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social science
psychology 2e
Introduction To Abnormal Child And Adolescent Psychology 3rd Edition Robert Weis - Solutions
Research evidence-based practices for school-wide interventions to reduce disproportionate office referrals. (D5, D6)
In all stages of this evaluation process, this case highlights ways in which Ms. Linus attempted to collaborate with the school regarding her concerns about her son’s academic and behavioral performance.List the ways in which she tried to collaborate and the results of those efforts. (D7)Advanced
What is the school psychologists’ role to support the Community Resource Coordinator in supporting the linguistically diverse families of this school? (D7, D8, D10)
The school initially was concerned that they may not have the necessary expertise to support a child moving into their district with a visual impairment. What specific steps did they take to ensure that they learned what was necessary to create a sound plan for Daphne’s education? (D7)
Review “Best Practices in Working With Children From Economically Disadvantaged Backgrounds” (Mulé et al., 2014). According to these authors, what are some of the risk and protective factors that should be considered when working with children from economically disadvantaged backgrounds? How
Review the chapter by Vanderwood and Socie (2014) entitled “Best Practices in Assessing and Improving English Language Learners’ Literacy Performance.” Based on their recommendations, what factors would you suggest that this school needs to be considered to improve academic scores for all
Develop a list of recommendations and guidelines for working with translators and interpreters in your school, based on best practices. (D7, D10)
Research evidence-based practices for working with linguistically diverse families for improving academic outcomes for students. (D2, D3, D7, D8, D9)
What assessment steps might you recommend to better understand the academic equity issues at this school? (D1, D3, D8)
What academic equity issues are evident in this case? (D1, D3, D8)Advanced Applications
What are the ethical and/or legal issues present in this case? What is the school psychologists’ role in addressing these issues? (D8, D10)
In what ways might the school staff need to develop their own multicultural competency? Review the chapter from Miranda (2014) entitled“Best Practices in Increasing Cross-Cultural Competency” and discuss the ideas listed within the chapter about how to begin the process of increasing
What teacher supports and services are needed? (D2, D7, D8)
The case shows the value of effective collaborations with families as well as community agencies. What was the positive outcome of these collaborations? What if the team had not been as proactive in reaching out to the family and community agencies with the expertise needed? What could have been
What types of ongoing collaboration with outside agencies would you suggest to ensure that the team continues to understand and respond to Daphne’s needs? What types of ongoing professional development would you suggest? (D8, D10, O6)
In this case, the parent becomes the consultant to the school, in that she provides them with necessary information both about her daughter and about the potential needs in general of students with visual impairments. The school is receptive to receiving this information from Daphne’s mother.
In what specific ways can school-based teams reflect on how they present results to parents in meetings? What are specific ways to make changes to evaluation findings meetings to make them more parent- and childfocused? (D7, O3)
School teams may often indicate that the reports will be explained at the meeting to discuss findings. What are the barriers to doing this effectively? What sort of procedural changes in schools might be necessary to ensure that meetings are more parent-friendly? (D7, O3, O2)
In what specific ways, could the school team make changes to ensure more effective school-family collaboration? (D7)
There are several areas of concern related to the way that this process unfolds in this situation. What are the areas of concern? Why are these concerns? Are there any ethical concerns? (D7, D10)
The title of this case is “Who Is This Report Written For?” Why do you think the case has this title? In your opinion, who should reports be written for? (D7)
According to Bradley-Johnson and Cook (2014) in their “Best Practices in School-Based Services for Students With Visual Impairments” chapter, schools must be aware of and respond to various potential needs of visually impaired children in several areas, including academic development, social
While all children with visual impairments will have different strengths/needs as well as differing levels of support needed to progress academically in schools, research some common technologies and services that may be used in schools for children with visual impairments. (D8)
Conduct a literature review about best practices for supporting children in schools with low-incidence disabilities. Summarize best practices for school-based teams. (D7)
Research available resources for at least two other low-incidence disabilities and create a list of these resources. (D7)
Research the available resources in your community for students with visual impairments. Create a list of community supports/agencies that are available to potentially provide support to schools. (D7)
Contrast how the school collaborates with Daphne’s mother with how the school collaborates with Jamal’s mother in Case One. How does the school value the parent’s expertise differently in these two cases? (D7)
Most cells reproduce in a process called mitosis, resulting in identical daughter cells.Sex cells reproduce in a process called meiosis, resulting in daughter cells that are not genetically identical to their parent cell.
Each cell in our body contains 20,000 genes. Genes direct the creation of proteins, which affect the structure and functioning of each person. Genes are organized into 23 pairs of chromosomes.
2.6. Analyze the way social and cultural factors can influence child development proximally and distally.
2.5. Understand the way parents, families, and friends can contribute to childhood problems or protect youths from developing disorders.
2.4. Explain the importance of social cognition and emotion regulation in children’s development.
2.3. Use learning theory to explain how certain childhood disorders develop and are maintained over time.
2.2. Describe the structure and function of major brain regions and their relationship to childhood disorders.
2.1. Explain how genetic and epigenetic factors can contribute to the emergence of childhood disorders.
5. Why do developmental psychopathologists describe children’s behavior as “adaptive” or “maladaptive”rather than as “good” or ”bad?”
