The chart above summarizes Mrs. Hippchen’s (teacher) and Mrs. Lagace’s (parent) ratings on the BASC-2. In the school setting, Mrs. Hippchen’s ratings place Alina in the positive range for Attention Problems, Adaptability, and Social Skills. This indicates that Alina’s behaviors in the area of Attention Problems are considered lower for a female her age and she exhibits strong interpersonal and adaptive skills. Alina is described as a student who is attentive during class lessons, friendly, and interacts appropriately with peers and adults. In the classroom, she puts forth her best effort. In contrast, Alina’s behaviors in the areas of Anxiety and Learning Problems fell within the At-Risk range. Mrs. Hippchen observes that Alina often worries
about what other children think and almost always says, ‘I get nervous during tests’ or ‘tests make me nervous.’ Furthermore, Alina often has problems keeping up in class. According to teacher reports, Alina has trouble completing tasks in a timely manner and displays signs of test anxiety. Mrs. Hippchen’s ratings place Alina in the Average range for all other clinical and adaptive scales. In the home setting, Mrs. Lagace’s ratings placed Alina in the At-Risk range on the Withdrawal scale. Mrs. Lagace observes that Alina is often shy with other children and sometimes has trouble making new friends. Mrs. Lagace rated all other areas of Alina’s social-emotional functioning to be within normal limits.
Early Infancy' (1952), 'the deepest source of anxiety in human beings' (1952, p. 43). She suggests 'that such helplessness against destructive forces within is
The primary diagnosis for Amanda Anderson is separation anxiety disorder (SAD) with a co-morbidity of school phobia. Separation anxiety disorder is commonly the precursor to school phobia, which is “one of the two most common anxiety disorders to occur during childhood, and is found in about 4% to 10% of all children” (Mash & Wolfe, 2010, p. 198). Amanda is a seven-year-old girl and her anxiety significantly affects her social life. Based on the case study, Amanda’s father informs the therapist that Amanda is extremely dependent on her mother and she is unenthusiastic when separated from her mother. Amanda was sitting on her mother’s lap when the therapist walked in the room to take Amanda in her office for an interview (Morgan, 1999, p. 1).
living in such a manner. I did not know the exact cause of her anxiety
Tina is a 6.11 year-old, English-speaking female who was referred by her kindergarten teacher for language testing. Her kindergarten teacher stated concerns about Tina’s difficulty following directions, expressing herself in complete and grammatical sentences, and remaining focused during adult and peer conversations. Tina’s kindergarten teacher stated that Tina is a shy child who rarely participates during group discussions and does not normally initiate conversations with her peers. According to her teacher, Tina has a short attention span and displays difficulty with following more than one directive at a time. She is also bothered by loud noises and usually demonstrates this by placing her hands over her ears.
Some of the most common words moving around in the psychiatric circle are attention Deficit; hyperactivity; Ritalin; ADD, ADHD. These words are being most commonly discussed by most educators, physicians, psychologists and young parents in the society today. In spite of extensive advancements in technology which has brought new insights into the brain and learning, there is still a lacuna in the field of problems faced by children who are unable to remain focused on the task given to them in the classroom owing to their inability to pay attention.
The structure in a classroom requires a child to be attentive and adapt to the situation presented. This can be frustrating for an A.D.D. child, but it is a necessary life skill that needs to be developed and will be helpful for the child to succeed as an adult. A class room setting tends to be a little chaotic and loud at times in contrast with the quiet calm environment of the home with one to one attention. Through my experience with home schooling my son found the l...
Valli, thank you for your insight into the biopsychosocial model. You mentioned that the public health model is similar to the biopsychosocial model. I do believe the prolonged substance abuse can damage the body and the brain. These effects can be permanent and irreversible damage. Through the use of PET scan, a person can see the effect drugs and alcohol has on the brain. There are some that disagree with this philosophy especially when discussing the use of a common drug as marijuana. Lewis (2014) points out the increase use of drugs in society has reached an all time high.
The model of addiction etiology that best describes why people get addicted and how best to help them is biopsychosocial model. The biopsychosocial model, first developed by cardiologist Dr. George Engel, is today widely accepted by the mental health professions. The biopsychosocial model describes addiction as a brain illness that causes personality and social problems. The biopsychosocial model lets us to make solid and accurate differences between substance use, abuse, and dependence. It also allows the signs of addiction to be recognized and structured into progressive stages.
