PSYCH476: ChILd
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
PSYCH476: ChILD
PsYCHOPATHOLOGY
Lesson 2: Theories and Causes of Abnormal Behavior in Children
and Adolescents
Introduction Introduction (1 of
10)
The case of Shelly...
Shelly’s sixth-grade teacher expressed concern about progressively
declining grades. Shelly was involved in a car accident during fifth grade in
which she suffered a concussion along with a broken arm and leg. Due to
the extent of her injuries and the extensive pain she experienced, Shelly
missed several weeks of school and had to repeat the fifth grade. Shelly
was assessed 3 months ago and the psychological assessment revealed
intellectual functioning to be in the average range, with academic
functioning at a mid-fifth grade level in all areas. Shelly did not qualify for
any academic assistance because the discrepancy between intellectual and
academic scores
Author: Sonia Sevilla
was not significant. However, academic concerns have continued to escalate, and Shelly is becoming
, PSYCH476: ChILd
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
more and more vocal about disliking school. There are frequent concerns about stomachaches, and
there is often refusal to eat lunch. In the past 4 months, Shelly has been absent for 15 days and tardy on
another 12 occasions. The school is requesting further assessment to clarify the nature of Shelly’s
problems. During the recent follow-up assessment, Shelly completed a number of self-report scales
(depression, anxiety, personality), and scores indicate clinically significant elevations for all
internalizing scales, including depression, somatization (physical symptoms with no discernable
physical cause), and anxiety (Adapted from Wilmshurst, 2011, p. 7).
As you read through this case, it is likely that you began to generate some ideas about what is causing
Shelly’s problems as well as some questions you could ask to further understand her current difficulties.
This lesson will focus on theories used to understand the causes of psychological problems in children and
adolescents. After exploring these theories, we will return to Shelly’s case for the Lesson 2 assignment.
Lesson Objectives
After completing this lesson, students will be able to:
demonstrate the ability to develop a case formulation for a clinical case
identify biological, psychological, and sociocultural causes of childhood disorders
, PSYCH476: ChILd
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
describe the biopsychosocial model as it relates to childhood disorders
Lesson Readings & Activities
By the end of this lesson, make sure you have completed the readings and activities found in the Co urse
Schedule.
Case Formulation Case Formulation (2 of
10)
The ideas you came up with about the causes of Shelly’s problems formed an initial case formulation. In
developing a case formulation, the clinician attempts to describe an individual’s presenting problems and use
theory to help explain factors that cause and maintain those problems. Understanding these factors provides
a framework to guide assessment and is important in developing treatment plans that meet the individual
needs of clients.
A word that you will see frequently throughout this course is etiology. Etiology refers to the study of the
causes of psychological disorders and considers how a number of factors (e.g., biological, psychological)
interact over time and contribute to the development of psychological disorders. Historically, many
models focused on a single factor to explain abnormal behavior. As you will soon learn, the disorders that
affect youth are complex and require consideration of multiple, interactive causes to explain their
development.
Assumptions (3 of
Assumptions 10)
As a clinician working with children, developing a theory-based case formulation requires an
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
PSYCH476: ChILD
PsYCHOPATHOLOGY
Lesson 2: Theories and Causes of Abnormal Behavior in Children
and Adolescents
Introduction Introduction (1 of
10)
The case of Shelly...
Shelly’s sixth-grade teacher expressed concern about progressively
declining grades. Shelly was involved in a car accident during fifth grade in
which she suffered a concussion along with a broken arm and leg. Due to
the extent of her injuries and the extensive pain she experienced, Shelly
missed several weeks of school and had to repeat the fifth grade. Shelly
was assessed 3 months ago and the psychological assessment revealed
intellectual functioning to be in the average range, with academic
functioning at a mid-fifth grade level in all areas. Shelly did not qualify for
any academic assistance because the discrepancy between intellectual and
academic scores
Author: Sonia Sevilla
was not significant. However, academic concerns have continued to escalate, and Shelly is becoming
, PSYCH476: ChILd
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
more and more vocal about disliking school. There are frequent concerns about stomachaches, and
there is often refusal to eat lunch. In the past 4 months, Shelly has been absent for 15 days and tardy on
another 12 occasions. The school is requesting further assessment to clarify the nature of Shelly’s
problems. During the recent follow-up assessment, Shelly completed a number of self-report scales
(depression, anxiety, personality), and scores indicate clinically significant elevations for all
internalizing scales, including depression, somatization (physical symptoms with no discernable
physical cause), and anxiety (Adapted from Wilmshurst, 2011, p. 7).
As you read through this case, it is likely that you began to generate some ideas about what is causing
Shelly’s problems as well as some questions you could ask to further understand her current difficulties.
This lesson will focus on theories used to understand the causes of psychological problems in children and
adolescents. After exploring these theories, we will return to Shelly’s case for the Lesson 2 assignment.
Lesson Objectives
After completing this lesson, students will be able to:
demonstrate the ability to develop a case formulation for a clinical case
identify biological, psychological, and sociocultural causes of childhood disorders
, PSYCH476: ChILd
PsYCHOPATHOLOgY
Lesson 2: Theories And Causes Of Abnormal
Behavior In Children And Adolescents With Explained Answers
100% Correct Download To Score A Rated A+
describe the biopsychosocial model as it relates to childhood disorders
Lesson Readings & Activities
By the end of this lesson, make sure you have completed the readings and activities found in the Co urse
Schedule.
Case Formulation Case Formulation (2 of
10)
The ideas you came up with about the causes of Shelly’s problems formed an initial case formulation. In
developing a case formulation, the clinician attempts to describe an individual’s presenting problems and use
theory to help explain factors that cause and maintain those problems. Understanding these factors provides
a framework to guide assessment and is important in developing treatment plans that meet the individual
needs of clients.
A word that you will see frequently throughout this course is etiology. Etiology refers to the study of the
causes of psychological disorders and considers how a number of factors (e.g., biological, psychological)
interact over time and contribute to the development of psychological disorders. Historically, many
models focused on a single factor to explain abnormal behavior. As you will soon learn, the disorders that
affect youth are complex and require consideration of multiple, interactive causes to explain their
development.
Assumptions (3 of
Assumptions 10)
As a clinician working with children, developing a theory-based case formulation requires an