Genes come in different versions, called alleles. The alleles we inherit from our parents can influence our physical attributes (e.g., eye and hair color) as well as our risk for developing certain disorders.
Behavioral geneticists conduct family, adoption, and twin studies to determine the heritability of intelligence, personality, and disorders.
Molecular geneticists conduct linkage and association studies to identify specific genes that may underlie certain disorders.
Still other aspects of development are experience-dependent; environmental experiences can lead to synaptogenesis, the formation of new neural connections.Brain plasticity refers to the ability of the nervous system to reorganize based on experience.
Some aspects of development are gene-driven; they are largely directed by biological factors (e.g., the physical maturation of the brain). Other aspects are experienceexpectant; they require stimuli from the environment to emerge properly (e.g., the acquisition of language). Experience-expectant
Brain development is characterized by periods of rapid neural growth followed by periods of neural pruning. Development begins in evolutionarily “older” brain regions (e.g., brain stem, limbic system, basal ganglia) and ends in regions responsible for higher-order functions (e.g., the cortex).
The brain consists of 100 billion neurons that form trillions of synaptic connections with each other. Neurons relay information within themselves electrically; however, they communicate between one another using chemical messengers called neurotransmitters.
Behavioral epigenetics is an emerging field of research that seeks to understand relationships between epigenetic structures and psychological traits or disorders.
Epigenetic structures include histones and other chemicals that can turn genes “on”or “off.” These structures, which are not part of the child’s genotype, can be changed by environmental factors and passed down from one generation to the next.
There are three types of gene–environment correlations: passive, evocative, and active. Their relative importance changes with development.
The gene–environment correlation model assumes that people’s genotypes and their environments are not independent. Sometimes, people actively select environments that are conducive to their genes.
The diathesis–stress model posits that both (1) a genetic risk and (2) an environmental stressor are necessary for a disorder to arise. The model is helpful in explaining multifinality—that is, why children with similar genes or experiences have different outcomes.
4. Vincente is a 14-year-old boy who was sent to the emergency department (ED) of a children’s hospital following a suicide attempt. Vincente, a recent immigrant, does not speak English. After Vincente was medically stable, the psychologist at the hospital interviewed him through a translator, in
3. Mrs. Johnson referred her 5-year-old son, Billy, to a psychologist because Billy showed problems with oppositional and defiant behavior (e.g., crying, throwing tantrums, sassing back). The psychologist observed Mrs. Johnson and Billy during a 20-minute play session in the clinic. During the
Developmental pathways reflect the manner by which children face important developmental tasks over time. Common developmental tasks include establishing a sense of trust (in infancy), developing basic academic competence (in elementary school), and forming close friendships (in adolescence).
Adaptive and maladaptive behaviors can be understood only in the child’s developmental and environmental context. A behavior that was adaptive in one situation, or in the past, may be maladaptive in another situation or at another time.
Developmental psychopathologists view behavior as either adaptive or maladaptive.Thoughts, feelings, and actions that promote children’s competence, and help them meet important developmental tasks, are adaptive.
Developmental psychopathologists believe that development is shaped by multiple factors (e.g., biological, psychological, social), it is probabilistic rather than predetermined, and it is transactional (i.e., the result of factors influencing each other over time).
Barriers to treatment include (a) financial problems, (b) a lack of evidence-based treatment in the community, (c) an absence of well-trained clinicians, and (d) stigma.
Only about one-half of children with psychological problems receive treatment. NonLatino, White children and youths from higher-SES families are most likely to receive care.
1.4. Explain why evidence-based practice is important when treating children and families.
1.3. Understand and give examples of some of the basic principles of developmental psychopathology.
1.2. Critically evaluate the DSM-5 concept of “mental disorder” as it applies to children and adolescents.
Mastery of early developmental tasks (e.g., trust in infancy) can promote mastery in later developmental tasks (e.g., friendships in adolescence).
Some disorders, such as autism, show homotypic continuity; they remain relatively stable over time. Most disorders, such as anxiety and mood disorders, show heterotypic continuity; the overt signs and symptoms of the disorder change over time, but the underlying problem remains relatively constant.
2. Approximately 50% of youths in the general population who have a mental disorder have at least one other comorbid condition. However, the prevalence of comorbidity among children referred to mental health clinics is much higher—between 70% and 80%. What might explain this difference?
1. According to DSM-5, a mental disorder is a pattern of behavior characterized by distress or disability(impairment) that resides within the individual. What might be some limitations to this definition of“mental disorder”—especially when it is applied to children and adolescents?
3. Am I providing ethical, time-effective, and cost-effective services? During my work, do I respect the rights and dignity of others, conduct myself in a responsible and professional manner, and represent the field of psychology with integrity? Are my activities being supervised by someone who
2. Am I effective? Am I monitoring the effectiveness of the services I provide to determine whether I am helping my clients? Is there any possibility that I might be harming them?
