, (b) participation in individual therapy using a 12-step model, and (c)brief individual and family therapy.
CBT focuses largely on altering environmental factors that elicit or reinforce substance use and changing maladaptive beliefs that contribute to continued use.
Motivational enhancement therapy seeks to increase an adolescents’ willingness to change his or her pattern of substance use. It often adopts a harm reduction approach in which any decrease in use is seen as positive and is reinforced by the clinician.
MDFT is effective in reducing adolescent substance use problems. It addresses (a) the adolescent’s substance use, (b) parenting behavior, (c) the quality of parent–adolescent interactions, and (d) school climate and peer relationships.
Relapse prevention is a therapeutic strategy wherein the clinician and adolescent anticipate relapse and develop a plan for responding if relapse should occur.
Relapse prevention is designed to reduce the abstinence violation effect—that is, feelings of guilt, shame, and negative affect following relapse. Instead, adolescents are encouraged to learn from the relapse experience.
1. What physiological changes explain the biphasic effect of alcohol? How can the biphasic effect lead adolescents to binge drink?
2. Charlie is a 17-year-old high school student. Charlie drinks beer and other alcoholic beverages at parties with friends. He has also used marijuana on several occasions with friends during social gatherings.Charlie’s substance use has never led to academic, family, social, or legal problems.
3. In the 1980s, First Lady Nancy Reagan initiated an antidrug campaign toward school-age children called Just Say No! The campaign consisted of speeches and rallies, television commercials, and school-based programs. During the 1980s and early 1990s when this campaign was in effect, the use of
4. Ringo was suspended from high school for possession of alcohol and marijuana on campus. He was ordered by school administrators to participate in therapy. If you were Ringo’s therapist, how might you involve his family in treatment?
5. Some clinicians who treat substance use disorders adopt a harm reduction approach with adults. Why might harm reduction be controversial when it is used with adolescents?
11.1. Describe key features of the DSM-5 anxiety disorders and explain how children might manifest these disorders differently across childhood and adolescence.Identify and give examples of some of the major causes of anxiety disorders in youths.
11.2. Describe the key features of obsessive–compulsive disorder (OCD) in children and adolescents, its primary causes, and related conditions.
11.3. Show how behavioral and cognitive interventions are used to treat pediatric anxiety and OCD.
Anxiety is a complex state of psychological distress that reflects emotional, behavioral, physiological, and cognitive reactions to threatening stimuli. Fear is primarily a behavioral and physiological reaction to immediate threat, whereas worry is primarily
a cognitive reaction to the anticipation of future misfortune.
Maladaptive anxiety can be differentiated from adaptive anxiety by its (1) intensity,(2) chronicity, and (3) degree of impairment.Children’s anxiety symptoms reflect their level of cognitive and social–emotional development.
Selective mutism is characterized by a consistent failure to speak in certain social situations in which there is an expectation for speaking (e.g., at school). It lasts for at least 1 month and impairs functioning.
Selective mutism tends to emerge in early childhood and affects less than 1% of preschoolers and young school-age children.
Young children with temperaments characterized by high behavioral inhibition may be at risk for anxiety disorders in general and selective mutism in particular.
Panic disorder is characterized by recurrent, unexpected panic attacks and 1 month of worry about future attacks or a change in behavior because of the attacks.
Panic attacks affect approximately 18% of adolescents; however, panic disorder is relatively rare, affecting only 1% of youths.
Youths with panic disorder often show unusually high anxiety sensitivity. They may worry about future panic attacks or modify their behavior in response to these attacks because they experience anxiety as unusually distressing.
Cognitive distortions, such as personalization and catastrophic thinking, can exacerbate panic attacks and lead to panic disorder.
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.
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 disorder, and show how children might manifest these disorders differently than adults.Analyze the major causes of depressive disorders in children and adolescents ranging from genetic–biological factors to
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.
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
3. Many parents blame children for encopresis. To what extent is encopresis volitional? How might blaming or punishing children exacerbate the problem?
4. The treatment of insomnia in infants and toddlers typically involves extinction through planned ignoring. Why might some parents have difficulty implementing this treatment? How might parents’social and cultural backgrounds affect their willingness to use planned ignoring?
5. One of the Five Cs of pediatric psychology is “collaboration.” Why is it important that pediatric psychologists collaborate with parents, teachers, physicians, and other health care providers? Give two examples of how collaboration might be critical to the treatment of children with chronic
What are some of the ways that the school and community system failed Ramon? What should the individuals involved have done differently to advocate for Ramon? (D8)
Discuss the potential socio-cultural mismatches evident in this case and how they may have affected the outcomes. (D8)
Create a presentation of this data, including its implications, to include a professional development session for teachers (and administrators). Consider how to best utilize this data for full faculty and/or staff discussions.(D5, D8)
Role-play a team meeting where you review the data, assign roles such as school psychologist, teachers, administrator. (D1, D2)
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