Laurin enjoys making new friends and forming long term relationships. This relationships give her energy and also take some of her energy. For example, if someone is sad or upset she also becomes upset and wants to make that person happy. When working together in teams she enjoys the social aspect. However, she often likes to take charge and other members in the group become upset. Her parent have noticed that her siblings call her bossy so they have been searching for a solution to teach her how to share responsibility with others. Laurin’s level of frustration is low, she becomes frustrated when she is not treated fairly. For example, at home her brothers play with their trucks and they taunt her by saying she is too young to play with them and it makes her sad. She then cries to her parents until they make them let her play. Overall Laurin’s mood is agreeable and appropriate in all situations. Therefore, when seeking a recommendation for her emphasis should be placed on developing her problem solving abilities, as it relates to second guessing her
Overall, Ay’Yahri had a total of six atypical T-scores. This is associated with a very high likelihood of having a disorder characterized by attention deficits, such as Attention Deficit Hyperactivity Disorder. Ay’Yahri's profile of scores and response patterns indicate that she may have issues related to Inattentiveness (Strong Indication), Sustained Attention (Some Indication), and Vigilance (Some Indication).
Developmental Information Annie, in early childhood, is in Erikson's "initiative vs. guilt" stage, crucial for developing security and strong attachment bonds. The trauma of her parents' divorce and custody battle, coupled with her father's emotional unavailability, hindered her progress. Vincent’s unresolved childhood issues and current stressors strain his relationship with Annie. Psychological Assessment Annie shows separation anxiety, clinginess, difficulty sleeping alone, irritability, and tantrums. She experiences grief and confusion from her parents' divorce, struggling to express emotions verbally.
Sigmund Freud’s Psychodynamic Theory suggests that human behavior and personality is influenced by unconscious motives. In the early 1900s, Freud proposed this theory, stating that the personality consists of the id, the ego, and the superego. Psychodynamic psychologists see behavior as a compromise between the three areas of our psyche. These psychologists study human behavior by looking for deeper meanings in peoples’ thoughts and actions. Today, many of Freud’s ideas have been criticized for being too abstract and objective, but that does not mean that his work is without merit. The Psychodynamic Theory has redefined patient-therapist relationships and our understanding of thought processes and response patterns.
ADD and ADHD have had a dramatic rate of increase since it was first “discovered” 25 years ago. “This “epidemic” has grown from 500 thousand in 1985 to between five and seven million today.” (Baughman) ADD and ADHD have become popular for many reasons. In today’s American culture and fast paced society it is likely that both parents will work. This breaks down the traditional family where only one parent would work and the other would stay home and take care of the children. This leads to a tremendous breakdown in parental supervision and involvement in their children’s academics. This lack of involvement by parents puts the burden onto the school system for a child’s lack of achievement. When a child academically performs poorly or has a problem at school, parents want corrective action to be taken no matter what the cost, as long as, it is a fast remedy with little involvement by the parent. In some cases, when a child is labeled with ADD or ADHD because he/she is doing poorly in school, the corrective action that needs to be taken is for the parent to simply spend more time with their children and tutor them in academic areas they’ re lacking in.” Children feel the loss, (quality time spent with parents) and they take action for attention. They misbehave, they cry, they become defiant, aggressive. The parents seek answers and relief to the family turmoil. The school, which is also experiencing the child’s defiance and aggression, seeks relief. Enter the school psychologist who provides the convenient answer. The chil...
My observation was conducted at Central Mass Collaborative in Worcester, Ma with Mrs. Carol DeAngelis. She stated that she will be testing a fourteen year old male student on applied problems and spelling through the 4th edition of the Woodcock Johnson Academic Achievement Test. The student appeared to be comfortable and relaxed with Mrs. DeAngelis. She prompted the student to take his time also indicated to him that she’ll be more than happy to rereading the questions if needed. During the testing the student was very attentive and stayed focus on the questions answering most of the applied problems correctly. His posture was a little sluggish, but maintain awareness with asking for Mrs. DeAngelis repeat a question when needed. The first
Classroom teachers need to be aware of strategies and support methods to help children who display distraction and inattention in the classroom. The following will discuss how to support a student who is easily distracted, continuously commenting at inappropriate times and their current work efforts are diminishing throughout the year. It will also discuss further steps to consider if the strategies and support methods are unsuccessful in this case.