1. What is the evidence for the intervention or service that I am providing? Is there a theoretical and empirical basis for my work? Are there alternative services that might provide greater benefits to the people I serve?
Evidence-based practice is important because it increases the likelihood that clinicians will be helpful to their clients while avoiding harm. Evidence-based practice is also essential to the scientific practice of psychology, a discipline based on empirical evidence and objective evaluation.
Evidence-based treatments have been shown in high-quality research studies to be efficacious in reducing children’s problems and improving their functioning.
Evidence-based practice refers to the integration of high-quality research and clinical expertise to promote the welfare of children and families, in the context of their characteristics, culture, and preferences for treatment.
Equifinality occurs when children with different histories show the same outcomes;multifinality occurs when children with the same histories show different outcomes.
1.1. Describe the prevalence of childhood disorders and how prevalence varies as a function of children’s age, gender, socioeconomic status (SES), and ethnicity.
5. Taylor is an undergraduate who is interning at a community mental health center. During her internship, she suspects that one of her clients, a 9-year-old boy, may be physically abused by his parents. His parents engage in “rough discipline” such as hard spanking. The boy has never
The goals of therapy for children include not only symptom reduction but also the promotion of children’s development.
Children are often less motivated than adults to participate in therapy and can lack the cognitive, emotional, or social skills necessary to participate in treatment.
Antipsychotic medications reduce symptoms of mania and schizophrenia by regulating dopamine.
Mood stabilizers and anticonvulsants are used to reduce mania and aggressive behaviors in some youths.
Anxiolytics and antidepressants regulate negative emotions by affecting serotonin and(often) norepinephrine.
Pharmacotherapy involves three stages: (1) initiation, (2) maintenance, and (3)discontinuation.
Relatively few psychotropic medications are FDA approved for children or adolescents; nevertheless, nonapproved medications are frequently prescribed off label to youths.
In most cases, medication is prescribed by physicians.
4.4. Apply the APA Ethical Principles to clinical situations involving children and families.
Children are more likely than adults to experience comorbid problems and may be less able to alter their life circumstances to improve their functioning?
Efficacy refers to the effects of treatment under optimal, research-based conditions;effectiveness refers to the effects of treatment in real-world circumstances where it is typically delivered (e.g., clinics, hospitals, schools).
4. Mr. Fox’s teenage daughter has depression. Her pediatrician recommended that she see a therapist. Mr.Fox was disappointed, saying, “I don’t believe in therapy. Depression is caused by neurochemistry—no amount of talk therapy will help.” Evaluate Mr. Fox’s claim. What is the evidence
3. Maddy is a 14-year-old girl who is experiencing depression following the death of her father. How might her counselor use (a) behavior therapy, (b) cognitive therapy, and (c) interpersonal therapy to help Maddy?
2. Allison is a psychology major interested in a career involving counseling for children and adolescents.However, Allison does not want to earn a doctoral or medical degree. Identify some of her career options.How might she find more information about these careers?
1. A boy in Mrs. Lewandowski’s fifth-grade class frequently bullies other children during recess. Mrs.Lewandowski observes the boy, Rufus, initiating fights with younger children. How might Mrs.Lewandowski perform a functional analysis of Rufus’ behavior to identify the antecedents and
Psychologists avoid multiple relationships—that is, they do not knowingly enter into a relationship with someone closely associated with their client.
In most jurisdictions, parents have a legal right to access their child’s medical and psychological records. Other limits to confidentiality include a danger to self or others and suspected child maltreatment.
Custodial parents consent to therapy for their children. Children cannot legally provide consent because of their minor status; instead, they give assent.
Psychologists must practice within the boundaries of competence.
Although the dodo verdict suggests that all therapies are equally efficacious for adults, most data suggest that behavior therapy is most efficacious for children. Therapy is also most efficacious for older children/adolescents and girls.
4.3. Be familiar with the research literature on the efficacy and effectiveness of psychotherapy for children.
4.2. Differentiate the major systems of psychotherapy used to treat children, adolescents, and families.
1. Are you and your biological siblings alike? Although you and your brother or sister might have been raised by the same parents and grew up in the same home, you might have different personalities, interests, and goals for the future. Use the concept of shared and nonshared environmental factors
Later emotional development is characterized by greater capacity for emotion regulation—that is, the ability to recognize, label, and control emotional expression.Children with disruptive behavior and mood disorders often show difficulty with emotion regulation.
Early emotional development is chiefly concerned with emotional expression and accurately understanding the emotions of others. Children with ASD often show problems in developing these skills.
Social cognition refers to a child’s ability to think about social situations and solve interpersonal problems. Some childhood disorders are associated with social problemsolving biases or deficits.
Piaget described four stages of cognitive development. These stages help us understand the emergence of childhood disorders involving thinking, problemsolving, or language.
Reinforcement always increases the likelihood of future behavior, whereas punishment always decreases the likelihood of future behavior. Reinforcement and punishment can be positive (i.e., involve the presentation of a stimulus) or negative(i.e., involve the avoidance or removal of a stimulus).
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